001thank you very much seeing that all the board members are present I hereby call the November 2023 meeting of the State Board of Education to order at 8:34 a.m. and I'd like to commence by saluting the flag member yoshim otari would you please lead us in the Pledge of Allegiance the United States of America liy and justice for all thank you very much and good morning to all I'd like to welcome the uh board members staff and members of the public who are attending this board meeting in person uh I'd like to encourage everyone in the boardroom to continue to take precaution uh we have had Co exposures at almost every SBE meeting this year masks are available in the back of the room if you need one and thank you for your consideration uh
002there are three items on the agenda that have agenda uh the item three addendum is the 2024 25 State Board of Education student member recommendations of three finalists for submission to the governor for consideration and appointment item four agendum is the report reports from the 2023 student Advisory board on education we're very excited to receive those later this morning item one uh the agendum is the 2023 state board screening committee recommendations regarding appointments to The Advisory Commission on Charter School advisory Commission on special education California practitioners Advisory Group and the instructional quality commission the proposed waiver consent items are W1 through 12 the proposed regular consent items are items 10 through 14 there is one public hearing on the agenda it is item 18 the appeal of the denial of a petition for the establishment
003of a classroom based Charter School pursuant to California Education Code section K2 and this is the review of the appeal and documentary record and decision to affirm or reverse the uba City Unified School Districts and cter County Board of Education determinations of the new Pacific School uh Yuba City petition we have uh changes in the agenda we will reopen item one state board projects and priorities this morning after item two the appointment of Nancy Portillo to uh Chief Deputy superintendent of Public Instruction to take up the president's report we will also reopen item one state board projects and priorities later today to take action on the preliminary report of actions draft September 2023 meeting minutes take up the State Board screening committee's recommendations for appointments to several commissions and to report on our liaison assignments
004item 15 a petition from the Orange County Board of Education to transfer the duties and powers of the Orange County committee on School District organization to the Orange County uh Board of Education was withdrawn from the agenda on Monday November 6th 2023 at the request of the Orange County Board of Education 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 and entering the participant access code and then following each of the operators prompts uh upon dialing in callers will be added to the caller queue the operator will notify callers when it is
005there their turn to provide public comment we will also ask callers to please turn down the speaker volume of their computers if they are following the live webcast so that we do not get an echoing effect members of the public wishing to provide public comment in person should sign in using the binder at the table just outside the room the binder is on the table with separate pages for each item number this will help ensure that staff is able to track the in-person speakers for each item public comment will be limited to one minute per speaker where speakers require interpretation 2 minutes will be provided item 19 is the general public comment item during which members of the public May provide comment on matters that are not specifically listed in the board's agenda so I'll
006now open item one which is our state board projects and priorities item uh superintendent Thurman is um at a CSU meeting and is delayed in launching uh his talk so I'm going to begin with my president's report and then I think he will be available uh for his report as well uh so I'm going to start by just noting that the Department of Education last month released our Statewide student test scores for the California assessment of student performance and progress also fondly known as Casp as well as information on student chronic absenteeism rates the department will be providing us with a presentation on those results later today so I won't uh provide too much deal detail here but I do want to share a few observations and a couple of key takeaways from the data
007the results from the 2020 uh 220 uh 2022 assessments did show some hopeful signs that uh recovery from pandemic related declines may be beginning and we see some of that uh in 2023 but they also indicate there's a long way to go go for students and schools to fully recover from what we've experienced in these last three years one striking change is the composition of the student population in California in addition to a decline in the number of students over the last few years by about 300,000 students we have seen a substantial increase in the proportion of socioeconomically disadvantaged students in the last year alone the proportion of such students among those tested increased from 60% to 63 3% this was also accompanied by an increase in the number and proportion of students experiencing homelessness
008Youth and foster care and students with exceptional needs so we can see that the ongoing impact of the pandemic is happening in multiple ways throughout the state normally this kind of a shift is accompanied by a drop in test scores and other outcomes nonetheless California did make small gains in math and science and on the English language proficiency assessment our highest need special education students also made gains on the alternate Assessments in math and English language arts scores on the English language arts tests were basically static uh with small gains in grades three and 11 and no change or small declines in the other grade levels the um small Improvement in assessment results was paired with a very large drop in chronic absenteeism in the 2022 23 school year from 30% in 20 2122 to
009just under 25% in 2022 23 uh which is more than a 5 percentage Point decline some of our most vulnerable students saw the largest improvements on this measure including Foster Youth and migrant students uh we continue to be concerned that our chronic absenteeism rates remain higher than our pre-pandemic rates uh they are improving more quickly than in other states many of which are still seeing rates above 30% uh and this is is true even as our schools struggle to uh continue to deal with covid surges and other illnesses like RSV while the number of climate events continues to increase both occasioning school closures and difficulties with reaching school during fires and floods heat waves and major storms so we will need to continue to work on how we can more effectively support continuity of instruction
010using technology as a resource and opportunities for students to make up attendance so that learning is enabled even when seat time is disrupted we still have a long way to go to overcome the effects of the pandemic but California has made substantial investments in our public education system to support continued progress and many of the Investments that we've made over the last two years are just beginning to reach the field now or will reach the field in the coming year it does take a while for the legislature to appropriate for the Department to figure out how to get them money out the door for people to apply for the money and then begin to use it uh so we will begin to see uh much more of the um impact of Community Schools Extended Learning
011Time TK literacy coaches and new Golden State Pathways as well as the roll out of the new mathematics framework uh and those will begin to reach students and I think they will make a growing difference in the coming years and I think we all agree that we have to continue to build uh both on our needs and our successes uh to fully re Implement and realize our vision for a California for all kids the whole child approach we've been taking is critical to creating the kind of environment that supports high quality learning for every child across our state other states are paying attention to California's progress last week California hosted the National Association of state boards of Education uh the conference in San Diego uh which I had the privilege of attending a among me
012along with many of our members uh at nasby I was pleased to highlight our efforts in building a whole child whole school whole Community approach to look ahead to the kinds of Transformations that will allow all schools to prepare students for the rapidly changing demands of the 21st century board members Esco and um yoshimoto T led a session on Community Schools vice president GL Woods participated in a session featuring our accountability and continuous Improvement system a member of another state board stood up and confessed that they were in love with the California dashboard and were working to emulate many of its features uh that happened to be a state who was in the news last night so you can guess which one it might have been our TK initiative was the subject of yet another
013session uh there were many questions directed to all of our members including uh those I mentioned and member Lis member oen member Rosco Gonzalez about our work uh and it was uh wonderful to be able to to share it with so many other uh passionate state board members across the country we're also beginning to make a difference in the new office for literacy in uh the California Department of Education um co-directed by Nancy brynelson and Bonnie Garcia who are coordinating all the many resources California has created to support literacy the professional development centers the resources for learning acceleration and dyslexia a new literacy road map they will develop with help from leader in the field we'll be hearing more about that an assist to this effort is an important new joint statement from the reading
014league and the National Committee for Effective literacy uh about the science of reading and implementation for English Learners and emergent bilinguals um and uh that I think is is going to help us uh draw on the large body of research for multilingual as well as monolingual students it complements the groundbreaking work California did when it passed our English Lang language arts English language development framework the first in the country to integrate the science of reading with the knowledge base for developing Literacy for multilingual students and finally following the passage of last year's Bill requiring Universal screening for risk of reading difficulties we are launched on the process of selecting a panel of experts to recommend a list of screeners that can be used by local schools to ensure that reading challenges are identified along with
015appropriate interventions to launch each child on a strong path to literacy and those panel recommendations will come to us in January finally some exciting news for the State Board team I would like to introduce the new director of communications for the State Board of Education Alex Traverso where is Alex there he is we are very excited to have Alex joining the team he brings Broad and deep Communications experience and evident passion for the work uh he most recently served as an account director for KP public affairs s he previously held Communications leadership positions in the Department of Housing and Community Development here in California the Bureau of cannabis control the California State Lottery he also worked in the legislature both as a communications director and the office of State Assembly member Lloyd LaVine and as
016Deputy press secretary in the office of assembly speaker Fabian Nunes he served as assistant press secretary in the office of Governor Gray Davis he's been around for a while doing this work and Alex please stand and be [Applause] welcomed and with that I'm hoping to turn the um agenda over to superintendent Thurman who should be beaming in uh from I think Bakersfield Oh Long Beach he's sorry CSU Long Beach welcome superintendent Thurman thank you I thank you for your incredible informative report uh good morning uh president darling Hammond and good morning to uh the members of the board and to uh the members of the public I'm excited to share with you um the work that we will continue to do to Center the needs of our students around student achievement um we all know
017that students struggled before the pandemic uh sometimes their needs were exacerbated um after the pandemic but California's position better than any other state to use resources unlike any we've seen uh in history um to really accelerate learning uh for our students and I know that there'll be some presentation today on Statewide test scores but I want to share with you that we have envisioned a strategy that we think is the same and necessary strategy to move students forward and to help districts help their students going forward from a Statewide basis uh and so so with that I just want to remind you that we are uh doing a realignment of the major Investments that have been made in California um to support student achievement uh not the least of which is our Universal TK initiative
018that Dr darling Hammond uh reference the $500 million that are available to support um reading coaches and specialists at districts that have high need uh for our early Learners um our $4 billion for expanding learning programs this is our opportunity to lengthen the school year to provide additional time and support for students who need it and of course our community schools initiative $4 billion do in wraparound supports to support uh young people and our learning recovery block grant the 8 billion allocation has been made we are inviting districts to think about these not as individual programs but as um components in a a coordinated comprehensive framework to support student achievement let's face it the entire world all school districts in our country students have experienced challenges and what's most important is what are we going
019to do about it and so at the California Department of Education and the State Board of Education we are centering our work around these incredible programs and then asking districts to provide more outcome measurement reporting so that we have uh comparable measurable out comes to report on the progress of our students uh this alignment of these programs and our tracking of the outcome impacts could take years to see improvements but it's my hope that we will continue to see growth every single year as the trajectory of our students continues um to rise stay tuned from that I also want to let you know about legislation uh that we will be um sponsoring this year that will help to build a robust level of professional development for teachers coaches and staff uh who work on uh
020all things related to math and reading uh this will be training for classified staff certificated staff coaches administrators um parents and volunteers uh to help all those who teach math to get more robust professional development there and certainly to provide award-winning training uh for those who uh teach our children to read and so we'll have more updates uh for you there um there's some other programs I want to share with you that we have been working on and we've launched some new initiatives uh we lost we launched recently a paid internship program so that students can um receive uh a stipend while they are uh learning about career Pathways uh we launched a safety and schools initiative um and we were grateful to have had the presentation from Partners from the Sandy Hook Foundation who
021have taken what they've experienced and learned from the track tredy and Sandy Hook and are now working with schools to recognize the signs when there could be safety issues in a school and how to how to respond uh we also presented some brand new um partners and vendors who are available the school districts who have technology that can uh recognize a gun even if it is hidden uh or disguised and so we're continuing to work on school safety on tomorrow we are launching a homelessness Summit recognizing that California has some 200,000 homeless students about 10,000 who are unaccompanied uh we are anticipating introducing legislation that would provide would call for more housing units and wraparound supports uh for our students and this Summit will bring together a 100 people in Los Angeles and another 200
022people who will be uh participating online uh to give input on how we strengthen the programs to support homeless students in our state if I could briefly mention other legislation that has recently been signed into law that we have sponsored um on the subject of preventing the Banning of books I'm very proud to say that our bill AB 1078 has been signed into law it says if any District bans a book as a part of discrimina against students of color or lgbtq plus students that that district will be made to pay major fines to to mitigate and offset those impacts uh SB 760 the all gender restrooms Bill also signed into law we recognized that U many of our students including transgender students and others have felt unsafe on campus and we're very proud to
023have passed s760 to provide all gender restrooms that can provide safety for students s sp88 to provide transportation safety um and uh you will be soon be receiving a note that lists our new teachers of the Year candidates uh that we have selected um to uh uh work with us to advise our districts on ways that we continue to accelerate student learning and close learning gaps we also have some new staff updates for you there's some new staff that you will be seeing uh presenting um soon even today uh we welcome our new Charter Schools division director Susan Park um who you will hear from uh our whole child division director Dominic Robinson uh you will hear from our new Communications director Liz Sanders and our new special education division director Rachel henan we're excited
024to welcome them aboard and uh Madam uh president when you let me know the right time I'm excited to also provide an update to you on one of our existing Deputy staff who will be elevated to the role of Chief Deputy so that we will have two co-chief deputies and I'd like to tell you a little bit about what that work will entail uh and so with that I will uh conclude my report and submit to any questions that the members of the board might have for me thank you so much um so I to segue to that um a new appointment item two is the appointment of Nancy Portillo to the chief Deputy superintendent of Public Instruction in accordance with article 9 section 2.1 of the Constitution of the State of California the CDE
025recommends that the State Board appoint a new Chief Deputy superintendent uh in accordance with article 9 UM to take up um I just make sure I'm on the right page and that item will be presented by superintendent Tony Thurman Tony please uh continue thank you madam president uh Madame President and members of the board it is my pleasure to present to you today a new co-chief Deputy superintendent as many of you know my predecessor Tom txen superintendent txen had two uh co-chief deputies and split the work in ways where where one Chief Deputy worked on internal matters and another uh Chief Deputy worked on external matters uh and we have chosen uh because of growth in our programs to bring on a second co-chief Deputy superintendent um and none other than Nancy ptio who has
026been serving as Deputy superintendent um and overseeing um the divisions of sasd and whole child Division and working on many of the special initiatives I want to start by just commending our our current coach Chief Deputy Mary nicely um who has held all of the work uh with all of the deputies and all the special initiatives and continues to do that and will continue to be the senior co-chief deputy and from the standpoint of what the board members need nothing will change you will continue to interact with Chief Deputy Mary nicely with whatever you need uh she continues to uh uh represent me on uh the CCE board uh with the West dead board uh with a number of special initiatives and she oversees uh all that we do with technology and data and of
027course on the governor's um uh U um birth to Career uh credle to Career task force for data management and so it's going to start in gratitude and acknowledging the great work that Mary has done and will continue to do but in an agency that has more than nine offices across the state nearly 2,000 employees and has taken on many new initiatives um that go beyond the scope of what CDE has traditionally done uh we see this opportunity to bring on a new co-chief Deputy um to help manage that load um the two co-chief deputies will uh will uh equally supervise uh a number of the uh Deputy superintendant who are here um but there are some uh specific areas that I want to share with you um that Nancy ptio uh will be working
028on um we have added new work at the department to help us help districts um um historically uh teacher recruitment has happened um primarily at the district level um given the challenges that exist in our state around teacher recruitment uh we've decided to add to the capacity at our department to be able to support Statewide teacher recruitment efforts we've repurposed one of our staff positions to actually bring someone on who will serve as a uh uh person whose's primary responsibility is teacher recruitment that is none other than Karen Sher um who is a 30-year classroom educator uh who is joining us as a teacher and residents to help us build out our recruitment plans for Statewide recruitment uh Nancy Portilla will help to oversee that work and work with Karen and our teams as we
029build out more direct recruitment efforts to support the state of California as Dr darling Hammond mentioned in her report we've also built out capacity uh to do more around literacy and biliteracy and helping our students to read by third grade in that way we're honored that we've brought on two uh co-directors to Center our work in literacy and to work with our existing staff who work on a number of literacy grants in the Department of Education uh you've probably seen them um our two co-directors have been presenting on the ELA ELD framework uh we've had at least a half a dozen webinars on that topic and also on the topic of how do we measure the experience of our early readers as we look at dyslexia screening as we look at the literacy roadmap um
030we're grateful that we have these two great directors um who are helping us Nancy brelon who many of you know who's worked at the department for many years who's worked for the CTC and who worked to help establish the ELA El framework uh is one of those co-directors and Dr Bonnie Garcia uh who comes to us as someone who has worked uh in the selo world and is someone who is uh skilled and trained in many levels of uh instruction and training and supporting those who teach our children to read they've gotten off to a fast start and Nancy ptio will be supporting them as I indicated earlier in my report our focus is on how to strengthen outcome reporting and that way Nancy Portillo will be leading that work and helping us think through
031how do we answer the question is anybody better off and how do you know Nancy is someone who is Data driven she's had a nearly 30-year career in education in every level of Education in in Los Angeles I working in uh Los Angeles Unified School District working for um Catholic dicese um working with Charter Schools and she is someone who has a proven record of helping to design and develop great results for students and so it is an honor and a pleasure to present to the board for your um approval uh Nancy Portillo soon to be Dr Nancy Portillo who will be uh overseeing uh the work in our outcomes measurement and who we are excited today to elevate to the role of co-chief Deputy superintendent uh Madam president it would it be okay if
032Nancy had a few words um before the board actually could we have a few words from our chief Deputy Mary nicely and then from Nancy and then we submit to the board for any uh further action right ahead thank you superintendent thank you everyone um I am just thrilled to have Nancy joining as my partner uh my partner in crime but not and cry my partner to support our students um in this very short time since we've been making these shifts I will say my life is somewhat easier uh and it has been um it's been my honor to try and carry this but I would say the state's Investments um have been massive uh and historic as Tonia said but also to something uh Dr darling Hammond mentioned this money has to flow out
033that things have to move in the department Department as well and so um I am just thrilled to be able to focus on operations modernization um but also lead uh continue to lead with my computer science coordinators in education technology as well as um upk and and nutrition services and many of the other um programs that we have across the state so I'm thankful for the state for giving us these opportunities and I'm just thrilled to have Nancy here as my partner uh and look forward to great things happening and Focus being made on the implementation of these great Investments by the state so thank you thank you superintendent thank you Chief Deputy nicely again for all your incredible work and the work that you continue to do we appreciate you for your leadership uh
034and being the Senior Chief Deputy here at the California Department of Education I'm I'm I'm sorry that I can't be here to present uh uh Chief Deputy for T in person but I am on the campus of Cal State University where I'm doing double duties with the CSU tr's meeting but I can assure you that you're in great hands with Chief Deputy nicely and Chief Deputy Portillo and without further Ado I'd like to turn it to um Chief Deputy Portillo for a few brief remarks and then we'll turn it back to you madam president in the board for your action thank you so much superintendent um before I get into my official remarks I just want to say thank you so much Chief Mary nle you have been an amazing and wonderful partner uh someone
035I really look up to and um it's going to be an adventure so good morning thank you superintendent for your kind words support your bold and hope-filled heart vision and your continued unwavering efforts for students and families Educators and all those we serve across the state of California good morning president darling Hammond vice president Glover Woods Chief Deputy nicle and a steam board good morning to all of those joining today in person virtually and the amazing students sitting right behind me good [Applause] morning I am honored to stand here before you today as a daughter of an immigrant family with an American Dream I stand here before you as someone whose parents passed away very early leaving me homeless and experiencing the circumstances that come along with that through my high school and Adult School
036Credit Recovery years as a first generation college student who had to figure out College EOP and all those other things that life brings you every day I'm still figuring out life if I find out the secret I'll share it with you all all of this to say say how much I value each experience and each Journey the journey and how much I value my education I want to State how education is so important no matter where you go off the road back on the road dip off come back education is important this is why I have spent a large majority my entire career actually serving students and families in this wonderful challenging and beautiful space being a teacher was probably the best job I ever had and is a very very Noble profession of course
037outside of this job that I'm currently doing I am eager I am excited I am energized to do the work around recent expansions of key initiatives helping to lead the work to support students achieve Literacy By third grade and teach a recruitment and again I'm going to say teaching is a wonderfully amazing and Noble profession I am excited to support positive outcomes for students on a Statewide level including devel veloping comparable measurable outcomes to capture the impact of several record level funded grants that have been provided to California schools I would like to thank my husband my children my in-laws and my grandmother Angela thank you president darling Hammond vice president Glover Woods state board for your leadership and thank you Chief Deputy nicely for your encouragement and knowledge downloads and thank you state superintendent
038Thurman for your faith and trust in me with this important work thank you for your vision to lead with courage and and pushing us to just think and do more my last words for today for now or I am honored to serve you as Chief Deputy superintendent of Public Instruction and I'm going to say again teaching is a noble profession it was mentioned earlier today that uh there is the Golden State pathway program for any of you that are not familiar it's $220,000 for anybody who would like to be a teacher or a counselor serving students and families you can contact teach Inca at cde.ca.gov thank you so much well there you have it with that Shameless plug to help us recruit more teachers in our classroom I turn it back to you president darling
039Hammond for Action from the board love getting that little uh PR note in there uh we are going to get the public comment slide displayed I know that's being worked on now so that we can open the phone line for public comment there we go members of the public wishing to provide comment on this item may do so in person or by calling the telephone number and using the access code provided on the slide that is shown now are there any speakers signed up to provide public comment in person we have no speakers signed up okay uh and are there uh any uh callers uh in the queue to provide public comment on the phone line there are no there are no callers in the queue okay uh so uh with the uh with no
040public comment I want to turn to whether I have a motion from a member of the board to um appoint Nancy Portillo as co- deputy all right thank you very much member Rodriguez member oin is seconding that um okay let's have a show of hands for those in favor please keep up your hand till you counted say I any okay we're all and any opposed any extensions all right uh motion carries thank you Tony and congratulations Nancy welcome you and I am now going to move on to item three uh which is the 20242 State Board of Education student member recommendation of three finalists to the governor for consideration and appointment while we have just welcomed Anya to the board and we look forward to our year with her it is already time to begin
041the selection process for next year's student member uh and the Comm screening committee recommends that we approve the three finalists uh that will be detailed by the screening committee chair vice president GL Woods vice president G GL Woods please begin thank you president darling ham and and good morning to everyone um as you probably hear us say every year the student board member selection process is always one of the high points of our work and I have to tell you I am continually um just continually encouraged every time we have opportunity to interact with the phenomenal students in our state and this year uh was exactly the same we had an amazing group of applicants this year and and Bard I do have to tell you if it were my world we would have probably
042about 40 seats here for students because they are just that amazing and all of the students we had opportunity to interact with this year have been absolutely phenomenal every year high school students in their junior year are invited to submit applications to serve as the State Board of Education student member and this year we had 33 students who applied the applications were screened by the screening committee and we narrowed it down to 12 candidates in October those 12 candidates were then uh then attended the student Advisory board on education conference which took place right here in Sacramento right down the street from where we are and they made presentations to the delegates at that conference the student delegates chose the six candidates that we had the extreme pleasure to interview yesterday and I know I'm
043going to have an opportunity to call the names of all those U the 12 and the six we interviewed but I have to tell you they are just phenomenal I wish you could have been there in the room in the room where where it happened if you will uh to hear about um just to have interacted with these phenomenal students members escabedo Lewis aapan and I interviewed the finalist as I said we were impressed as I said and we had the very difficult task and uh I did not say that how difficult it was to select three uh from those six that we interviewed if our recommendations are approved by the board today the names of the three applicants will be submitted to the governor's office for consideration and final selection of one of the
044students who will serve as our 2024 25 student member of the State Board of Education so first I'd like to acknowledge uh six of the students who were selected by the screening committee as semi-finalists and I'll ask I believe at this time um member m m mcquillin will uh meet them at the podium for those six students who were selected by the screening committee as semi-finalist as uh your name is called please come and receive your certificate at the podium and I will let us all get ready for that okay oh and I have this too oh oh we better watch out okay so I'd like to First recognize attakus Chan adus comes from Lincoln High School in the Lincoln Unified School District in san waen county attakus congratulations to you it was a pleasure
045meeting [Applause] you the next student I'd like to recognize is Alina sea Delgado from Napa High School in the Napa Valley Unified School District in Napa [Applause] County I'd also like to recognize Kalia Garfield from Mark kepple High School in the alhamra Unified School District in Los Angeles [Applause] County another one of our phenomenal students was MIA golden from the Rio Americano High School in the San Juan Unified School District in Sacramento County next I'd like to recognize Alejandra Ramirez from The Academy of the Redwoods in the Fortuna Union High School District in humbold [Applause] county and vinata REM MTI from Fremont High School in the Fremont Union High School District in Santa Clara [Applause] County again congratulations to those six uh semi-finalists you guys uh submitted wonderful applications and it was a pleasure meeting
046you during the interview process next I will acknowledge Hannah Cho Travis Hodes and Carter McKenzie who were identified as candidates for the 2024 25 student board member position and I am going to ask that they introduce themselves at the podium and tell us where they attend at school in the name of their school district these were three of the six that we had opportunity to meet yesterday and uh can I say for the public and for the board um our future is in phenomenal hands uh what these students are doing with not just focusing on their own academics and their own postsecondary desires but with they're doing to make a difference in this world right now not talking about the difference they're going to make but really making a difference right now in the spaces
047where they are and being the voice for the voiceless in many cases making sure that every student in California has an equal opportunity to an education is absolutely phenomenal so I would like to provide Hana Travis and Carter the opportunity to introduce themselves and we'll start first with Hana Cho who I had an opportunity to meet last year as well a phenomenal Student hanuk please come forward introduce yourself to the board and the public hi my name is Hannah Cho and I attend North High School and that's an Irvine Unified School District nice to meet you nice to meet you and [Applause] congratulations next I'd like to invite Travis hajes to come forward Travis hello I'm Travis Hodes from monisa high school in the Santa Ron Valley Unified School District thank you for your consideration
048thank you Travis thank you and Carter McKenzie Carter if you would come forward please and introduce yourself Carter is not able to be here with us oh okay well thank you very much well I will tell you Carter McKenzie he's from lagona Beach area and uh just a again a phenomenal young man and Carter congratulations to you will'll be sure that you receive your certificate thank you let's give a hand to those [Applause] three you hear me continually saying congratulations to them and it is congratulations even if those students that we just saw are not part of the three finalists that will be uh whose names will be submitted to the governor's office they're congratulations is very much due for the hard work that they put in to applying for consideration uh it's not a
049process that is a click of a button or a couple of check boxes uh they wrote phenomenal applications and went through interview processes some of them to interviews so uh the congratulations is in going through the Journey most definitely so lastly it's my pleasure to introduce and announce the three finalists and board members these are the three finalists that we will ask for your uh approval to be able to sent forward those three finalists are are Neil chandron Julia Clawson and Malik deal um again board just as a reminder if these names are approved by the board this morning these applicants will be recommended to the governor's office for consideration and the final selection of one of the students will serve as our board member for the 20240 2024 25 school year so just as
050we did with those those last three I'm going to ask for the finalist you give it and you take it away huh my goodness the gavel has been passed they knew it was going to go Rogue as soon as I finish this okay so I'd like to ask our three recommended finalists to come forward and introduce thems and I'd like to first start with Neil Neil would you come forward and introduce yourself to the board good morning everyone my name is Neil chandron I'm a junior at monov Vista High School from the San hermone Valley Unified School District and I'm super grateful for this opportunity thank you thank you Neil congratulations and Neil your certificate congratulations to you next I'd like to invite Julia to come forward and introduce herself hi everyone my name is
051Julia clawen I'm a junior at bellista High School in the San Juan Unified School District um here in Sacramento County thank you thank you [Applause] Julia and I'd like to invite Malik to come forward good morning I'm Malik deall I'm from Los Altus High School in the Mountain View Los Altus Union High School District and it's such an honor thank you thank [Applause] you so if everyone would please join me in giving a just thunderous Round of Applause to all of our students including the semifinalists and our three that will go forward congratulations to you all congratulations and at this time I will turn it back over to president darling Hammond thank you for allowing me to deal with my dental emergency um we are now going to put the public comment slide up to
052see if there is any public comment on this item and members of the public wishing to provide comment can do so by calling the telephone number and using the access code provided on the slide that is shown now and while we're waiting for members of the public to call in I do want want to uh allow other board members who participated in this year's student selection process to see if they have any initial comments member LS member escabedo after her and member mcquillin and student member of yapan member Lewis thank you I think uh vice president Glover Woods has really said it all about our sentiments about these students it was a phenomenal process it was as she said it was a highlight of of this week for me and just listening to all of
053the activities that these students are involved in and just looking at the state of our our world and some of our communities right now it just really gave me hope and confidence in the future of our communities and the future of this country I've never listened to so many students who have so much compassion for others and and for their fellow students and the things that you're doing to try to make the school experience and your communities better for your students and those who live within your communities and you say it's an honor for you to be interviewed and considered I say it was an honor for me to meet you and to get to know you all and the wonderful things that you are doing and the best wishes to all of you and
054all your future endeavors thank you remember esab truly was very impressed um actually made my day yesterday and it was a beautiful combination of amazing intellect I mean all the accomplishments academically that many of the students uh have accomplished already but also at the same T time the amazing care that um the students have in the sense of making the world a better place making sure that schools are inclusive making sure that there is Harmony and peace and and all the schools and and and communities that they're part of so it's just just again uh a very uplifting experience for me and truly um made my whole day so I I really appreciate the young minds the young hearts that uh will be able to share the student voice here uh as we make some
055critical decisions yes I I agree with what's been said so far very challenging I got to read I got the pleasure of reading all 33 of the applicants uh just a pleasure to to meet the students in their writing great leaders of the of our future here um I wish we had 33 seats up here to for each of the candidates so and uh well represented all over from the state of California from up in the Redwoods to the southern part of the State uh a good representation so my pleasure thank you Mah P I had the privilege of being with the top 12 since uh Sunday of this week and really getting to know all of them personally and hearing their diverse passions and their interests in uh K through2 education and just how
056compassionate these individuals all are and their genuine desire to make a difference and really contribute um to the work we're doing as a state within their District on youth commissions on their District boards and no doubt they're all going to make continue making that difference and it was just a pleasure getting to learn from all of them um these past couple of days and just just a huge congratulations I'm so proud of all of the top 12 it was so wonderful seeing you present to the delegation and really grow through this experience and to allow all of us to learn from you so thank you so much I love the uh broad um commitment that uh all of you have referred to in these students as um both looking to each other and to um
057care for their fellow students and all of us as well as their academic uh performance are there any uh speakers signed up to provide public comment in person no speaker signed up all right and is there anybody waiting to provide public comment on the phone line there are no callers in the queue what no parents no grandparents on behalf of the grandparents let me just say we are are so proud of you I know they all want to right I don't embarrass their you know Wonderful students um so now um we can open for board discussion and and for a motion any discussion any motion vice president GL Woods I move that we approve the three finalists for the position of the 20242 uh student member of the State Board of Education in um as
058presented before you this morning all right we have a motion and a second uh raise your hands if you're in favor and say I I any uh opposed any extensions the motion carries [Applause] awesome so we'll now take up item four which is the reports from the uh 2023 student Advisory board on education uh from the conference and this item will be presented by the student Representatives who participated in the student Advisory board on education annual conference uh this item has an addendum which is the 2023 uh Sab conference report and first I'd like to ask board member mcquillin and student board member aapon as this year's liazon if they have any comments to share so the students will be introducing what the conference was all about so um they're going to lead it all
059they introduced a variety of unique proposals that really had me thinking as well about just different Avenues we can take within um K through2 education and the changes we need to be looking to make whether that's in um restorative justice or financial literacy uh education on current events making sure more students are involved in the lcap it was just wonderful to to see the proposal develop and be able to provide insight and guide these students who are who did so much in 3 days it's it's really incredible to see and you're going to see the fruits of all of their late nights and their hard work so be excited because I'm I'm not going to take anything else away from them because they have amazingly prepared speeches and you're gonna you're going to love it
060remember mcquin the presentations will speak for themselves you you'll see it yeah thank you terrific so we have obviously various presenters for this item and each will be introduced by Sue o who is the education policy director of the California Association of student councils uh with a brief introduction by Christy toe who is this year's State president of casc and christe are you coming up to the podium there she is when you're ready you can please begin good morning president darling Hammond vice president Glover woods and esteemed members of the board my name is Christy toe I'm a senior at Northwood High School in Orange County and I also have the privilege of serving as the State president of the California Association of student councils or Cask for the 2023 2024 year this Year's student
061Advisory board on education has been especially rewarding as directors and delegates alike have shown incredible resilience and flexibility navigating our first time having a full delegation in years hearing the unique visions of students from all across California Co us into a collective movement of change has reformed the power of Youth of course this experience could not have been possible without our 12 dedicated student board member candidates the current stent board member Anya iapen who oversaw the election process with Grace supporting our candidates to her fullest capacity and lastly our core Conference team who worked tirelessly to make this conference possible this opportunity to create and share our proposals has been an unparalleled experience for our delegates so we thank the California Department of Education for dedicating the time to honor our voice your recognition of
062us as not only students but also emerging change makers is what propels US forward and for that we thank you without further Ado I welcome The Cask education policy director sueo for more on today's presentations thank you for the lovely introduction christe I'm going just lower the mic a little bit okay good morning president darling Hammond vice president Glover woods and esteemed board members my name is Sue o and I am a senior at Sunny Hills High School in the flon joint Union High School District and I have the honor of serving as the education policy director of the California Association of student councils and the director of the 2023 student Advisory board on education this year marks the 60th anniversary of the student Advisory board on education started in 1963 that has given students
063throughout the state of California a voice to propose changes in the education policy to the State Board of Education decades later students still continue to meet to brain term discuss and make these proposals in a span of three very intensive days the delegates standing behind me and outside are bright talented spunky and always open to listen and to learn their Zeal for Life passion for change willingness to make the necessary sacrifices and desire to put in the work inspire me and so many others this year is Monumental for us 75 delegates from all over the state have gathered in Sacramento to make changes the proposals the students provide before you are completely of the students own creation made up of the experiences and knowledge that they carry as living in the California education system day
064by day on the very first day these delegates gathered into one room and brainstormed the possible solutions and topics from there begin the arous process of compressing all of our different wants needs and experiences into seven succinct proposals much like a construction crew building a house the topics groups had to work for long hours first laying the curriculum foundation and then building the walls of their proposal debating the root problems assumptions and evidence associated with the topic finally the dougas perfected the wording and the feasibility painting their new house and today with all these proposals compiled we are here to sell you these houses that we created unlike other interest holders and experts in the education field our qualifications are quite simple every day we wake up and we go to school we see areas
065for improvement and we seek to create that change that we need today the seven issues that we'll be presenting are those that this body has decided our priorities that need to be addressed in our education system today I come forth to you with a delegation of students ready to make a positive change our delegation generated and came to consent on six topics as top priority to be addressed student well-being and Mental Health financial literacy social economic equity restorative justice CL and create Readiness and current and Global Affairs finally cast State president Chrissy tow will present a proposal on avenues for student voice on behalf of the cast State Council I like to thank the SB staff Caroline fiser Lisa costano and Amy bubo for working so hard to make this conference confence possible and transition
066back to a fully inperson program IID like to thank all the board members for this opportunity for our students to present their proposals and recognizing the importance of student voice lastly we would like to dedicate our proposals this year to Emily brownley a longtime supporter and adviser the student advisory boards who lost her battle to cancer earlier this year Emily decades unwavering support of the student Advisory board on education process at the district and state levels enriched the lives of participants and aided them in formulating proposals for lasting impact our first presentation will be on the topic of student well-being and mental health presented by Leonardo deing thank [Applause] you can everyone hear me all right yeah you must be successful you must get a well-paying job you must make us proud these were the
067words Maria Gonzalez was told every day growing up in an immigrant family as a first generation Mexican-American student this pressure this weight was put on her shoulders trapping her in a constant cycle stress anxiety studying breakdown repeat after thoughts of suicide she felt the only way to escape the cycle without the academic repercussions was to voluntarily admit herself to a psych her sophomore year this needs to change this week I had the privilege of meeting Maria Gonzalez who is my group's counselor for the conference and it is because of her strength and resilience in the face of adversity I'm so proud to be presenting this proposal good morning president darling Hammond vice president Glover woods and esteemed members of the board my name is Leo ding a senior at meonte High School in the a
068Union High School District and from State Assembly District 16 and State Senate District 7 we all know that recently we have noticed mental health as a growing issue and invested more into it however we feel as though that investment has not been completely efficiently done according to the ACLU from 2019 to 2021 83% of students reported no change in their access to Mental Health Services despite significant Investments during that time to confront that we have the following solution we propose that the State Board of Education adds a new local indicator metric for social and emotional Wellness within the school climate priority area of the local control and accountability plan also known as the lcap this new metric would require that local education agencies or leas would evaluate the mental health and wellness of their students
069through surveys or other means and provide the necessary funds to meet the specific mental health requirements and there are two main reasons why we believe that this would directly address the youth Mental Health crisis the first is that this proposal implies that leas must find ways to assess the well-being of students this may come in the form of surveys perhaps by adding questions to existing School climate surveys or creating focus groups or other ways to measure student social emotional well-being the idea is that we can create measurable outcomes that we can compare year toe and this is different to the exis ing California healthy kids survey as our proposal is localized to every District emphasizing the idea of local control but secondly this proposal makes it so leas are motivated to take action based on
070the results of the survey because setting a metric as we propose just now also means meeting a metric for example schools May divert funds towards hiring on-campus mental health professionals training teachers to recognize mental health warning signs and creating wellness centers all in order to meet that metric schools may also highlight existing programs or use free online and community and County resources to meet the desired outcomes but here's why all of that is important the youth are our present and our future when we improve the mental health of students we also improve grades attendance and graduation rates but I also implore you all to think about the long run because in being supported we ensure students have the proper tools to learn today and Lead tomorrow today Maria is thriving because she was lucky enough
071to find professional help outside of school she attends College manages a retail store and strives for a future that will make her happy but I can't imagine how different it would have been if circumstances were just a little bit different I can't imagine what her family would have to go through and I can't imagine what students who don't get help are forced to go through every single day thank you for seing serving our education system in representing our [Applause] future all right I want to open it up for board member um questions or discussion member mcquillin you look like you're ready to dive in me and then member Rodriguez you'll be thank you I I agree we must do more around mental health and wellness for our students especially after the pandemic and coming through
072that uh in terms of resources did you consider the community school effort that uh just got underway and how that could be coordinated with u um the metrics that you absolutely so we've considered many different ways that we can do that including the Community Schools um we also want to utilize County resources but the idea here today is really that we want to add a metric to the existing lcap plan lcap so then schools and districts can decide on their own how to meet that metric so whether it's uh through Community counted resources whether it's something they can Implement in their own District it's really specific to their own needs but thank you for that question yes member Rodriguez thank you so much for that very passionate and important uh presentation this is a topic
073that's near and dear to my heart I'm the social emotional learning coordinator uh at my school site and this work is is imperative as you know um I'm wondering if there was any talk about stigma uh if if that was something that your group discussed with as it relates to mental health and students reaching out and how they can be facilitated yeah so part of our proposal um not only adding the metric but we really want to reduce that stigma around mental health because what we found is that many schools and our group discussed this many schools have a lot of Mental Health Resources especially in recent years that's growing up with the increase in wellness centers and all of that um but unfortunately at many schools including mine students still feel unsafe or feel
074like they would be bullied or something if they were to go to a wellness center and receive help but we really want to make sure that schools are putting in that effort including administrators and teachers uh to encourage students to go to wellness centers if they need help and even go to wellness centers if they don't need help if they just want a community to be with them if they just want a place to be before school and during lunch so that's really what we want to emphasize that mental health isn't something that we should tackle just be just when it gets bad it's something that we need to build upon all throughout our high school years thank you much uh and we'll move on now to uh the next presentation thank you so [Applause]
075much okay ID like to introduce our next speaker um the next presentation will be about the topic of financial literacy presented by shijun B thank you good morning president darling Hammond vice president Glover woods and esteemed board members my name is shijun Bay and I am a junior attending the Orange County School of the Arts assuredly each and every one of you have a personal story regarding Finance in my household my lone mother tirelessly navigates the complexities of modern-day Parenthood working multiple jobs working every day from 7: a.m. until midnight all in an effort to provide for my family and to break the bonds of generational debt yet she still takes the time to impart the importance of financial literacy to me spending weekends together budgeting and working through taxes while my story is just
076one of many it serves as a testament to the critical role of financial literacy one which I'm sure all of you know by heart but consider those without the same support system how will they learn to break the cycle of hardship how will they secure a future for themselves and their families this problem is not unique to California but a lack of relevant Financial instruction is currently only 27% of California high school students have access to a personal finance course elective compared to 70% nationally while we remain enthusiastic about the prospect of establish lishing a separate financial literacy class we must acknowledge the current constraints the ongoing priorities set by the SB alongside the status quo of graduation requirements POS significant challenges given the Practical limitations and on behalf of the student Advisory board on
077education's delegation we strongly recommend that the State Board of Education update the curriculum framework for the chapter D to dedicated to economics and history social science and to increase its practical relevance to students in addition we recommend that the SB utilize recent legislative grants in areas such as Fresno County to integrate practical Financial education into existing instruction our proposed initiative seeks to maintain the current economics framework while integrating modern ideas that resonate with today's students these ideas might include but are not limited to learning the concepts of different Investments and financial instruments such as stocks credit and loans by doing so this update will equip students with the necessary tools to navigate the modern US Financial system in confidence these actions will benefit High School seniors who require financial literacy the most given their imminent
078transition into college and adulthood this is especially so considering that eight in 10 us adults agreed that they would have had a better start with money if they learn more about personal finance in high school our proposition embodies the flame of ab 984 which mandates a personal finance class as a graduation requirement while also drawing inspiration from successful models in Arizona sb84 and Virginia sb95 both of which have mandated personal finance topics to be integrated into their required one semester economic courses assembly Bill 185 has allocated 85 million from the California state budget during the 22 to 23 fiscal year to support professional development and family engagement in education for Fresno County leveraging the allocated funding the delegation recommends that the SBE Implement a strategic initiative in Fresno County redesigning the current math curriculum slowly
079introducing topics of personal finance from 4th to 12th grade this would serve as a pilot program in assessing the effectiveness of this curriculum modernization this approach would aim to establish a model for successful integration of financial literacy curriculum and this Hallmark initiative could be conducted simultaneously with a study by the SB evaluating the applicability of the approach to the rest of California and the economics curriculum we implore the board to enact this this pivotal curriculum change ensuring a financial or ensuring a future where every Californian student just like myself is empowered with financial literacy thank you so [Applause] much I'll open it up to a board discussion member Rosco Gonzalez thank you for your presentation very informative and I think necessary financial literacy is a critical life skill that empowers our students to make informed
080decisions about their financial well-being it equips them with knowledge and tools to manage their finances sa for the future make sound Investments we must prioritize the integration of financial literacy into our educational curriculum I agree with you and ensuring that all students have access to this Essential Knowledge by doing so we not only prepare them for a financial financially secure future future but also contribute to a more economically resilient Society my question to you is what strategies do you think would help of make financial literacy education more engaging and accessible to a diverse range of students including those for underserved communities our Council group actually discussed how we could make financial literacy more engaging to students around California I think the idea of it being practically relevant to the students themselves increases engagement as in
081a lot of course instruction there is a separation between the student and the material but when we actually apply the Practical knowledge to the students and show how they can use this in the future how this will affect them how they can navigate through taxes if they have jobs in high school how they can navigate through the financial system in getting a credit card in trying to find a way through financial aid debt their CSS profiles will ensure that students are engaged because this is their future and they are ensured to have a belief in their future thank you think I will take the privilege of the chair and ask a question as well really enjoyed your presentation uh and I love the fact that you find have fun doing budgets in taxes on the
082[Laughter] weekend come to my house anytime um so uh you really you talked about trying to integrate financial literacy not only in the High School curriculum but also throughout all of the grades um and at the high school level you many of the courses that students take are uh approved by the UC uh system through the bores committee uh and certain courses are expected to you know be uh eligible to um for admission at the uc's and CSUS um and so I wonder what uh argument you would make to the Boris commission uh about really uh emphasizing or including financial literacy in um in their uh recommendations to high school students for admissions um well we were considering especially the ucg requirements which I understand the SB does not have jurisdiction over um and we
083were discussing that financial literacy is so essential to high school seniors if we learn all about history math geography and all the rest of the subjects why not learn something that is useful to us for the rest of our lives these seniors will take debt upwards of 400,000 even 800,000 maybe even Beyond six figures and how will they navigate financially Aid CSS profiles all of the complicated and extremely extremely complex Financial system in the United States without any practical knowledge given to them by school I'm sure that there is an argument for every single class and every single graduation requirement mandated by the uc's but why not consider financial literacy which we will use Forever Until the day we die I'm persuaded thank you thank you very [Laughter] [Applause] much oh yeah we're going to
084take a little break so that some of the students who are in the room can go out of the room and some of the students who are out of the room can come in the room because we have so many to uh to fit in and thank you all those who contributed to these uh presentations we appreciate you picture while she was I have to recreate something oh yeah I was like oh my god did anybody get a picture if anyone needs a five minute break you could take we're going to have maybe three or four minutes of students changing if you're if you're desperate to get bio all right we need to re we need to Recon uh for our next uh group of presentations uh students did a wonderful job getting in and
085out of the room now we have to get the board members back to the [Laughter] table who did we we've got a couple people where Brooks is on the hunt so give us a minute because we don't want to miss we don't want anyone to miss these wonderful presentations so we will here here's everyone well at least two of the three there we go we're all I think we're all set we got a day we've got [Music] Gabriella okay we got we've got one more but I think we'll go ahead and begin please thank you to introduce our third presentation which is on the topic of socioeconomic Equity presented by rishal melani thank [Applause] you Reverend Martin Luther King Jr once said the ultimate tragedy is not the oppression and cruelty by the bad people
086but the silence over that by the good people and he was but it's so much bigger than just good or bad people the Stark reality is that the best of us our students are silent because they don't have Equitable access to express their voices our proposal today seeks to change that narrative good morning president darling Hammond vice president Glover woods and esteemed members of the State Board of Education my name is rashall malvani and I'm from monov Vista High School in sanon Valley Unified School District my group focused on how we can empower socioeconomically marginalized voices to have an input on decisions that are critical to their education outcomes to achieve this we wanted to concentrate on the local control and accountability plan or lcap a document designed to serve underrepresented students our goal is
087to provide a simplified version of the lcap that more students can understand and to allow for an online suggestions Page open to the public for elcap related comments as many of you may be aware last June we celebrated when California Senate Bill 977 was signed into law requiring that a minimum of two students serve on elap approval committees within their districts by July of 2024 that legislation sought to increase student oversight and involvement in District spending thereby allowing those voices to be heard today our proposal has the same goal in mind so first we identified the problem that right now the lcaps content full of legal terminology and comp Lex technical terms makes it hard for a majority of people to understand it and even when we ask this delegation of already civically involved students
088about how many of them understood the lcap before joining the California Association of student councils only 18% of them said yes I think we can all agree students can't voice their opinions on a document that they can't entirely understand but it's not only that it's too complex it's also long and there's no Abridged version when my groupmates were my groupmates were shocked to find that the average length of our District's LC caps for the 2021 through 2024 school year was 132 pages long something that I'm sure you're all aware of despite the fact that they do contain ways to gauge the progress of long-term goals within districts if a student really wanted to understand how their District funds were being spent a long arduous document like the one my district has just isn't the isn't
089the solution that's why we implore the State Board of Education to suggest that alongside the lcap school districts provide a separate a bridged version of the lcap document that summarizes District plans and priorities in a digestible format using diction that all students and parents of all backgrounds can easily understand understanding has always been the first step in the classroom today we make it the first step in making a change and the next part of the problem is that the lcap is made of non-elected officials that may not be equipped with the skills to effectively represent their entire communities beyond that since the position requires a certain level of commitment like attending meetings it's even more challenging for lower income individuals to join who face certain obstacles and uphold various obligations that might make it difficult
090for them to commit to serving on the committee that's where the second part of our recommendation to the State Board comes in we ask the State Board of Education to recommend attaching an open feedback submission for form to the district website's posted lcaps for students and parents to leave their Insight on the document those commenters have the option to remain anonymous if they so choose commenters can input their voices and speak on issues that matter without worrying about missing work looking after siblings or finding transportation to a committee meeting the way that most districts currently operate those very comments could become the core of their District's Focus having the lcap accessible to students from all back grounds is essential for them to understand the future of their own education and how their experiences at school
091are funded giving them direct control over their own destiny at the end of the day every student inspired by the vision for a better District could just be the person to make that Vision a reality thank you I think you are preaching to the choir here uh I I would like to see if there are board members who would like to ask any questions vice president Glover Woods well I thank you for your presentation and uh just the irony of a future item that's getting ready to come up later today um just really connects um I also appreciate uh just the candid nature of it's just too long you know it's complicated and just too long I I have a question for you because I'm very intrigued about the uh um online submission form that
092would provide access to people to provide feedback even if they're unable to physically be in the meetings that are scheduled uh with the group that you worked with uh do you have any more detail on what that online feedback submission form could look like and U are there certain formats that you feel would be helpful and accessible to the public or to to all students yeah sure so uh we in our Council group talked about that you know right now lower income students aren't able to represent their voices at those meetings and this online submission form which students could either remain anonymous but it could be students or parents um could submit a form or a really just a simple comment about their Insight on the lcap document um about suggestions that they have for
093possible discourse and that could really um Inspire the lcap to consider those changes during their next meeting and maybe Implement some of those suggestions within the document itself wow a lot to think about and um I concur you know it is it can be uh very cumbersome for uh the average person without the uh the knowledge of of educational speak or some of the uh more technical uh Lang language to understand and break it down and and then have that sense like well I can have it I can have input here right you know um so thank you thank you for that and I'm thinking about the lcap uh when when it first came out my excitement was all of the input from the community and the students and the teachers getting all of our
094educational Partners in there but because for so many years it seems that our institutions sort of have dictated right so it's really overcoming this mindset of oh I can have a voice I can I can say something do you did did you talk in your group about that mindset and how what we can do so that people don't feel like school is something that's being done to them versus this is something that we're co-creating yeah so this this comment section I think is a really important part of our plan because when students get to share their opinion on you know the document that states the goals the long-term goals of their District they do definitely have more oversight and a little bit more like power about the future of their District so that could make
095them feel more included in the future of their own education and I like the anonymous aspect about it too um so uh you know especially some of our immigrants who may be come from countries where they've been persecuted right and they may have fear about expressing something that isn't working and so that way there isn't any retaliation so I really appreciated that aspect as well thank you thank you very [Applause] much I'll like to introduce our fourth presentation which is on the topic of restra of Justice presented by Helios L thank [Applause] you my buddy rashall just gave us a piece of wisdom from Martin Luther King Jr I want to add on to that with a different perspective from the same persistent fight for Justice from Malcolm X who once told us education is
096the passport to the Future for tomorrow belongs to those who prepare for it today but I think for so many kids they start their race to the top looking at everyone else's back when each punishment means another setback for these students I think action is imperative good morning president darling Hammond vice president Glover woods and esteemed members my name is Helios lung a junior at monov Vista High School in Danville for the past three days my Council group and I have focused on how we can effectively and efficiently redefine punitive measures through restorative justice the problem right now is exclusionary punishment when students are suspended Ed expelled and excluded they're told they don't belong when students are excluded their dreams of Education disappear in front of them a UC San Francisco study finds that in
097just the first three years following suspension or expulsion the GPA of marginalized students dropped by as much as 1.44 points in the long term education next and education research Journal finds that students eliminated by the system are less likely to attend college more likely to drop out of high school and more likely to be incarcerated as an adult beyond that on a local administrative level the very system of deciding exclusionary punishment is flawed and discussing this proposal with my group members we heard too many stories of students being protected from punishment because of their racial Financial or social privilege in a story that one of my group members shared in one case where students were caught for drug use the latinx students involved were suspended or expelled the white students were told to go back
098to class and yet in both circumstances no one was educated on the actual dangers of drug use it was only stigmatized whether it's implicit in our words explicit in our actions we are all implicit in their struggles when we tell a child that they don't belong recently California schools have been taking the right step to to towards removing exclusionary punishment and beginning to consider restorative justice we're also aware that Education Code 4955 is looking for student input for restorative Justice's best practices that's what we' like to proposed today we want to accelerate this process with this proposal to make sure no more students can be silenced by the system because where exclusionary measures tell children that they don't belong restorative justice sends a clear message to every child you matter in Santa Cruz where a
099restorative justice program F funded by the Annie E Casey Foundation juvenile hall bookings decreased by 75% from 1998 to 2020 and in Los Angeles where a Bill of Rights was issued to increase attention towards restor of Justice suspensions decreased by 76% and graduation rates increased by 133% it's not only good for the students schools themselves benefit when violent incidents decrease schools won't need to be spending money for policing they can spend it on pencil and paper when students are actually in school because they aren't being suspended School revenues increase because of higher average attendance rates it is not only an investment into a community it is an investment into every child today we're proposing for the State Board of Education to create a set of guidelines guidelines for restorative justice in the local implementation that
100we've seen here are some of those guidelines first establishing peer courts so that students who have the best Insight of their peers can assist and create consequences that will actually amend the system second having disciplinary actions be published by the board in order to make sure both sides of the story are told and both parties are held accountable finally by ensuring continuous re-evaluation of the restorative jus framework so no students can be left behind by obsolete policies implementation isn't going to be easy between stretching already thin resources and hiring more staff we know money can make the difference and not every single district is going to have the resources to make these changes and adopt restorative justice overnight but our hope is that if the schools most affected by suspension in marginalized areas can adopt
101today's guidelines the story of one Community can change people change policies and change the lives of Millions of kids across the state one mistake shouldn't Define one lifetime thank [Applause] you okay looking to board members who would like to ask a question yes member um forti Brenson uh thank you for the presentation that was both powerful and Incredibly well delivered um the um um recommendations that you all um formulated around peer Court publishing of actions and effectively I think a continuous Improvement uh strategy I'm wondering if you can uh share more examples of how peer Court um has potentially U manifested either in the LA or Santa Cruz um examples or just give more color to those examples so when writing the proposal there were a ton of districts and I'm not sure if I
102can name one specifically but I know in certain instances because peer courts had peers that were more empathetic to the cause or maybe understood them as a person better they could formulate better Solutions and punishments that would actually rehabilitate the student's Behavior rather than only encouraging it in some instances that my peers brought up in cases where it was only from an adult perspective even when cases of bullying occurred it would just continue even after suspension so when pure courts are implemented they can be sympathetic to the cause on how they themselves were able to approach that issue and solve it sometimes and come up with restorative measures in order to prevent it from happening yeah I'm just going to quickly comment on this because this is an issue near and dear to my heart
103I do a lot of this work within my own County and I've seen examples of PE courts that have been incredibly successful so I think this is something that across the state can be modeled for sure um and you talked about money but it it costs so much just to house someone in juvenile hall and those funds can be redirected to productive measures that are actually focused on healing and growing as a community and I just wanted to just ask a couple of clarifying questions you with the peer court so students who would be um facing disciplinary measures they would have the chance to explain the context of their situation and kind of is that how the you imagin the peer Court functioning and uh or your group did when they proposed this right I
104think the most important part of peer courts is really understanding the person in front of you as a person understanding their circumstances and the only way to get rid of so many issues is understanding why that issue happened in the first place addressing the root problem and in those models and I'll keep this quick um in those models was there training for students who served as um kind of like that peer court and were taught to like uh listen empathetically and kind of just like avoid all biases and just consider what was in front of them yeah I'm sure there's there needs to be like inherently in the system a ton of accountability and making sure that people making such an important decision for somebody else's life are qualified to make that decision okay wonderful
105thank you so much for this proposal yes member yoshim monari Helia is such a poignant uh presentation thank you for for your research um you touched on so many crucial points uh the potential for bias to play in the this concept of punishment as opposed to repair and I wondered if you could elaborate a little bit more on this idea you had around continuous evaluation and what your Council discussed around that I think even though restorative justice isn't that new of an idea and it's only been adopted in certain areas it's only when we see mainstream application that we can continue making changes towards it so that we can continuously improve the system to make sure we don't have policies that don't correctly address our current needs so we can continue adapting to each student's
106needs um I think right now it's a lot of school districts are a little hesitant whether it's just the resources that they don't have or they don't understand being able to put down the full benefits of this because it's not yet such a mainstream idea and it hasn't been practiced so much that schools are completely confident in its abilities to really provide for their students that some schools are still hesitant to do so but I think with continuous pilot programs like I said in the communities that are affected by it most and continuous reevaluation and implementation to make sure every school school is um best suited to implement these policies I think that is the only path forward thank and I think uh we're going to take another short break I'm going to ask board
107members to stay with us uh as students are going out of the room and into the room and thank you for your presentation and to all the people who contributed to the [Applause] presentation we appreciate all the group work that went into that on the topic about College and Career Readiness presented by Garrett Zoo thank [Applause] you picture this my brother overwhelmed by the Relentless stress of college burdened by the daunting uncertainty of his future as he felt utterly unprepared for the college process he was burnt out he was lost in the Labyrinth of potential career choices not knowing what to choose he was afraid that whatever he was to choose would dictate the rest of his life I still remember a day in December of last year when I found my older brother at
108the foot of the stairs crouching down his head buried in his knees and I saw teary eyes the stress broke my brother it broke one of the strongest people I've known in my life but he isn't the only one it's a story that resonates with countless students all over California a good morning president darling Hammond good morning vice president Glover woods and Este esteamed members of the board my name is Garrett Shu I attend high school at Sacramento Country Day School and today I'm here to address the issues of college preparedness and proposing a solution into the positive direction especially with the increasing demands and expectations on students today it's evident that many students feel unprepared for higher education and career Endeavors following graduation in fact according to the California school dashboard only 44% of
109graduating students are considered prepared on the college career indicator 44% at the heart of the problem uh students are not consistently informed with the important extracurricular activities career opportunities Career and Technical education CTE programs and guidance for college applications throughout all four years of high school so to T to so to sort of tackle this issue at the student Advisory Board of Education advis the school districts to hold districtwide seminars every beginning of a semester in September and in January this solution serves to inform of three critical topics first to inform students about localized Community extracurricular activities second to inform students about CTU programs and finally to inform students about college and career opportunities this seminar will be done with presentations designed by students for students accompanied with advice from counselors And to clarify student
110leaders can volunteer to present at the seminar assuring valuable insights and guidance of their fellow students ESP sparking that Curiosity from students from 9th to 12 12th grade and specifically these seminars cater to all grade levels as students receive the right information at the right time to guarantee the success of the solution information presented in these seminars will then be sent to high school students via email so not only does this address the root problem as to the lack of information and early engagement in College and Career planning throughout High School it also empowers students to feel confident in their future all of this can be achieved in a stepbystep process starting in 9th grade ending in 12th grade sparking interest in students and benefiting lowincome students who may very well not be aware of
111a lot of these opportunities out there all of this can be done without imposing significant financial burdens on school districts we recognize that many districts including mine are fortunate enough to have the privilege of something similar like the seminar and we truly appreciate the progress being made in this area however it's also crucial to recognize that these resources are often not readily available to all students in California especially freshman's and sophomores and low-income students as it is in the case of my school again every student is a candle that has the potential to be ignited and we need to take the initiative to Stark that flame and by providing readily available information students will have that ample opportunity to explore their passions and their careers take action for the sake for the sake of students
112take action for the sake of young adults and take action for the sake of Future Leaders thank [Applause] you thank you so much uh I want to open the floor to board members member oen good morning and thank you so much um is a um really thoughtful presentation um in terms of both the why this is important and also how we might make progress um and I appreciate the combo of the two for sure um so my my what I heard start with that in your presentation was sort of two different sets of two different reasons at least that students might need access to this type of information um one is as they get to this critical juncture late in their High School career like your brother who they realize they've been working really hard
113and it's almost like why right and um and I'm I'm sorry to hear about your brother that was um Brave of you to share that story and then the second part is students who uh may not have access to information earlier in their career to as you said ignite their flame right um so um I guess my question for you is as we make more information available for students across the board which I think is so important in terms of um closing that opportunity gap for students in the state I wonder how we don't also increase more pressure on students sort of like the example with your brother to feel like they have to do everything and know everything um at an early age so I'm wondering how these seminars might help people see that
114there's something that's not about pressure or achievement um that these opportunities present for them right I appreciate that question so with my Council group we also discussed in specifically the idea of um you know again like you talked about um a lot of you know freshman and sophomores and you know earlier down the path in high school they don't are they aren't really exposed to this sort of information about local EXT extracurriculars CTU programs and college and career opportunities the whole point of these seminars which take place uh within the beginning of every semester not during instructional hours um would stretch that timeline so they would have more time to sort of understand the whole process and be more prepared not just for college but also for their career down the path um so yeah
115thank you um I think uh College and Career Readiness is very important to start at as soon as students enter their High School career because you think about entering as 14 years old a lot of students really don't have any idea of what they would like to do Beyond high school or even what opportunities are available to them in career so as you were putting together your uh proposal uh in addition to the seminars were there any other um Avenues considered uh such as maybe making uh information about college career opportunities involvement in clubs and sports that are available on your campus as part of maybe the registration process uh for freshmen and even into January when you have your sophomores Juniors and seniors starting to register for the next semester courses was there any
116consideration giving to making that information how we could make that information a part of that process yes we also talked about um you know sending emails I think that's also a huge thing um with sending emails readily available to a lot of these high school students and being able to tell them about certain activities extracurricular activities or whatever or clubs or programs that you mentioned um in addition I also feel like um it's very important to also have student voice in a lot of these seminars so uh we sort of create this framework ask program which you know um students would be able to volunteer student leaders will be able to volunteer and be able to act as you know Inspirations for other peers as well in a sort of near peer relationship um so
117that's that's how we plan on um making this information more accessible not to just one group of stud students but there's a wide range of students no matter where you come from or who you are thank you thank you so much that was wonderful um I think we're going to move on to the next presentation thank [Applause] you our sixth presentation will be about the topic of global and current affairs presented by George Balin thank you amazing it's been more than two years since news of the Ukrainian conflict reached virtually every student across California yet when asked to locate the ongoing conflict and Ukraine on a map over 2third of Americans pointed to countries and Africa Asia and some even pointed to California our current history framework lacks the relevant education California students need on
118current Global Affairs occurring all across our world leading to students being unfamiliar with global ongoings not just for our high school careers but also for the rest of our adult lives good morning president darling ham Hammond vice president Glover woods and other esteemed members of the board my name is George B and I am a sophomore attending meanti high school and the aalan Union High School District we are here principally to Champion the inclusion of unbiased current and Global Affairs within the framework of California's various history classes though current history and social study Frameworks already successfully include a wide variety of events ranging from the Haitian revolution to the Cold War they don't connect them to Global Affairs and current events when they could as such it shouldn't be surprising when we find that only
11930% of students remember ever learning about global Affairs even at a time in which Californian students are increasingly embracing the diverse and Global world all around us looking all the way back to when I was a nth grader just last year I remember that my world history class didn't actually tie in any of our lessons with what was going on at either a local or International level despite how we spent up to 2 months on a single topic like the French Revolution alone this sentiment was clearly echoed within my Council group and likely also amongst California's 6 million other students who learn almost exclusively about The Guillotines of the past but not the global events of the present therefore we suggest that the State Board of Education amend the history social science framework for grades
1209 through 12 to include themes regarding Global Foreign Affairs and current events to do so the CDE would build upon already existing Frameworks and add new learning goals pertaining to Global issues creating a comprehensive framework many history classes already provide students a platform to connect lessons to present day Global events which significantly increases student understanding not just of the present but also of the past thus our goal is to ensure that all 6 million of California students receive that same education and experience our mind Milestone framework and learning goals will be implemented by individual leas and expanded upon by School staff and teachers through assignments focused on synthesizing past events with current ones and through different seminars focused on discussing past and present events this missing piece of not providing students with knowledge regarding current
121events ties into a growing apathy towards the International Community as well as a disengagement from the Democratic processes like voting that make us Californian in the last 10 years the sh that the student vote played in Californian elections was only 10% with less than a quarter of the youth voting in the midterm elections with when we ensure that students are provided with clear information on the events of today that relate to themselves and what they've learned in history the result is that voting rates will increase as per the National Bureau of economic research to put it simply when you learn more you vote more we envision a California where students receive lessons conducive to to eliminating apathy on global issues a California in which the students of now prevent the mistakes and missteps of yesterday
122and today from affecting our californi democracy although we understand that polarization and bias will always appear when teaching we hope that providing students with in knowledge in as unbiased a manner as possible will at the very least prevent students from confusing Ukraine with California rather than allowing the cycle we're only one in three students remember ever learning about global events to continue instead choose to be the one that makes a world of a difference for all six million Californian students thank [Applause] you thank you so much let's uh turn it over to board members uh member esab hi hello excellent work in your research and create you know ensuring that history especially not the best history repeats itself right and know learning um increases exponentially through relationships any think thoughts about creating some type of
123Project based learning with uh other youth perhaps in other parts of the world and having that interconnectivity to make these current events relevant and Alive through the Through The Eyes of other youths as well yeah of course I would absolutely love for us to collaborate with the International Community I think that's that could potentially be a huge part of this proposal I think just the fact that we're getting more perspectives from everyone whether you're from California or you're from the International Community it's going to be beneficial all around so yeah I'd absolutely love to see that happening thank you Other Board member comments questions okay all right thank you so much oh member oen please um I I I truly appreciate your um presentation and I remember in my first years of teaching um the
124there was a war in Bosnia that broke out and um trying to figure out how to make that understandable and relevant for students was important and hard um CU I didn't really understand it um and I think about what's going on in the world today and how um hard it is to present current Global Affairs without bias uh and how polarized we are around our perspectives on some of the current Global Affairs and I'm wondering how you see what you see the role of schools in um in uh you know if we take on more in terms of teaching current Global Affairs how we ensure that all students feel safe and um and that their perspectives are valued about what's going on yeah of course so as I mentioned this is up to the individual
125laas and I do trust that laas like the aalan Union High School District which I'm from will adequately implement this proposal and I do definitely understand that there could be some issues with other districts but I think that just the fact that we're allowing students to learn more about the past and the present and connect them will allow them to take that experience home and develop a critical understanding by by themselves in addition to in their classroom so although like bias again could be an issue I just think the fact that we're allowing students the opportunity to learn more to make it more clear why they must vote why they must get involved because of the global events that are occurring all around us is what's really important and which is what this proposal would
126do thank you thank [Applause] you I'd like to present our last but not least presentation on the topic of Aven for student voice presented by Christy toe thank you good morning again esteemed members of the State Board of Education my name is Christy toe senior at Northwood High School and the cast State president I'm here to speak to you on behalf of the California Association of student councils State Council as the governing body for Cask the state council's vision is to institutionalize programs like sa at the school district Regional and state level as a model for a meaningful process for youth engagement and student voice and to ensure that they are truly representative of the diverse 6 million students in California you can help by taking the simple and Free Step of including our programs
127in your promising practices in the cde's public resources related to elcat Priority 5 people engagement being raised by my grandfather I steeped in stories of his impactful role as the Director of the refugee program for the Los Angeles Unified School District I frequently heard of how students in the program who were often part of their English learner programs and belong to low socioeconomic backgrounds had limited access to opportunities to partake in Civic engagement and advocacy programs that would give them the platform to voice their needs and wants of their experiences with public education these Tales ignited my desire to enhance opportunities for underserved students in Civic engagement and feel that it is our duty to transform form this dismay into a rallying Cry For Change programs provided by the California Association of student councils have
128done just that for me at my first education policy conference as a freshman I spoke fewer words than I could count on my hands gradually I built the confidence to volunteer to speak on and propose bills and ultimately run for cast State president taking on the responsibility of representing every student in California let us Envision a future where all students especially underserved students not only have the opportunity to amplify their voices on vital education matters but also collaborate with like-minded peers from every corner of California it is imperative that students of all backgrounds can access platforms to engage with diverse like-minded peers integrate student voice into the heart of governance and be given the opportunity to speak to dream and to inspire a pillar of CAS Mission we strongly support the sb's dedication of an
129lcap priority to people engagement M and the related tools and practices you've published however the suggested related resources for people engagement should include more student input and advocacy related resources we propose that Within These promising practices it is included that school districts May Advance the state priority of pupil engagement by sponsoring unduplicated pupils to to the student ad Advisory board on education its legislative counterpart the student Advisory board on legislation in education as well as the cast's local advocacy programs our very own student Advisory board on education is the only formal student presentation to a state board of education in the nation safe sister conference the student Advisory board on legislation in education allows students to craft and present Bill proposals to the Senate and assembly joint committee on education our regional advocacy student conferences
130delegates at at these conferences delegates have the opportunity to build a proposal in order to solve an issue from a topic that passionate about in just one day delegates present their proposals to a panel of principes superintendents and local elected officials which are then pushed locally for 60 years Cask has enabled students like myself to bring proposals before you via the student Advisory board on education you know the power of giving students the education and tools to put voice to their experiences and to advocate for change unfortunately programs like this remain primarily accessed by students with priv to seek them out or to be informed of them by their networks and then face the barrier of sponsoring their attendance if you have been moved by our work here today and if you want to ensure
131that every student especially black latinx indigenous and system impacted youth who are unfortunately underrepresented here today I ask you to partner with us and to start by making this opportunity known and encouraging districts to partake empowering underserved students with the opportunity to engage in advocacy programs through the California Association of student councils serves as a Beacon of Hope guiding them to discover their unique strengths and passions thank [Applause] you thank you very much uh let's see what state board members want to ask about member iine um so save is incredibly important in connecting students across the State and empowering them to share their insights and make change just to see shared in your own personal story and it's it's so important that that opportunity is made available to all students no matter the barriers um
132and I understand by making this recommendation you're hoping to bring in more diverse students into your conference um so I was wondering if the state Council has discussed about potentially providing resources for English language Learners at your conferences so that you can allow for their full participation of um you know diverse students and underserved populations um who you are looking to invite to your conferences I was wondering if that's been discussed exactly thanks for your question the state Council has talked about providing and expanding our resources to English language learners for example if you're applying to be in region cabinet for Cas if you're applying to be in our state Council we offer translated versions of our parent information letters that we give to parents and of the application that we provide for students and
133that's something that I'd love to be see implemented in our programs as well so thanks for your question Ana member alen um thank you I mean the you ended by saying if you've been inspired today and I just want to say um I know I can speak for all of us by saying we have been so inspired today so um check that is so true thank you so much for um making this really the most I think important of our board board meetings all year um appreciate that and I mean maybe I shouldn't say important sorry um my favorite how about that yeah amended I've amended my my public comment but um in any case um my question for you I and I really appreciate that you're Pro you're promote you're Pro proposing a a
134simple solution for us um and suggesting to us that we have the power to make um your programs more inclusive and so my question is I'm wondering what happens at the program level to make um your programs inclusive so are there scholarships available how does the word get out locally do you see Trends in what schools or districts are coming Etc thank you so much for your question there are scholarships available for students that come from low income backgrounds but the issues that not enough students know of these programs not enough students have access to our scholarship ship fund because of that in as a student run student L organization um our staff and our counselors have to be skillfully prepared to counsel um for students of all backgrounds including formally incarcerated youth Foster youth
135students of lowincome backgrounds a racially diverse delegation and all of our students undergo an extensive staff development program in order to prepare them for those hypothetical situations prepare them to develop a sense of urgency adjust to accommodations and develop a sense of understanding so our staff are perfectly prepared to accommodate for students of all backgrounds all underserved students um so that's really our goal today is to promote those programs and make use of all the skills that our staff have awesome thank you so much thank you vice president Glover Woods I thank you again and I think I can link myself with member Oaken to say extremely inspired and um encouraged by everything that has been shared this morning I also very intrigued uh about the presentation that you just provided to us and really
136diversifying the student voice that uh comes through my question is it as it relates to outreach what conversation has been has taken place amongst uh amongst the councils and amongst the the your peers on how what type of out Outreach would be beneficial to reach the diverse group of students that you mentioned um and I'm going to link my question with a little bit of my assumption being that there may be many schools that are not even aware of sa um not even aware of Cask not even aware that many of you are here today has there been conversation about what Outreach efforts might look look like and if so what were some of the ideas that were generated definitely I really agree with you not enough schools know about our programs and that's why
137this year the state council's focused heavily on developing a diverse and expansive club network um where students at schools can create cast clubs and bring our programs and our curriculum to their school so that students don't have to pay a program fee or registration fee to come to our Statewide conferences like SA aable if they don't have the time or if they don't have the resources to do so another goal of ours especially for this conference that we're at was to have a very diverse delegation and one of our strategies in doing that was reaching out to organizations that Target underserved Youth and ask them to sponsor the students that they target to our conference like the California youth Council yeah thank you for your question and thank you for uh this presentation and all
138the others thank you so much [Applause] I would like to offer some brief closing remarks to close the program today we would like to thank all the esteemed board members today for not just hearing our proposals but listening to the proposals presented by the state by the student Advisory board on education and really recognizing the time and effort that all of our students have put into these proposals um very shortly we actually hope that our ideas can be turned into action by you the State Board of Education and we really look forward to that thank you so much for all you do for the California students and we definitely would love to see you all next year thank you thank [Applause] you and we actually have an opportunity to have public comment on this item
139so we're going to put up the public comment slide uh and members of the public who would like to comment may do so by calling in to the phone number that will soon be on the um there we go soon be on the um display uh and using the phone number and participant access code that is shown there uh are there any speakers signed up to provide public comment in person we have no speakers signed up all right and we'll give it a little moment of wait time toh see if anyone wants to to log on to the phone and do we have any uh callers on the phone there are no callers in the que all right well I want to on behalf of all of us you know thank you so much for
140your hard work for your presentations for your great ideas and for sharing those with us this morning and wish you well on your journey back to uh wherever in California you have come from thank you [Applause] and this concludes this information item we're going to take a 15minute break uh and be back here at 11:05 all right thank you thank you all oh we we're live all right we are back from our break and item five is the California assessment of student performance and progress at English language proficiency assessments for California 2022 23 results release this is an information item uh and it will be presented by Sheryl cotton of the CDE Cheryl good to see you please begin they are be sure you have your mic [Laughter] on keep it red there we go
141okay those kids were a tough act as follow I'm not I'm presenting our data today so uh as a child no okay he that um superintendent Thurman Chief Deputy superintendent nicely president darling Hammond vice president Glover woods and board members good morning I'm Cheryl cotton Deputy superintendent of our instruction measurement and administration Branch uh here at the California Department of Education I directly support our assessment development and administration division Mal Vang the division director and our program staff will be available to respond to questions following the presentation in addition to Maryann arcia um the executive director from the educational testing service is also available here to support the item before you today is an information item in today's presentation I will go over the 2022 23 assessment results release for the California assessment of student
142performance in progress or Casp and the English language proficiency assessments for California or elpac as well as the test results for California's assess California's assessment website first I will cover the 2022 23 Casp results the CK comprises the following assessments the smarter balance summi of Assessments for English language arts and literacy or Ela and Mathematics the California science test or cast the California alternate assessments or caas for ELA mathematics and science and the California Spanish assessment or CSA the 2022 23 Casp test reveal some really key points overall there's a slight increase in the percent of students meeting or exceeding standards in mathematics and science while there was no significant change for ELA there also continues to be improvements for the California alternate assessments for ELA and Mathematics it is also important to note that
143the proportion of high need students has increased in California's schools specifically the percentage of students tested who are socioeconomically disadvantaged incre inreased from 60% in 2022 to 63% in 2023 as shown in this chart there's also been an increased interest in the California Spanish assessment an optional assessment with the number of students tested increasing from 46,000 in 2022 to 55,000 in 2023 in the upcoming slides I will share more detailed results on student performance on each of the Casp tests the the smarter balance summative assessments for ELA and Mathematics are given to students in grades 3 through 8 and grade 11 and are aligned with the California Common Core State Standards for ELA and Mathematics for ELA and Mathematics there are four achievement levels the target is for students to achieve level three meet standard
144or level four exceed standard in reviewing Ela results for students by race and ethnicity in 2021-22 and 2022 23 school years there was an increase in the percentage of students who met or exceed standards in the in the subgroups I'm sorry the student groups of American Indian or Alaskan native and Filipino in reviewing Ela results for students by gender and program there was an increase in the percentage of students who met and exceeded standard in the student groups of economically disadvantaged and students with a disability and in reviewing results for ELA for students by grade the percentage of students who met or exceeded standard increased in the student groups of grade three and grade 11 for math in reviewing results for students by race and ethnicity the percentage of students who met or exceeded standard
145increased in all student groups for math in reviewing results for students by gender and program the percentage of students who met or exceeded standard increased in the student groups of both male and female as well as within the student groups of economically disadvantaged Foster youth homeless students with a disability migrant education and English learners in reviewing results for mathematics for students by grade the percentage of students who met or exceeded standard increased in each grade 3 through 8 and in grade 11 as well as in the overall average of students who met or exceeded standard across all grade levels the California science test or cast is aligned with the California next Generation science standards all students in grade five and eight are required to take the cast high school students must take the cast once
146during their high school years either in grade 10 11 or 12 depending on when they complete their last science course similar to ELA and math the cast also features four achievement levels the objective is for students to achieve level three meet standard or level four exceed standard in reviewing the results for science among the students categorized by race and ethnicity the percentage of students who met or exceeded standard increased in the student groups of American Indian or Alaskan native Asian black or African-American Filipino Hispanic or Latino white as well as two or more races for science in reviewing results for students by gender and program the percentage of students who met or exceeded standard in the student groups of both male and female as well as within the student groups of economically disadvantaged students with
147a disability and migrant education and in reviewing results for science by students for students by grade the percentage of students who met or exceed ceeded standard increased in grades 5 and high school as well as the overall average of students who met or exceeded standard across all grade levels now let's review results for the California alternate assessments or caas the caas are aligned with the alternate achievement standards for ELA mathematics and science the caas are for students with the most significant cognitive disabilities and whose individualized education program or IEP team has designated the use of the alternate assessment on Statewide Summit of Assessments overall about 1% of students in California take the caas the caas for ELA and Mathematics are administered to students in grades three through 8 and grade 11 the CAA for science
148is administered to students in grades 5 5 eight and once in high school the state's Target is for students to perform at level three which is the highest achievement level for the caas overall the percent of students at level three which is understanding increased for both Ela and Mathematics but decreased for science the last Casp assessment we will review is the California Spanish assessment or CSA California offers the CSA as an optional online test the CSA gives all students in grades 3 through 8 in high school the opportunity to demonstrate their Reading Writing mechanics and listening skills in Spanish the test is aligned to the California Core State Standards in espanol there was a 20% increase in the number of students who took the CSA from approximately 46,000 in in 2022 to over 55,000 in
1492023 in addition the mean scale score increased for grade 11 I will present an overview of the 2022 23 results for the English language proficiency assessments for California or elpac the elpac serves as the required state test for evaluating English language proficiency among students whose primary language is not English state and federal laws require that local education agencies administer an English language proficiency test to eligible students from kindergarten through grade 12 the lpac is is aligned with the 2012 California English language development standards and assesses four domains listening speaking reading and writing it consists of two separate English language proficiency assessments one for the initial identification of students as English Learners and a second for the annual summative assessment to measure a student's progress in learning English and to identify the students level of English
150language proficiency the lpac tests are one of four criteria used for reclassification the lpac comprises of the following uh assessments initial lpac initial alternate lpac Summit of lpac and summi of alternate lpac over 200,000 students took the initial or initial Al alternate lpac similar to the results for the Casp we're seeing changes with the 2022 23 lpac test results overall there was a 0 n or 9/10 of a percentage Point increase in the students scoring at performance level four in the summit of lpac the level used to to meet one of the four criteria for reclassification ification with the results available for the summative alternate lpac for 2 years score Trends are available now for the first time the initial lpac and the initial alternate lpac serve as the two primary tests used for the
151initial identification of students as English Learners the initial alternate lpac was available for the first time in 2022 23 school year similar to the California alternate assessments discussed earlier the initial alternate lpac is given to students with the most sign significant cognitive disabilities and whose IEP indicates they should take an alternate assessment during the 2022 23 Academic Year almost a quarter of a million students were given either the initial lpac or initial alternate lpac most of the students were identified as novice or intermediate in English Learners schools and districts can use the students's English language proficiency to determine what supports and resources the student has access to as an English learner the summit of elpac is administered to all students identified as English Learners based on their initial lpac results and other criteria in reviewing
152the results for the summit of elpac by race and ethnicity there was an increase in the percentage of students achieving the overall performance level level four this level is a key requirement needed to meet Criterion one of four uh to meet criteria one of four criteria for reclassification and this increased in the student groups of Hispanic or Latino and two or more races in review results for the summit of lpac by gender and program the percentage of students who earned the highest overall performance level of four increased in the student group groups of both male and female as well as within the student groups of economically disadvantaged Foster youth homeless migrant education Armed Forces family member and student with disability in reviewing results for the summit of elpac by grade the percentage of students who
153earned the highest overall performance level of four increased in the grades of kindergarten each grade 3 through 12 as well as in the average percentage of students who earned the highest overall performance level of four across all grades this slide presents an overview of the results for the summit of elpac for grades 6 through 12 the sumita of alternate lpac is given to students who are identified as English Learners with the most significant cognitive disabilities the summi of alter alternate lpac is reported at three performance levels 1 two and three performance level three can be used as one of four criteria to reclassify an English Learner in 2022 23 Administration is is the first time we have had enough data to analyze to Pro to analyze progress in English language proficiency for these students in
154reviewing results for the summit of elpac for students category categorized by race and ethnicity the percentage of students who earned the highest overall performance level four the level needed to meet Criterion one of four criteria for reclassification increased in the student groups of native Hawaiian and Pacific Islander and two or more races for the summi of lpac um sorry for the summi of alternate lpac in reviewing the results by gender and program the percentage of students who earned the highest overall performance level of four decreased in the student groups of both male and female as well as within the student groups of economically disadvantaged Foster youth homeless migrant education and Armed Forces family member you can visit the test results for California's assessment website to view aggregate results for both the Casp and elpac the
155website provides a single home for all Casp and elpac assessment results easy to read tables and graphs illustrating various aggregate assessment results filters for student groups as well as school type summary reports by school district county and state level for all students and by student groups as well as reports that allow users to review comparisons changes over time performance Trends by students by student groups and download research files this concludes our report um public comment thank you very much um and while we're M waiting for uh members of the public wishing to call in can call the phone number and use the access code shown on this slide and while we are waiting for members of the public to call in I want to ask gar Le is on member um Orosco Gonzalez if she
156has any initial comments before me thank you Cheryl for your presentation and I'd like to express my appreciation for the comprehensive report of the California assessment of student performance and progress results for the 2022 and 23 Academic School year it's encouraging it's encouraging to see these improvements in the student performance in mathematics and the California Science science test these positive Trends reflect the dedication and hard work of our Educators our students and families Additionally the continued support of the California alternative assessments for students and special education needs is a testament to our commitment to ensuring every child's education needs are met the results of the English language proficiency assessments for California including the initial and summative Alpac provide in insights to the progress made in the English Lang which proficiency among our students it's reassuring
157to see an increase in the percentage of students reaching higher levels especially for those who are socially economically disadvantaged I'm also pleased to learn about the enhancements to the test results for California's assessments website which will provide more accessible and valuable information to parents and Educators to support their efforts in student development the increase in the student of social of number sorry the increase in the number of socially economically disadvantaged students tested is a reminder of the ongoing challenges faced by our education system while these improvements are encouraging there is still work to be done to address the needs of our students particularly those are who are disadvantaged our commitment to addressing disparities in education remains unwavering to move forward we must continue to implement evidence-based strategies adapt to evolving needs and collaborate with all
158stakeholders to create a more Equitable education system we are pivoting by recognizing the need of for a holistic approach to education and adapting our strategies to meet the everchanging needs of our students the incorporation of Community Schools initiative which is a focus on comprehensive supports represents a shift towards a more student- centered and well-rounded education system additionally our initiatives like transitional kindergarten expanded after school programs and commitment to monitoring the progress and adjusting our efforts Based on data feedback demonstrates our willingness to Pivot and improve us improve as we move forward and I see this in the classroom I see how we move forward in my own school district and in my school which is a high- performing small school in an urban area with exactly the demographic I'm discussing and I just spoke about
159that we move forward with some of these initiatives especially the intervention programs and after school programs that we've made a commitment to transition on kindergarten has made a huge impact to our early childhood education and getting our students ready for school um I look forward to any discussions and collaboration to ensure that every student in California has access to a high quality education and the support they need and I just really want to thank the Educators families and Community for their dedication and commitment to our students well-being and their academic growth thank you now before we go to public comment are there any clarifying questions that anyone has seeing none we'll see if there's any public com oh there is one I'm sorry remember escabedo I'm just curious in uh slide 15 um he had
160a Spanish assessment um is displayed as mean scale scores have there ever been is there like a proficiency cut off rate or is that I'm gonna let ma respond to that question oh the main skill for can you repeat the question please yeah I'm just curious you know um when we display the scores for the Spanish assessment you display it as a mean scale score rather than proficiency and you know knowing the dual immersion programs are increasing um my understanding is that you really want to measure growth in Spanish as well as in English so I just want wondered why um just clarifying why is there a mean scale score rather than a proficiency rate like the other assessments yeah this um assessment is still in uh development remember we are um it has reporting
161scale score ranges so we don't I believe the board is not uh has not approved those um reporting levels so so it's still in development and in this current contract we are going to expand it to include um the writing the full right uh so um in that time once we have more data we could uh bring it back to the board to um make some decisions about reporting levels like the other assessments thank you thank you right uh seeing no other um clarifying questions let's go to public comment is there any public comment from individuals in the room there is uh we have Rob manwaring with children now and Jessica Sako with the California stem Network okay I think the microphone is at the back of the room for public comment and um Sheryl
162you could probably take a break for a minute while we get the comments done and then we'll call you back as needed hi Robert man from children now um thank you Dr uh Dr lard Don ham and members of the board uh and staff for all the work in diving into this data unfortunately Children Al has continue to be disappointed with the lack of progress on closing achievement gaps there's been no change in performing gaps from the last year and almost no change since the beginning of lcff and closing achievement gaps um later today on the agenda you'll on the lcap template uh is supposed to for the first time Focus districts on closing achievement gaps and opportunity gaps um we think there's a way that data could support that discussion specifically we recommend that
163data Quest be amended to report on achievement gaps directly um right now the data is there but it takes a spreadsheet and a lot of work to figure out what's happening with achievement gaps uh we think by calculating those achievement gaps and tracking them over time it will be much easier for districts to focus their attention on those achievement gaps and ideally the actions that will be taken in their ELC caps to address them thank you you any other uh comments good morning uh Jessica Sako on behalf of the California stem network uh project of children now um the California stem Network brings together interest holders from tk12 both in and out of school time higher education business industry community- based organizations and philanthropy to increase Equitable access to highquality stem learning experiences for all
164kids the results of the 2223 test scores in science and math are the equivalent of a bat signal in the sky we have a stem education emergency that must be addressed our California economy is dependent upon a diverse stem Workforce ready to tackle the challenges and leverage the opportunities to move our state and Nation forward the assessment results show that we are leaving behind more than than eight in 10 black students in science and math we cannot afford to allow schools to continue to minimize Elementary science we must ensure that all students have access to highquality stem learning experience including physics chemistry computer science in high school and we must continue to support our teachers in delivering highquality instruction thank you thank you very much uh do we have any callers on the phone uh
165we do we have five callers in the queue I will open the phone line now good morning caller please state your name and affiliation for the record you have one minute your time starts now hi this is Pete Ahern with the California Association of science Educators I want to thank CDE for reporting the cast science data on an equal footing with Ela and math we are excited to see that there are now two years of data which will allow for science to be reported on the next year's dashboard the results are disappointing however with only 30 30% of California students meeting or exceeding expectations and only a slight year-to-year Improvement this is not a surprising result however we know that in the 10 years after the adoption of ngss 40% of schools has still not
166adopted ngss align curriculum and most schools have not provided teachers with the professional development needed to make the challenging instructional shifts that ngss demands with its embedded engineering and computational thinking the California ngss are a key to Preparing California's students for fure future stem careers the reporting of science is a key to get districts to invest in supporting science and to provide time for science at the Elementary grades reporting science results on the dashboard will be a key to getting districts to make these needed Investments thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now hi good morning uh near almost afternoon this is Manuel bu roostro with Californians together um and I just want to acknowledge uh and thank the Department
167of Education staff uh for making it possible for the first time uh for this data to include disaggregated data by long-term English Learners and students at risk of becoming long-term English Learners this is something that we had asked for previously and and we we are happy that uh there was legislation and support from the Department of Education to to get this data out we think that this further desegregated data is going to be important uh to look at the specific needs of the different profiles of English Learners specifically as we as we looked at the outpack results um we can look at the strengths and weaknesses of of um of the different typologies of of English Learners including long-term English Learners when it comes to to the different language domains so we we really thank
168the department for for making this possible and for putting the data out in a way that that districts can can analyze it and and act upon it uh we also acknowledge that there's more work be done like previous callers have mentioned um and we were here to support that continuous work thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now hi CH E I'm a sorry my fault um please caller please call back in I apologize I just hung up on you um next caller please state your name and affiliation for the record you have one minute your time starts now good morning president darling Hammond vice president Glover Woods members of the board my name is Lindsay tornator on behalf of
169the California county superintendent to extend our appreciation to Deputy superintendent cotton Dr Malang and the entire staff of adad for the Smooth release of the 2223 assessment scores and for getting the data out early the California county superintendent and county offices of Education leaders are deeply committed to building the capacity of our districts and Charters to ensure everyone has the tools needed to address our students diverse needs and Readiness levels so that we can serve all students equitably because as the data shows we still have much work to do so to be continued and we appreciate the state's leadership on closing the achievement Gap and opportunity Gap and thank you for the opportunity to provide input thank you next caller please state your name and affiliation for the record you have one minute your time
170starts now hello I'm Melissa maruchi president-elect for the California Association of science educators and science teacher in the Central Valley I'd like to start by expressing my gratitude for the continued conversation and efforts of President darling Hammond and the board as well as the CDE for including cast data in today's agenda I'd also like to acknowledge the small But Mighty Improvement in cast scores this last year however I'd like to also point out the continued Gap in achievement for our socially economically disadvantaged and minority students as well as this exact same Gap in stem careers without our K12 schools promoting investing in and providing Equitable access an opportunity for all students regardless of background circumstances and geographic location and being held accountable to it we will never remove the barriers and gaps that exist within
171stem education and thus stem careers districts have not adequately invested in Science Education for all students professional development for all teachers and materials necessary since it's not on the dashboard in addition publishing companies have not taken the revisions necessary to fully Encompass and envision ngss in every classroom seriously because it's not as valued as math in ela thus I place science on the dashboard with equal visibility and weight as Ela math College Etc next caller please state your name and affiliation for the record you have one minute your time starts now hi CH E I'm a parent I have so many questions and ideas about this topic of testing the problem is that in the couple dozen of times I've called any of your any of the cde's six to seven lines I can find
172no one ever answers the phone the state board's office is the same way your office line either Rings or says mailbox full the CDE numbers I've called I get mailbox full or a message saying something to the point of we're working remotely but the mailbox is check throughout the day however I've never gotten a call back from that office after 10 voicemails maybe um um I don't if they're still working remotely in 2023 who's accountable for these employees and who don't answer or return voicemails um I really have a lot of questions and comments to say about this but I don't have enough time in the one minute so if it's possible for someone to call me back from one of these offices that would be great thank you thank you that concludes public comment
173for item number five thank you very much uh this is a uh an information item if there are other uh points that members of the board would like to make this is a time to um to make those points and I I would just like to um also thank the department for the data analysis uh there are lots of folks who'd like to see even more kinds of analyses and I think that that is something that we should be thinking about and taking up uh we will have soon in addition to the the um data that we get each year on the various assessments um a growth metric which allows us to know for individual students you know how they have grown uh from time one to time two which I think is going to
174be very very important for us to display discuss think about and so on uh partly because one of the things that makes it hard to interpret changes in the cross-sectional data is that we do have these um changes in the composition of our student population and just in the four years that I've been a part of the board uh we've gone uh we've had almost an 8% increase in the number of socioeconomically disadvantaged students big shifts in different other subgroups of students uh changes in districts about you know um how many students are there and who's there and so I'm looking forward to being able to uh do some analyses that are are you know uh nuanced and focused on how kids who are in our system are are doing and then you know to
175the points that we've all been making uh how do we continue to lean in to make sure that the right kind of attention and the right kind of resources are getting uh to those students um with that are there any other uh points of discussion before we move on to the next item yes remember PTI brunon um so I I actually just wanted to follow up on that point um which I think um Rob uh manware had raised is that something that is within our purview to be able to determine sort of some of those data runs that might be publicly available otherwise on the um Casp website is that something that basically gets renegotiated with our Contracting with Casp every year uh we we I can certainly allow members of the department to speak
176to their experience my experience in uh asking um our vendor ETS is often the the uh entity that does the runs is that they seem very willing to be supportive of looking at data in various ways but we have not asked for um I don't know what we've asked for you know beyond the things that we normally see there's a lot of data also available on data Quest and lots of people running those data so I think that might be a whole presentation we might want to have about what is routinely done and what might be done remember Wen that was that was right where I was going I was pondering having spent some time on data Quest how much of what's there is still relevant to our accountability systems today versus how much of
177what's there is sort of archival things we used to collect or now we collect in a different way um because I'm also aware that more data sometimes means less ability to um digest it and so thinking about how we you know I would love to know what's there and and to also think about how we can ensure what's available um is really relevant to what we're looking at today um and what we care about and our priorities yeah so I think think uh you know the the short answer to your question is we can certainly find out and ask and you know we're about to move to an item where we're going to get some more data that we asked for at our last meeting so I want to thank the CDE in advance for
178you know making the effort to explore the chronic absenteeism data uh more fully than than um we had previously so any any other questions or comments about the assessment data we'll thank Cheryl C for the presentation thank you very much uh and we'll move on to um item six which is um the update on the 2022 23 chronic absenteeism and absenteeism by reason data Quest report release uh and this also is an information item only uh and we uh as I said we'll thank Cindy kazanis and her team in advance for having done some additional analysis for us about some of the questions we raised in in a previous meeting Cindy please begin morning Cindy kazanis director of the analysis measurement and accountability reporting division it's good to have you here today there's a great
179um audience a conference across the street that's happening the state and federal program directors um cfep and we encourage them to stop by today or tomorrow since they usually watch you online but I haven't seen any of them in the audience yet today we were trying to increase your participation numbers uh from those that that follow you online uh but great great to see everyone today and um uh congratulations to our new Chief Deputy um Nancy ptio happy to that Mary has helped gives her more time with our work uh so we did receive this um late request from um uh from the board to provide you an update on the release of The Chronic absenteeism data on data Quest data Quest is not a product that um goes before the board for approval it
180is something that is um done by the department without statutory requirements so I wanted to just in light of the topics that we were just talking about I wanted to make sure I started with that uh conversation uh we will cover uh briefly the the release and what we saw in the data very promising results uh and then uh talk about um how this is um being applied to the dashboard uh which of course will be publicly produced on December 15th um we do not have any recommendations this is not an action item it's for information purposes only all right so there's two different reports that were put out last month uh first is The Chronic absenteeism rates and the second is the absenteeism by reason reports uh we've talked a little bit in the
181past about data Quest but just a helpful reminder it is um just putting out data of for the purposes of information when we release reports on data quest uh especially in the last couple years we traditionally would release a downloadable file and so we we also that is a companion to um what we see on data Quest and that is our model uh for for our newer reports moving forward um it doesn't ascribe a value like the dashboard has um you know colors and uh sort of a a a measurement of um or a value placed on it of how schools and districts are doing data Quest is simply reporting numbers and providing context um for the State uh County District levels so what is The Chronic absenteeism right hopefully we all know this by
182Heart by now but just in case um you know July was a long long ways away um we Define it as a percent of students that are chronically absent they've missed 10% or more of days expected days expected to attend um this includes students um that were expected to attend at least 31 instructional days so that is our our threshold that we use um when we recording out on the rate for the 2022 23 school year uh as president darling Hammond already mentioned her opening remarks we saw this decrease of over five percentage points um from The Chronic absenteeism rate in the prior year you also see a reduction in our eligible enrollment we do have a declining enrollment um in the state and that is reflected here in these numbers in terms of um
183just our prior years is I can actually briefly speak to this um the 1920 data just um just for context um was determined not to be valid or reliable so we did not report out on this data in case there were any questions uh I can also say anecdotally as a result of releasing this report early and with the assessment results we have heard from some districts who have told us that their perfect attendance um record is not entirely accurate so we are starting to see um just you know a handful of districts who have written in and we'll handle those we handle those through the mechanism of accountability so if we get um if they report out on incorrect data to us they get automatically assigned um a status or a color um on
184the dashboard and so that's how it's taken care of uh in terms of looking at it by um grad span we always like to look at kindergarten because of course good attendance starts early uh you see Kim n in her head it'll start even earlier with transitional kindergarten being teased out this coming year as its own grade um but our compared to the state rate overall for all students of course we see this um much higher chronic absenteeism rate for our kindergarteners at 36.3% although it is a reduction from the prior year which is again good progress um for the state overall and in compar in comparison to other states as president Darley hav mentioned this morning we are seeing ourselves um on on the lower end um as far as the year- toe comparison
185for student groups um I know you know I feel like you sto stole the Thunder but I'll repeat it um we we got um you know the highest um gains or reductions in our migrant education students and our foster youth students um as far as percentage points changes from the two years um to the point that our migrant education students is lower than the state average uh for all students at 22.5% chronically absent in terms of race ethnicity we see reductions in every single one of our student groups uh and while there is you know um opportunities for improvement moving forward um this is ass signed in the right direction and then finally um this is a a a report that we produced that helped to describe the um the amount of districts that um
186decreased uh for chronic absenteeism between 2021-22 and 202 2 2 23 because we don't have available the process data for The Chronic absenteeism indicator this was our best um effort I will put out there this includes all schools The Chronic appenism indicator only looks at K8 schools it also sends back students who were being served at the school level um to their uh for uh purposes of um special education and maybe at a different different school or at the county level they're sent back to their District of special accountability so it doesn't incorporate the business rules we apply for the dashboard but I think it's a good um sign that we are seeing an overwhelming majority at 69.3% of our districts having decreased rates so that is a great sign because of course when it
187comes to the dashboard we give credit for improvement we are looking at continuous Improvement and that is entirely what the status and change combination to create a color um provides in terms of our school rates for chronic absenteeism we see the same uh decline especially from the 2021 22 school year of 69.5% so again just um very strong numbers um for an overwhelming majority of our schools we have talked we talked back in July but just as a reminder um the um department has put out a report called absenteeism by reason this is not related to accountability but after our conversation in July you asked that we link to this report that would provide additional information around the context of chronic absenteeism on the dashboard and so what The Chronic what the absentees and by
188reason report does is it reports out on any absences so if it's one or more we're going to report out on it and it provides a bit additional context about the types of absences so there's four types that we collect in our student level data system excused unexcused out of school suspension absences and incomplete independent study abs es and our report does show that we have declined in that average number of days absent by over two days so again looking at the same um denominators as far as eligible enrollments um but we now are looking at a different count we're looking at the counts of students with one or more absence so they don't have to be chronically absent but they do have to have one or more absence um we also provide on this
189report a filter where you can look at just chronically absent students and you can see their average day attendance which is different than um all students the other um piece that we provide again is those four types on the same report so we see um these numbers uh you know we had a very odd year with the with the year after the full year of covid and being at home a a shift between excused and unexcused absences um we are now back to to whatever normal we can be um in terms of reporting out on this information um but as we know and the work done through um attendance works and and pace and others um there is a disproportionate number of students who are reporting unexcused absences that are often students of color um
190students um in poverty and so um th this information is is um is can be used very I think very um succinctly or very tangibly at this at the school level to help support um for students we also see um for in incomplete independent study absences you know a lot of those um are there is a higher percentage of students that are enrolled in alternative schools that are um on the um independent study route and so that is you know um you will see them over represented in this in these numbers as well just for for context but um this at least gives you I think a good perspective um for uh what is going on in our schools and if you were to look at um you know we've looked at Selenas we did
191this excellent um webinar the day that that the data was produced with with Monteray County and just the amazing supports they provided um as a result of their schools or rather their districts being a differentiated assistance and we uh we do we will be having that uh posted um very shortly but just a lot of supports that went around to get to these numbers and to decrease numbers um in that county uh so what is chronic absenteeism look like on the dashboard we've talked about this a little bit but just as a reminder it's only applied to grades kindergarten through grade 8 because um the board made the decision that the graduation rate would be the equivalent um attendance or or um completion information for our high school students for purposes of the every student
192succeeds act uh we look at again the same um business rules or definitions around the 10% of more instructional days um and then just as a reminder I know we we talked about this back in in July but school closures due to natural disasters are emerc gencies are not reported in the data file and they're not included in the calculation of the indicator so there's not an impact on um chronic absenteeism uh for those instances and then this is a nice um handy chart that we've been using uh we used it in in the webinar I think it really sort of shows you at a glance um the differences between the two reporting functionalities of course the purposes of data Quest and dashboard are very different um again data Quest is is meant for informational
193purposes and the dashboard is something that um really meets our federal and state accountability requirements um there's also pieces in here around students that are included um our non-public schools are are um show up on on data Quest um we have filtering options on data Quest and of course um this big piece around students with disabilities um are reported at the District of residence so in the dashboard we returned them to the district of residence and we spoke just a moment about that last bll bullet on the dashboard the assignment of the orange performance color um is um provided to those districts that tell us after the fact that they gave us bad data um in terms of 2023 and the dashboard for chronic absenteeism um we have been on uh the conference uh uh
194circuit and we are really excited that um again that we're returning to Colors because it does provide schools district and student groups the opportunity to show growth and that will be reflective in their colors so um just a slight growth of um declining .5% or um between .5 and and the three 3% will lead to a better color uh and as far as uh you can see this on the screen decline significantly for the change level decline of three or more again percent will give you um uh higher higher ranking on on the dashboard and we'll um hopefully um um you know keep some of our um districts um out of differentiated assistance um compared to what we've had in the prior years because we did see Improvement this year um this is the chart
195that um is representative of the 25 different um um options that a district school or student group would land in um so of course on uh looking at the status um between very low and very high we have the reverse incentive here we want to see very low CR absenteeism rates um and then as far as increase to um decline significantly the reverse um for this particular indicator um for chronic absenteeism so these are this is what we'll see um we'll see this uh December 15th for every single school and district and student group um in California and with that um I think this was my my last slide um we do have a requirement to to move up the dashboard in future years and so um next year we'll see that on December 1st
196and the subsequent years you see on um this screen and I'm happy to turn it over to president darling Hammond questions or to open it up for public comment thank you very much and uh the public climate slide is up members of the public who would like to call in can use that phone number and the access code noted there and while we're waiting to see uh who is uh calling in I want to turn to vice president Glover Woods um to uh offer any comments thank you president darling Hammond and thank you Cindy and team for uh the data and just continuing to be responsive to the board's requests and inquiries as it relates to Chronic absenteeism data I do have a clarifying question I have comments and a clarifying question so can I
197do both at this time okay thank you thank you so so Cindy I I will say let me ask my clarifying question first and this is in regards to any of the any eleas that may have submitted bad data if you will and did not let the department know ahead of time I know you mentioned that they will receive an orange color on the dashboard is there any indication on the dashboard for those leas that that assignment of orange is a result of the data of incorrect data or I should say bad data being submitted and them not following the timelines necessary to clean it up yes I had to um phone a friend or walk over to Kim money that's that's okay that's okay technical resource among other things um uh the uh information
198will not show up on the dashboard but will show up in the data files and so we know that many many of our um many of our community members um especially uh the advocacy groups and the county offices take those data files day one and they're doing things with it so it will there'll will be a note in the data file around that um as I mentioned you know it's it's a handful but you know when you have perfect attendance and it's not real it that that really is not is not good either so we'll we're going to spend more time on this over the next year too on data quality and making sure that um as we see things come in that we um have conversations earlier but uh you know that is just
199something just as an aside that um has continued okay thank you and thank you for that clarification and I know there are multiple opportunities to get data clean and all of that before data is run so I do understand and um just to be sure that I understand correctly the color of orange it will just show Orange on the dashboard but a per but it would be necessary to kind of Click into Data quest to understand that that orange is a result of incorrect data as opposed to yeah that you bring up a good point so there's two different two different ways that they'll see it um if you're in the actual data file the downloadable data file for the dashboard it'll be in there but on data Quest it we will add a note
200and the note is um is universal when we get these kinds of um uh inquiries from from leas uh or they they share this information with us that um that the district or school has notified us that their data is incorrect and um please reach out to the district for um upto-date information okay thank you for that clarification now for my comment which will be separate from the clarifying question and and I and my comment I'll just keep it very brief and I I do want to say it is wonderful to see The Chronic absenteeism data going in a more positive direction the decrease um most definitely is helpful to see um I also am just cognizant of the fact that our chronic absenteeism numbers are still quite high from um even 20178 I'm almost
201double so um as we continue to go forward I just continue to throw out that I'd like to ensure that we're engaging in conversation on how we may need to look at that data capture the data um ensure that there may be some other ways that we want to um provide some way for students who may not be able to be in the seat if you will but still have opportunity to have um the time spent in instruction and have that captured where it's not counted as an absence and that's a quite larger conversation definitely not something to engage Eng in today but I I do want to put that out um because I think one thing that we need to keep in mind um post our response to the pandemic is that families students
202are looking at education in a different way than they did beforehand and they are cognizant of the fact that in some instances there is a way to utilize some technological resources to be able to engage in robust instruction and still in a sense be counted as having been present for instruction and whatnot so again a very deep conversation a little bit aside from the data report that we've received but something I do hope we're able to engage in as we continue to move forward thank you and I uh will just offer my comments as the second Lea on on this that just to piggyback on vice president GL Woods I think you know we'll want to continue to talk about both how to uh enable um students to be engaged even when they're not in
203the seat and to uh sort out how to help districts by understanding uh which of the absences are um associated with the you know ongoing climate events where students can't always get to school because the bus can't get through the floods or the snow or whatever is going on the uh ongoing I wish it were we were post pandemic but the ongoing um illnesses and surges that we continue to have and then you know the other absences that we were focused on a few years ago so uh we'll have an ongoing um conversation about how to sort it out and also then how to enable kids to be educated uh maximally under all of these circumstances and schools to um support children in being in school um are there any clarifying questions before we go
204to public comment yes member oen thank you this is a hopefully really simple one um on slide 16 I just want to make sure I'm understanding correctly across the state the average across the state students miss an average of almost 15 days of school year sorry I don't have slide numbers could you just give me the slide title oh yeah sorry um absenteeism by Reason by Academic Year that one yeah so am I am I am I reading that correctly of the students who were absent with one or more absences the average was 14.6 days okay so that excludes students who have perfect attendance right okay so if you miss any school the average is 14.6 days I'll just say it the way you said it yes that's okay thank you that's my clarifying question
205so I'd like to ask a clarifying question is there a metric that we also report which is the average days uh absent for all students including those who might have perfect attendance no so that's that's what I thought this number was I thought it was the actual average days absence for all kids let me let me just double check the report I I believe the denominator is eligible enrollment elig en hang on an eligible en enrollment would be kids were eligible to be enrolled is what I was thinking it was moment is anybody who who met um the threshold of the um 30 31 days in attendance um so we we have they have to have been in that school or that district for at least that amount of time in order to be in
206the count but that's all the kids who are in that school or district for at least that amount of time right so it is actually the I think Sharon I think it is what you originally thought the average day Epson for any student who is being counted as enrolled right yes but as far as I mean I think she asked a different question at least I took it as different as of those students were absent what was their average absence average days absent which is 14 14.6 right okay we've got two different metrics bounced around but we can we can clarify that I I have a quick clarifying question on this were that's 22 23 um is that connected at all is there is there any data if it's related to testing positive for covid
207because for example last year if a student tested positive even if they were didn't have a lot of symptoms they were out for 10 days right that was part of the district policy um and so they were doing work they were at home working through Google classroom but they weren't physically in the class it it is it depends on the local policy so I you know some districts were able to send students into an independent study space um I I I I'm not at an L this is and we don't get information on students and why they're absent um in this in terms of did they have covid and they were on a 10-day quarantine that is not represented in the data so I I don't know the answer to that but maybe locally I
208don't know if there's any anecdotal at the Das um to help out with this answer remember Rosco Gonzalez seems like she wants to answer the question I actually just want to add to that I think that um I was thinking the same question that I uh member Rodriguez was asking and um if they were able to enroll like for instance at my High School District and independent studies but that would require the parent to come and pick up the packet or to meet online virtually with with the educator with the teacher in the classroom so I think that sometimes that's where sometimes disparities come into play because parents parents who had limited resources or only one parent who was at work and could not come and pick up or to meet with parent with the
209teacher and to set up a especially a child in Early Education like from TK to fifth grade um they rely so much on their parent to to guide them through that process so that number could be a little skewed uh depending on that but it it is the recovery from Saturday school to whatever systems this Lea has in place to to recover those absentee days but yes you're right about those 10 days and even now I have had student students because they've tested positive for 5 days I think this is one of the things that's the more General policy point you know is how do we begin to sort out the causes of absence some of them that we want to help districts engage with our kids who are disengaged from school that's a very
210big concern we need to know about that we are still having extended absences from illness uh not only covid RSV other things and we're adding in these new sort of climate events that we are keeping track of under the j13 waivers and other places where those get recorded it's a different system um and an e there's an emergency system also but to get to a place where we have kids really um uh attending we've got to also be thinking about um as you say if kids are on Google Classroom how is that supported how does that both get counted in attendance but also supported for um engagement uh so that as these things occur we're not um either directing the wrong solution to the wrong problem or um you know uh penalizing schools for doing
211things that are intended to pres preserve the health of the student body as a whole so yeah I think I saw member ion did you were you flagging that you wanted to say something okay you just leaning in okay uh member Rosco Gonzalez and then we we do need to go to public comment because we're actually in discussion now I think oh that's true that's true then see that was um wait for the discussion know what you're right I think we'll wait till afterward I'm reminding myself as well is there any public comment in the room first yes we have Rob man wearing from children now thank you all right perfect uh there yeah good good thank you uh Robert man wearing from children now again uh later on today you'll be taking action on
212the lcap item that will require leas to set specific uh actions if they are read on the dashboard for a school or a subgroup um unfortunately High School chronic absenteeism is not on that dashboard our high school results in chronic absenteeism are even worse than than for other schools uh particularly for some subgroups uh Foster youth at high school levels 51% chronic absenteeism for our black students 37% for our alternative education schools it's 61% roughly half of the equity multiplier schools will be alternative education schools so focusing on these schools and their absenteeism would be an ideal Focus goal in the lcap however because it it's not on the dashboard High School absentee or High School chronic absente isn't on the dashboard it can't be a focus goal um we plead that you add High
213School chronic absenteeism to the dashboard so that those high schools can focus on this need thank you thank you um any any other comment in the room should we move to public comment on the phone uh there are two callers in the que I will open the phone line now good afternoon please state your name and affiliation for the record you have one minute your time starts now couple of the nonpublic schools see if there's any availability at any of the ones that we already have you know contracts with um that way at um if there is availability I can caller with the last four digits 5949 you are now live okay we're going to move on next caller with the last four digits 4301 you are now live please start your public comment good
214morning president darling Hammond vice president Glover Woods members of the board Lindsay tornator on behalf of the California county superintendent calling to extend our appreciation to Cindy kazanis and her staff for coordinating with the assessment division to release the chronic absenteeism data reports with the Statewide assessment score release these two data sets provided a clearer picture of how our students are performing and reiterates the importance of getting our kids back in school however we know that chronic absenteeism is not just about numbers and in addition to the challenge of supporting our students who are not always able to physically be in school leas need to focus on ensuring the conditions exist that make our students want to be in school the data reports released by The CDE help us better understand how we as County
215offices can better support our districts and Charters to improve student social emotional well-being sense of belonging and positive School culture finally appreciation to the board for your continued awareness and critical thinking to ensure our indicator is Nimble to accommodate the evolving ways students are engaging in school we have much work still to be done in this area and we appreciate the state's leadership on this critical issue thank you next caller please state your name and affiliation for the record you have one minute your time starts now good afternoon president darling Hammond vice president Glover woods and members of the board my name is Rebecca Walker and I'm the deputy superintendent for the Lake County Office of Education I'm calling in support of the cde's proposed draft of the lcap Lake County hosts approximately 10,000 students
216comprising six I'm sorry we are currently taking public comment for item number six uh would you please call back in for item number seven thank you yes that concludes public comment for item number six he thank you very much um and this is an information item and I know that there was a little bit of pent up discussion yet to be had so I'm going to go back to member Rosco Gonzalez um I just you know I want to emphasize the importance of the addressing The Chronic absenteeism right so when we think of how this significantly impacts our students experience um I do agree that chronic absenteeism is not just about numbers our Educators do need to be nimble so I continuously just want to continue pondering and thinking about specific resources or strategies as
217we develop to address this Rising absenteeism rates and support students re-engagement in learning so when we think of how we can creatively think of students in seats versus students at home and creative ways that we know that we can still say students are learning the um but there are in alternative States any other discussion any other discussion would stand between us and lunch so just m esaba please feel free need to really look at the hold independent study and the bureaucracy that some of our parents like govern trustee ala said it it I bet you if you look at the completion rate it it's typically parents who have the time have the ability to turn in the the bureaucracy is quite extensive and we really need to look at a whole different model of SE
218time of how do you captured of this significant amount of excused absenteeism uh that kids can earn you know that loss of time we know they can we we've been in this pandemic and we' learned a lot so I I think we re almost we need to reinvent even how we look at seat time and learning time for students a very good place on which to not quite end um member yoshimoto tari please I I agree with the board member eso's comment uh and in addition I think I'm interested in learning about models that local Education Agency have around the collection of the attendance data because in most places I'm familiar with we're still relying on paper pencil and that you know as a parent I have found letters that I've written in my children's
219backpacks and they weren't they weren't delivered to the office and so but yet I do online banking on my phone and I get texts with reminders you know all the time and it's there might be more efficient ways that we can collect that data and so as we think about working with our practitioners to think about how do we get more nuanced data that doesn't add too much burden on districts I'd love to hear about models and ways of just getting the data more efficiently using technology that's a really good a really good point and that goes you know not only to the amount of absence uh but also the potentially the sources yeah any other discussion well this is clearly an uh an issue that we'll want to keep you know working on uh
220over the coming months and we appreciate Cindy the um additional data that you um provided for us and with that I think we will um thank you and move on to uh lunch break uh and we'll be back at 1 o'clock all right thank you welcome back uh we are now going to pick up item seven and uh that is the local control and accountability plan template uh adoption of the revised lcap uh template consistent with California Education Code section 52064 and the CDE recommends that we adopt the proposed revisions to the template and instructions and allow the CDE in collaboration with SB staff to make any necessary typographical or formatting corrections as the documents are prepared for posting on the CDE website uh we did just hear about this from our student presenter so
221we should be ready to um proceed uh with the item presented by Will McGee nice to see you uh and Joshua strong of the CDE uh please begin thank you very much and yes you guys should be ready for this item good afternoon board president darling Hammond uh Chief Deputy officer nicely and members of the board my name is William McGee I'm the director of the student achievement and support division here to introduce item seven the local control accountability plan template adoption of the revised local control and accountability plan template consistent with California Education Code section 52064 on July 10 2023 Senate Bill 114 was signed into law among other things Senate Bill 114 amended California Education Code section 52064 which requires revisions be made to the elap template and instructions for the 20242 school
222year item seven will provide the board with a summary of proposed revisions to the lcap template and instructions that occurred following the State Board of Education September 2023 meeting the proposed revisions reflect the revisions required by Senate Bill 114 the direction of the board to identify opportunities to streamline the template and feedback provided by the board in Statewide educational Partners we would like to take this opportunity to thank all the Statewide educational Partners who took time to attend the various input sessions and provided input on the proposed revisions to the lcap template and instructions your feedback has been invaluable in developing the lcap template and instructions being presented today as well as the lasso team for really supporting and facilitating meetings at this time I would like to ask our effective administrator Josh strong strong
223to come up from the local agency system and support office who will be presenting item seven thank you thank you will um good afternoon board members um board president darling Hammond um and Chief Deputy Mary nicely um as will said I'm Joshua strong the administrator of the local agency system Support Office uh here at the department and um again just to to revi to recap um the the local controll and accountability plan is a three-year plan that describes the goals actions services and expenditures to support positive student outcomes that address state and local priorities uh the elcap development process as we discussed last time serves three distinct but unique uh functions first of all comprehensive strategic planning and if you remember back to the September meeting uh the the um real focus on addressing and
224reducing disparities in Opportunities and outcomes between student groups indicated by the California school dashboard uh secondly meaningful educational partner engagement and third accountability and compliance as uh will already alluded to um Senate Bill 114 required the the revision of the elcap template and instructions and um that was discussed uh back in September um today's presentation will not be as long um so hopefully um we'll keep things moving for you um in September we presented the draft of the elcap template and instructions and you provided us with feedback based on that feedback we made revisions to the template and instructions and we took that out to educational Partners throughout the field um we held a number of Engagement sessions those were attended by approximately 700 individuals and we received a lot of feedback um both during
225webinars during feedback sessions but then also uh emails that were sent in to the department related to the proposed revisions that you have before you today and so we've provided you with the same five attachments uh that we did last time um the difference being is that attachment three and attachment four reflect the most recent changes to the template and the instructions I'll speak a little bit more about that in in a mo in a bit um just to summarize the feedback that we received from All of You in September um we we heard to that we were to continue the implementation of the direction provided to the board it at it's November 2 uh sorry that should be yeah November 2021 meeting and September to identify OPP opportunities to streamline the template and instructions
226um we were also asked to clarify the difference between the two prompts in the engaging educational partner section so that it was clear what each of the two prompts were asking for um we were asked to specifically change the words uh are encouraged to to Lea's must identify metrics for specific student groups as appropriate including expected outcomes that address and reduce disparities and outcomes between student groups uh we were asked to investigate the possibility of allowing leas to create a single goal for multiple Equity multiplier School sites um and and specifically to allow them to to do that if um those School sites had the same student group or groups that were performing at the lowest performance level on one or more of the state indicators within the dashboard uh you asked us to ensure
227that elas were required to identify which goals were Equity multiplier goals so that it was clear to anyone reading the plan what specific goals those were um you asked us to ID include within the instructions the equity multiplier goals um the instructions for the equity multiplier goals the specific supplement not supplant requirements um that are required within uh statute uh consider replacing narrative boxes with tables um in order to streamline the the entry of various um information on the template and then seek to provide instructions that are responsive to the needs of different leas um school districts County offices of Education charter schools and So based on that feedback um what we did is we've we've obviously Incorporated those things that that were requested of us um in addition to that however we also really
228um took in the feedback that that we received from educational Partners throughout the state um whether those were partners at the Lea level Partners among advocacy groups um we we took the the feedback that was there and and we looked at how can we incorporate this in a way that is is Meaningful that's valuable that's actually going to help elas to be able to complete the plan in in a in a easier fashion um but then also in a way that's that's also meaningful um and so B based on that we're bringing to you today this template and I'll highlight some of those areas that we have Incorporated that feedback um throughout the template and the instructions today just as an item of note um what we what we chose to do is is to
229accept all of the track changes that we brought to you in September so the the um attachment three of the item that we brought to you in September we accepted all of those changes and then we began making new changes on top of those addition of of of that original round of changes so the attachment that you're seeing in front of you today is inclusive both of what was in the September item and what is being brought to you today and and reflects the the some total of those changes and so with that what I'd like to do is I'd like to switch over over to the template um and look specifically at the template and instructions and walk through those for you today um so just going back to what I just said you'll
230notice that the reflections on annual performance and the reflections on technical assistance uh were things that we discussed in September those are reflected here and so moving into the first uh significant piece of change um here within the engaging educational Partners section the first thing I want to point out is um the clarification within each of the first two prompts the first prompt asking for a summary of the process used to engage educational Partners in the development of the plan the second prompt asking for a description of how the adopted lcap was influenced by the feedback provided by education Partners to clarify the difference between those two prompts and then you'll notice as as part of the first prompt the addition of some explicit requirements of of what that minimum requirement is for leas in
231engaging educational Partners in the development of the plan and as well as the the requirement for um those eleas that are receiving El Equity multiplier funds to include uh the educational partner engagement at the school level for the lcap and and specifically in the development of the goals for the lcap um to ensure that that it's clearly spelled out for for anybody reading the plan who needs to be engaged in the process of development um and that additional requirement related to the equity multiplier goals um so for example um you can see the inclusion of of the students that was discussed at the last board meeting as part of the uh engaging educational Partners requirement and then if you'll if you'll look at the table um we received a number of different um a number
232of different options for templates from folks throughout the field and we looked at them we plugged them in we we asked folks what their uh input was on the tables um some of the original versions of the table that were here included a a a listing of each of the educational partner groups that were are identified in the prompt above and what we discovered as as we talked with folks is that um we could have ended up with a table that was uh 27 rows long um if we started listing out all of the educational partners that everybody wanted to include in there um it it could have gotten to be a very long table and so what what we chose to do instead was to structure the table in such a way that it
233provides leas with the flexibility of being able to identify the educational partners that they're engaging with at their level whether that's um the the whether that's only the groups that are listed as part of the prompt or whether that also includes their parent advisory committee their English learner parent advisory committee um School site councils or any of a number of other educational partners that they might choose to engage in the process it allows folks to be able to have flexibility in addressing their educational partner engagement in an in in a um in a meaningful and authentic way but it doesn't uh it it clearly identifies within the prompt who has to be engaged and so um we're we're hopeful that that that strikes a balance both for uh for for the concern around who needs
234to be engaged but also in terms of continuing to provide leas with the flexibility to be able to tell their local Story related to the engagement process C that was used as part of the development of the lcap and so continuing on from there um in the goals and action section you I I want to draw the attention to the inclusion of the type of goal field um that type of goal field specifically allows leas to identify those Equity multiplier goals which was discussed as well as broad goals Focus goals and and maintenance of uh progress goals um and then within the measuring and Reporting results uh table um we received a good amount of input from leas um and and other educational Partners related to this table and So based on that we've included
235the metric number column which AIDS leas in being able to reference specific metrics easily and quickly um with within the the rest of the lcap and when they're talking about that with educational Partners um we've also um in in response to stakeholder input or educational partner feedback um we've we've adjusted the desired outcome from desired to Target outcome because there was a lot of feedback around what does desired outcome mean who desired outcome you know that was a big question and and so there was a suggestion uh from from eleas about the use of Target outcome because you can identify a Target that you're aiming for and that Target outcome might be part of a larger desired outcome but it gives you something to focus on and shoot for and see since we um are
236are based upon the three-year cycle since we do the annual update portion of the template um in a standalone template for year three rather than having a year three column that never effectively gets filled in and and sits there blank throughout the entirety of the lcap we decided to instead repurpose it and based on feedback from educational Partners we we've included the current different from Baseline which really seeks to to promote kind of a growth mindset for eleas and readers of the lcap because what the intent of that is is that it will allow leas to to identify is as when they're reporting their year one and year two outcomes what the difference is between those yearly outcomes and the Baseline so that anybody reading the plan will be able to scan down and see
237okay based here's this metric now we can see here's the amount of change that's taken place between year one and the baseline or year two and the Baseline and it clearly allows folks to be able to see what the progress was related to each of those metrics within the plan which then flows very nicely into the goal analysis piece that we discussed last time and and specifically looking at that Effectiveness or ineffectiveness of the specific actions so clearly tying those pieces together um through the use of that um current difference from Baseline column and then moving into the uh increased or improved Services section of the plan um we've we've reworked the uh prompts for both Lea wide and and uh schoolwide and and limited actions um to more closely align to the requirements um
238we've also included uh tables for both of those two that specifically align to the um the prompts and clearly spell out for folks what the specific requirements are related to The increased or improved services and the difference between the laa wide and schoolwide actions versus those limited actions and and we see we've received a lot of positive feedback from leas related to this change um stating that it's provided a lot more clarity around what the specific requirements are and and in fact has also reduced some of of what was considered to be redundancy or duplication of effort in that second increased or improved Services prompt um so then moving into the instructions for the for the lcap um one of the things that that we chose to do as part of our ongoing efforts to
239stream to to um make the instructions easier to understand is we added in the prompts all of the prompts from the template with that same blue background that you see on the template itself so that there's a visual correlation for anybody reading the instructions and and it also helps to Define what instructions apply to which prompts so that it's it's clearer for for anybody reading through that uh in addition um we've we've continued to break out those requirements by bullet points as you see and then specifically when it comes to the requirements related to the lcff equity multiplier goal which is where here okay um within the the equity multiplier goal um we have included the the specifics that were asked for related to the supplement not supplant requirements and we've also included the requirements
240that the funds are intended to be used for the provision of evidence-based services and supports for students so so those pieces have been Incorporated um within the instructions um in addition as as part of the instructions we've provided some additional information um that is is specific to um the differences between your typical scho school district lcap and and charter schools so for example within the uh measurement reporting results section we've included Specific Instructions related to Charter Schools to address the the uh flexibility that they have to complete a one-year lcap or an lcap that's that's in associated with the number of years that they Implement a budget for um and so all of that is clearly spelled out we've also clearly noted instances where um in requirements might be um for for the the the
241example that I'm thinking of is further back up in the template when we're talking about the educational partner engagement here um the the requirements for for school districts County offices and charter schools in terms of those things that they have to do uh the process that they have to engage in prior to adoption of the plan and just calling out that the for charter schools that are using the lcap as their school plan for student achievement or their cipsa uh that they are required to meet the same uh requirements as as school districts so including things like that within the plan so that those of of our uh uh colleagues in in charter schools can really have a clear understanding of what the requirements are related to them specifically um we've also added in the
242requirement that that supplement not supplant requirement um wording as part of the um Act the the instructions for the action tables so that that is is clearly spelled out um we've also identified um instances where um there are changes within the instructions for um The increased or improved Services section and and we also added in um just the background some background and statutory requirement information for users as part of the increased or improved Services prompt that we're really hoping helps them to better understand uh what the requirement is and and be able to align that to those those the inclusion of those tables that are now in there um and then specifically in terms of um the proposed template for the um 2023 3 24 uh lcap annual update template this is attachment five um
243you can see there that that we have proposed very few changes from what we brought to you initially in in September there's a couple of of changes in wording such as um when explaining the effectiveness or ineffectiveness of specific actions it's focused on the entire three-year lcap cycle uh looking at closing out that three-year cycle and other than that there are there's been the the CH similar formatting changes that we've proposed as part of the lcap template um that that are taking place there so that concludes the um presentation of the the lcap and so with that I will pause see if there are any clarifying questions or if there do a desire for public comment so let's put up the public comment slide so that that we could queue up public comment uh those
244wishing to call in can use the phone number and participant app access code on the slide and while we're waiting for the public comment Q to form I want to ask for our vice president GL Woods uh to comment if she has any uh before me thank you very much and Jos thank you for the presentation and the ongoing updates on the revisions that have been made to the lcap template uh I want to start my comments just again with gratitude of the work that was done to incorporate the the changes that were required based on the legislation as well as being responsive to the various educational partners that um have a hand in this uh you've done a quite a huge lift you and your team quite a huge lift incorporating all of this
245and um am very appreciative of that the only other piece that I will add in this really is not reflective of the great work that has been done on this template is I just want to bring kind of back to the Forefront of the board members some of the comments we have heard about the accessibility of the lcap itself as it relates to students as it relates to community members that may not be as steeped in educational talk and willing to go through the hundreds of pages that our elaps have um evolved into um I don't propose any particular ideas on how we need to address that but I do think it's something we need to keep foremost in our mind as we continue conversation around the elcap template itself um in future conversations thank
246you I will simply um say plus one to vice president GL Woods I think you know we've made we're making progress on streamlining what is a very complicated document we really appreciate the progress that's been made we've heard that from a lot of the commentators will hear from more um and this question of maybe a a separate way to provide a streamlined access version that is accessible is is one that we should keep on the table I I do want to see if there are any clarifying questions from the board before we move to public comment and then we'll come back for discussion seeing none let's see if there's any uh public commenters in the room first and then on the phone yes we have seven uh people who signed up for comment so if
247you could please line up with the microphone in the following order we'd appreciate it Lorraine Richards Carlos Machado Andrea ball Rob man wearing Deborah Hernandez Lindsay toritori and leangela Reed are we ready okay um State Board of Education members my name is Lorraine Richards I'm a classroom teacher representing the California Teachers Association ation CTA believes that interest holders engage on the alcap should evolve and mirror the foundational elements outlined in the community schools framework one of the Cornerstone commitments is that California's Community Schools all share a commitment to authenticate and dynamic shared leadership in all the aspects of school governance and operations all School interest holders including students families staff and community members must have a genuine engagement in decision- making about school climate curriculum and services shared decision-making practices must also be prioritized transparency
248and shared accountability to ensure information is both available and accessible so that all interest holders can fully participate this approach would lead to authentic and robust engagement with a diverse set thank you good afternoon president darl Hammond and board members my name is Carlos masado I'm with the California school boards Association csba supports the changes recommended uh today uh that help make the elap less complex and more accessible uh these changes are identified in a letter sent to the board by Coalition that includes csba uh other State uh wide organizations in many districts and county offices who are preparing these documents uh at the local level the proposed changes include consolidation and flexibility that together would take an important step in streamlining the template by making the lcap more accessible these changes will improve transparency
249make the document more accessible and lead to Greater local engagement we ask the board to incorporate the proposed revisions into the final template thank you thank you vice president darling Hammond excuse me president darling Hammond vice president Glover wood Chief Deputy nicely I'm Andrea ball I'm here on behalf of two organizations in support of the CDE recommendation ations to update the elcap template the California Association of suburban school districts and the Central Valley education Coalition and many of the member districts and county offices signed on to the Coalition letter you received we appreciate the Outreach by CDE to solicit feedback as the draft was developed while the intent of the lcap is to serve as an Lea strategic plan for improvement a guide for engaging partners and in addressing focus focus goals those are demanding
250calls of upon the lcap over the years the complexity and format has become voluminous the recommendations from CDE do a good job of adding Clarity addressing the new prompts and considerations created by the Budget Trailer Bill and streamlining to remove those items not required by Statute we request the board to adopt these recommendations thank you hi Robert man from children now um first I wanted to acknowledge the administration's work and and staff on on the actual requirements and then turning it into the templates uh these are huge changes uh uh that the equity Coalition and children now have been pushing for since the beginning of lcff to really focus on ensuring that lcf supplemental and concentration dollars reach the students who generate those funds uh we think this this plan will make a major step
251in that direction that said these documents are going to be long um um and we would recommend that there be an executive summary one of the sections that got removed was a highlight section uh we think that probably even putting something even higher than that and having an executive summary with a word count limit would be a real positive step for those readers who aren't experts in this space um there are required actions in this uh the instructions are clear that they're required actions there's no way for a reader to know what was a required action and what wasn't and there is clear instructions are around supplemental planting that's great but there's no way that that that we will verify whether whether Equity multiplier funds were supplemented or supplanted there's nothing that's going to be
252in the audit guide we're concerned about what is the oversight mechanism to ensure those additional resources are used thank you good afternoon president darling Hammond vice president GL woods and members of the board my name is Deborah Hernandez and I'm from San Diego County Office of Education we appreciate and endorse the thoughtful revisions proposed by CDE which are aimed to consolidate reorganize and amend the elap to streamline and increase Clarity the CD's revisions are are create transparency coherence and readability for elcap readers writers and for reviewers like myself the San Diego County Office of Education created the equity blueprint for action and companion website to provide responsive and evolving equity center tools and resources in service of our Educators and students it aligns the equity work to lcff priorities elcap development and implementation and the
253California school dashboard these tools move the conversation Beyond minimum requirements by focusing on developing Equity actions and metrics that address the pervasive inequities that continue to impact historically marginalized students in our systems thank you good afternoon president darling Hammond vice president Glover Woods members of the board my name is Lindsay toritori on behalf of the California county superintendent to share our strong support for the cde's thoughtful recommendations that streamline and improve the lcap CD's version meets all statutory requirements while taking us closer to the original intention of the lcap to serve as a strategic plan for eleas for improvement during today's public comment you will hear from many different leas from many different counties who have one common message the lcap in its current form is too complex and redundant and this redundant takes away
254from the important information that the lcap provides what is actually driving improvement for our students as those who are closest to the work of the lcap we respectfully request the board adopt the cde's version of the lcap template and instructions and if it is the desire of the board to make additional revisions that you do so through the lens of bringing the elap back to a coherent strategic planning document focused on continuous Improvement thank you for considering our input good afternoon leangela Reed on behalf of the small school districts Association and 40 county offices of Education who have signed on to the Coalition letter that you have before you um in the interest of time I will just Echo the comments made by my colleague from the county subs and the California Schoolboard Association and
255um miss ball um to um to support what you've put before us but also to think about the size 57 Pages before we even get started right so and I would also just want to Echo another Point by um by Lindsay in that the lcap is a plan and it is only one piece of the accountability for leas to um their communities one piece it can't be all because it isn't all and we would ask that allow us to spend the time doing the direct accountability to our students and our communities because we think that should be our priority thank you all of the uh in room comments are there any commenters on the phone um there are we have about 36 people um in the queue right now um I will open the phone
256line now good afternoon please state your name and affiliation for the record you have 1 minute your time starts now caller with the last four digits 4482 you are now live please start your public comment um caller with the last four digits 4250 you are now live please start your public comment president darling Hammond I think we may be having a problem with the phone line at the moment um would you like would you like to take a quick break sorry yes let us take a quick break okay thank you we'll be back in two minutes Desy one2 can they hear Clayton to go ahead and try to resume with public comment from the telephone and just a reminder for those who are on the phone um please be sure if you do have your
257volume from your computer up please turn that down so we avoid the echoing effect and I believe we do have callers in the queue we will begin we do there are approximately 37 people in the queue I will open the phone line now um caller with the last four 4482 you are now live please start your public comment good afternoon president darling Hammond members of the State Board Chief Deputy nicely my name is Carmen Garcia superintendent of the Morgan Hill Unified School District and parent of three children attending Public Schools expressing my strong endorsement of the CD's proposed lcap revisions these changes aim to make the lcap more accessible and transparent for parents Guardians families and the school Community the goal is to Foster greater engagement with our educational Partners at all levels and these
258Provisions Aid in that mission simplifying it is essential to better meet the diverse needs of our students and meaningfully engage with all Partners I urge you to consider the Practical impact these revisions can have on our work and to support cde's proposed Draft today thank you thank you next caller with the last four digits 4250 you are now live please start your public comment good afternoon president darling Hammond vice president Glover woods and members of the board my name is Andrea Marx I director of curriculum instruction and accountability at the Nevada County Superintendent of Schools our position here at ncsos is that we support cbe's proposed draft of the lcap that aims to streamline the requirements and create a more meaningful and transparent plan as the lead for technical assistance in our county office I
259have seen seen and heard the frustration from our superintendents over the years with the complexity of the lcap format remembering the original intent of this document combined with the idea of local control is important to us and to them we are a rural County and our school districts are small with limited capacity our administrators need to be visibly leading their districts and engaging with staff and students rather than being bogged down in completing a lengthier document thank you for your time and consideration thank you next call with the last four digits 4502 you are now live please start your public comment good afternoon president darling Hammond and members of the board my name is Colby smart and I'm the deputy Superintendent at the Humble County Office of Education and we fully support cde's proposal that
260aims to reorganize and amend the lcap template to create a more meaningful and transparent plan humal county is home to approximately 18,000 students the majority of school settings are Rural and are the the center of Civic educational and social Gatherings of their respective communities an improved lcap results in an Lea's ability to better communicate the vision goals and progress of these essential rural institutions hco is committed to the highest standard of service to those we support an improved elcap plan uh template increases our ability to provide timely relevant and meaningful technical assistance thank you very much thank you next caller with the last four digits 7452 you are now live please start your public comment you have one minute good afternoon president darling Hammond vice president glver woods and members of the board I'm Jim
261Southwick assistant superintendent to hmon County Department of Education and serve on the executive committee of the California county superintendence curricular Improvement and support committee cisk and co-chair of the cisk Career and Technical education subcommittee but most importantly a parent of two children attending Public Schools I support the cde's proposed draft of the lcap that aims to streamline the requirements and create a more meaningful and transparent plan in my role at the T County Department of Education I oversee the lcap support for our districts lcap development for our department of education and support for our districts and differentiate assistance the lcap is a valuable tool to help us align continuous Improvement as we work to support districts throughout the school year I appreciate and end endorse the thoughtful revisions proposed by the CDE to fulfill the
262sb's direction to streamline and increase Clarity of the lcap thank you thank you next caller with the last four digits 6764 you are now live please start your public comment good afternoon president darling Hammond vice president glver woods and members of the board this is Dena Wilson director of accountability support and monitoring for the Los Angeles County Office of Education our office is in support of the cde's proposed draft of the new lcap which aims to streamline requirements and create a more meaningful and focused plan specifically we believe the proposed adjustments made in measure Ing and Reporting results table and the proposed table and requiring required descriptions for laa wide actions will increase the focus on the effectiveness of actions and accountability towards student outcomes County offices are well positioned and ex excited to support
263our leas as we move into a new lcap cycle the technical assistance and consistent guidance our office provides to our districts and Charter Schools will continue to ensure that they meet the expectations and intent of the legislation including the new additions such as the equity multiplier Leo appreciates the work of the CDE staff and their willingness to engage Partners in this redesign we ask that you please approve this item thank you for your time and your commitment thank you next caller with the last four digits 1488 you are now live please start your public comment okay caller with the last four digits 0974 you are now live please start your public comment good afternoon president darling Hammond vice president Glover Woods members of the board my name is Tim Nordstrom and I'm the assistant superintendent
264for the Trinity County Office of Education and I'm calling in today because we support CD's proposed draft of the elcap that aims to consolidate and amend the requirements and create a more meaningful and transparent plan we are committed to the original intent of the elcap which was to serve as the Lea's plan for improvement however as someone closest to the work we have seen a document that has become overly redundant and complex as the young man stated earlier this morning the feedback from our districts is that one of the primary barriers to educational partner engagement is the complexity of the document School administrators are spending a large amount of time clarifying and explaining the current plan which tends to decrease participation by Partners due to this Gap and understanding Clarity we believe the cde's proposal
265to in the elcap will help to decrease this barer and provide more access to engage the elap and provide input thank you thank you you next caller with the last four digits uh 5846 you are now live please start your public comment good afternoon president darling Hammond vice president glver Woods Chief Deputy nicely and members of the board my name is Sean Cary and as director of school and District support I am calling in to offer public comment on behalf of the Santa Barbara County Education Office specifically those of us who review approve and perhaps most importantly support the development of lcaps of the more than 20 ala in our County as those who are closest to the work of the lcap we respectfully request the board adopt the CD's version of the lcap template
266and instructions County offices develop and rely upon the lcap approval manual and frequent ongoing lcap training and calibration sessions to remain grounded in current lcff statutes and regulations and to ensure a thoughtful holistic approach to elcap support and approval thus we appreciate and endorse the thoughtful revisions proposed by the the CDE which are aimed to consolidate reorganize and amend the lcap to fulfill the sbe's direction to streamline and increase Clarity of the lcap the cde's proposed revisions create transparency coherence and readability for both lcap readers and writers thank you for your time and your consideration of our perspectives thank you next caller with the last four digits 6645 you are now live please start your public comment good afternoon president darling Hammond vice president Glover woods and members of the board my name is Deborah
267gulo assistant superintendent of educational progress for the Santa Clara County Office of Education our County office is also the lead for the Bay Area Geographic leads Consortium we want to share our strong support for the cde's thoughtful recommendations to consolidate the elcap template and instructions the intent of the elcap is to serve as an Lea strategic plan for improvement that is shared with all Community Partners Partners however the current complexity and format detracts from this intent the streamlining of the document and clarification for the instructions is critical for the leas to provide a strategic plan that is comprehensive easy to understand and transparent to their communities and the reviewers of the elcap as a reviewing agency of the elcap we respectfully request the SBE accept the cde's recommendation to remove all prompts not required by
268Statute and all other recommendations that aim to streamline reorganize and consolidate the lcap we also appreciate the CD's explicit instructions thank you caller when thank you next caller with the last four digits 6801 you are now live please start your public comment hi good afternoon president darling Hammond vice president Global W and members of the board my name is lalia Costello I'm the Director of Business advisory Services here at the Los Angeles County Office of Education I just wanted to say that our office Echoes the support that's being e that's being recommended for the CDE to adopt the proposed draft and we just urge you to please adopt this proposed the proposed outc cap thank you thank you next caller with the last four digits 2588 you are now live good sorry you are now
269live please start your public comment good afternoon president vice president members of the State Board of Education I'm Dean West associate superintendent of the Orange County Department of Education uh the Orange County Department of Education supports the CD proposed draft of the elcap template uh Orange County uh Department bed supports 28 school districts we Support 32 Charters um uh we this uh draft um meets with the original intent uh to focus in on the LA strategic planning uh CD's recommendations at CL um they they focus on the school district planning continuous Improvement and Community engagement uh we also appreciate that our input uh went into the process uh for the development of the current post testment um we also are appreciative that there are ongoing efforts to update the template for the county offices of
270Education thank you thank you next caller with the last four digits 6557 you're now live please start your public comment you have one minute thank you good afternoon president darling Hammond vice president Glover woods and members of the board uh my name is Evan bleheim I'm the Project Director for accountability and data literacy from the Los Angeles County Office of Education our office is in support of the cde's proposed draft of the elap template as it aims to consolidate the plan requirements to create a document that we believe is more clear purposeful and accessible to all readers based on my work supporting districts and identifying relevant metrics during the elcap development process I particularly consider the revisions made in the measuring and Reporting results table will increase the focus on the effectiveness of actions and
271and significantly increase accountability for improving student outcomes further we believe that these and other changes when paired with the technical assistance and consistent guidance that our office provides will ensure that our districts can more readily meet the expectations and intent of the lcff legislation thank you thank you next caller with the last four digits you you are now live please start your public comment you have one minute good afterno president Darlene Hammond vice president Glover woods and members of the board I'm Dr Jessica Banderas associate superintendent of the Santa clar County Office of Education we support the CV's proposed draft of the lcap that aims to streamline the requirements and create a more meaningful and transparent plan the original intent of the lcap was to serve as an Lea's strategic plan for improvement however the
272complexity and format of the current lcap is too complex and takes away from the original intent at the Santa clar comy Office of Education we support our districts with their lcaps this we need to practice work based on specific goals and subgroup data the streamlining the streamlining of the elap allows for Clear articulation of goals and Analysis of actions thank you next caller with the last four digits 5116 you are now live please start your public comment you have one minute good afternoon Connie Choy with public Advocates PA is increasingly concerned with CDE stands distinguishes between educational partners that must be engaged during the development process as opposed to lcap adoption as demonstrated by the students presentations this morning there should be more not fewer prompts for leas to indicate when where and how students
273and families were engaged under Ed engaging educational Partners the templ instructions must thereby include prompts for all required entities PS daps and student advisory committees that must be engaged during lcap development and adoption please restore the instruction to summarize partner feedback to ensure that engagement activities are not simply boxes to check by leas and please reinstitute elcap uh highlights the plan summary with character limits lastly we recommend a chart that outlines the dates of public hearings states of adoption and elcap approval as well as a web link to the elcap midye update perhaps also a link to an online feedback form to submit comments building upon the students presentations this morning these changes will better show that students and families were heard throughout the elcat process thank you for your consideration thank you next caller
274with the last four digits 1385 you are now live please start your public comment good afternoon uh my name is Sarah Lis I'm executive director of teach plus California and we share appreciation of the of staff's process and really hearing and provide and allowing us to provide feedback on the elcap template we do believe that it's gone come a long way to reflect our the intentions to ensure the meaningful local engagement process and making sure that the resources intended for students actually are supporting their development and growth there are a few outstanding opportunities that we think could better uh provide meaningful engagement and accountability with our local Partners uh as outlined by our friends at public Advocates and children now namely the need for an executive summary or highlights um with a word limit that
275would allow make it more readable and accessible to Community Partners as well as the need for clarity not just in the instructions but in the template for the equity multiplier funds to supplement and not supplant thank thank you thank you next caller with the last four digits 4369 you're now live please start your public comment you have 1 minute good afternoon this is Sally Fox representing the California Association for bilingual education or cab I'm calling from San Diego County where I retired after a career as a bilingual teacher District El resource teacher and county office administrator specializing in World languages dual language immersion and English language development cab signed on to the lcff equity Coalition letter submitted last week we agree with the many comments so thoughtfully laid out in that letter we also want
276to amplify the need to continue to find ways for the lcap to support the implementation of the English learner road map policy as it is improved and utilized in the coming years thank you for your time and consideration thank you next caller with the last four digits 4876 you are now live please start your public comment you have one minute good afternoon president darling Hammond vice president Glover woods and members of the board my name is Dr Valerie Garrett and I serve as the Director of educational options for the Solano County Office of Education where I serve students in our juvenile courton Community School the salano County Office of Education supports the cde's proposed draft of the lcap which aims to create a more streamlined and userfriendly document we also thank the CDE for considering
277an updated lcap template specifically designed for County offices of Education in the future thank you for affording us the opportunity to voice our support for the updated lcap template thank you next caller with the last four digits 8714 you are now live please please start your public comment you have 1 minute caller with the last four digits 8714 you are now live please start your public comment good afternoon I'm Dr Amy alzen the superintendent of the highest academic performing District in California the Cold Spring Elementary School District I also serve as an executive board member for the small school districts Association and chair of access small school districts committee as a superintendent committed to using student data to drive instruction and most importantly motivate student learning I come to you with two requests first I
278ask that you approve the revisions to CD streamline lcap and secondly I respectfully request that you work with AXA and ssda to continue to enhance the lcap in effective manner by streamlining all other required plans to feed into one document the lcap for small school districts the lcap can be truly an effective tool to drive instructor and make a positive impact on student achievement let's focus on integrating everything we do into our lcap priority goals and actions thank you thank you next caller with the last four digits 3800 you are now live please start your public comment you have one minute good afternoon president Darlene Hammond and board members my name is Brian Schnitzer and I'm the assistant superintendent for the Savannah School District we appreciate and fully support cde's proposed revisions to streamline the
279lcap and only incorporate items that are mandated by law by streamlining the lcap it allows us to concentrate on creating a more userfriendly and focused elcap that clearly articulates priorities strategies and expected outcomes while still being comprehensive enough to cover all statutory requirements and meet the needs of all students especially those who are lwi Income English Learners or Foster youth streamlining the structure of the elcap makes it easier for all educational Partners including our parents who for many do not have experience with education terminology and policies and often find these types of documents difficult to comprehend we are excited to continue to support our community while meeting the statutory requirements thank you thank you caller with the last four digits 1272 you are now live please start your public comment you have one minute your
280time starts now good afternoon president D Hammond and members of the board my name is Nicholas Watson calling on behalf of the California Charter Schools Association ccsa supports CD efforts to streamline the LC cap template and would like to thank staff for this important work the proposed streamlining of the lcap will help Charter Schools increase the effectiveness of Education planning and ensure that the diverse needs and circumstances of students and school communities are met we hope that the proposed changes included in the final version of lcap template and instructions increased Clarity and specify when requirements differ for Charter Schools County offices or school districts to provide flexibility for Charter Schools reduce redundancy and unnecessary complexity we ask you vote and support the proposed change to the lcap template thank you thank you next caller with
281the last four digits 5596 you are now live please start your public comment you have one minute uh good afternoon Liz Gan with public Advocates on behalf of the equity Coalition the elcap template and instruction should support informed participation by Community Partners one of the original intents of lcff not simply the length concerns and difficulty of explaining it by those drafting it remember the grand bargain was that elas could stop reporting on numerous categoricals and focus on the elements of improvement well that's complicated until there is a web-based format access to the plan the current PDF must serve to inform different partners and different concerns it requires everyone's understanding and involvement not just the few lcap administrative staff or the single superintendent reporting on specific focused actions along three dimensions read by District school and
282student group can best be understood in a table not a narrative prompt which will muddy these elements for leas getting Equity multiplier funding an addendum that allows for Clear outlining of the L's Focus goals actions and spending will help inform students you at those sites thank you thank you next caller with the last four digits 273 5 you're now live please start your public comment you have 1 minute caller with the last four digits 2735 you are now live please start your public comment darling good afternoon president darling Hammond vice president glev woods and members of the board my name is Peter Fado and I'm an assistant superintendent at the S Keen County Office of Education on behalf of our County superintendent of schools I'm calling in support of the cde's proposed draft of the
283lcap our County Office Works throughout the year to support our districts and charter schools in the lcap development process and we know firsthand how hard the Lea's work to create meaningful plans that fulfill the requirements but we also know that the complexity and length of the document can be D daunting for parents and educational partners and that takes Focus away from the work being done to support student achievement we believe the proposed revision helps this by streamlining the document in reducing redundancies and will and that will result in improved readability and accessibility of the outc Caps thank you for your time and consideration thank you next caller with the last four digits 3809 you are now live please start your public comment you have one minute good afternoon president darling Hammond and members of the
284board my name is Kimberly Graham from the current County Superintendent of Schools today I voice our strong support for the cbe's thoughtful recommendations to streamline the lcap streamlining the lcap would increase accessibility and engagement leading to more Equitable resources in programs for the students families and communities that we serve kcsos supports the recommendations put forth by the CDE including a single Focus goal for leas that receive Equity multiplier funds consolidation of the data entry and total expenditure tables and increased Clarity in the lcap instructions these changes align with the core intent of the lcap which is to drive Improvement for our students through local control based on the philosophical principles of subsidiarity in conclusion we urge you to embrace these recommendations from the CDE thank you for your time and consideration thank you next caller
285with the last four digits 8937 you are now live please start your public comment you have one one minute hi good afternoon this is Christina sad with californ together we thank the staff and board for the continuous updates and our feedback we also Echo the comments made by the lcsf equity Coalition letter and spef specifically we want to emphasize a few things in attachment three on page 20 we request that the word encourage be changed to a must to read Lea's must focus on a set of metrics and actions that the leas believe based on the input gather and the educational Partners um also on page 21 under the annual Reflections the template reads leas must identify any school or student group performing on the lowest performance level on one or more indicators who request
286that the language then read um leas must highlight how they are addressing the identified needs of the student groups and or schools within the elcab as part of their response U we also think that on page 23 there's confusing language that might be interpreted by leas as permissive addressing uh English Learners and student advisory committees when superintendents are to respond to their input on elcap if the word may uh were deleted and he kept it as applicable this would clear up that conclusion thank you confusion thank you next caller with the last four digits 8744 you are now live please start your public comment you have one minute good afternoon Dr darling Hammond and board members Diana Vu on behalf of the association of California school administrators ask for appreciates and supports CD's recommendation to
287streamline the outc cap we believe that the edits such as the removal prompts not required in statute will help provide increased Clarity for readers moreover we strongly encourage further streamlining and simplification of the lcap so that offers greater accessibility and transparency for communities and education Partners Axel looks forward to collaborating with the state and other education Partners on longterm long-term solutions to the outcast that will result in meaningful plan a meaningful plan to enhance student achievement and increase Community engagement in addition ACC has concerns about the timing of the release of identified M Equity multiplier schools laas are required to include lcap Focus goals for each Equity multiplier schools without knowing which schools receive funds which leaves minimal time for plan proper planning and Community engagement we respectfully urge the state to release the list
288of equity multiplier schools earlier thank you thank you caller with the last four digits 5949 you are now live please start your public comment you have one minute good afternoon president darling Hammond vice president GL woods and members of the board my name is Rebecca Walker and I'm the deputy superintendent for the Lake County Office of Education in in partnership with the other County offices of education on this call I'm voicing my support of the CDE thoughtful proposal of the elcap Lake county is home to approximately 10,000 students comprising six public school districts three charter schools and one private school in our County we see the challenges that the current lcap template creates for Meaningful Community engagement we want our community to embrace the lcap as The Guiding document that provides a clear road map
289of the journey our school districts are traveling when it comes to student outcom District strategic planning and budget goals the suggested draft from the CDE provides greater Clarity in a more userfriendly and digestible format that will move us towards that goal thank you for your consideration and commitment to our California students and families thank you next caller with the last four digits 6647 you are now live please start your public comment you have 1 minute hi good afternoon board president and members of the board Leticia Garcia on behalf of the Riverside County Superintendent of Schools we are support we are part of the Coalition of Education management leaders in support of the proposed lcap template we believe these changes streamline and simplify the lcap in a matter that will make it easier for the diverse
290group of end users to understand and we're also grateful for the option to use narrative tables to better demonstrate the educational partner engagement work that happens at the local level which we believe will result in Greater transparency and ultimately um we believe that the proposed streamline outc cap is a a step in the right direction and a return to um in returning the plan to its original intent which is a strategic planning document again thank you so much for the work to um CDE staff in um navigating these um these uh complex discussions thank you thank you next caller with the last four digits 6832 you are now live please start your public comment you have one minute uh president darling Hamm and the members of the State Board of Education thank you for the
291opportunity to comment my name is Joshua Schulz I'm Deputy superintendent for the Napa County Office of Education I support CD's recommendations to reduce the redundancy and complexity of the lcap in my experience every addition of a new table or box or checkbox or prompt to the lcap makes it less and less useful as a tool to promote Equity focused locally informed strategic resource allocation already if you ask practitioners in the field they will tell you that the elap document is not useful for informing and engaging educational partners because of its link and complexity the lcap is supposed to support local control and local accountability but it has become incomprehensible to most local actors please resist efforts to hijack the lcap to serve other agendas thank you thank you next caller with the last four digits
2921890 you are now live please start your public comment you have 1 minute good afternoon president darling Hammond Deputy superintendent nicely and vice president Glover Woods members of the board my name is Ellen barer I'm associate superintendent for the Santa Barbara County Education Office and I serve as chair of the curricular and Improvement support committee through this work that we as County offices have been involved in for the past 10 years we have remained deeply committed to the intent of the elcap and finally attuned to each technical detail prescribed by Statute as practitioners closest to the work we see firsthand both the challenges District leaders face to write an authentic educational partner informed plan and try angulating their identified student needs with all of the possibilities and their deep desires for continuous Improvement thus we
293appreciate and endorse the thoughtful revisions proposed by the CDE which are aimed at all of the purposes to consolidate reorganize and amend the lcap to fulfill the state Bo's direction thank you next caller with the last four digits 6559 you are now live please start your public comment you have one minute good afternoon president darling Hammond vice president Glover woods and members of the board my name is Michelle Ramirez and I'm the senior Direct dor of Educational Services representing the montere County Office of Education we wish to share our strong support for the cve thoughtful recommendations that consolidate the local control and accountability plan template and instructions we also firmly believe in the original intent of the lcap which is to serve as an Lea strategic plan for improvement that includes all Community Voices however
294the current length and complexity of the elcap app can create barriers to accessibility and engagement these barriers can be especially difficult for parents families and community members whose primary language is not English we strongly support the CD's proposed revisions to streamline the lcap to ensure equity and access for all thank you for your time and your commitment thank you next caller with the last four digits 4364 you are now live please start your public comment you have one one minute good afternoon thank you to board president darling Hammond and members for the opportunity to comment I'm Lucy Salo Carter with the Alam County Office of Education we support the proposed changes to the lcap template and are pleased to see the changes include tables to replace narratives in certain sections in particular the table on
295increased or improved services this change is something we know our districts have wanted and we believe it will help accomplish our shared goals of organizing the lcap information in a clearer way to increase transparency for leas lcap reviewers and community members we also support the greater Clarity in the template instructions overall the changes to the metrics table and the ability to consolidate equal uh Equity multiplier goals AC is grateful to have worked directly with CDE on some of these changes and we hope to be able to continue to engage with the SBE and CBE to share our ideas to further streamline the lcap in the future thank you again for this open process and the receptivity to new ideas we look forward to further engagement thank you next caller with the last four digits 3508
296you are now live please start your public comment you have one minute good afternoon president darling Hammond vice president Glover wood chief deputy nle and members of the board my name is Rebecca Lewis executive director of professional learning and Leadership support at Shasta County Office of Education Shasta County Office of educ tion is also the lead Agency for the far north partnership geographic area we would also like to share our strong support for the cde's recommendations that streamline and improve the elcap template and instructions sha County supports 25 districts and 15 Charters many are single school districts local control is very important to our community the recommendations that CDE has put forward not only meet the statutory requirements but also keep the original intention of the elcap as a plan for improvement currently the lcap
297can be unwieldy for districts to complete and educal educational Partners to comprehend it is currently not always a clear communication tool causing additional confusion for our Educators students families educational partners and the community at large to understand the Strategic plan of districts we want to underscore that the commitment and obligation to unduplicated students is always at the Forefront of District support and plan the streamlined lcap Pro proposal allows districts to articulate this District plan thank you thank you thank you uh next caller with the last four digits 1488 you are now live please start your public comment you have 1 minute good afternoon president darling Hammond vice president Glover woods and members of the board my name is Katherine feda executive director on behalf of pler County Office of Education in strong support of cde's
298proposed draft of the lcap that streamlines the requirements into a more meaningful and transparent one in pler County and in our reviews and support of 16 districts um lcaps we look for the through line from the dashboard to the goals and actions the new template is clearer more concise focused and supports continuous Improvement it helps with that through line and tells the Lea story of how they identified needs developed actions to address them with consultation from their educational Partners the condensed prompts remove redundancy making it more efficient and clear the table for increased improved Services provides transparency on the resources allocated for unduplicated students the complexity and format of the previous LC caps take away from its original intent of serving as the Lea's strategic plan this new template helps make it easier for educational
299Partners to understand the Lea's goals actions and progress toward improving student outcomes and we request that you adopt cde's proposed elcap template thank you thank you that concludes public comment for item number seven thank you very much and at this point we can open the floor for um board discussion just like to say how unusual it is to get overwhelming support for an agency that is simplifying and deburau critizing it forms it's a unique experience we thank you Josh and the team for um allowing us to experience that and uh we hope you felt all the props and Kudos um so I do want to open up for any further board discussion I'll just kick it off by saying you know clearly there's a lot of support for the direction this is moving there's also
300a lot of support for continuing to move further in that direction so we can look forward to a continuous improvement process I am sure U member oen and then I think member Lewis were you also raising your hand okay go ahead thank you yeah I it um it is somebody who's written quite a few lcaps um the idea that we're trying to that we're working to streamline and simplify is uh personally very exciting and I think we heard that echoed loudly in the comments so thank you really appreciate that um the other piece for I'm just thinking about my own experience when I was writing working on them um the changes from year to year were um you know you thought you understood what you were doing and then it changed and so as we've
301been going through this process I've really appreciated the redlined version um and while I'm not sure that's the appropriate tool to give to folks who are going to be working on it my wondering and I don't know if this is something to answer now or not but is how what tool might be useful for people to be like oh this is this used to be this and now it's this um yeah so I guess to put in a question is there any thought about creating giving out the redline version or um anything else that would help translate from previous for those who have written them in the past previous document to now let's see is this on yes okay so as as part of um the the posting of the template um we we're going
302to post the template and instructions you know on on the web page we're also going to be posting a standalone uh document with just the instructions in it so that anybody that's actually just looking to see what the instructions are they they can do that separate from from the template itself um and then we're also putting together a crosswalk um that that would show kind of some of some of the changes between the 2022 template version and the 2024 template version and that will be available um on the web page as well along with um um as long as as also as part of our uh Tuesday at two um lcap webinar trainings great thank you member leis member Oaken for that question because I was my first question before my comment was going to
303be how are you going to roll this out are you going to provide any training and information to those because it is the lcap season and wanting to make sure that everyone's aware of the changes and and and where the changes are in the document and then my comment is just overall um I too am someone who worked on the lcap for years and I appreciate the document and the process and as president darling Hammond said it is encouraging to hear all the positive responses that are coming through and I that's reflective of the work that you and your team have done to make sure that you've taken in all the feedback from the people who are in the field and who are actually doing the work and going forward although there's a there's a
304lot of about how it's improved the process and they're very appreciative and I know the conversations will be ongoing to make it a further streamlined so that the individuals in the field feel like once they've completed the plan they have time to work on the plan and what's in the plan because it always seemed like when I was out there you prove the plan and then oh wow we're right back in the cycle again so and I know that feeling so just to continue that conversation uh with the people in the field to make sure that that uh we continue to streamline it as much as we can so they can really get to the work of helping and improving the outcomes for students but thank you for all the work and you and your
305staff did and taking all that input and sounds like everybody's very appreciative thank you thank you member esab again thank you so much for making this a more palatable template and uh we're also in a great opportunity with the equity multiplier scene where scores are to potential of um really enhancing the achievement for students that normally have not shown you know significant increases and the quality of those goals are so critical so as much assistance you you can provide districts with uh those High numbers and very low student achievement those those Target groups would it it's exceedingly important to have that laser-like Focus is you know because we do have an opportunity to even further the enhancement of equity in our state thank you uh vice president GL woods Josh again thank you I just
306wanted to lift up some of the comments again that have been stated here at the um with the board and as well as with the comments we received which is how to look at perhaps having some type of a bridged version of the lcap and I I want to say this as one who read many lcaps in my role at the County office and um also work with those who supported those writing it um I just encourage us to think about as we move forward how technology might be able to Aid in taking that very U vast document of hundreds of pages and maybe pulling out particular pieces that can then be fold it into uh a more user friendly summary or a bridged version U because I definitely would not propose to create another
307piece that those who are writing the plans and reviewing the plans have to create and review but I'm sure in this year of 2023 almost 2024 there's technology out there that can help to take that large document that's now being streamlined and put it into an even more userfriendly format for those who desire that format thank you thank you U member patila Bronson thank you um I just wanted to acknowledge that this has been a massive Civic engagement process over many years um and I'm just very grateful to both the department to you and also to the many um organizations that have contributed to making this align more clearly with the goals that we've all been discussing and articulating um around having this be a a fruitful planning document um and also for surfacing uh
308disparities in student outcomes that we all would like to actually see improved um I I I think um it's going to become an oldie but goodie but I'm going to quote again from our um student speaker earlier today talking about the accessibility uh and sort of plain speak of the document um and there are so clearly many um efforts that have already gone into streamlining and simplifying to make the more the document more accessible one thing I just wanted to clarify and I was just doing a keyword search so the there there's been a push for an executive summary which I've heard um and I thought there used to be and I was able to find in the prior version that there was a highlight section is that one of the things that has gone
309by the wayside out of an effort to uh do the streamlining work or or is it actually in here and and I'm just not catching it um so a a little bit let me first do a little bit of of lcff history and and then we can go into answering that specific question um because initially the lcap began in in its early incarnations in 2014 2015 2016 it began with the goals and action section within the plan there was no plan summary it it didn't exist however there became an increasing call uh for uh some sort of highlevel executive summary that could be included within the plan that would be standardized for all leas that would serve the role of providing a a brief overview of the lcap for um constituents within within laas that
310was the impetus behind the requirement to include the plan summary which includes the goal description or the the uh plan description the general information piece at the beginning and and now has has also grown to include a summary of certain accountability requirements and pieces that are included in there in the template that we the proposed revisions that we brought to the board as part of the September meeting uh we we proposed to remove the Highlight section um as as it was is not specifically required within statute statute requires that there be a plan summary that provides uh an analysis an an annual analysis of the the data um that's that's shown on the dashboard as well as other local data and also to reflect on um the requirements uh of for leas that that are
311eligible for technical assistance however it doesn't require there to be this highlights piece where leas have can can can identify areas within the plan um that that they want uh educ ational Partners to focus on what we did though is is we migrated some of the instructions from that highlights piece that encourage leas to include that sort of information and and included that within the um summary of progress the the um second prompt there in in the increased or improved Services section um in order to communicate to leas that they still continue to have the opportunity to provide that sort of description within the plan summary either within the general description or within that uh Second prompt um however that was the original focus and intent of that whole plan summary section and the rationale
312behind not keeping that in there and including a um a a word limit uh which which is is something that that a number of educ ational Partners proposed is that in proposing any sort of a word limit on the the on any of the prompts within the template and instructions that then carries into the review and approval requirements because the review and approval requirements uh the very first one in in Education Code section 52070 um D is is that the Lea adhere to the template and instructions including any instructions the State Board develops for the template which means if you put a word count on a prompt you are in effect telling any lcap reviewer that they have to ensure that that prompt only have that number of words or fewer in it in order
313to adhere to the template and instructions it sounds incredibly bureaucratic because it is any any other questions or discussion I think we need a motion at some point to um in addition to thanking Josh to approve the uh template vice president GL Woods thank you and and Josh thank you for that trip down memory lane I do remember all of it I I followed the journey right step with you at this point I'd like to move that we adopt the proposed revisions to the lcap template and instructions and allow CDE in collaboration of course with state board staff to make any uh typographical or formatting Corrections that are necessary moving forward a second from Member Lewis uh all those in favor say I raise your hand keep it up and any opposed any extensions motion
314carries thank you sir so [Applause] much we are now about an hour later than we thought we'd be at this moment for so we're going to need to um be expeditious as we move along um but the next item I believe will be uh short and then we'll take a break um item eight is the revision of performance standards of local indicators within the California school dashboard and recommended action regarding the local indicator self-reflection tool for Priority One basic services and conditions and the CDE recommends that we revise the second local local indicator performance standard and I will allow uh William McGee and Josh strong to tell us how yes thank you for that Dr I told Josh he needed to just stand up here with me he said he'll do this one quick for
315you guys though so I'm introducing item 8 which is the revision of the performance standards of local indicators within the California school dashboard and recommendation action regarding the local indicator self-reflection tool for Priority One basic services and conditions item8 is requesting that the board approve the revision of the local indicator performance standards to align with statutory requirements and to approve the proposed revisions to the local indicator self-reflection tool for Priority One which which is basic services and conditions to align with the action the board took at its September 2023 meeting so at this time I'll ask Josh to come up and he will explain the item to us thank you well hello again members of the board and president darling Hammond um I'm Josh strong administrator of the local agency system support office um so
316so really we have we we're bringing two recommendations to you today the the first of which is is related to um the um local indicator performance standards um in in 2019 uh California Education Code section 52064 point5 was revised to include the requirement that reporting local indicators uh to the Lea's governing board occur in conjunction with the adoption of the lcap and and so in January of 2020 the board approved the revised performance performance standards for local indicators um which included the following this is the second of the three performance indicators to report the results as part of a non-consent item at a regularly scheduled public meeting of the local governing board or body in conjunction with the adoption of the lcap however in in looking at statute Education Code section uh 52062 uh B2
31752068 B2 and 57606 point5 a don't require leas to adopt the LC cap at a regularly scheduled meeting it has to be publicly noticed 72 hours in advance um however it doesn't have to be a regularly scheduled meeting and so what we're bringing this recommendation to you uh to ask is that we could we remove the the words at a regularly scheduled meeting um from that second local indicator performance standard and instead revise that to read the report the results as part of a non-consent item at the same public meeting of the local governing border or body at which the lcap is adopted that allows the Lea to be able to uh meet that second performance standard without while still retaining that flexibility that's provided to them in statute related to the lcap adoption and
318then the second recommendation that we have is is specifically related to action that you took in at the September meeting um as as you're aware um Education Code section 5206 uh 4.5 E2 was added which requires that the stat standards for local indicators for which the CDE collects or otherwise has access to relevant and reliable School level data for all schools Statewide uh be a be based on objective criteria to the greatest extent practicable um one local indicator and and specifically the teacher assignment portion of that uh is the first of the local indicators to be impacted by this particular change in law and so in September um you you all approved the objective criteria for that a teacher assignment monitoring outcome data related to Priority One and so in light of that what we're
319asking is that uh you approve the um revision of the local indicator self-reflection tool for Priority One uh to remove the requirement that that currently exists within that uh self-reflection tool to report the number for leas to self-report the number or percentage of misassignments of teachers of English Learners the total misassignments of teachers and the vacant teacher positions um and and instead we'll we'll clarify that leas are required to report their teacher assignment monitoring outcome data in addition to the number and percentage of students that have access to standards aligned instructional materials and the number of instances where uh that the laa has of facilities that do not meet the good repair standard um within that performance uh as part of that self-reflection tool um as as part of this change um that objective criteria
320uh that was adopted by the board at at its September meeting will continue to be reported by the California Department of Education on the dashboard leas will continue to self-report uh the m u material sufficiency and the um uh facilities in good repair as part of Priority One and then also just just so that it's it's clear when it comes to Priority One the those three components the the teacher assignment monitoring outcome data the um material sufficiency and the facility ities and good repair represent if if you think of them as as kind of a three-legged stool right you can't have the stool continue to stand if one of the legs is missing and and so for that reason um beginning with the 2023 dashboard elas that fail to report on one or more of
321those data within their priority One local indicator whether that's they they do not certify their Tamo data um so so it's not able to be reported or they fail to report material sufficiency in facilities and good repair will uh beginning with the 2023 dashboard receive either a St status a status of standard not met or standard not met for two or more years um as applicable to the Lea um and so with that I will pause and see if there are any clarifying questions and I'll um ask vice president glev Woods if she wants to start off with any comments then we'll see if there's any clarifying questions and we might want to put up the public comment slide because we'll be going to that next just again a recognition in how this particular item
322brings alignment to the languages um Josh had pointed out and also brings together the teacher assignment data within that um within that local indicator and the others as Josh has already said so again I think this is just a very um important way to bring alignment to uh to this particular indicator itself and again make sure our language lines up with what is required for an lcap reporting as well as what is required for the reporting of this indicator thank you any clarifying questions all right uh I think we'll then go to public comment uh is there any public comment in the room and those who are calling in uh can call the phone number and the participant access code on the slide that is shown now for item eight go ahead we have two
323people signed up for public comment an helica Salazar and Lindsay Tor tornator good afternoon uh Angelica Salazar from public Advocates we are very grateful to the department for developing the objective criteria for priority one this year and we offer two point points of feedback one the law requires that our local indicator data is valid and reliable down to the school level the dashboard report on both district and school level performance the Ed code also calls for such indicators to include the extent of any disparities across the school sites and within school districts and we look forward to collaborating on this next year second while the Teo data set grows in its sophistication the teacher self-reflection tool should remain alongside the new data uh dashboard indicator the reason for this is we really value the district
324wide summaries of teacher vacancies and Els assignments um which are not yet singled out in the data the Teo data set and some districts do report accurately uh we just heard from West Contra Costa unified about 65 vacancies this school year and we know this information will lead to very rich conversations for their elcap development lastly want to thank you for uh clarifying that the performance standard for met on Priority One requires that districts certify teacher data and calpads for 100% of its schools thank you thank you very much good afterno good afternoon uh president darling himman vice president Glover Woods members of the board Lindsay toror on behalf of the California county superintendent to share our support on the cde's recommendations for this item we view these recommendations as technical cleanup to align to
325current statute and previous state board action specifically um and as Josh explained the recommendation to remove the phrase at a regularly scheduled board meeting ensures leas have the maximum flexibility to adopt their lcaps um at a regularly scheduled or special meeting um we also appreciate and support the recommendation related to the laa self-reflection tool for priority one because it honors the action taken by the board during your September meeting and encompasses the feedback our County Office of Education leaders provided to the CDE during the development of the objective criteria for this priority uh during this past summer so we hope you will approve both of the CD's recommendations for this item thank you and we have one caller in the queue um good afternoon please state your name and affiliation for the record you have
326one minute your time starts now caller with the last four digits 8937 you are now live please start your public comment okay hearing none um that concludes public comment for item number eight all right all right thank you very much um with that is there any further board discussion or a motion yeah go ahead president GL Woods was were you also waiting member oan no you're just sitting up straight okay he's ready for the motion she's ready for the motion I move that we Rev the second local indicator performance standard to read as follows report the results as part of a non-consent item at the same public meeting of the local governing board or body at which the lcap is adopted also part of this motion is to approve the proposed revisions to the local
327indicator self-reflection tool for Priority One basic services and conditions very much is there a second member oen sitting up so St right all of those in favor please raise your hands and say I I and any opposed any extensions all right the motion carries thank you and we will take a 10-minute break and see you back at 3 o' we are we are live just FYI we are live I don't know what you're talking about but you might want to think before you talk all right we're getting it's getting late we're getting silly that's what happens um we are going to do item nine and item nine is the approval of of the recommended observation protocol for teachers of English Learners otherwise known as optel to satisfy Criterion two which is the teacher evaluation of
328English learner students and uh Criterion three parent opinion and consultation or reclassification uh and this is per the requirements of Ed code section 313 and 3133 and the CDE recommends that we approve the proposed use of the Appel and the item will be Pres presented by Alicia Marino Ramirez and J Gula did I say that g I'm sorry um [Music] Gula Min thank you and you will say it properly for me when you get to the podium thank you so much and mly Falkner Bond of westad Alicia please begin oh Sarah's up there actually start so thank you president Darlene Hammond vice president Glover woods and board members I'm Sarah nille Morgan I'm a deputy superintendent for the opportunities for all Branch at CDE and to assist with this item as our president darling Hammond
329just went through I have Alicia Marino Ramirez the director of the multilingual Support Division here and Juka salamani or GQ sorry GQ um here with us he's the administrator of the language policy and Leadership office in the multilingual Support Division and to co percent will be joined by Dr Molly fauler Bond a senior research associate at westad so I always have to thank the people behind and with us who really supported and elevated this work so acknowledging our CDE colleagues in the assessment development and administration division Mal Vang Kelly Bacher and Tracy Ali the special education division Katie Malone Crips and Lorraine Garcia and a special acknowledgement to our MSD team Emily Ingram and Gustavo Gonzalez who are the optel project leads in MSD we bring an action item before you today to present the
330observation protocol for teachers of English Learners or the optel the optel developed for and with our California Educators has been in development for over the past four years and will provide teachers of English learner or El students with a validated tool to assess language use and content area instruction while statute does not currently mandate its use the department is really excited to make this tool available to all local educational agencies as a consistent validated and intentional resource to support equity in the reclassification process for our El students the optel will support the success of el students and the education ERS who serve them in today's presentation I think I'm the one who asked to actually do the slides there you go we'll provide an overview of our recommendation for approval of the Opel and we're
331going to address the recommendation in the following manner providing the background on the optel context describing the development and the uses of optel reviewing the optel validation study detailing the benefits of it for students teachers and for families outlining support for implementation in next steps detailing the cde's recommendation for approval and of course responding to any questions from our state board of education members so um as I move forward I actually get to hand it off to Alicia so as we bring forth this we are asking for a revised um recommendation for approval today and Alicia will take the next slides thanks Alicia thank you thank you Deputy uh nille Morgan I am Alicia morona Ramirez and it's a pleasure to be in front of you today president darling Hammond vice president Glover woods and
332members the CDE offered an original recommendation um let me go back here the CDE offered an original recommendation that members will find in the item itself the CDE recommended that the California State Board of Education approved the following the opal tool to satisfy the requirements of Criterion 2 teacher evaluation of English learner or E students and Criterion three parent opinion and consultation for reclassification decision-making for El students who take the summative English language proficiency assessments for California or elpac per the requirements of Education Code section 313 and 313.37 receptive optel ratings for rec classification and the authorization of CDE staff with the approval from the executive director of the SBE to make technical edits as necessary to the optel tool since the submission of the item the second bullet point of the recommendation addressing thresholds
333has been revised for clarity based upon feedback the revised recommendation we present to you today includes an update of the second point which now reads based on the field test and validation study a recommended threshold of level three or above on expressive and receptive optel ratings for reclassification I will now describe the context for the creation of the optel including A Brief Review of el students and reclassification English learner students are those who enroll in California schools at any grade level kindergarten through grade 12 have a language other than English identified on the home language survey and upon assessment have demonstrated a level of English language proficiency that indicates e programs and services are necessary students identified as elel receive programs and services until they meet the reclassification criteria reclassification as you'll recall is a
334process whereby a student is reclassified from El status to fluent English proficient upon reclassification students are exited from El programs and services and reclassification can take place at any time during the Academic Year immediately upon the student meeting all reclassification criteria each local educational agency implements locally approved reclassification processes in accordance with the state requirements and guidelines to determine when students are eligible for rfap status changes in addition each Lea must monitor the progress of rfep students for at least four years to ensure correct classification placement and any additional academic support that may be needed class California has four reclassification criteria each of the following four Criterion must be met by every student eligible for rfep status number one assessment of language proficiency using an objective assessment instrument including but not limited to the ELP
335test which in California is the elpac the SBE approved the summit of lpac overall performance level four or altern elpac overall performance level three as required per EC section 313 number two teacher evaluation including but not limited to a review of the pupil's curriculum Mastery number three parent opinion and consultation and number four comparison of the performance of the pupil in basic skills against an empirically established range of performance based upon the performance of English proficient students of the same age reclassification ation criteria two and four um sorry two through four are currently locally determined and the optel tool is intended per statute to standardized reclassification criteria two and three the cde's development of the optel to support reclassification criteria 2 and three for El students is authorized by the following statutory requirements title three
336part A of the every student succeeds act requires States to develop standardized exit criteria for El students assembly bill or ab1 1808 amended Education Code to require the CDE to develop a standardized English language teacher observation protocol and education code 313.37 3c2 specifies that the optel is to be useful for teachers discussions with parents or Guardians regarding students progress toward English language proficiency the sb's role is to approve procedures for the reclassification of a pupil from El to rfet classification so what is the optel it's an observation protocol that we'll be describing in a little bit more detail in just a few moments it is designed to support Educators in monitoring and evaluating academic language use by elel students the will satisfy the two Criterion described criteria 2 and three and the adoption and Statewide
337implementation of the optel will help California move closer to fulfilling the federal requirement of Statewide standardization of reclassification criteria required per title three I'll now pass off to administrator lini who'll be joining us next thank you director Morena Ramirez good afternoon president darling Hammond vice president Glover Woods my name is gulini I am the administrator of the language policy and Leadership office in the multilingual Support Division I will now address the development and the uses of the optel following authorization by ab1 1808 the CDE pulled a diverse group of teachers and interest holders with expertise in El education in an uptel advisory committee or OAC the OAC was convened in April 2019 and October 2019 to provide input around optel development an optel field test with teachers of eel students began in February 2020 before
338being halted in March due to the covid-19 school closures in June 2022 the uptel completion date was extended through December 2023 to provide time to continue the project upon School reopening in January through May of 2023 the field test resumed in May of 2023 the OAC convened for a third time to review the data collected during the field testing and to provide additional feedback input from educational Partners advocacy groups and multilingual and special education experts was elicited from May through November of 2023 resulting in refinements of the optel tool the CDE MSD has also engaged internal Partners through the optel development process specifically the CDE special education division and assessment development and administration division in October of 2023 the CDE provided to the SBE an information memorandum reporting on the draft optel tool and validation
339study today the CDE proposes a recommended approval of a revised optel tool and a recommended threshold for the purposes of reclassification the opall designed um the op was designed rather to be used by teachers to evaluate a students use of English while engaging in academic content learning including interactive language use with peers to allow teachers to assess language practices across a range of proficiency levels and to identify student performance along with along the Continuum of progress towards Proficiency in English to be used for all El students who take the summit of Alpac including students on individualized education plans um or Section 504 plans it was also designed to be used by content area teachers at all grade levels El teachers bilingual teachers and special education teachers further it was designed for ease of use by
340Educators and to be aligned with the ELD standards and the performance levels for the summi of elpek now taking a look at the tool the optel tool available using the link provided on slide is a tool that teachers can use to monitor evaluate and record the academic language use of el students while engaging in content learning it is designed for ease of use the first two pages of the tool focus on the observation and capture student background and details on the instructional setting the tool is also characterized by holistic ratings for receptive skills or listening and and reading and expressive skills speaking and writing these ratings are informed by the El standards and the lpac the third page of the Opel is is a parent consultation form that again begins with the student background and
341can be used for notetaking purpose not taking before during and after parent consultation there is also a space for the educator and parent signatures if available to acknowledge discussion and decision-making about a student's Readiness for reclassification a fourth page of the optel not displayed here is a glossery of terms relevant to support the use of the optel during observation and parent consultation it is noteworthy that the uptel observation and parent consultation form have been refined since the October information memorandum in response to feedback from the field in order to Center the user experience further to match the linguistic diversity in California schools translations of the final Opel will be U made into the top five languages Spanish Mandarin Vietnam cantones and tagalo after its approval to further the ability for family engagement and consultation as
342noted the uptel tool is intended to be used to satisfy reclassification Criterion 2 as a tool for educators to use when determining and documenting a student's English language proficiency via expressive skills and receptive skills and further as uh for reclassification criteria three a parent consultation form designed to guide Educators in consultation with parents of eel students regarding their progress towards English proficiency as part of the reclassification process the validated Opel tool can also be used for the following uses as a regular formulative assessment tool to support El student progress monitoring to award English proficiency to inform effective language instructional practices and by institutions of higher educations that prepare teachers and Educators in teacher preparation programs it is not my pleasure to invite Dr Molly fuler Bond of West Ed who will speak to the optel
343validation study thank you GQ good afternoon uh president darling h and vice president Glover woods and members um as G as indicated I will now take a few minutes to summarize the field test study that westad implemented with the CDE in Spring 2023 to help validate the optel with a particular focus on reclassification as this is the most highstakes purpose for which optel will be used so as discussed previously Ed code section 313 lays out several specific considerations for the opel's design and use I won't reiterate them all again but I will emphasize that several aspects of the field test design were explicitly in response to these legislative requirements for example we asked participating teachers to rate students at every Alpac overall performance level so we could determine whether the optel can capture student performance
344along the Continuum of progress towards proficiency we also explicitly encourage participants to include students with individualized education programs among those they observed during the field test to gather evidence that the optel can meet the legislative requirements wested carried out a Statewide Feld F test from January through April of 2023 Educators anywhere in the state were invited and encouraged to participate we asked teachers to sign up in pairs so that we would have two independent ratings for each student which would allow us to get a sense of the instruments reliability across different Raiders recruitment was done through partnership between the CDE and wested and involved several different strategies the CDE sent word out through Multiple List serve groups posted a flyer on its web page and presented at multiple meetings and conferences with uh key interest
345holder groups such as the bilingual coordinators Network and Regional English learner Specialists CDE and westad also both reached out directly to known contacts to invite and encourage their participation to reiterate a point uh made earlier the optel is not a test so this was not a field test whose goal was to get a certain number of participants so we can estimate stable item parameters uh we did want as many participants as possible but in this case our motivation is to get a sample that is representative of the intended population of users which again is teachers everywhere in California so based on that motive we focused on trying to get a representative range of key teacher characteristics including where teachers are located in the state the certifications they held and their experience in the field and
346secondarily we also wanted to make sure that the participants tried out the optel on a wide range of students so we can determine whether teachers are able to use it for the full population of English learner students terms of our part teacher participants ultimately 189 unique Educators submitted optel rating in 75 Pairs and those two numbers don't match perfectly because in some cases only one teacher in a pair submitted ratings we asked all participating teachers to complete a form about their background and certifications 146 individuals completed that form it included a few liquor type questions asking about teachers self-reported familiarity with California's ELD standards and Ela ELD framework as well as their confidence in their ability to design and deliver effective instruction for El students as the slide showed nearly everyone who participated in the
347field test was at least somewhat familiar with these documents and at least somewhat confident among the 189 teacher participants 138 reported being classroom Educators the others had roles such as coaches or Specialists or principes among those 1003 gate classroom teachers the most common credential reported was a multiple subject Elementary credential held by almost half of the participants other common certifications included an Eld certification held by onethird of the classroom teacher participants Ela reading or literacy at 30.4% of participants and K12 multiple subject at 18.8% 15.2% reported having a bilingual cross cross-cultural language and academic development or bclad certification and I'll flag here that these percentages will not add up to 100 because teachers can hold multiple certifications in terms of teaching assignments in the year the field test took place 61% of respondents reported teaching
348English language development 52% taught English language arts 31% taught mathematics 28% taught science courses and in terms of uh special Educators in the sample 5.1% of the classroom educator respondents reported having a special education certification and 2.9% had self-contained special education classrooms among their assignments for 202 2022 23 the 189 Educators who participated ultimately submitted ratings for 754 unique stud students the student population was also generally representative of the state's population 84.6% of The observed students spoke Spanish as a home language 12.3% had IEPs and Le just less than 1% participated in the summative alternate elpek the sample was also generally representative across grades and elpac levels so in terms of elpac levels this figure shows the Statewide percentage of elel students at each overall lpac performance level those are in Gray and the percent
349in the field test study are in dark blue the figure shows that our sample had slight under representation at performance level two so we had 25% of the students in our sample compared to 31% Statewide at this level and slight over representation at overall lpac level four we had 24% compared to 16% Statewide and this over representation at level four um is actually helpful for our analyses since students at level four are most likely to be considered for reclassification having met Criterion one we want to make sure that the opta works for them in particular for this purpose terms of grade level representation the sample included students from every grade in TK through 12 again Statewide percentages are in Gray and study percentages are in blue the figure shows we had some underrepresentation at the
350youngest grades TK through 2 and some over representation in grades seven and 10 notably however students are generally less likely to reclassify in the earliest grades and more likely to reclassify in grades 3 through six assuming they start in kindergarten as an English learner um and we did have good representation in those grades where reclassification is most likely the field test ultimately sought to answer four research questions so the first uh question evaluates how consistently Raiders use the optel to score students ability to use grade level academic English language in a classroom setting the second research question examines the relationship between student optel ratings and other measures or indicators of students English language development performance such as achievement on the summit of elpac the third research question examines variation in student optel scores by educator
351and student characteristics and the fourth research question examines Educator's feedback on the usability of the optel the first research question is essentially a measure of the extent to which optel ratings are consistent across two different Raiders who observe the same student to Analyze This research question we used descriptive alignment statistics and calculated interr reliability for pairs of Educators who observe the same student so this figure illustrates the degree of alignment between Raider Pairs and their EXP expressive ratings and the results were similar for receptive along the x-axis we have the rating provided by raider one in a pair and the vertical y AIS is the rating provided by Rider 2 the circles show the number of raider pairs with various combinations of ratings and larger circles mean more pairs we'd like to see as many
352ratings as possible along that Central diagonal which means that both ratings both Raiders chose the same rating for the same student and indeed that is what we see so the largest number are in the darkest blue circles along the center diagonal these represent 66.2% of all expressive rating pairs we also calculated a Kappa statistic which corrects for the fact that two rers may agre may agree purely by chance we get a slightly lower percentage 54% but still a majority of cases and comfortably in the range of moderate agreement we also see that when Raiders disagree with one another they generally do so by only one level so for example one Raider gives a student a level three and another level four we call these adjacent ratings and a little less than a third of all
353ratings it was 28.7% for expressive that you're seeing here fall into this category these are sometimes also considered acceptable when validating an instrument and particularly in a situation like this they might be expected presumably Raiders observe students on different days in different classes and engaging in different kinds of activities so it would be more concerning if we were seeing lots of ratings that were off by two or more levels um but we see that those instances are actually quite rare 5% of the time or less across the two scales as evidenced by the smallest blue circles we used a similar approach to answer research question two which looks at agreement between optel ratings and elpac scores in this case it's even more plausible that we might expect and even want to see only moderate agreement
354between these two measures and there are a few reasons for this the first is that the optel and the lpac measure and Report language use and Proficiency in slightly different ways so most notably the lpac is a large scale standardized assessment that students take individually the optel is an observation protocol used by teachers to capture information about students both individually and in interactive language use in the classroom the second reason we might expect different outcomes on the two measures is that they organize information about language in slightly different ways the lpac produces scores in the individual domains of Reading Writing listening and speaking as well as composite scores in oral and written language and an overall score reflecting all four domains which is what I'll be showing results from today the optel as GQ mentioned
355is organized into receptive language listening and reading and expressive language speaking and writing and the third reason we might expect to see some Divergence between these two measures is we do want to ensure that the optel is not simply duplicating information that the elpac is already providing if it were there would be little value of adding the optel um or perhaps any measure for Criterion to presumably the reason that Criterion is there is because we believe that teachers have useful additional information to contribute about students language development beyond what the lpac can capture so this chart shows the results of our research question two analysis and the general summary is that we did find moderate agreement between the two measures so in this graphic we have bars showing the distribution of optel ratings for students
356at each overall elpac level in each bar the percentage that represents agreement meaning students receive the same number on the optel and the overall elpac are shaded in Gray and I will caveat to say that these two scales are not aligned or equivalent so a four on the optel is not the same as a four on the overall lpac nor is it meant to be but they are both the highest rating on two scales that are both uh designed to reflect the English language development standards of the state so there's four things to note about this figure first we see that at each overall lpac level the most common condition is for students to have the same level on both measures the alignment is strongest at the extremes level one and four where it's um
357over 50% agreement a bit more moderate in the middle at levels two and three which is fairly typical on a scale like this it's typically very easy to identify students who are at the very beginning and the very top of the scale and a little more difficult in the in the middle second we see again that most ratings that don't agree exactly are off by only one level the percentage of ratings that differ by two or more levels is below 10% at each overall lpac level third we see that when optel ratings and lpac overall performance levels differ the optel ratings are more likely to be higher than the lpac overall score this is shown by the fact that the percentages above the gray regions in the figure are generally the second highest so for
358example if we look at overall lpac level two for 43.2% of teachers who rated students at this level also gave them a level two on the optel and the next most common condition was to give the students a level three on the optel at 31.3% and finally we see that the vast majority of students at elpac elpac overall level four which is the threshold for reclassification eligibility for Criterion one were rated at either level three or level four on the optel only about 6% of all level four students were rated lower than three on the optel so good agreement for those students who um have already met that Criterion and for whom optel ratings are most consequential for rq3 our goal was to provide evidence on the extent to which optel ratings reflect actual differences
359in students English language proficiency skills as opposed to factors that should not be related to their English language proficiency such as whether the educator is familiar with the ELD standards or whether the student has an IEP or a Section 504 plan we did this both descriptively and using multi-level regression models we generally found no evidence of systematic Vari ation among teachers or students at the teacher level we looked particularly for difference between teachers who had either an ELD or bclad certification or did not to see if this affected how teachers rated similar students we found no evidence of difference at the student level uh we found generally no evidence of uh differences um except for two exceptions related to home language and disability status so at the two lowest lpac levels um overall lpac levels
360one and two we did find that teachers rated Spanish speakers about a third of a Point lower on the optel than speakers of other Home languages we also found that among students at overall ALC level three teachers rated students with an IEP about half a point lower than students without IEPs at the same lpac level and then finally to gauge the feasibility and usability of the optel we asked teachers directly so among teachers who participated in the field test you can see that the vast majority said the optel was easy or very easy to use that it was clear or very clear how the optel should be filled out and that the optel performance level descriptors were clear or very clear uh the participants also overwhelmingly said that the instructional videos provided to support optel
361use during the field test were helpful or very helpful so something for the CDE to keep in mind as they begin implementing the optel if it is approved today in closing then we maintain that the field test results suggest the following the optel meets the legislative requirements optel and elpac measure similar but not identical constructs related to student English language proficiency and that an optel rating of three or higher would be an appropriate threshold for reclassification I'll now pass it back to GQ thank you very much Dr um Molly thank you I had now have the pleasure of detailing some of the benefits to students teachers and their families there are various benefits for the implementation of the uptel tool with regard to reclassification teachers of e students will have ease of access and robust
362guidance and support to use a validated standardized tool to objectively observe El students including duly identified students and consult with families eel student experiences will be more consistent and Equitable with the application of the Opel to help fulfill reclassification criterias to and three application of application of reclassification can be more consistent and cohesive across classrooms schools and districts reducing subjectivity during evaluation and the optel tool can be used to scaffold parent consultation allowing teachers a common and familiar resource that can be used to facilitate and document discussions in addition to the prescribed uses there are additional benefits to the implementation of the offel and those include the use of the Opel as a formative assessment tool to monitor English language use in content area content areas collect data to support English proficiency progress and to
363further enhance instruction on a regular basis the tool presents an opportunity for capacity building for all teachers especially integrated Eld and content Area Teachers to design instruction aligned to the ELD standards the OPA also promotes and supports ongoing teacher collaboration around progress monitoring and effective strategies to support elel students to further articulate the benefits we decided to include some teacher voice here and teachers who participated in the field test described the optel in the following ways the optel helped me gain a better understanding of my students performance in other classes other than ELD I was able to observe and get feedback of their performance by the teacher the tool the tools and sheets provided were easy to follow and were helpful during the observations another educator shared I believe that the tool will help classroom
364teachers attain a better assessment of how students are progressing in language acquisition and demonstrating their abilities and lastly another educator shared I thought the language use and the categorization of levels was very accurate I didn't have trouble deciding where students landed on the assessment the design was very simple and clear teacher feedback reflected a value added oftel implementation experience moving on to implementation and next steps a robust plan for for Statewide implementation support is in development pending SBE approval the CDE will make available ample resources and support for implementation resources under development currently include implementation presentations including sharable presentation materials and a webinar Series in collaboration with the region 15 Comprehensive Center to support teachers schools and districts video and an accessible user guide detailing implementation strategies what if documents with student scenarios to support
365evaluation by teachers indepth explanation of the performance descriptors connected to the eeld standards guidance for using the optel tool appropriately with students on IEPs and section five or4 plans given their unique experiences and needs as well as guide idence for using the optel tool appropriately in kindergarten where oral language use is more developed than print language based on developmental Milestones there will also be sample scripts for Consulting with parents and lastly input from the field will continue to inform guidance and resources to be made available by the CDE with regard to next steps pending s SP approval the CDE is preparing to roll out the optel with which shall include training and sharing of the optel implementation resources beginning in January of 2024 we will leverage Partnerships in the field to support widespread application and
366reach there will also be support for Statewide implementation beginning in July of 2024 but Educators can access and make use of the optel immediately there is also interest in addressing the need need for an alternate Opel aligned to the summative alternate lpac and ELD connectors for our El students with the most significant cognitive disabilities in addition the CDE will continue to explore how the uptel impacts reclassification by student group for all typologies of e students such as duly identified students and our long-term English Learners I will now hand it back to director Morena Ramirez thank you Gula I will now restate the cde's recommendation the CDE recommends that the California SB approve the following the optel tool to satisfy the requirements of Criterion 2 teacher evaluation of el students and Criterion three parent opinion and
367consultation for reclassification decisionmaking for E students who take the summit of ELP for the requirements of California Education Code section 313 and 313.37 any clarifying questions about the work we've presented today thank you very much um and uh the public comment slide should be um placed up there so that we can open up the queue those wishing to call in for public comment can use the phone number and participant access code shown there and uh while we're waiting for members of the public to call in I want to ask our Liaisons member escco and member yoshimoto T if they have any initial comments it's an amazing tool I just can't wait to see it out in the field um I really appreciate the work that that was conducted um in conjunction with wested and CDE
368was uh I think you we will find um an enhanced efficacy for our uh teacher with uh English Learners and I and I do believe when we looked at our results English Learners you seem to be in the lower Echelon on achievement but I think this is a tool that can make some significant effects in in how uh we educate our English Learners so thank you member yosari thank you I also wanted to just say thank you to the department and uh all of the practitioners and the the reals which stands for the Reg Regal El leads across the state uh who piloted this into westad uh obviously as you said it was a four-year process uh it's an important step for California to have a validated tool that Cal that will help us calibrate
369for Criterion two and three for reclassification um and again if it's approved today then it we can turn our Focus to implementation and the supports for the field which will be very important um I do want to mark that there is still parallel work to do for our students who take the summit lpac alternative excuse me summative alternative lpac um but again today's a significant step um I'll reserve the rest of my comments for later thank you any clarifying questions for members of the board vice president GL Woods just a clarifying question on the change in the recommendation um is there a reason why it's reading level three or above as opposed to level three or four meaning is there an anticipation in the future that there may be more than four levels to the
370optel good question there's no intention um to change the levels or expand the field of levels as they align to the California El standards and the alpc already it was more along the lines of clarity um so instead of naming each level three or above um would be expectation thank you okay thank you and so I think we want to at this point go to any uh public comment either in the first in the room and then on the phone we have three people signed up for public comment will the following individuals approach the microphone Angela steel Jessica suo and Lindsay toritori good afternoon SB members my name is Angela stagel and I'm a classroom teacher representing the California Teachers Association CTA is supportive of the recommended observation protocol for teachers of English Learners and
371we appreciate the inclusion of classroom Educators and their feedback and input from the pilot study CTA and the classroom teachers we represent would like to recommend that the CDE develop resources support and professional learning and training for educators on the effective use of the observation protocol well in advance of the aforementioned July 2024 implementation it is in the best interest of our students and Educators that this protocol is implemented with efficacy thank you good evening uh Jessica Sako on behalf of children now um I want to thank this department and state board for their diligent work on the optel um children now is committed to supporting the administration and the department and ensuring high quality professional development for educators in the news use of the new protocol to ensure that it is used reliably as
372stated by the speaker before me with the ad with the adoption of the protocol the state will now have standardized three of the four criteria in the El reclassification process the fourth Criterion the basic skills assessment remains non-standardized and therefore out of compliance uh with uh Federal requirements Local District policies vary in terms of basic skills assessments used in reclassification including the Casp Ela assessment star I ready and other off-the-shelf assessments minimum performance requirements on these locally assessed yet widely used assessments also varies for example some leas require a minimum performance of standard met on the Casp assessment While others standard nearly met given this we encourage additional study and Analysis to standardize this component of the process including exploring options to establish minimum performance standards for the commonly used assessments uh compilation scores with
373lpac and these commonly used assessments or the need for this basic skills at all given the revisions to the lpac good afternoon Lindsay toror on behalf of the California county superintendant to share our support on the op adoption of the optel um we commend the CDE and West Ed for the diligent work that has gone into the development of the tool and the validation study that was shared today we are optimistic that the tool will standardize the reclassification process across the state and we acknowledge and appreciate the CD's plans for implementation that were also presented today um and we have two specific asks that highlight elements of the CD's plans first that CDE bring future items to the board on the progress of increasing the reliability of the use of the tool among practitioners um
374emphasis on the finding from the study that indicated additional resources on observing students with IEPs and 504s could strengthen the tools reliability second when roll out begins uh we request that it be systematic so that training on the optel will reach each of the 11 California county superintendent service regions similarly to how cisk is mobilized to support framework rollouts the cisk ELA ELD subcommittee is standing by and available to support support the CDE in this effort thank you for considering our input and there are five callers in the queue I will open the phone line now a caller with the last four digits 4369 you are now live please start your public comment you have one minute good afternoon this is Sally Fox calling on behalf of the California Association for bilingual education or cab
375I'm located in San Diego County where I enjoyed a long career beginning as a bilingual teacher then District eel resource teacher and finally County office administrator over 20 years ago I designed a form similar uh but not as sophisticated as the optel for my district so I'm very impressed with the optel I'm happy to share that cab submitted a letter of support for item nine the optel tool we're grateful for the work by the SBE and the CDE in its creation piloting and evalu valuation the standardization tool will help districts improve the reclassification process for El students as they demonstrate their recently developed fluent English proficiency we look forward to opportunities in the future to expand this Tool's use as part of a formative assessment process within the implementation of the El roadmap thank you
376to our state board of education and California Department of Education for your leadership and vision for our English learner students thank you next caller um ending in the last four digits 6647 you are now live please start your public comment you have one minute good afternoon Leticia Garcia on behalf of the Riverside County Superintendent of Schools in support of the recommended optel to satisfy criteria related to teacher evaluation and parent opinion and consultation for the reclassification of English Learners we believe this tool will help standardize this process across classrooms across schools and across districts in a manner that will have a positive impact on the reclassification rates of English Learners we look forward to be a partner to provide training guidance and supports for educators in our County to help implement the tool in a
377manner that is consistent and effective easy for teachers meaningful for parents and Guardians and beneficial for El students thank you thank you next callers ending with the last four digits 5116 you are now live please start your public comment you have one minute good afternoon Connie Choy with public Advocates on behalf of the lcsf equ Coalition uh thank you for your continued work on the uptel we agree that the use of the uptel will help to standardize criteria two and three for reclassification I just wanted to share a few notes number one to facilitate meaningful parent consultation please allow digital signatures for parents um um who participate via Zoom or telephone consultation and two we appreciate the inclusion of a narrative field that allows teachers to describe accommodations included in a student's IEP that may
378have impacted their rating guidance on what accommodations are appropriate will further ensure that students disabilities or the teacher perceptions of such are not unreasonably precluded from reclassification thank you for your consideration thank you next caller ending in the last four digits um 1385 you are now live please start your public comment you have one minute good afternoon my name is Sarah Lis I'm executive director of teach plus California I'm calling on behalf of our teacher leaders who are so pleased to see that the long awaited optel is ready for approval from the board and hope that it will address inconsistencies of reclassification processes throughout the state and how those in inconsistencies shape and at times limit Student Success um we do see there a couple of areas of refinement our colleagues from the equity Coalition
379mentioned uh allowing for digital signatures to to enable more meaningful engagement with parents we also would ask that we add um a a date for when signatures were solicited or Pro or when the process was explained remotely so that we have better accountability and oversight of that communication but overall we support the adoption of the opell and we uh are encouraged to hear the Department's uh plans for roll out we agree with our our colleagues at CTA and the county superintendance that that is critically important how the support and guidance goes out for implementing this uh we also are encouraged to hear board member yoshimoto to talk about the parallel processes and sort of how we think about oversight and assess what other assessments guidance and legislative changes are necessary to improve your classification thank
380you thank you uh next caller with the last four digits 0394 you are now live please start your public comment you have one minute hi good afternoon this is Manuel Buro with with Californians together and we agree that the use of the upd will help to standardize criteria two and three for reclassification we strongly recommend that districts use the Opel across the state to bring stand standardization to the two elements of the re of the reclassification criteria and to understand that requiring its used would need legislative Authority um as for the fourth criteria um we support uh having a comparison of of student performance and basic skills um as an empirical established range of performance um and therefore we are encouraged the department is is interested in discussing the possibility of doing a comparability study
381to determine if level four on the lpac is predictable of eel students being able to demonstrate basic skills on the Casp leading to a possible standardization of the fourth criteria uh again thanks again to the staff for working on this item and we we encourage districts to use the to standard ize to standard the hard word to better scan D you know what I mean to better have a standard size process sorry lost the word thank you thank you that concludes public comment for item number nine uh okay thank you very much and with that I think I can open up a discussion to the board and a potential motion yes member Rosco Gonzalez um I some forgot to turn on my microphone sorry um I spent some time reviewing this op Out tool and
382I thought it was really interesting I think the impementation of the optal tool holds great promise for educators students and families it has a great the potential to enhance the educational experience for English Learners the benefits encompass reclassification ation consistency in application and broader educational advantages supporting this implementation is uh critical for promoting equity and education ensuring the success of our El students but I have two questions so maybe I'll give you one at a time can you provide more details on how the optal tool will be integrated into teacher training and professional development programs to ensure that educators are well prepared to use it effectively for the benefit of el students thank you for the one question that the time I will address that piece um we are definitely working um with rbcn in
383particular that includes iich Representatives um with bilingual programs and so we plan to leverage that relationship and also engage additional ihes in determining how um the guidance for um teacher preparation programs might might um shape out but we're definitely interested and we definitely have plans to have those conversations so I appreciate that okay great and I also um had some concerns especially with callers and um some some of the um people present in our in our room today it says how will the state ensure that the optel implementation maintains the strong focus on Equitable access and support for all El students including those with unique needs such as students with IEPs and five or four plans we are working with our special education division as well as external Partners um we've talked to Ai and
384we have additional forums that actually suggested with regard to um supporting teachers of students um with with um special education needs um we also um have in our plans um specific guidance that's under development to service students on IEPs and 504 plans um with respect to the specific um category of students with the most significant cognitive disabilities on the optel as it's currently designed um when it was initiated um two two things um number one um it could not be validated for that particular student group because of the that size was too small there wasn't enough participation by that student group but when it's when it was conceived the optel was designed pre alt elpac and so there it's connected to the original General Summit of elpac and so um in the future we definitely
385have in our sites an interest um in furthering the conversation around the development of a potential alternate optel to support great thank you so much for that any other yes I'm member yosar otari and did I see another hand over here no okay just if you could elaborate on a timeline for a similar uptel process for students uh who are taking the summative alternative Alpac thank you for the question we don't have a definitive timeline because it would be very dependent upon um the allocation of funds for that particular purpose um so we have um in the works um in-depth support for students um for teachers of students on IEPs and 504s but with respect to that particular audience we recognize that there are some limitations to the types of guidance that we can provide
386however our intent is to support those Educators by indicating that they should stay the course the tools and the resources they're already employing to support Criterion two and Criterion three we we would advise that they continue to do so um until an alternate optel may become available thank you I would hope that would be part of the the next update when it comes to the board thank you any other discussion uh yes Rodriguez so I just want to commend all of the work that has gone into this uh it seems a very complete protocol and I especially love the boxes with the IEP like you know what accommodations were made um and keeping that very present and very much at the Forefront um so uh kudos to the whole team and all of our partners
387who have definitely had input in standardizing this process and hopefully uh having to be more uniform throughout the state of California thank you thank you all right with that uh do I have a motion uh yes member o Cabo yes I like motion I know thank you she has me trained well she has me trained well thank you so much okay um my motion is to approve the following the op to approve the opal tool to satisfy the requirements of Criterion two and three uh for reclassification decision- making for English learner students and uh recommend a threshold of three or above on recept Ive and receptive optel ratings for reclassification and also to authorize the CDE staff with approval from the executive director of the CBE to make technical edits as necessary to the optel
388tool secondi are you seconding all right uh with that uh all in favor of the motion as stated say I raise your hand I all right any opposed any extensions we motion carries y'all are getting silly over [Laughter] there um I do want to just ask as we're concluding this item that the recommendations around for example uh electronic signatures for parents who are zooming in and so on that those are things that can be con um included in considerations thank you very much uh all right uh at this point we are going to go to our consent agenda uh we are going to take up regular consent items 10 through 14 I do understand that members escabedo and yoshim motari need to recuse themselves from this vote don't go far you'll need to come back
389in very shortly we'll now open the phone line for the queue for public comment and we need the public comment slide up there on consent items 10 through thank you members of the public wishing to provide comment on consent items 10 through 14 may do so in person or by calling the telephone number and using the access code shown on the slide are there any speakers signed up for public comment in person there are none right uh and then uh we'll give it just a half a minute of wait time here is there any uh public comment on the phone there are no callers in the queue okay uh at at that point since there's no public comment I'll look for a motion on consent items 10 through 14 I have a motion Jim you're
390nodding okay member mcquillin has moved and do I have a second thank you member Osco Gonzalez uh and uh we'll see if there's any board discussion is there any oops we don't have to have more discussion on this okay show of hands for all those in favor member Rodriguez are you voting yes all right we are all voting vote early and often um and any extensions or um nay two extensions right those were recused that's it motion carries thank you and now we're going to reopen uh item one let's get um members esav yoshim back in okay we are uh reopening item one to take action on the preliminary report of actions draft September 2023 minutes the SB screening committee recommendations for appointments to The Advisory Commission on Charter Schools The Advisory Commission on special
391education The Advisory commission the California practitioners Advisory Group and the instructional quality commission and then to report on our Lea on assignments uh so uh again we want the public comment slide up please and thank you uh while we're waiting for any members of the public to call in uh do I have a motion from a board member to approve the September 20123 State Board of Education draft preliminary report of action SL meeting minutes m member Oaken is there a second member Lewis thank you very much uh and uh are there any speakers signed up to provide public comment in person yes we do have one speaker um sorry I don't have the paper so I don't have his name but oh on the minutes oh this is the minutes yes no yes just a
392minute just minut okay um so no comments on the minutes and no callers either all right thank you very much um and uh is there any further discussion okay I do not have um in my script a vote at this moment so we will save that should there be okay we should we should take a vote oh first second take a yeah it's just not in it's just not in here I thought maybe we were saving the vote all right all in favor say I I any opposed any extensions all right the motion passes minutes pass uh we're now moving to the State Board screening committee recommendations for appointment to the accs the acse the cpag and the iqc and if you can um recall all of those you get some kind of a metal
393we're now going to take up the State Board screening committee's recommendations for appointments to those commissions and we need the public comments slide up again and we'll open the phone line for public comment on those appointments uh members of the public wishing to provide comment can do so by calling the phone number and using the access code provided on the slide that is there now and while we're waiting for any members of the public to call in I'll ask vice president glev Woods who has chaired this year's process to share the recommendations from the state board screening committee regarding appointments to all of those commissions and advisory groups thank you president darling ham and uh just to let the board know the screening committee met this fall to recruit for the positions that were shared
394uh earlier the screening committee includes myself as well as board members ESO and LS we also had a lot of great support from CDE and SBE uh leaz on and staff to assist with both the paper screening and the interviews the request for applications for new members to the instructional quality commission California practitioners Advisory Group began in August and we uh as as we had with the students a great group of applicants so I'd like to share with you those that the screening committee is recommending for appointment uh to the respective commissions for appointment to the instructional quality commission the screening committee select elected the following candidates for the iqc for a 4-year term which would begin January 1st 2024 through December 31st 2027 Lena Delgado Bradshaw who is a math and science program specialist
395teachers on special assignment with the ABC Unified School District we have Jackie Durant ja Durant I'm sorry English language arts program specialist teacher on special assignment with the San Bernardino City Unified School District Cheryl fry who's a curriculum instruction coordinator with mene Unified School District and Javier Hernandez English language arts teacher teacher on special assignment with the montabello Unified School District we also recruited recruited for the 2425 iqc student member and we're recommending Katherine verondo for appointment to the one-year term for our student members on the iqc her term would start September 1st 2024 and go through August August 31st 2025 Catherine is currently a junior at Aliso Niguel High School in the capestrano UniFi school district for appointment to the California practitioners Advisory Group uh before I share the names I want to just
396be sure that we Center and understand how these uh PHS are actually uh screened for and how the recommendations come forward we uh are required to meet the requirements of the every student succeeds Act and the every student succeeds act specifies the type of positions that we would recruit for principles and other school leaders teachers from traditional Public Schools teachers from charter schools and Charter School leaders the CPAC composition requirements are set by the every Student Success act because it does serve as California State title one commission Comm committee I'm sorry of practitioners so those that the committee the screening committee will be recommending fall within what is required from that particular um Essa act so the screening committee recommends the following cpeg members for reappointment for a two-year term which would start January 1st
3972024 through December 31st 2025 and again just a reminder that those being recommended are filling seats that will be vacated that are required by the Essa we have Sun Rod bonoy superintendent from Winter's Joint Unified School District Mia Cooper instructional tutor special education accountability student records from San Bernardino City Unified School District and those were being recommended or I'm sorry recommended for reappointment for a two-year term the screening committee is recommending the following IND individuals for appointment to cpeg for a three-year term which would start January 1st 2024 through December 31st 2026 for the four vacant Physicians that will be available Angela Pascal teacher Stockton Unified School District Matt Patterson director of student services visions and education Charter School Joshua Salis who's a lead resource specialist and teacher at Alliance Renee and Meer lkin Academy
398and Charlotte Vega assistant principal Corona Norco Unified School District we also have some other reappointments for a couple of other commissions reappointment to The Advisory Commission on Charter Schools the committee is recommending that the following members be reappointed for a two-year term which would start January 1st 2024 through December 31st 2025 those uh sitting Commissioners are Derek King superintendent of exceler charter schools as well as Mike W CEO Beacon Services we're also recommending reappointment to The Advisory Commission on special education for two of their existing Commissioners these will be reappointed for a four-year term starting January 1st 2024 through December 31st 2027 they are Christine oyakawa board president for teach another language to kids and Barbara sorter administrator special education career vocational education with the Riverside County Office of Education so those are the candidates
399that we are bringing forward to you for approval of appointment or reappointment thank you very much uh and member Lewis do you have any comments you'd like to offer having done some of the very hard work of screening all of these [Laughter] applicants it was very hard work had an amazing leader that guide us and Shepherd us to the promised land and she did a great job she did an awesome job and I'm I really Marvel with the commitment of the candidates and and the real um you know Focus uh to enhance student learning throughout our state so really also am pleased as so many people are so willing to serve I think I'll just leave us at the promised land no I think we had uh as already mentioned u a lot of great
400candidates and it's great to participate in this process and grateful to the individuals out there who apply apply to be a part of this and uh any clarifying questions about the process or the candidates all right then we're going to see if there's any public comment we have one person in the room Steve McDougall folks uh members of the board Steve McDougall with CFT um regarding the practitioners Advisory Group I understand the purpose I understand the statute both with the feds and understand what you've carried out in recent years but I just want you to recognize the agency of voice and the waiting of representation on that group you have eight seven or eight administrators both at the site or District level representing the voice of about 177,000 people but you only have one traditional
401classroom teacher from a traditional Public School representing the voice of hundreds of thousands of practitioners who are out there doing the work now that's unlike the work that it has been 5 years years ago 10 years ago and certainly 20 years ago you can change the Dynamics of representation as long as you meet all the requirements of those positions I recommend you add more traditional classroom based teachers to the practitioner advisories group thank you thank you very much for that comment uh do we have there are no callers in the queue thank you so much um so at this point uh I'm open for board discussion I am curious about um the comment that was just made in terms of uh you know this whether the size of the group is set and how we
402want to think about the representation questions and I I would say I think that is something that could we we may need to look at I know that when we review for the vacant positions we tend to review for those positions and uh not the vacant positions on the commission but the positions that those people hold I'm I'm sure there can be conversation on composition to ensure that those that are required are on the commission I'm I'm sorry on cpeg but also if there is space to expand I think that is conversation that can be had I think we all pursue that conversation thank you um with that any further board member discussion and then I need motion oh remember aan I say you lean in were you about to know would you like to
403make a [Laughter] motion all right thank you very much do we have a second thank you very much uh we have a motion and a second any further board discussion if not all in favor uh please say I raise your hand I anybody say nay or abstain all right the motion carries thank you very much and thank you vice president glev Woods member escabedo member Lewis for all of the work that went into that process uh and now we're going to uh invite the State Board members to report out on their liaison activities uh that are not related to any of the items on our September agenda uh or this is our November agenda lost a couple of months in there not on our agenda today either uh and I'm going to do this alphabetically
404beginning with the alphabetically privileged a student member [Laughter] ipon so over the past two months I've I've been maintaining the connections that my predecessor form during their turn uh do you have your red light on yes I do oh now it's working okay good um I've been maintaining the connections uh my predecessors formed uh during their term as a student board member in order to utilize the existing networks of student leaders to connect with diverse populations from diverse regions across the state as well as to expand that Network um so I've met with students who are part of student organizations like generation up the California associ iation of student councils as well as District youth advisory boards and their student board members um I've also I was uh had the opportunity to talk to some
405of uh some firsttime student board members on their district and offer them some support and engage in discussions with them introduce them to alcap and um all of those processes um and that was uh through trainings hosted by the California Association of student councils and and through all of these Avenues I've been able to talk about the alcap during presentations and one-on ones making students uh aware of it and seeking feedback um and I I've just engaged with students on a variety of issues they have shared with me and I I thought I would mention uh some of the ones that stood out just because of how often they were brought up students have spoken about how demoralizing the emphasis we put on tests can be which I think is just relevant as we we
406look at Casp assessment data to to bridge achievement gaps and um you know close uh you know the learning loss that happened because of the pandemic but also recognizing that student learning can be demonstrated in several ways that is that is not just through tests um so that's just important to keep in mind as we do that work uh and another issue that uh that I had the chance to discuss with a few students who actually reached out to me um about avenues that they could pursue this through student advocacy uh was regarding teacher shortages um which has been affecting students across the state Across the Nation um very directly in their classrooms and students wanted to learn how they could be a part of that change and I know a lot of that has
407to do with how we choose to allocate funding and a lot of that is very local um but students do a lot of work with Career and Technical education at their schools through seminars that was talked about um through the student Advisory Board delegation so some of the some of the solutions we've been kind of brainstorming just with student leaders is having students promote the profession of teaching more towards this generation because it's it's just so important and if we're looking at this long term we need more people who want to be teachers and making sure that they know about what the state is doing in terms of the Golden State Pathways program and that there is support for people who want to become teachers and that it's such uh a noble Pursuit as well
408so reemphasizing all of that is will be a big part of that conversation among students and finally um many of the students I've been meeting with are all student leaders and it's wonderful ful to connect with them and listen to their insights and while that is true I recognize that many times their experiences aren't represent representative of our underserved populations uh who face barriers in taking on leadership roles um which leads to inequity in student voice um due to barriers like language finances Transportation all of that so in addition to meeting with District student board members and youth advisory groups and councils I've been asking these student leaders to connect me with or share my information with students who don't serve in leadership roles um or formal leadership roles and it's sometimes a difficult request
409to fulfill because of the barriers I previously mentioned um but at the very least I hope for it to promote um or prompt other student leaders to think about listening to those who often go unheard um so that collectively we can work towards breaking those barriers and ensuring equity in student voice represent presentation so that's all I wanted to share for this all right thank you very much U member escabedo October was was uh an amazing month October 25th through the 27th was the National Association of State Board of of educational annual conference and know we always hear that California leads the way and it was so evident during that conference and I know many of our colleagues were there and they'll talk share their perspective but um I was so pleased just to be
410with my colleagues and and and here just amazing leaders and and the recognition uh California received uh first Dr Linda darling Hammond got the highest honor the highest honor that this Association is able to bestow as the 2023 policy leader of the year just a amazing accomplishment you know it it it is it's they want they recognize uh Dr darling Hammond for her policy leadership not only in California but nationally and you know her voice was so powerful um she started off our conference and throughout the conference people just said how lucky are you you know to have such an amazing leader guiding your state in creating um an environment where all students can learn in a very safe meaningful way so um and also uh during the conference how our amazing uh your predecessor
411Naomi uh Porter was awarded the distinguished student service award it was the first award ever awarded to a student and Naomi earned it and what an amazing uh accomplishment not only for Naomi but for the State of California how she laid the pathway for you Ana and and and and left the Legacy for many uh student Representatives along the way so truly it was an amazing conference we had I believe over 20 728 States out of the 50 states represented and it it was uh I was proud to be a Californian in that conference yeah I want to note that um Francisco was our liaison to nasby and they thanked us over and over again for him so we appreciate you um vice president GL Woods I just wanted to share um again some more
412great work that is happening at the California collaborative for educational Excellence they continue to support what is going on in the field through resources and a couple that I want to lift up to you today uh one is the Statewide system of support online directory uh this is a tool that I had opportunity to kind of interact with and really kind of puts the Statewide system of support at your fingertips if you want to know who is doing what you can go ahead and manipulate through that searchable directory and get the information um there are a lot of hyperlinks and to uh website initiative websites and uh various things that would be very very helpful and this is just to ensure that that access to the Statewide system of support again is more accessible to
413everyone uh throughout the state as they work to help support Lea's improv outcomes for students the other that I do want to share share with you is about a podcast that they are now um doing the rising from the margins podcast lifting up bright spots like our Comm like the community engagement and learning acceleration systems Grant so there are some really great resources that the CCE provides their staff works very diligently to be sure that the resources are accessible to those in the field and that they are useful to those in the field thank you very much they have all the names of the different you know County offices in various places with the names of the people who are doing the work and you can just click through and get a hold of folks
414it's really lovely um member Lewis okay just a brief comment about nasby um our president has already been recognized as well as Naomi but I also want to give a shout out to our vice president uh vice president at Glover woods and also to uh Our member uh Allison yoshimoto to and also to uh Francisco for their role um vice president Glover Woods was on the panel for uh School accountability and the whole child and I'm telling you she was a rock star and really represented us well as well as a member yoshimoto to on hers with California school Partnerships Community School Partnerships and uh member es Cabo did a great job being the moderator of that so I think as already been said California was well represented and I was also proud to be
415a member of this board and also be a citizen of California as well and be a part of a small small part of the work that's being done to improve uh our students experience so I'll give my liaison report of both uh vice president Glover woods and I are the Liaisons for the instructional quality Commission and uh we last met on September the 20th and there were two items on the agenda for approval the first being the proposed revised 2024 iqc meeting dates and the second being approval of the proposed revised guidance for local instructional material adoptions um and that document was previously known as the guidelines for piloting textbooks and instructional materials and at that meeting uh members of the iqc provided a lot of input on those draft guidelines and they also made
416some additional recommendations for edits to bring to the meeting uh in November which will take place next week and the agenda for that meeting on the 15th um will include the following uh the updated proposed revised guidelines for local instructional materials adoptions is on the agenda as well as a few new action items related to the state level maths instructional materials adoption uh the schedule of significant events the online instructional materials review application and the standards and evaluation criteria maps and prior to taking action on the state level adoption items the commissional Commissioners will receive an overview of instructional materials adopt the instructional materials adoption process and then an O open discussion on the proposed materials will follow that and then the subcommittee will determine whether the items are ready to move forward to the
417State Board of Education for review at an upcoming meeting and the next as I said the next meeting will take place next week on the 15th and it will be in person at the CDE and will be broadcast via live stream for those who are not able to attend and that concludes my re thank you so much member McCullen all right I'll try to be brief here my first report is on the career techn tecal education um I'm the leoon for that um to support the implementation of the California plan for Career Technical education CDE and the California Community collegers uh Chancellor's office held a series of regional convenience throughout the state of California the 10 Regional implementation meetings were held at local agencies and community colleges and span both uh rural Ral and urban
418areas the teams brought together uh to strengthen a cross SE section of Partnerships and enhance a regional implementation structure based on the priorities aligned with the goals of the state plan the uh California joint advisory committee will hear an overview of um these Regional convenings at our next meeting coming up on November 20th the other Golden State Pathways program that's uh involved in the CTE program is a $500,000 uh new new program that uh will have a competitive grant program that was established in 2022 22 uh promotes the pathways uh in high wage high skill high growth areas and encourages collaboration between local education agencies these higher education employers allowing students to advance seamlessly from high school to College and Career the 500 million State investment for Golden State Pathways uh program uh has 25
419million that can be awarded to lead technical assistance centers and U to to support leas um those uh Regional Tech technical assistance centers are now posted on the Golden State Pathways program website we anticipate the Golden State Pathways program implementation and planning grants will be released this winter 2425 the other funding source the Career Technical education incentive Grant um request for applications for round nine of the C TIG was released on August 7th and applications were due on September 29th CDE received 400 over 400 applications and in we anticipate uh bringing those applications here to the State Board in January 2024 the other uh lison position I have is to the Statewide model curriculum coordinating Council as the lay is on to that curricul coordinating Council I'm happy to give a report today um the
420council consists of members of the CDE California State Board of Education and the instructional equality commission and California collaborative for educational Excellence the uh Council was authorized in 2021 to review the development of four model curricula uh Native American studies Mong history and cultural studies the Vietnamese American Refugee experience and what was formerly uh referred to as the Cambodia genocide that was changed under SB 369 to repurpose the content requirements of the two model curricula the Southeast Asian model curricula are being developed by Orange County Office of Education and will be completed by September 1st 2024 four the Native American studies curriculum is being developed jointly by San Diego County Office of Ed and Humble County Office of Ed and will be completed by September 1st 2025 I can go on and on but I
421think I've taken enough time the third the third area is uh I just want to acknowledge this is American Indian Heritage Month here November in November and we appreciate all the leas and boards that have uh adopted that and the teachers who are doing extra lessons around heritage month so thank you um member Olen you're up thank you um I wanted to just start by um reflecting on a conversation that I had with some folks um in a variety of schools in San Francisco recently about the heaviness of the current times um with the violence and Wars going on um and the just really deep um loss and fear and anger that is being felt among many many people um and um how much that's playing out how much how hard that is in schools
422where you're where the communities are um you know living together peacefully and trying to figure out how to deal with these hard emotions um and I just want to shout out to all the the peoples in people in schools who are dealing with that right now and um trying to provide a safe space for young people um when the world doesn't feel super safe um so that's the first thing I just I've been thinking about that today especially hearing the students speak um and then more specifically to my um liaison role um I I've thankfully also got to think about this in terms of one of the things we heard from the students today um one of my roles is I'm the liazon for envir environmental literacy um as you know because I talk about
423it every time um and um I I've been working I've been um able to participate in meetings of the climate change and environmental justice project which is a Statewide effort um to create interdisciplinary curricular units at every grade level um that link um climate change environmental justice environmental literacy standards to real world projects and applications so that students um are becoming they're experiencing this work firsthand and they're seeing how there's a link between what they're learning in school and real and everyday problems um around the globe and so I was thinking about how this is very much in line with the proposal we heard about the global Affairs um wanting there to be more specific emphasis on global Affairs um education in our schools um and I just and so I was feeling like um
424we're on a on the right track with this particular project um and then just one other thing to note on that project is um um president darling Hammond starts almost every meeting reminding us of the um way in which climate is affecting um climate and and other types of emergencies um and disaster MERS are affecting kids ability um to be in school and the safety um getting to school um and so there was recently a report that was um that came out from the Smithsonian Science Education Center um which contracted with Gallup to conduct a study of usk through 12 teachers as well as teachers um in Brazil Canada France and India and the intent was to G attitudes toward and demand for teaching environmental literacy and climate change topics um and sort of the
425not surprisingly um the demand and the desire to do that type of work is on par in our country as it is in other places however there was a real sense um the data rep suggested that there's a real sense that in the United States States it's harder to get the the material that you need um to do that work well um and so there were a lot of teachers up to uh up to 80% said they want to do that work in their classrooms um but they don't have the materials and the knowhow to support kids in that learning and so I just wanted to go back and say how important this work around building these curricular units is um because the goal is that every student will have the ability every year in
426K through 12 to be to be working on a curriculum unit um that's a Project based on environmental literacy climate change and environmental justice um and see how that how they can impact that work so um and then the other just quickly um I'm continuing to attend an Ever quickening number of meetings about the Statewide IEP temp template um as we work to have a draft ready by December um to begin to get feedback and so um the idea of that project is to be able to create an updated um IEP template that would be available Statewide that we would hope would be adopted broadly that really focuses on ensuring that students and families are um can understand and are part of the process and that the the process and the document itself really supports
427teaching and learning um so it's a useful tool for teaching um and so I'm excited about that project and it's making rapid strides um and I think I'll stop there for today thank Youk you very much um member Rosco Gonzalez well my remarks um in regards to my assessment L on committee were made earlier when we discussed item five however I do want to mention mentioned that while at the nasby conference it was evident that the California's commitment to education has reflected in our state priorities and dashboard indicators is truly inspiring I found myself repeating to our counterparts in other states that the dashboard is not just data it's a roadmap a road map to better teaching and a brighter future for our students the dashboard is an invaluable tool providing accessible actionable data for
428informed decisions that support educational Improvement and align with the state's goals and priorities and everyone was so impressed I think they asked most of our board members about it and wanted to see further explanation about it so I'm so proud of the work the CDE has done on that dashboard and um since I know it so well I loved enjoyed talking about it so that's it Hot Topic thank you um member Pila Branson so I'm going to pick up on member oins uh theme around uh Green Schools um and recognize that uh California has uh a number of California Green Ribbon School awardees um and both member Olin and I got to actually go out and meet the winners and um tour their actual School sites um this is part of the green green strides
429tour which is uh jointly held by the California dep Department of Education and the US Department of Education um and this year's uh uh awardees were focused on schools for climate Solutions um it was a really interesting cross-section of schools um we visited Los Altos High School which is um they were all sort of in the northern Cal Bay Area San Jose area which had stunning beautiful lead buildings um in incredibly well integrated cours workk um and really thoughtfully planned out campaigns to make sure that kids don't get driven or drive to school but instead bike to school as a really easy and accessible ways for kids to participate in their own climate Solutions um we also visited Woodside prior school another awarde uh which had incredible energy tracking uh sort of mechanisms to look
430at how their different HVAC systems and different buildings used energy overused energy and how they could actually capture it um and also by far the prettiest bio swes that I've seen for uh groundwater and and rainwater Reclamation um and then the last one I'll just lift up um which was uh sort of a different uh uh type of uh sustainability approach which was with at Redwood High School where um it's a continuation school um and it is a school that has higher numbers of socioon economically disadvantaged students and one of the students there told us sustainability means to me that when we were all locked down and food was scarce we went to the school and we could grow our food and we could feed our families which I think is such a impactful um
431and personal Definition of sustainability that I think really um just brought home the different visions of of what sustainability could mean to different uh schools and students um my second assignment and I feel like I should turn to Sarah uh is on early learning um and as many of you'll recall we have the universal prek mixed delivery uh work group um which is tasked with providing recommendations for increasing access to high quality Universal preschool options for threes and fours um in a mixed delivery system um for our September and October work group meetings we were looking at what other states have done to to um to support quality and access through mixed delivery um and also thinking about what California could borrow um uh from from states that have similar uh challenges but also similar
432learnings um that we could apply here at home um we are hurdling towards the Finish Line in 2024 for the final recommendations um and and those will be forthcoming soon uh and this concludes my report um member uh Rodriguez thank you president darling Hammond I have a few updates from CTC and I also wanted to share about the state's incredible investment in national board certification at our high need schools CDE has posted the application for the third round of national board certification subsidy Awards through this opportunity teachers at any school with 55% or more High need students this is the majority of the state schools by the way can receive an award of 2,500 to obtain their national board certification and uh funds allowing once they are board certified they can receive incentive grants of
433up to $5,000 a year for five years for continued service in a priority School the application closes on January 10th at uh at its last meeting the CTC uh had a very productive discussion about the teacher performance assessment known as TPA just wanted to say that because of the acronyms uh and the agency will be exploring measures to improve California's Flagship uh educator assessment as a performance assessment the TPA is designed to more accurately assess an Educators candidates Readiness uh than any paper or pencil examination and there are ways it can be improved to lessen the administrative uh hestness on candidates and connect meaningfully with educator preparation and induction uh I also wanted to lift up the ctc's new road map for teaching to teaching sorry uh these new web pages are featured on the
434commission's homepage and vastly improved credential pathway information to prospective Educators they feature clinically Rich Pathways and are supported by new career counselors ready to support individuals to pursue the pathway and credential that makes most sense for them please check them out and help spread the word um and lastly while I didn't attend nasby it sounded wonderful and um however uh prior to the conference we were uh I was the chair for the uh public education position uh High School redesign right there were two and high school redesign was one of them and I'm happy to report that our work was um approved unanimously by the delegate assembly which convened on Saturday 1028 so uh very excited to share that thank you uh and now uh member yoshim motari I was always last in elementary school
435with we'll start with you next I'm okay with that I'm comfortable with that thank you thank you don't feel sorry for me I don't feel sorry for myself all right so um I had two leaz on reports today one on the advisory commission for special education uh and I was just very proud that we seated two new student Commissioners at The Advisory commission uh this past month and uh there there results of SB 291 and they are just phenomenal young people so I we wanted to celebrate them uh and I don't have enough time today in the lon report to go into detail but I just wanted to mention three resources that were mentioned at the axi that you may want to look up U for anybody listening uh one is the family empowerment centers
436uh two is the youth leadership forum for students with disabilities that helps uh 10th 11th and 12th graders celebrate uh disability history culture community and prepare for postsecondary and the third is uh moving listen to this title moving beyond inclusion toward rightful presence building the foundation for restorative educational ecosystems and that's comes from Swift's 10-point Paradigm so for anyone interested in uh restorative educational ecosystems that's something to look up Swift's 10o Paradigm uh and the second uh is on the Civic engagement work uh and in the next uh I welcome everyone to look again at the state seal of Civic engagement web page in the next few weeks we will have the districts who have uh requested insignias for their students post their data uh have their data posted there and there are tons of
437resources on that website for anybody interested in improving Civic engagement for students and another website is the California serves program and that one that is a grant that is designed to support development of effective service learning programs for our young people and the legislature thank you has allocated additional funding for a second Grant cycle for fall and winter of 2023 24 so please check the California serves website for timelines and details regarding that and then lastly regarding Civic engagement it was mentioned recently that four of our districts uh were highlighted in doing amazing Civic learning work so Anaheim Union High School District Fresno Unified School District Riverside unified and Selena's Union High School District so it's always an opportunity to celebrate uh great work happening out there thank you thank you and I am actually
438last so you can feel less alphabetically challenged um but I just I I gave part of my report during my president report but I do want to note on this question of both climate issues that have been brought up uh and the ways in which students get an opportunity to engage with them we have uh uh been working the CDE staff and state board representation with ETS around the uh Innovative assessments and we'll have something coming to the board at some point uh and one of the things that a number of states are doing that is likely to be a part of their report because they've been looking into it they've been looking into what kind of performance tasks are available in science many states are developing Banks of tasks that are really curriculum units
439that have a project based assessment in them Washington state is doing a whole Bank around climate um um climate learning and we've had a chance to look at their tasks and to think about uh what we might um want to be doing in California so I just want to put a little flag that you know coming soon uh may be some supports for um for that kind of work in our curriculum as well we do have standards around climate um you know teaching and learning uh but making it real you know creating the context the units the the supports for teachers is a really important point I'm glad that it was brought up uh and I just love the term rightful presence that is really powerful um so uh something for us to Aspire to
440for all of our students and with that I now adjourn the no oh I have to do public I'm sorry yes thank you back to the script uh tomorrow the as B will meet in close session to discuss Andor take action on the following legal matters Kayla J versus State Mark s versus State Mr Charter Public Schools versus SBE I hereby continue the meeting and end today's session at 4:48 p.m. and look forward to seeing you tomorrow at 8:30 a.m. all right see you then