State Board of Education Meeting January 19, 2023

001good morning uh seeing that the board members are now president Brooks will you please call the role to establish a quorum morning member yoshimoto tauri present remember Rodriguez here member Porter here remember patillo Bronson here member of Roscoe Gonzalez here remember olken here Amber McQuillen good morning here member Lewis here vice president Glover Woods here remember Escobedo here president darling Hammond yeah everyone's present Happy New Year Happy New Year um I hereby call the January 2023 meeting of the State Board of Education to order at 8 31 a.m and I'd like us to commence by saluting the flag remember Lewis will you please lead us in the Pledge of Allegiance yes salute pledge I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation

002under God indivisible with liberty and justice for all thank you so much and at this time I'm going to turn it over to State superintendent Tony Thurman good morning Madam president members of the board it is by Honor now to swear in Dr Linda darling Hammond to continue a new four-year term as a board member on the State Board of Education are you ready to begin I am ready very good if you would please raise your right hand and repeat after me I Linda darling Hammond I Linda darling Hammond do you solemnly swear or affirm do solemnly swear or affirm and I will support and defend that I will support and defend the Constitution of the United States against I'm sorry the Constitution of the United States the Constitution of the United States against all

003enemies foreign and domestic foreign and domestic and that I will bear true faith and Allegiance and that I will bear true faith and allegiance to the Constitution of the United States to the Constitution of the United States and the constitution of the State of California and the constitution of the State of California that I take this obligation freely that I take this obligation freely without any mental reservation without any mental reservation or purpose of evasion or purpose of evasion and that I will well and faithfully and that I will well and Faithfully discharge the duties discharge the duties upon which I'm about to enter upon which I am about to enter congratulations thank you so much much appreciated and I will now administer the oath to member Escobedo and uh congratulations uh Francisco and please

004raise your right hand uh and repeat after me I Francisco Escobedo uh you're on mute though do solemnly swear is solemnly swear that I will support and defend that will support and defend the Constitution of the United States the Constitution of the United States against all enemies foreign and domestic that I will bear true faith and Allegiance that I will bear true faith and allegiance to the Constitution of the United States to the Constitution of the United States and the constitution of the State of California and the constitution of the State of California did I take this obligation freely that will take this obligation freely without any mental those without any mental reservation without any mental reservation or purpose of evasion or purpose of of evasion and that I will well and Faithfully discharge and

005I will well and Faithfully discharge the duties upon which I am about to enter the duties upon which I am about to enter thank you member Escobedo would you like oh surely it's been a privilege to be part of this board for the last year and a half and I look forward to another four years where definitely at an exciting time you know as we going through this post-pandemic um you know era and and truly look forward to working with not only amazing colleagues that I you know feel very close to but also an amazing staff that has been just a great support and um I know that we collectively would make a significant and um enhancement in the lives of our teachers and the lives of you know millions of students in California so

006it's a truly a privilege to serve on this board and it is wonderful to have you and all of the other members here we have a lot of important work to do and with that we'll launch into item one uh our state board projects and priorities item to take up the annual election of officers only um the State Board staff recommends that the SBE take up the annual election of officers and we will hold an election now for the position of President and Vice President for 2023 the bylaws required that the state superintendent preside over the election of the president uh superintendent I turn it over to you thank you just one moment please okay we shall begin in keeping with Article 4 of the states or its bylaws I would like to call for

007nominations for the office of president no member May nominate or second the nomination for himself or herself six votes are necessary to elect an officer and each officer elected Shall Serve for one year or until his or her successor is elected I will now open the floor for nominations for the office of President are there any nominations superintendent Thurman I'd like to make a nomination please I'd like to nominate thank you thank you I'd like to nominate nominate Linda darling Hammond for the office of president thank you board member clever Woods is there a second to this nomination oh there is a second I will now open the floor uh for voting now that we have a second we will also open the role for our for any public comment and for members of the

008public wishing to provide public comment on this item you can do so by calling the telephone number that you now will see on your screen and so let me turn uh to you Brooks and staff are there any uh individuals requesting to provide public comment no we currently do not have anybody um in the queue for public comment very good thank you for that um uh seeing that there is no public comment that we have a nomination and a second uh Brooks would you please call the roll remember yoshima tari yes remember Rodriguez yes remember Porter yes remember patella brownson enthusiastic yes remember Roscoe Gonzalez yes member Oaken yes member McQuillen hi Amber Lewis yes vice president Glover Woods yes Nebraska yes president Donald Hamilton yes passes unanimously congratulations congratulations I will reserve my comments

009until the president's report but I am truly grateful for the opportunity to be a part of the great work that we are doing on this board and working closely with superintendent Thurman so I'm pleased to be taking this on for another year and I will now open the floor for nominations for the office of Vice President are there any nominations um yes I would like to nominate uh member Glover Woods is there a second for that nomination remember Oakland thank you um and I guess at this point we display the public comment slide again in case there are any further public comments as we still have it up if anyone wants to make a comment please call the telephone number and use the access code provided on the slide that is shown now and do

010we have any public comment no we do not all right uh Brooks can you please call the roll remember yoshima towering yes remember Rodriguez yes remember Porter yes remember patillo Bronson smiling beneath my mask yes member Roscoe Gonzalez yes remember olken yes remember McQuillen yes Amber Lewis yes vice president Glover Woods yes yes president Darlene Hammond another enthusiastic yes congratulations congratulations um it is my pleasure to announce Cynthia Glover Woods as vice president for 2023. uh congratulations uh and with that auspicious start um do you want to say anything before we get going just um how honored I am to be able to serve on the board and how extremely honored I am to be able to serve as vice president for this year thank you so very much for the support we appreciate all

011that you are doing uh and that you will do in the year to come um now for General announcements there is a one item on the agenda that has an addendum item one the 2023 state board screening committee recommendations regarding appointments to The Advisory Commission on Charter Schools the California practitioners Advisory Group and the instructional quality Commission uh in terms of the consent calendars the proposed waiver consent items are W1 through W5 and the proposed regular consent items are items six through nine there are no public hearings on this agenda and then we have one um change in the agenda we'll reopen item one state board priorities shortly to hear reports from the state superintendent and myself and we'll reopen item one again tomorrow to take action on the preliminary report of actions draft November

0122022 meeting minutes to take up appointments to advisory commissions and to report on our liaison assignments uh members of the public who wish 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 then following each of the operator's prompts upon dialing in callers will be added to a caller queue the operator will notify callers when it is their turn to provide public comments we'll also ask callers to please turn down the speaker volume of their computers if they are following the live webcast to avoid an echoing effect public comment will be limited to one minute per speaker item 13 is the general public

013comment item during which members of the public May provide comment on matters that are not specifically listed on the board's agenda board members please mute your microphones when not speaking keep your cameras on except during the scheduled breaks to ensure that we maintain a quorum throughout today's virtual meeting and for each item on the agenda there will be an opportunity for board members to raise their Zoom hand if they would like to ask a question or make a comment and so we'll now reopen item one and turn it over to State superintendent Tony Thurman to provide his report superintendent Thurman thank you madam president and congratulations again to you president darling Hammond and to vice president Glover woods and I'm honored to work and serve with you both into all of the members of the

014board as this is the first time that we are together in this new year I want to say Happy New Year to you all and I'm thinking back to just the last few days where we celebrated the memory Legacy and honor of Dr Martin Luther King Jr and it is with that uh memory that I think a spirit of hopefulness uh for our state and for the state of education for our nation and for our world um I think often of the a quote that Dr King said that everyone can be great because anyone can serve and in that way I thank you all for serving the students and families of California I'd like to start out by talking about a wonderful honor that we have starting next month to recognize uh uh 256 distinguished

015schools in the state of California these are schools that have demonstrated academic success in supporting our students and it has been a tradition in California to celebrate these schools in February in Disneyland and this will be the first time that these schools can be in person since the pandemic and we certainly invite you to join us in recognizing the distinguished goals for their great honor and for what their work represents for we can do for other students in the state some of those students are students who you probably saw were impacted um during the pandemic and we saw some of those Reflections during the presentations uh about the uh the dashboard and chronic absenteeism in particular and seeing that for many students absenteeism rates have increased and because of that the Department of Education we've

016kicked off a series on how to address chronic absenteeism and our first of many webinars was held yesterday with a number of districts sharing best practices for things that they've done before the pandemic during the pandemic in post-pandemic to address the needs of our students we all know that during the pandemic many of our families were food insecure our schools served more than 800 million meals during the pandemic we know that there's been a spike in depress oppression and anxiety for many of our students I had a chance to do some home visits just a few weeks ago with families who were chronically absent and I'd like to thank the folks at Mount Diablo Unified for allowing me to join their team and I heard consistently the impacts of the pandemic and depression you know

017housing insecurity you name it all the things that our families are facing but we know that they're more than the sum of their circumstances and there are ways that our schools can support our families and this state has provided great resources in our state budget to do that not the least of which is a 13 increase in lcff and other resources that can be used to support Outreach and support and so we will continue to lift up examples of ways to support our schools and how to provide engaging uh instruction and programs that help our students to accelerate their learning when they have returned to School we're also busy with our efforts to support teacher recruitment in our state and within days we'll be making some announcements about a new Public Service Announcement campaign to

018help reach those who would be interested in becoming a teacher in California to make them aware of the great resources that we have like a twenty thousand dollar scholarship a grant for anyone who wants it become a teacher or to become a counselor in our schools Dr darling Hammond and others have worked very closely to make this happen and we are actively engaging many uh who would be interested in serving those who are in Americorps programs those who are working as tutors those who work as classified staff those who work in expanded learning to make sure that they can get connected to all the resources that exist to become a teacher and so we'll be making announcements about that in the in the days to come and so we want to continue of hopefulness about

019the things that we can do to overcome the challenges of the last few years today and on this agenda you'll hear an update on the efforts to implement our Universal transitional kindergarten program groundbreaking that no other state has found a way to guarantee preschool for every four-year-old in our state and we look at every aspect of Early Education and opportunities for our students related I would just point out that the governor's proposed budget speaks to many that items that many of you have spoken to as priorities including a proposal to provide an additional allocation for providing reading coaches and specialists at California schools 250 million dollars to build on what was in last year's budget another proposal for doing that and as we're working to implement it again just the spirit of hopefulness that this

020is a great opportunity for California and it builds on a series of learning acceleration webinars that we have been implementing and many of you have been a part of see if we get some technical help sounds like the echoing is stopping well if it's good news let the good news Echo and ReSound that we have big challenges on the horizon but we have the resources and the willpower and the political will to make this happen for California students and so with that I will say that we're prepared to work closely with this board I would mention that we have um One new staff person to uh announce and um it's someone that you know um you will see him uh on a regular basis and you probably have seen him in our in our legal

021team uh Bruce yunahiro has been promoted um to fill one of the vacancies of our Deputy legal counsel and you will have the opportunity to work with him and we look forward to making an announcement for you shortly about our new general counsel in the days to come this concludes my report thank you so much and thank you superintendent Thurman congratulations on your inauguration and re-election I am honored to serve with you it's been a pleasure as we tackle so many issues together and your passion for the children and Educators in this state is uh inspiring uh and necessary as we engage in all of this problem solving so uh thrilled that you are with us for another four years as well and um I wanted to say I appreciate Governor Newsom appointing me to

022serve a second term at this critical time when we are facing so many challenges and also making so much progress as superintendent Thurman just described um I'm grateful to my colleagues on the board for all of your ongoing commitments of the path toward a shared vision of schools that serve the whole child that Empower families that support Educators and that enlist the help of the whole community in joyful and purpose full learning as you know schools are at the heart of any community and our work to build this whole child framework one in which students are supported in their health and well-being as well as their academic studies is important to supporting communities in good times and in challenging times like those we've been experiencing and as you know in addition to the challenges of

023covid-19 over the last nearly three years now the effects of climate change are being felt regularly across the state these past few weeks the intense winter storms were devastating for so many lives were lost homes were lost businesses were destroyed at one point 429 schools were closed affecting 185 000 students across 19 counties this is just over three percent of the students in California and most of those campuses resumed operations fairly quickly in part due to the great efforts of the staff of many state agencies including the Department of Education and the State Board but the storms will continue to be felt and there is one town that's been almost entirely evacuated and we will continue to feel the effects of the storms for many many weeks to come and I'm certainly I want to

024express both empathy and gratitude to the many teachers and principals and School site staff and parents and students who came together to both weather these storms and to support these families and children and to focus on safety in our schools and I also want to acknowledge that these storm systems along with the drought and fires that we've been experiencing will continue even as our state leaders and many of our school system leaders are working proactively to limit challenges to our environment to move us from fossil fuels to a clean energy future we have fleets of electric buses school buses across the state and many schools being renovated but as we continue to cope with these challenges it's going to be important for us I think to further develop the work that we began when Kobe

025first arrived for instructional continuity and we passed a requirement that um districts create instructional continuity plans and to activate efforts to close the digital divide superintendent Thurman and the governor and the first partner and I all worked very hard on that and then the legislature and the federal government finally kind of came online but we're going to need to build on those efforts so that we can provide for instructional continuity find ways to be flexible and fast on our feet in the use of Technologies for Learning and when a physical presence is disrupted and this is true whether it's for an individual student who has to be who's out because they are unwell or they're needing to be quarantined or whether it is for an entire school or town is in some of these instances

026give it all that we've done to close the digital divide we should be seeking ways to ensure that learning is never short-circuited and that we can use these tools to ensure access to learning materials and opportunities so we'll be launching a conversation to explore how we can enable this kind of support for students in schools fortunately Governor newsom's budget that was released last week demonstrates the strong commitment both to further environmental progress and to further educational progress in the state with the whole child approach that's so necessary in helping students whether these kinds of events despite the revenue being down Governor's budget maintains strong fiscal support for schools continues the programs that we've already launched to accelerate learning and address troubling disparities by strengthenings our our state's commitment to equity both the investments in the

027proposition 98 rainy day fund and the allocation of one-time funds over a five to seven year period as we have seen with Community Schools and the Recruitment and Retention funds for educators will surprise provide that continuing support for initiatives the budget allows for all of these future-minded Investments to continue a universal preschool as superintendent Thurman noted Community Schools physical and mental Health Services after school and summer school programs intensive tutoring programs all of these will be critical to ongoing learning recovery and we've already begun to see the effects of these investments in the steeper than normal gains in English language arts and math that we saw last year for the 740 000 students who took the state uh Smarter Balance tests in 2021 and 2022. if we maintain those kinds of steep gains we will

028rapidly return to the trajectory the positive trajectory that schools have been on this year's substantial increase in the local control funding formula despite that tough fiscal picture overall provides that solid foundation for our education system and you know that we've moved from a highly inequitable and inadequate system of funding before 2013. we were among if you account for cost of living we were the last in the nation in spending now we are above the national average average and we are beginning to see the gains and outcomes that accompany those Investments it's also heartening to see an investment in a literacy roadmap which will create a cohesive blueprint for improving reading and writing instruction bringing together The Proven strategies the evidence-based strategies that we know of that are articulated in our very lengthy Ela ELD framework

029and make them more concreted applicable with instructional supports for teachers and for the literacy coaches that superintendent noted we will be expanding the governor and the administration have focused on our most vulnerable students through the lcff equity multiplier this next development in the local control funding formula will strengthen Equity by supporting schools that serve the very neediest students in a way that should fortify our result to attack disparities for the betterment of all and we'll be seeing some accompanying efforts to focus in our local control accountability plans on being sure that students who are struggling are identified and their needs being met in addition to the good news in the budget we have some good news here at the State Board this month we welcome three new staff members uh Chief Council Karen Gill uh

030senior policy director Laura Rodriguez an assistant policy director Michelle Valdivia we have a terrific team I'm excited we're strengthening our ranks further with these highly qualified individuals Kieran comes to us from the Attorney General's office where she served as a deputy attorney general representing state agencies in the areas of Education Health and Welfare programs and state of federal litigation cases since 2018. she received the 2021 AG award for excellence in covid-19 litigation and the 2021 Civil Division recognition for competency rest duration defense and just last week was recognized for her work as a member of the education litigation team at the 2022 Civil Division recognition ceremony Laura comes to us from the College Board where she was senior director for government relations and served as an internal content expert on California assessment policy among other

031responsibilities this will come in very handy as she continues to take responsibility for us for the assessment CTE and Golden State Pathways assignments uh uh Michelle has been a Department of Finance fiscal analyst since 2018 she has deep experience in analyzing reviewing and making recommendations on fiscal Affairs and analyzing legislation preparing memos and representing the Department of Finance before the legislature Michelle is a former California Senate fellow and Americorps member she holds a bachelor's degree in social welfare from UC Berkeley so welcome to all three of these new staff and finally yes we can take a moment to applaud them and we will have other moments to appreciate them over the coming year and then I need to express my profound appreciation and a bit of Bittersweet sadness for State policy director Leila Faye muden

032who is moving on to other Pursuits at the end of the month uh Layla has been a Fearless Champion for our students especially our English Learners and students with disabilities she's been a career courageous voice for more Equitable practices in our K-12 system she has a strong moral compass she keeps students at the Forefront of all of her work she reminds us of the importance of student voice and bringing those that we serve to the decision-making table she puts Equity first and knows that the future of the state depends on Us closing the achievement gaps that we experience Layla is assistant thinker who connects the dots and she's been very instrumental to our work to bridge health services and education supports and create the infrastructure needed to make the child youth Behavioral Health Initiative a

033success she's been a stalwart on the State Board team quick to help colleagues and dig in wherever necessary and I know that I speak for all of us and saying we'll miss her wit and her problem solving and her occasional baked goods and Brooks I think you have a certificate for Layla so we want to join me in a round of applause and uh passed the ball to Brooks to award the certificate thank you president Donald Hammond the certificate has been delivered and I'm actually not sure if this is the physical certificate or a virtual certificate at the moment it is a physical certificate we just handed on Brooks let us know how you want to proceed I think we just got a big expression of gratitude and thanks and uh she's got a book

034it's like something is happening in the boardroom president darling Hammond can you hear us now Brooks I don't know if you are near a microphone to let us know president darling I can hear you now okay uh we apologize the boardroom was muted um it was it was such an overwhelmingly responsive gratitude uh for for Layla uh that apparently we knocked out the mics um so she has received her physical certificate um and she gave us a large smile and double thumbs up and we are all trying to contain our um appreciation as well as our sadness that she's departing but we are we are ready for the next item thank you thank you thank you and thank you Layla Wherever You Are um we're gonna move on to item two item two is the

0352023 United States Senate youth program uh and we're going to be recognizing California's selected student delegates and alternates uh the CDE recommends that we um present the 2023 United States Senate youth program and recognize the 2023 delegates and alternates and this item will be presented by Dina Fong of the CDE Dina uh please begin thank you and we're not hearing anything from the boardroom at the moment so just letting you know that the mics need to come on good morning can you hear me yes we can great good morning president darling Hammond State superintendent Thurman and honorable board members I'm Dina Fong the United States Senate youth coordinator for California and working our California Department of education's communications division I'm honored to be here today to introduce and recognize our 2023 U.S Senate youth students

036the U.S Senate youth program is sponsored by the U.S Senate and funded and administered by the William Randolph Hearst Foundation now in its 61st year the program provides an opportunity to selected students to gain an in-depth view of the Senate and the federal government as well as provide a foundation for those considering a future in public service on the local state or national level High School juniors and seniors are nominated by their principal to apply for this highly competitive merit-based program to qualify students must currently be serving in an elected or appointed leadership position in student government or a Civic or educational organization representing accounts constituency and serving others for the entire school year our students have gone through a rigorous application process and were selected based upon their leadership qualities academic achievement school and

037Community involvement and commitment to Public Service the last phase of the program is to formally present our 2023 U.S Senate youth delegates and alternates these students are among the best of the best in their school community and the state there is no doubt that they will succeed in whatever they do and will serve their communities with passion our two delegates will represent California during Washington week and Washington D.C from March 4th to 11th where they will participate in a comprehensive Public Service leadership and education experience including speakers from the hearing from speakers from the three branches of government and the national media the delegates will each receive a ten thousand dollar college scholarship for undergraduate studies with encouragement to study coursework in political science or history now I'd like to take a few minutes to

038introduce each student and give them each time to say a few words our first delegate is Fiona Lou a senior at Northwood High School in Irvine she has been described as someone with an insatiable thirst for knowledge who is not afraid to confidently voice her ideas and approaches topics with an open mind and eagerness to learn Fiona serves as the policy director of the California high school Democrats in that position she helped launch the organization's inaugural legislative platform by supporting youth related bills on behalf of their members and created a legislative advisory committee to improve the Democratic process in supporting bills Fiona is one of three students from her school on the Irvine Unified School District student advisory committee where she advocates for mental health initiatives and student board member representation she is a member

039of the California Department of education's Youth advisory Council as part of the communications and legislative team and has also interned for assemblywoman Katie petrine Norris her community activities include serving as partnership director for Generation upwards and as a co-lead and project manager of a local chapter of dear Asian youth for which she researched a book available on different Asian languages that show people how to report hate crimes Fiona wants to explore majors and comparative studies and race and ethnicity public policy and education and learn about race at its intersection in every aspect of society she has a passion to support the underserved and advocate for Progressive policies to help marginalized groups stand in solidarity congratulations Vienna I'll turn it over to you for a few words thank you so much Dina and I just wanted

040to start off by saying how grateful I am for this chance to represent California on a national level and learn from some of the most distinguished people in this country who aren't continue to be the Trailblazers I look up to in my public service career and with this learning opportunity I'm excited to further my goals in learning how young people and future Generations can engage in both local state and federal policy and use this as a change making vehicle I like to do this with an emphasis on racial Justice which I'm very passionate about and making systemic change for low-income communities especially in health care and education access and along my journey I like to remind myself what Public Service means to me and that's investing back in the communities that have fostered so much

041growth Within Myself throughout my life and also branching out to other communities to learn and unlearn and fight for equity and solidarity so thank you so much thank you Fiona our second delegate is Summer Sun a senior at Chico High School in Chico She has been described as a great example of a humble quiet leader who leads by modeling hard work and supportive energies positivity radiates whenever she's around and she naturally inspires others summer is ASB president at her school where she oversees school-wide functions and Student Activities and reports at District board meetings she has been in student government every year since ninth grade and has served as class president ASB secretary and the School site Council she is the president of the students organized friendship Alliance Club whose mission is to practice social skills

042with special education students and create a safe space to celebrate everyone's differences she founded read to rise a non-profit Global youth reading program in the local community Haiti and China that raises funds to donate books and supplies for children in poverty and Paris High School students in as reading Pals for 200 local kids from economically disadvantaged families her passion for volunteerism has earned her the president's volunteer service Gold Award and as her school's Delegate for girls girls State and outstanding Citizenship Award for leadership kindness and integrity she plans to major in cultural anthropology with possible minors in public policy or international relations followed by a graduate program in law and government she is committed to improving the lives of underrepresented groups and minorities congratulations summer please say a few words hello everyone I just want

043to say I'm so happy to be here thank you so much for this amazing opportunity to attend the Senate youth program I just wanted to first thank my teachers counselor principal and also my superintendent for not just supporting me through the application process but all throughout my years of education because I would not be here without them I think to me Public Service means taking personal experiences and transforming them into positive impacts I think that everyone has their own unique story that then allows them to identify needs in their community and serve in a way that really only they can I think I honestly just can't believe that I'm going to be in DC in less than two months I think this first-hand experience on how our government works is just truly so special and

044most importantly I'm excited to learn how to use what I learned to better serve underrepresented groups in my community and my country so thank you again for this amazing opportunity I really cannot express enough how grateful I am thank you summer if Fiona or summer should be unable to participate in Washington week then one of our alternates will take their place our first alternate is Nathaniel Nate Watts a senior at Carlsbad High School in Carlsbad he has been described as an exceptional human being and a natural leader committed to service who has the rare qualities of calm balance and good humor which allow him to Excel without burning out Nate serves as a student representative representative for the superintendent's student advisory council at Carlsbad Unified where he represents student interests and provides feedback to the

045district superintendent and the leadership team he serves as president and captain of the speech and debate team vice president of the Indian culture club and mock trial a delegate of the model United Nations and first baseman of the baseball team Nate was also recognized as his team's most inspirational player he mentors younger students on the debate team as well as elementary students through the Carlsbad Unified Champions a district-wide group of students they developed a strong interest in politics and Civic engagement during his time as a Democratic Congressional Campaign summer fellow where he participated in voter registration strategizing organizing town halls and inspiring youth involvement and politics a National Merit semi-finalist and AP scholar with honors Nate is only one of 22 students worldwide who has achieved a perfect score on the AP English Language exam

046he hopes to study political science and international relations with a focus on the impacts and mitigation of environmental crises he wants to dedicate his life to public service to create safer sustainable communities for generations to come congratulations Nate please say a few words hi everyone I just want to say I'm I'm truly grateful for this opportunity um I want to take this time to to thank Miss Fong superintendent Thurmond president Hammonds my parents probably most importantly as well as everyone back at Carlsbad Unified Service to me honestly looks like using opportunities in the present to build a better future by by correcting our mistakes in the past um and in the short term for me that that looks like continuing to work with my local Congressman Mike Levin to build a better life for us

047here in the 49th district but then hopefully in the future in in a Time past college I really want to work on on the climate crisis and working on on building my generation solutions to that problem so uh thank you everyone for this opportunity and have a have a blessed rest of your day thank you Nate our second alternate is Sabrina Brandeis a senior at Monte Vista High School in Danville she is described as a team player who is thoughtful exhibits Grace Under Pressure concerned about the greater good and hopes to make a difference Sabrina serves as a youth commissioner on the Danville Parks and Recreation Commission and represents danville's teams and the planning of recreational activities and the management of parks as well as participating in decisions that improve danville's public spaces she has

048also served on the Danville Town Council for five years to represent the teen voice in her community Through Outreach and service projects in response to anti-semitic incidents she and her sister created a project encouraging students to discuss intolerance in the in in the community which led her to become the stronger than hate video contest National winner as speech captain of her school speech and debate team she won first place nationally at the Yale Invitational placed in the top 10 at the Tournament of Champions and placed fourth in California she was one of two women from California to represent the state as a senator in the American Legion auxiliary Girls Nation program and was chosen by staff as the most outstanding senator for 2022. a National Merit semifinalist Sabrina would like to study political science followed

049by law school and work for social justice and fight unjust policies and bring Justice to those who need it congratulations Sabrina please say of words I just wanted to start off by saying I'm so grateful to have been given this opportunity and have been chosen as an alternate for this program as a child I made some of my favorite memories attending the annual Danville elf Workshop it brought me so much joy to connect with the other kids in my community every year and of course enjoy the free hot chocolate as president of the Danville youth Council I'm youth commissioner of the Danville Parks and Recreation Commission I've worked to recreate some of the join Community engagement of the experiences that I enjoyed so much as a child to me public service is about connection I

050take pride in connecting with people in my community about their experiences and what they see a need for and as one of California's two delegates to Girls Nation I formed connections with girls from all over the country expanding my world view with new experiences through conversations I hope to continue working to Foster connections and engagement in every community that I'm part of I want to connect with communities and work to fight unjust policies I believe that Justice is achieved by first understanding the experiences of another and in each connection I make I hope to add to my understanding of my community and the world thank you so much Sabrina once again I'd like to again say congratulations to our four students you are all doing amazing things in your communities and I look forward to

051seeing what's next what I've shared today is just a small sampling of their many accomplishments we would be here all day if I shared everything they're involved in I also want to add that all of the students have been described by their advisor teacher principal or superintendent as someone who definitely stands out from the rest as evidence from what you heard today I think we can surely feel confident and encourage that these outstanding students are shining examples of our future and they will go on to do more great things and make a positive difference in our world I'll turn this back to president darling Hammond and state superintendent Thurman and the other board members to offer their congratulations thank you very much congratulations to all of you and my unmuted now yes okay uh and

052you know we really appreciate the level of uh commitment the to contributing that you expressed in the wisdom that we heard from each of you um we're going to put the public comment slide up while I pass the ball to superintendent Thurman to say a few words uh so that others can also call in and congratulate you superintendent Thurman uh thank you president darlingham and I just wanted to say congratulations uh Fiona and summer and Nate and Sabrina for uh your incredible accomplishments in your local community and your schools and what you're now doing on behalf of the State of California and um what you've done already is so impressive and the things that you've laid out for yourselves racial Justice and environmental justice Public Service you know it's just so inspiring and so hopeful

053and we know that you're going to do great things and I suspect that one day we're all going to end up working for you at some point and um as someone who started in student government I just want to encourage you to continue doing this look how it's opening doors for you and the communities that you serve we couldn't be more proud congratulations to you and your families and thank you for taking up the um the the call um to serve as I opened with Dr King said everyone can be great because anyone can serve your are showing your greatness for you your families your community and our state so congratulations I thank you Dina to you and your team for helping to Shepherd this process and to bring forward these incredible leaders uh with

054that I'll turn it back to president darling Hammond thank you and plus one to all of that uh we do have the public comments line up and I want to see if there is any public comment anyone who wants to make a comment can call the number shown on the slide and dial the access code the operator will let you know when you're available online is there any public comment well we do not have anyone in the queue for a public comment all right and so now I can open it up to the board members who I know have uh some congratulations to offer we're going to start with member Porter hello everyone Fiona Nate Sabrina summer congratulations on behalf of all the students of California I just want to say thank you for your

055commitment each of you is working in such Niche areas but something that really resonated with me through all of your speeches is your emphasis on empathy and Community centered conversations and dialogue and I just want to continue to encourage you to use your voice for good um speak up for those who can't and congratulations for representing our state at the highest level terrific thank you member Rodriguez thank you good morning I would also like to take this moment to congratulate you and to let you know how uh inspired I am uh with your level of commitment to service and service of others uh your kindness and compassion is something that really touches me in your your intentional leadership uh has filled me with hope this morning I wish you all the best and uh superintendent

056Thurman said we will uh definitely all be working for you someday uh your your leadership is fantastic and thoughtful so um I look forward to seeing what you do and what you continue to do because you've already achieved so much and remember Lewis thank you I think you're going to keep hearing this resonate throughout all the board members how impressed we are with what we've heard that you've already accomplished and the dreams you have for yourselves for your community I just love some of the the things that you talked about Equity solidarity solidarity and giving a voice to the underrepresented I it's just it is so encouraging just to see the passion that you as young people have and all of the things that you've done that people at my age never thought about doing

057when we were in high school I mean you've accomplished so much and there's no doubt in my mind that you're going to fulfill all of the dreams and you speak with such passion that I know that you're going to do all of these great things that you want to do for your community and as some of you said for the nation so I just appreciate you and congratulations to you for your appointment and I know that you're going to do well and represent California well congratulations to all of you thank you member Louis um member Glover woods and the member olken and then member Orozco Gonzalez thank you and I just will say ditto ditto ditto I second and third those emotions um all of you young people are absolutely amazing and first let me

058say congratulations to you for uh being the cream that has risen to the top in this particular area and being that voice I'm so excited about what you're doing in the present and really what you will be doing in the future being that voice for the voiceless in all of those different areas that you've shared with us is something that we need and I know your contribution now and your contribution as you continue to go forward is definitely definitely definitely going to make our world a better place so again I say congratulations to you wish you all the best as you go to Washington whether you're serving there or serving here I'm just happy you're serving congratulations once again thank you so much I'm Amber alken thank you uh I just want to Echo again

059what my colleagues have already said I spend um my my day job is um largely in a high school and I get to see incredible young people every day and your um your leadership your sense of commitment to others uh the thing I think that I love the most is your belief in the value of every person and wanting to Foster conversations across difference and to show not just uh you know how we're different but what we have in common um just really resonated with me um and it it stands out and it's it's why I think all of us on this board and all Educators across our state do the work we do um and so as we get ready for two days of you know meeting and thinking about things at a Statewide

060level getting back to what it's really about which is you uh is the best possible start so I want to thank you for all you've done good luck and congratulations and thanks for inspiring us this morning uh that's already a huge gift that you've given us thank you member Orozco Gonzalez I think ditto right exactly what all our members said is I'm so impressed with all that you have accomplished as a second grade teacher I want to share your accomplishments with my class because you're extraordinary role models and it just gives me so much hope for our future and I just think um I love the passion of you sharing all your ideas and just your empathy kindness and commitment to to what is ahead of and I'm so excited to see what the future

061holds for you because I know it's just not just bright but it's just Illuminating so Adelante to Washington and good luck and I know that you will just Thrive and shine um exemplary so congratulations thank you and remember yoshima rotari thank you Fiona summer Nathaniel and Sabrina I just wanted to say I'm proud not only as an educator this morning but also as a mother uh you are such an inspiration and what I notice is that as you've taken these leadership positions you're you expressed today that you're also very much a learner and very much a listener and I think that's something that is has to be emphasized because that's going to continue continue you on your path and creating space for other people's voices so I just wanted to say we're all behind you

062and be courageous and keep going thank you you're here uh thank you so much we are so pleased to see you and uh to send you off on this adventure as um one of the board members said you know you're serving both uh here and some of you in Washington and all of that contribution will make a difference um with that I think we want to say congratulations um I don't know if the photos that were to be taken have gotten taken but hopefully they have we'll take one second in case there's any more of that needed and uh we will thank you so much for being with us this morning and we're going to move on now to um we're going to conclude this information item and thank you Dina I also want to

063say for all that you've done to make this possible and move on to item number three uh and item three is the California assessment of student performance and progress and the English language proficiency assessments for California update on program activities this is an information item there is no specific recommended action at this time and the item will be presented by Cheryl cotton and malvane of the CDE uh Cheryl uh please begin good morning and happy New Year superintendent Thurman president darling Hammond vice president Glover woods and board members again my name is Cheryl cotton I'm Deputy superintendent of our instruction measurement and administration Branch with me to today to present these items are Mal Vang director of the assessment development and administration Division and Tony Alpert executive director of the smarter balanced assessment Consortium the

064item before you today is an information item as we begin a new year it seems fitting to take a moment and reflect on the great strides California has made in its Statewide assessment system and to share with you what's on the horizon we'll begin today with an update from both me and Dr Vang on California's commitment to Innovation and assessments that support teaching and learning we'll then turn it over to Tony Alpert who will summarize the recent demonstration of concept study and resulting deeper learning resources in California of which California was an integral part two of the goals of California's Statewide assessment system are to support to support teaching and learning and incorporate technology where appropriate California transitioned to the California assessment of student performance and progress or Casp in 2014 and there have been

065numerous advancements throughout the past seven years over the next several slides we will highlight accomplishments that have demonstrated California's commitment to Innovation and assessments that support teaching and learning with a focus on the Casp and the English language proficiency assessments for California or elpac I would like to begin with a recent accomplishment regarding California's status in the federal assist assessment peer review process I am happy to be able to start off the new year with some positive news regarding the peer review status of the Casp and lpac summative assessments assessment peer review is a process during which the CDE submits documents to the U.S Department of Education or Ed demonstrating that California's assessments meet the federal requirements for validity reliability and fairness established by the states established four states by the every student succeeds act

066or Essa as new assessments become operational the CDE must provide additional evidence for peer review covering each assessment that is required under Essa the peer review is often an iterative process with States submitting additional evidence to meet the requirements as evidence becomes available in November we were pleased to receive notice from the Ed that our smarter balanced summative Assessments in English language arts and literacy or Ela and Mathematics fully met all requirements this is a significant accomplishment for California and we are grateful to staff at CDE ETS and the Consortium for getting us to this result we also received encouraging results from other assessments that were submitted in 2021 and 2022 those assessments were the California alternate assessment are caas for ELA and Mathematics the California science test or cast and the summative English language

067proficiency assessments for California or elpac each assessment was rated as substantially meets peer review requirements which means that most elements were fulfilled but some additional documents are required in order to fully meet all requirements in June of 2023 we will submit the additional evidence in addition we will be completing our first submissions for the summit of elpac summative alternate elpac and CAA for science the findings thus far in our peer review feedback reflect both the quality of the assessments themselves as well as the quality of the evidence documents that were provided and presented for evaluation the California assessment system which includes both the Casp and the lpac has been many years in the making and collectively they reflect California's commitment to Innovation and assessments that support teaching and learning and now I will turn it

068over to malvang to provide some background on the development and administration of California's assessments thank you thank you Cheryl good morning and I'd like to express my happy New Year greetings to you and congratulations superintendent Thurman I want it on your re-election I am and happy to be a part of this uh organization and just a couple other words of congratulations to our president darling Hammond and vice president Glover Awards on your new roles or continuing in your new roles as Cheryl mentioned I'm Mal Vang I'm the director for the assessment development Administration division at the California Department of Education and I look forward to working with continuing to work with all of you with our next slide I would like to just give a little background on the our transition as Cheryl have set

069the stage that as our um the State Board of Education has adopted new um standards in our state for example um we continue to develop academic assessments to meet these challenging standards and after the state board's adoption of the Common Core State Standards in English language arts and literacy and Mathematics in uh the California California joined the smarter balanced assessment Consortium in that Academic Year of 2020 uh 2010 2011. with the understanding that that this would bring um immense benefit uh when it when we are joined um and being a part of a multi-state Consortium so by joining the smarter balance Consortium we offered we can offer at that time our nearly 300 000 Educators in our state a comprehensive assessment system that reached far beyond just the end of year summative assessments and focus

070on supporting teaching and learning and it expanded the system to also include interim assessments informative assessment resources that we never had before and they're intended to be used by Educators in a manner that best meets the needs of their students so California's previous assessment system prior to caps was the standardized testing and Reporting program or Star as many of you might remember that came to an end in 2014 and in 2015 California officially transitioned to computer-based testing with the first operational administration of the smarter balance summative assessments for English language arts and Mathematics and these assessments were our first use of computer adapted testing in Statewide assessments meaning that students receive items customized to match their level of knowledge resulting in more precise measures of student performance and in addition these assessments were the state's

071first use of innovative assessment types such as technology enhanced items like drag and drop and graphing selected response constructive response including performance tasks as well then in 2017-18 the state's previous English language development Assessment program which was called the California English language development test or assault was replaced by the Alpac and that began with a paper pencil assessment and transition to online as well so while the CDE offers a variety of Casp and Alpac related professional learning opportunities each year in 2019-20 the CDE hosts the inaugural California assessment conference and this change provided an opportunity for local educational agency staff to access through one event key elements of assessment related trainings offered by the CDE and hear directly from our colleagues or their colleges throughout the state about how they are implementing parts of the

072state assessment system locally in this mix of professional learning opportunities and sharing of local best practices was well received and it became an annual event hosted by the CDE through its contractor with its contract with the Calif the Sacramento County Office of Education excuse me um in terms of developing our assessments to get to that first operational Administration offering a quick little timeline uh for the Casp and the Alpac again as each set of standards were adopted the California the CDE worked with our contractor ETS to develop and administer assessments that are aligned to these standards and from the time that a set of Standards is adopted it can take several years until the assessments can be administered operationally so uh and by operationally I mean the point at which the results from the assessment

073can be usable for the purpose of making determinations based on a score and prior to the operational Administration a host of activities must occur from the development of a high-level test design and blueprint to item development pilot testing and field testing the first Casp assessment operation that were administered operationally were the Smart Balance summative assessments um and in that same year a smarter balance also launched the first set of interim assessments operationally and then the digital library of formative assessment tools and although being a member of the smarter balanced assessment Consortium California had access to the English language arts and Mathematics assessments we needed to design the and develop and administer the science test the alternate assessments for English Math and Science as well as the English language proficiency assessments and many California teachers participated

074and their contributions were instrumental in the development of all of our Statewide assessments in each of these years in 2015-16 was the first operational administration of our alternate assessments for English language arts and Mathematics and then in 2017-18 we had the uh through the 21st with the um initial and summative Alpac assessments they began with paper format and transitioned to online and then in 2018-19 was the first time we had the California science test and the Spanish assessment operationally and this past year in 2021-22 was when we finally have the California alternate assessment for science administered operationally and the first operational administration of our summative alternate Alpac occurred in the 2021 year and the first operational administration of the initial alpacas occurring this year in 2020 to 23. so the next assessment on the horizon

075to be expanded is our the ex the expanded California assessment Spanish assessment which beginning in 2024-25 we will include the speaking and full right and um with that we continue to study in terms of Innovations in progress we continue to study and consider Innovations to California's assessment system and in 2021-22 a smarter balance conducted a demonstration of concept study to begin examining how performance tasks can support learning throughout the year shortly Tony Alper will be providing more information on that study about the SBE CDE and ETS are laying the foundation by connecting with um State assessment practitioners and National experts for the um development of the caste Innovations concept study paper excuse me that will be brought before the board later this year and ETS and CD are also working toward implementing the cast and

076Alpac interim assessments for the 23-24 school year and implementing these assessments involve making many changes to multiple systems including but not limited to our test delivery system teacher hand scoring system data entry interface and the California reporting educator reporting system so with that highlighting these innovations that are still in progress I will turn this presentation over to Tony Alpert who will provide an overview of that recent demonstration of concept study and a group of resources that resulted from the study called the our integrated deeper learning resources and Tony will be presenting virtually so Tony I'm going to hand it over to you thank you Mal uh and thank you Cheryl for the overview it's I think really powerful to have this conversation about Innovation uh with the understanding that California is taking these steps uh

077from a position of strength uh with the strong uh description of priorities and investment over a decade now to transition to a more powerful system that doesn't just do an end of year check but supports instruction throughout the year uh and toward that end then uh consistent with what Mao described uh we collaborated with uh uh president uh state board president uh Linda darling Hammond um and uh CDE and some other partners to really investigate what can we do more uh what how can we help more so next slide please uh in addition to uh the California department and the State Board we also included some uh Partnerships collaboration with the new teacher Center who helped us address the professional learning needs of Educators as we consider uh both changes to the system to a

078system and maintenance to the system so there's managing change and then there's supporting implementation which really uh depends a lot on the information that we're able to provide uh to teachers um in advance and in during the implementation of a system and then West Ed supported our work by helping develop some of the teacher resources that were included in the demonstration next slide as Mal described uh we uh the the primary purpose of this was to investigate how can the smarter balance summative assessment uh better support teaching and learning uh and it was a grounding a founding principle for the assessment system and uh we have tools for teachers and we have the interim assessments that more clearly support uh the pra improved support teachers as they improve their practice and support the individual needs

079of their students but the summative assessment that relationship is in particularly clear during the year there's uh some uh it's more clear how it can be used after the year is over but we wanted to push a little bit further uh and um in part uh the state board's request is we think about how we reduce the footprint of the end of the year test uh while we spread that out a little bit so that that districts might have more flexibility in providing data that supports a summative assessment and consistent data Statewide but also doesn't concentrate it so much in a single point in time to make it all work a little bit easier next slide so as a reminder or an introduction uh the smarter balance theory of action that we developed well over

080a decade ago now which is hard to believe it's pretty basic and that is the premise that the way we support improvements in teaching and learning is that we help teachers by providing resources that they need and the smarter balance assessment was then defined with three major components the summative assessment the inner interim assessment and then tools for teachers which supports that formative assessment process that's so essential to changing practice in real time to meet students real-time needs so the premise is that if you have the standards and you provide the resources that are helpful to improve teaching then students will learn more and they will leave high school with with choice is rather than having the choices defined for them based on their opportunities or their background and so really making uh available the

081full array of opportunities that students should have based on providing them high quality learning opportunities next slide so more specifically in terms of this particular slides of what is a much larger issue about improving teaching and learning we asked three basic questions the first that I've I've touched on is can that can we reduce the footprint of the summative assessment at the end of the year by giving more flexibility to administer the performance task uh earlier in the year based on uh the the needs of the district or School the needs of the teacher the needs of the student how that might fit better uh the next question was uh can we provide resources that help teachers uh better understand and better address the higher order thinking skills that the performance tests measure with the

082goal not that students do better on the test but uh the goal that teaching is improved and that students have access to these skills and can apply their skills during the year so that they are more successful in in retaining them and as a consequence of that demonstrating it but really the focus was on that learning that teaching and learning process and then uh the essential question is uh what supports do Educators need uh to be able to engage in these tasks to improve their uh teaching of higher order thinking skills and adjust to their students needs next so uh as a level setting opportunity I wanted to describe the Smart Balance performance task um and and really Uh Oh Linda a huge thank you for her uh continuing support in helping to make available

083this unique system um it was a hard-fought change uh 10 years ago and still is unique in that uh the smarter balance performance tasks are designed to provide students with that opportunity to demonstrate their higher order thinking skills and um it was designed in a way to be consistent with how uh K-12 Educators and higher ed uh faculty uh provide instruction and the activities and the demonstration of skills that they expect in authentic settings so that when we're measuring these Knowledge and Skills it's measuring in a fashion that's consistent with the type of application education that students need to do in their in their post-secondary objectives and so uh we asked students to explore and analyze uh really real world type settings so in the context of English language arts they're asked to review three

084informational articles that are complex and then they're asked to write an analytical essay that utilizes evidence from those informational articles to either provide a rhetorical or argumentative essay as the case or narrative as a as appropriate for the grade and for mathematics uh the performance task is unique is that it asks students to address a real world problem from multiple angles and then not only to uh analyze uh the problem but also communicate their approach to solving the problem and uh That's essential uh in in business environments as well as to be successful in more collaborative environments in uh post-secondary education and uh it's it's a very difficult uh concept to otherwise measure on a summative assessment um next slide so as we're thinking about using this performance test which uh as a as a

085starting point for measuring these higher order thinking skills um sometimes called 21st century skills um sometimes called practices or operations lots of different labels but those critical thinking skills that uh we we value that can be generalized across a variety of topics we implemented this study in Fall of 2021 and uh it was difficult to gain participation uh in part because schools and districts was still recovering from the pandemic and um similarly educator availability was limited during the school day in part because substitute teachers weren't available students needs were much greater teachers were absent in and of themselves due to illness or other taking care of family members so um with that context it was just one uh under help folks understand that this was possibly the most difficult time ever to initiate a study

086especially a study that addressed higher ordered thinking skills and not just the minimum level of of content that might otherwise be addressed in a in a different study we are very appreciative that two California school districts participated uh with 63 Educators so in the grand scheme of things uh it's a wonderful contribution for these Educators and and I can't express my gratitude enough um we want to be limited though in in the degree to which we apply the results of this and generalize uh the results of this study but it is certainly a good start uh to the conversation as part of their engagement uh Educators uh attended four virtual uh professional development sessions and those really were intended to help teachers understand the content standards associated with the critical thinking skills that we value

087so highly and uh to support their identification and their uh in adoption and incorporation of instructional strategies and formative assessment strategies that helps Stern students better learn those higher order thinking skills as part of this uh they implemented a resource that we now call the integrated deeper Learning Resource that Mal mentioned it's currently available in tools for teachers as a support for all Educators and that was designed to directly uh walk teachers through uh some lessons and activities that help address uh the higher order thinking skills consistent with the teachers uh instructional scope and sequence uh and then uh they uh administered uh interim assessment performance task and most critically the professional learning uh session address the scoring of that task so applying the Smart Balance rubric to the student work uh level setting on

088that performance expectation that uh we uh collectively agree on and then uh identifying those features of the text that are exemplars of both the requisite level of performance that we're seeking but also the um the indications that the student isn't performing well so that teachers have a better understanding of the features of the student's response that either are indicative of of proficiency or indicative of um not yet proficient uh and then as part of the process the Educators participated in surveys and focus groups uh wherein they described uh their experience in the demonstration of concept next slide so a little bit more about the performance test design it's uh as we think about um how teachers utilize this resource it was based on an evidence-centered design approach where we asked what are the types of

089evidence that students should provide in support of a claim that they are proficient it was uh based on a on a foundation of Universal Design and accessibility and we can talk a little bit more about all the features that are available to students both as universal tools but also as designated supports or accommodations and as I described it was vetted well throughout the design process with the Educators who would rely on these data to help ensure that they represent the content that they are otherwise asking students to learn we did engage in cognitive Labs with the students to make sure that the evidence that we think we were collecting or we thought we were collecting is in fact representative of what the students cognitive process and the application of their knowledge described and then we

090piloted the task to refined them based on the data next slide uh so one of the foundation Founding principles of smarter balance is that we incorporate the the Educators the people that need to use the system into the design and the development of the system and so Educators uh help write and review these performance tasks uh both in terms of content alignment as well as uh Trying to minimize any bias and and be attentive to sensitive topics that might prevent students from being able to engage in the test and demonstrate their Knowledge and Skills for ELA we also engage with Educators to select the passages that are the founding body of evidence for the students writing and in math because Ela tests tend to be pretty consistent in terms of their difficulty um but math

091we have to have a unique rubric for each performance task we engage in some small scale trials which I think Linda has referred to as smoke testing to make sure that they work out and have a good chance of successfully being field tested the final step is field testing and then we go through the rigorous psychometric evaluation to make sure that these tasks are as free of bias as possible and describe students Knowledge and Skills in a consistent way across years website so uh as a grounding as we think about uh what are critical thinking skills I'm not going to go into detail about this um but I wanted to make sure that we're aware of some of the different tasks that are necessary to um describe the full body of knowledge incorporated into California's

092content standards but to differentiate what are otherwise uh considered um more foundational skills or or lower level skills for lack of a better term as compared to these higher order thinking skills and we can for ELA we use a taxonomy uh described by web um where uh level one is about recall level two incorporates uh comprehension and um uh synthesis within a tax level three gets more at analytical and and synthesis across multiple texts so next slide right um and then level four which is very difficult to measure on a single point in time assessment is about that more extended engagement in understanding content and applying um problem solving thinking skills and other uh related knowledge gen skills into uh an artifact or some other demonstration of learning uh so the performance task uh gets

093a little at a level four um it's it's notable that Webb describes that extended time is necessary probably but not sufficient to describe an extended activity given that you could have uh extended incorporation of recall as an example but that wouldn't get at this notion of of a long-term engagement in a complex application of skill but it's principally a level three uh type activity we can go to the next slide uh and so um when we're talking about math we're incorporating some of the cognitive processes that students engage in as they solve problems as well as the difficulty of or the the type of task that they're they're using to demonstrate and so uh we incorporated a combination of uh cognitive uh rigor Matrix with a depth of knowledge and so uh similar to ELA

094but slightly different is that uh dok is about following simple procedures uh calculating operational uh use of formula uh dok2 is about selecting the appropriate procedure and let's uh and tools amidst a variety of opportunities to solve a problem uh and level three uh is is designing an approach to solving a problem for a specific research question uh as well as uh using reasoning and planning and support providing supporting evidence uh for the choices and the solution and then uh level four is that more extended approach to a larger uh holistic solution to a complex problem next slide so as we think then about how do we prepare students how do we help teachers actually prepare their students to learn these really important skills and not just focus on the lower level skills of recall

095or operations but fully in dress and embrace uh the application of of their skills in terms of reasoning and community and communication and organization and design we provided a resource that we call now called the integrated deep learning resources next slide uh and uh originally uh we named it the performance task support activity but I think we got some early feedback from this system body that uh it looked like we were trying to prepare students for uh success on the performance task uh and that uh was uh not the case and so uh to at least uh address that initial misunderstanding uh we renamed it to better clarify that these are resources that are designed to support the instruction process which we believe would help students perform better on an assessment but that is not

096the principal goal uh and it incorporates as part of the approach it incorporates an understanding or description of the content standards walks teachers through a potential student uh learning goals that the teacher will address provides uh uh scaffolding for the teacher to help support students as they engage in an activity as well as provide some description of plausible student responses to specific activities that this that the educator can provide to elicit students uh demonstrations of higher order thinking skills next slide embedded in the approach to the embedded deeper learning resources is the utilization of a cognitive uh a framework called ways of knowing and we grounded our approach in research and there's a paper that we publish uh authored by Paulina Bernanke that kind of consolidates all of the available information about how ways of

097knowing can be a powerful resource a powerful approach to help instruction uh and uh I'm by no means an expert on this but uh briefly using ways of knowing during instruction is a means of accessing these more complicated Concepts but in a way that draws on students backgrounds uh knowledge and experience to help them make relevant uh these skills and then apply them in a way that is engaging and meaning thankful for them so that they can truly learn the skills in the in in a manner that's consistent with how they see the world um which is um it's not about uh changing the standard it's about changing the context uh during instruction so that uh it's relevant uh and that students can utilize their assets uh during instruction to be successful next slide uh

098similar grounding is the formative assessment process that we utilize there are four components to our process uh we uh support teachers as they clarify what is going to be learned uh what how they elicit information from students about what they have learned and and the degree to which they can demonstrate their Knowledge and Skills support teachers as they interpret that evidence and then the what next how do they act on it this element of the format of these elements of the or attributes of the formative assessment process are incorporated into the deeper Learning Resource both to support the teacher in the application of that resource but also to model uh how they might apply a similar formative assessment process in other circumstances next slide so the professional learning that Educators uh participated in and a

099huge thank you and acknowledgment of of the ntc's work uh new teachers who work new teacher centers work on this a product next slide uh the goals were to deepen uh teachers understanding of the cognitive process and cognitive demands that students uh need to uh uh engage in in order to provide evidence of their higher order thinking skills and also uh identify and adopt key instructional practices that they can utilize to help students learn uh and be proficient and demonstrate those skills next slide there were four sessions um these are the um one started with the grounding in the uh standards then it was about helping students apply their knowledge uh in a uh related to those standards in a context uh different than the performance task but related to the types of evidence that

100students would be providing in a performance task then engaging in that scoring process where teachers apply the rubric and look at student work and discuss uh the exemplars of proficiency so that they can better apply that in their own instructional context and then how do you utilize that data to support their instructional plan next slide as part of the process there were three steps uh they reviewed uh a performance task as an Exemplar of uh the demonstrations of skill the the elicitations that would be required um teachers engaged in a reflection of uh what are the types of instruction that need to incur what are the instructional events that need to incur so that students can actually Master these skills and then how can they apply that in their classroom practice to better support their

101students next slide some considerations that teachers Incorporated were looking at the tasks or the the text and asking do they request students to engage in task tax that are similarly complex or um as they consider the the performance that they're hoping students will have um and then other types of questions that they ask students to answer are they in fact evidence-based are they text-based are they drawing on information that isn't necessarily uh exclusively available from the text and then do um their instructional activities do they get at those higher order thinking skills around synthesis analysis and holistic approaches to problems next slide um student uh teachers were asked as an example to identify the specific skills that students would need in order to reach a proficient level on the rubric around the on overall on

102the test related to higher order thinking skills and then they engaged in an analysis of their scope and sequence to identify when they might administer this embedded deeper Learning Resource that starts to get at activities that directly relate to higher order thinking skills and when they might also administer a summative assessment interim performance tasks to consistently and systematically understand how well students have learned those skills next slide as an outcome then uh of the professional learning events we created uh in uh collaboration with new teacher centers some deeper learning educator model modules that are also now available in tools for teachers that address uh these uh professional learning events that I described earlier next slide uh so some results and with the caveat that this is a very small sample it was a unique time

103hopefully a unique time in our history um we did get some really positive feedback and that is um uh 70 of the responses and it's there were some repeated responses in there but we can for the purpose of this conversation we can see 70 percent of teachers uh felt that the instructional resources and performance tasks uh were useful to inform lesson planning which is uh incredibly powerful affirmation of the design of the performance tasks uh to support instructional planning and then 77 percent uh felt confident that they could use the task the data from the test to actually inform instructional decision so uh being able to use the tasks as a signal for instruction which was always a hope that we had but now to get that validation that it is a it is feasible

104the design works that teachers can use these tasks as signals for the type of instructional activities that they need students to engage in to be successful to acquire these Knowledge and Skills and then that the data then can be useful to actually address adjust and fine-tune their instruction our wonderful affirmations next slide uh not surprising to us uh but uh continuing uh affirmation that teachers most value those scoring events where they look at the rubric they look at student work they discuss uh what ex which examples are indicative of proficiency and uh the uh demonstrations of student work that are indicative of of gaps or needs needing for improvement the other sessions were highly rated but um by far scoring uh the sessions regarding scoring were most valuable next slide uh some quotes uh about

105uh from the teachers that help give some more flavor some context to their experience uh the takeaway for the for some teachers was about how they were able to use this information to engage with students uh around the higher order thinking skills and help fine-tune their conversations about how students need to change their or what students need to do differently in order to improve their performance and have teachers consider that as well uh regarding the tasks that they're asking students to engage in and are they really supporting them uh sufficiently at the depth that students require next slide uh the rubric based approach and as a part of a planning of instruction is incredibly powerful and an affirmation that uh at least one teacher is going to shift her Focus uh and better incorporating informational

106task tax into our instructions so that students can build up their repertoire in that area next slide uh some issues uh and there are many um this is about continuous Improvement uh which we've been engaged in over the past decade or so but the ptsas are hard to administer in a single class period there's a lot a lot that's going into those and so um we tried to make it as efficient as possible and fit within a single class period and we weren't entirely successful so we'll revisit uh what does that structure look like so that it can be more easily administered and support teachers better uh and the professional learning we heard there were some teachers that knew this material and felt like it was uh redundant with what they already know and other

107teachers who are newer teachers really valued the information so really thinking about differentiation of of content based on the teachers experience is going to be critical moving for forward next slide uh the the notion that teachers are going to be able to incorporate these resources into their instruction requires some significant Advanced planning uh both at the state level but also uh within the Lea and the in the classroom depending on the flexibility that teachers have regarding their instructional scope and sequence but to the extent that things drop down from the sky after they already have their plan laid out uh is is is a a recipe for for failure and so thinking about how can these processes be established to allow multiple people at every level of the educational Enterprise better understand the process and

108better plan in advance is critical to success backslide teachers Express concern about uh although this uh demonstration utilizes interim performance tasks on the the uh angst the the attention that we need to be brought into the process uh to better in court to do something similar with the summative performance task requires that additional level of planning uh to make sure that uh districts support the schools and that uh there's a consistent understanding of the timing of the both instructional events uh and the assessment events next time uh so next steps uh we're going to continue to discuss possible models for adding flexibility into the summative assessment with a focus on these higher order thinking skills uh we're going to vet different models with technical experts and and of course incorporate Educators because we need to

109make sure that the system works for them and works for their students and then we'll design another pilot that supports California's priorities and really provides a clear value proposition to districts regarding how this will help their teachers help their students so that we can encourage participation and and make um make really valuable changes so that is our slide put up the public comment slide uh so that we can receive any public comment uh members of the public who wish to provide comments should do so by calling the telephone number uh that will be on the slide when it goes up uh and dialing the access code provided on that slide there we go and while we're waiting I want to ask member Orozco Gonzalez uh if she has any initial comments before me um we'll

110take any clarifying questions go to public comment and then come back for board discussion remember Roscoe Gonzalez yes um well yeah I have lots of information I think I'm most interested to see how the new instructional Professional Resources to support integrated deeper learning will help support classroom teachers to elevate classroom learning the two sets of resources for educators are now available and I'd like to see how those um are Incorporated in the classroom I think the integrated deeper learning resources the instructional resources support Educators instruction in the full range of higher order thinking skills is going to be key I think it's going to be all the supports that are in currently I found that some of the feedback that was given by teachers would be resonated also by me which is section sessions regarding

111scoring was found most beneficial I know that when I participated in these sessions um just looking at student samples and having that collaborative conversation with my colleagues has been key to seeing how we how we eval evaluate and we follow the rubric so I think that that's going to continue to be a good benefit for teachers also the differentiation of professional learning that needs to be tailored to the different teacher needs I'm a proficient educator when it comes to assessments and I know when I sit in my grade level meetings you know at the district level and sometimes even at the Statewide when we have workshops that invite teachers throughout the state it's always key to have that differentiation because there are multiple levels to where teachers are at and I think that that will

112also help Elevate student learning and the more I can save for the next steps is yes incorporate as many Educators at different levels to give feedback to participate in these professional learning opportunities because the more that we dive in as Educators and we're provided with those opportunities I think that the students will have a better opportunity to succeed in these performance tasks I'm excited to see the deeper level educator modules I think that these professional learning resources will definitely provide the professional Learning Community an opportunity to dive in and have the opportunity to to present it to their local agencies too just down to nucleus to the classroom where you have those grade level meetings where teachers plan and collaborate it's that tailoring that um that time that they spend looking at these assessments that

113will really meet the needs of our students so thank you for all the information going forward incorporate as many Educators as you can thank you so much um I'll just note that um you know smarter balanced has been on the Forefront of trying to really move towards assessment of foreign as learning in a variety of ways those a lot of those were detailed it's exciting to see some some potential uh next steps in doing that um Tony mentioned that I was a strong advocate for performance tasks as part of assessment when Smarter Balance was founded I was once on the technical Advisory board for the assessment um and uh the 10 or so states that are involved in smarter balanced I've you know been those that have really wanted to lift up the higher order

114thinking skills in 21st century skills that we all started talking about in the 1990s but are still trying to get to in our curriculum instruction and assessment system so the idea for this um um demonstration of conceptually began during the pandemic as we were trying to figure out how to make it possible for people to engage in assessment in under the challenging conditions but there are now a number of states that are looking at ways uh across subject areas to make assessment much more part of the instructional uh process during the school year not just at the end of the year so it will be interesting to see what is plausible and productive and supportive of the teaching and learning process as member our Roscoe Gonzalez says it's really to support Educators and students in

115the learning process that we would undertake any of the potential moves that would evolve from this kind of exploration so thanks to Tony for leading it I want to let board members if you have clarifying questions about specifics get those on the table now hold the bigger discussion until after we have public comment so with that are there any clarifying questions at this moment before we go to public comment yes remember Lewis just just one question um you know in the report because of the range of Readiness that the teachers reported during that professional learning you know some found the information you know regarding the performance tasks that information kind of difficult and some felt like it was repetitive is there any um timeline yet for the next steps to be able to reach more

116educators and prepare um yes president darling Hammond and uh member Lewis uh thank you for the question um so I think some additional context that's really critical to as a foundation is that uh California is unique in the volume of professional learning events that it provides on a on an annual basis and uh there's I think 12 different workshops and and 24 or and 12 different settings across the state for each Workshop um so this demonstration concept is a small slice of what otherwise is a large bar body of professional learning uh that uh CDE provides we're not quite sure how to fine-tune yet the professional learning because we don't yet know what the focus will be for the next pilot uh but it's more than likely going to incorporate the scoring event uh as

117as a principal focus and then um we'll consider what other uh Knowledge and Skills what other adult learning goals we need to address but certainly giving some opportunities for people to step in later into the session um if they already have the grounding but to engage for instance if they already know the rubric they don't need to learn about the rubric but then to engage in the scoring event where that collaborative review of student work and that uh that wonderful argument that can occur about those threshold demonstrations of performance they might be able to engage in that successfully and have that be facilitated by an expert but we'll continue to consider what can we provide in addition to what California already provides as we move forward thank you any other clarifying questions at this moment

118all right let's go ahead to public comment and then we can come back and have a more complete discussion uh if anyone wants to call in for public comment please dial the number uh shout on the slide and uh punch in the access code uh comments are limited to one minute do we have any public comment uh yes we do it looks like we have a couple callers in the queue I will open the phone line now terrific thank you good morning please state your name and affiliation for the record you have one minute your time starts now uh Peter Ahern California Association of science Educators speaking on behalf of the Coalition of science Educators and organizations we are grateful to CDE for their work on getting cash to meet the federal requirements we are

119excited about the work on the Caps assessment Innovations and the interim assessments and look forward to following the progress and supporting the work we understand from cde's timeline that scientists plan to be on the dashboard in 2024 we are disappointed by this timeline since 2023 is the year that we have two years of data and our understanding has been that science would be on the dashboard once two years are valid and reliable data were available we ask again that there at least be a placeholder in this year's dashboard to signal to districts that they need to invest in Science Education many districts have not yet invested in ngss curriculum and professional learning and are not likely to do so until science is included on the main dashboard having a strong Science Education for all students

120is vital to provide Equitable access to stem career Pathways it is also critical that California has a science literate Workforce and citizenry thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now hello my name is Melissa marcucci and I'm a high school science teacher in the Central Valley my district serves a high number of disadvantaged students we are very excited to see that the cast results have a link on the California dashboard for 2022 indicating the importance and relevance of creating a scientifically literate Community however with the high number of sim jobs available and low number of Californians from underrepresented student groups prepared for these positions I feel it is of the utmost importance to play science on the dashboard in a

121way that highlights and supports the need to increase diversity in stem fields to do this districts need to make science a priority districts rely heavily on indicators from the dashboard for guidance on setting priorities thus I urge the State Board of Education to include a performance level for the cast the science test in 2023 so that all districts and principals can make science a priority as a developer refine their lcat plans and treat Court areas equally especially in the Elementary grades rather than masking its presence thank you for your time and diligence thank you that concludes public comment for item number three all right and it reminds us that the evolution of caste is also on the agenda um that we heard about in this informational item uh now we can open up the floor

122for discussion um and um any comments that folks would like to make about the evolution of the system we will be looking by the way for an opportunity for a more in-depth conversation among the board members about where assessments um should and could go in our state but this is a good introduction to some of what is being thought about in the department yes remember Glover Woods thank you I I had just a couple of questions and again just to reiterate I believe uh president darling Hammond which you said what we've heard throughout the presentation regarding the important and really the purpose of the assessment which is to guide instruction for students and I really do believe that the evolution that we are going to see with our assessments and assessment system will help to

123lead us closer to that goal I have two questions one is in regard to the peer review and the second is in regard to the performance task pilot that just took place so first for the peer review question um I do realize that we will see the I believe fully meets ranking for the S back Ela and math blueprints but that was for the full form and we are using the adjusted blueprint now can you give us some insight as to if there will be a peer review of the adjusted Blueprints and if so what the timeline will be for us to know if those adjusted blueprints fully meet uh the peer review as the form full form does so that's question number one that sounds like it goes to Mao so now if you

124can help us with that Micah no yes we can hear you [Music] our fully meet required meat requirements for our Smarter Balance summative assessments for English and math are so the full form blueprints so some the US Department of Ed did indicate that they are aware that we are using the adjusted Blueprints and they ask for some additional evidence that will be required to support the adjusted blueprint forms and as as smarter balances working on the composite claims scores that we hope to provide sometime this year to as additional evidence that the U.S department of Ed will be receiving to help us pass this additional step of requiring additional evidence to support our adjusted blueprints and Tony I may feel free to add anything to I think you covered uh most of it just add

125that the U.S department I think is currently planning on reviewing evidence in June um Smarter Balance uh was able to uh was not able to evaluate the gesture blueprint in Spring of 21 because the participation was not consistent enough across all of our members uh but then uh and then in Spring 22 where we had a full uh Administration we just finally got all the data from our state so pretty long Shadow between the administration and when states are able to clean the data um uh associated with the demographics and it's part of their production process for ayp and now we're going to engage in those tactical analyzes in support of a body of information available in June thank you Tony and Mal because I know that there is uh of course strong support for

126utilizing the adjusted Blueprints and uh being able to get that feedback when it is appropriate to do so within all of the timelines you guys shared will be very helpful and my second is actually not even a question just a comment about the performance task pilot and first let me say uh how encouraging it is that that pilot continued even in the midst of everything that was going on during our response to the pandemic and I'm quite encouraged and excited that there will be an additional pilot that will give some more information under I would say a more normal setting that we have so that that information can be utilized and even compared to the information we received from the pilot that has just completed with again knowing the goal is to really take those

127performance tasks and allow for them to be a more integral part of and instruction during the school year so again it meets that goal of helping to drive and support teaching and learning and not just seen as kind of this thing we do at the end of the year and then move forward from it so thank you again and thanks Cheryl Mount and Tony for such a comprehensive presentation thank you um member yashimoto Towery and then member Escobedo thank you board president I also wanted to thank the uh the Educators in the two districts knowing that there were less than ideal you know situations at the time and the department and the Consortium because I think I was thinking about the four young people that were with us this morning and the fact that all

128of their dreams depend on higher order thinking skills and the fact that you know fixing climate change for example and emphasis on facts speed accuracy are necessary but they're not really sufficient um particularly in this digital age where we can get the recall on our smartphone so quickly so um and I also just wanted to note that the what excited me about the study was that the calibration of the performance task invites the grown-ups right to do the same kind of collaboration and have the same kind of growth opportunities so we're seeing that at multiple levels in the system when we have that um and then so thank you for that and then secondly I just had a comment about the the Outreach opportunities there was a chart in one of the handouts that listed

129all of the Outreach opportunities for um the the work that's been done on Casp and I wanted to share just um perhaps a suggestion that um in definitely in the large districts but even in small and medium-sized districts the data coordinators are often not the same people that are the heads of instruction the heads that supervise schools and also the heads that that handle communication in the district and so when I was a member of the trial Urban District um for the nape we had the opportunity to bring the the head of instruction the head of the you know data the head of communications together to learn this information that you shared today in a very brief setting uh and then they could go back and talk with their data data representatives and I thought

130that that was a really effective way of getting the information out and sort of heightening the opportunity in front of all of us to use some of these incredible tools that you're developing so I just wanted to recommend that as a as a Next Step thank you terrific thank you member Escobedo and then member Rodriguez I just appreciate the innovation of California and the efforts of elevating the okay in the system which is so drastically needed and I just wanted to ask um one is there any Outreach to teacher preparation programs especially when I reflect on slide 35 where prep where teachers felt that preparing students for the performance task and planning for instruction really ranked you know lower than than the other responses that I you know as we Embark in this journey I

131hope that we're reaching out to teacher preparation programs to ensure our teachers are well prepared from the beginning and understanding you know how to plan and really instruct our students these type of higher level thinking skills because it's not just the activity right but it's the type of questions you pose as well and it takes collaboration to it takes really thoughtful planning so just just wondering if there are any plans for that um is that a question do you think for Tony yes okay yes all right Johnny that's coming to you thank you president Darlene Hammond and and member Escobedo um it's uh it's a necessary step and uh part of our we do have a strong relationship with California State University through the EAP program and really CSU was a foundational uh guide for

132the consortium's assessment designed as a as a considered what does an assessment that measures college readiness uh in uh K-12 look like uh and so there's a lot of of connections uh via that um incorporating uh the tools and the resources and the training into uh teacher prep programs has been a challenge I would have to say and there's there's logistical issues there's um uh human issues and dealing with humans always it would be easier to deal with humans if we didn't have to deal with humans I think um but um it's it just gets it gets complex so I think uh having a a state level goal um to be able to incorporate some of these resources into higher ed curricula might be a helpful positive force and if there's a way that we

133can convene uh interested parties that can help contribute to that um that direction I think that would help move things forward but it's hard for us to do it at the Consortium level um uh otherwise okay thank you thank you Tony uh member Rodriguez yes thank you and thank you so much for uh what I see is a very uplifting uh uh presentation of the scene assessment and deeper learning and higher order thinking all in the same presentation really fills me with uh with joy and hope uh when you know I was I was very fortunate in 2000 when I was uh went through my teacher preparation program and was trained in performance assessments and performance tasks uh deeper learning and then suffered through teaching during No Child Left Behind with you know a b

134or c if you have any doubts choose C and I was ready to leave the profession and um I was in tears when I ran into president darling Hammond at a national board um conference and I told her I said I I think I'm done and she said hang in there we have some great things coming down um you know in California some great changes are are on the way and this was I think in 2008 uh when I when I ran into her so I'm happy to see this this is the The Horizon um and and performance tasks I think um you know when I think about like the national board process uh and tpas right you know I think those are great preparations the because they're it's authentic assessment which is what uh

135you know when I when I assess my students with performance tasks um or you know project tasks they it's I get authentic information right you know like with the national board uh and in and in um my teacher prep where we would analyze gaps in students thinking based on their the performance assessments and um so I think creating a practice of that uh and enforcing it with uh our own teacher performance assessments is a wonderful step in this direction right and taking using assessment to guide deeper learning um now I did have a question and and I'm not sure if you have information uh but you know with the 70 of teachers felt that the resources and performance tasks were useful and I understand it's the circumstances um as member uh yoshimoto Tower mentioned probably

136weren't the best for some of the teachers because of everything that was happening but did you have any information on the 30 percent who didn't what like maybe what they felt if they needed more of or less of Tony thank you uh I don't know specifically it would be uh helpful for us to analyze the data that way what we did hear though is this uh the the gap between um when the teacher is better understood the activities and uh the the specific instructional scope and sequence that they had already planned so uh because we ended up starting this discussion in fall uh and the district had already established a systematic date as to when the interim assessment performance tests were administered wasn't that coherence that we were seeking from a teacher's perspective regarding the

137measure uh that they were administering and the instruction that they were providing so uh I think uh had the professional learning event around using the instructional tasks as a signal for instruction had that happen in August or or during the professional learning events prior to the solidification of the instructional plan we probably would have gotten more positive uh responses and that's something that we're trying to consider as we think about what are the requisite elements that need to be in place for the this theory of action to to come into being thank you so much and lastly um uh in regard to the higher order thinking and what uh member yoshimoto towering uh talked about you know the students that we saw this morning and how those skills are necessary they're necessary for problem solving

138and uh when I was in teacher prep school we used to call higher order thinking skills with the hots and um that was our you know like wanted to make sure that we had that in there so you reminded me of that thank you all right thank you very much I think we've heard from everyone who wants to contribute at this point as I say this will be an ongoing conversation with members of the board so uh this is just a taste of what is to come I want to thank Tony and Cheryl and Mal for all of their presentations and uh this concludes this information item we can take a little break uh it's 10 47 so I will see you back at 1102. see you then please leave your uh stay in the

139meeting but just right welcome back uh board members we need to re-establish a quorum so Brooks is going to call the roll remember yoshimatitari resin remember Rodriguez president member Porter present member patella Bronson here member Roscoe Gonzalez here remember olken here Amber McQuillen here Amber Lewis here vice president Glover Woods here president Garland Hammond here was prison all right at this point we're going to take up item number four which is the approval of the fiscal year 2022-23 Career Technical education incentive Grant allocations including the allocation and formula the specific funding amounts and the number of Grant Awards the purposes for the grand fund use and allowable and not allowable expenditures I do understand that member yoshimoto tawri needs to recuse herself from this item so remember yoshimoto tari please recuse Yourself by turning off

140your camera and microphone for the discussion and the vote thank you we'll let you know when you can come back uh the CDE recommends that we review and approve uh the formula funding amounts uh and purposes for which Grant funds may be used uh and the allowable and not allowable expenditures there are two attachments that are part of the deliberations the item will be presented by Pete callus of the CDE Pete please begin good morning president Darlene Hammond state board members and Chief Deputy nicely so I'm here to present on the California technical education incentive grant program I'll talk about the program overview and funding the I'll do an allocation example and then we'll request for approval of the allocations so an overview the program was established as a state education economic and Workforce Development

141initiative to provide pupils in kindergarten through grade 12 with Knowledge and Skills necessary to transition to employment and post-secondary education the funding began in 2015 as a three-year program we received 900 million dollars over three years the first year was 2015-16 we had 450 million dollars with a one-to-one match requirement 2016-17 we had 300 million dollars with a 1.5 to 1 match requirement and 2017-18 we had 150 million dollars with a two to one match requirement the funding was extended in 2018-19 through 2021 for 150 million dollars per year at a two to one match in 2021-22 the funding amount was increased to 300 million dollars of ongoing funds at a two to one match and this year 22-23 is 300 million dollars ongoing funding with a two to one match so an overview of

142this year uh for the funding so you take is a Formula based competitive grant program 70 of the funding is for base calculated over calculated on the Lea's average daily attendance thirty percent of the formulas based on eight positive considerations four positive considerations are at five percent three positive considerations are a two percent each and one positive consideration is at four percent there are three funding groups associated with the Ada for each of the leas four percent of the funding or 12 million dollars is designated for applicants with Ada of less than or equal to 140 8 or 24 million dollars is designated for applicants with Ada of more than 140 but less than or equal to 550 88 of the funding or 264 million dollars is designated for applicants with Ada of more than

143550. 2022-23 ctig was determined by a formula calculation or the Lea match so in other words the allocation for each of the leas was the lower of the two if the Lea had the calcu their calculated allocation was lower than the match they received the allocation if their calculated allocation was above their match they would receive up to their match for their allocation and that's in statute so in 2022-23 the ctig allocations for round 8A funds available total funds available were 300 million dollars we had 383 total applications of the 383 375 applications were approved the total ask based on the Lea's match for all of the applicants we had an Ask of 398 million 290 530 dollars total funds that we allocated that we have allocated in the round 8A that we're asking for

144approval today is 265 million 572 347 which leaves us we we are just completing around 8B for this funding with a total amount available of 34 million 427 427 653 for around 8B so an example of how we do the calculation for um an allocation for one Lea and this is for a fictitious School birch tree High School uh their Ada is one thousand they're unduplicated pupil count is 900. of the positive considerations they are rural they have a high dropout rate a high unemployment rate and the high collaboration um across with other entities so their base rate of for they fall into the uh upper level category of over 550 Ada so their base is calculated on 96.64 cents per Ada times a thousand which leaves them with their Ada shares ninety six thousand

145six hundred and forty dollars they are considered rural their rural rate is 41.54 cents per Ada which gives them a rural share of forty one thousand five hundred and forty dollars their next positive consideration is their collaboration share which is six dollars and 36 cents per Ada that gives them 6360 dollars for their collaboration share their unduplicated count is five dollars and eight cents per unduplicated and remember that calculation is based on 900 not a thousand which gives their unduplicated share four thousand five hundred and seventy two dollars the dropout rate the high dropout rate calculation is 8.74 cents per Ada which gives them eight thousand seven hundred and forty dollars and then their high unemployment rate share is based on 17 and 12 cents so they would receive seventeen thousand one hundred and twenty

146dollars their total calculation added up between the base and all their positive considerations is one hundred and seventy four thousand nine hundred and seventy two dollars their maximum match was the two to one match was 220 000 so as you can see they were their allocation is based on their total calculation because it's the lower of the two numbers it's below their match so our recommendation CDE recommends approval of the Career Technical education and Center grant program 2022-23 allocations all right thank you so much uh Pete we're going to put up the public comments slide uh we'll open the phone line now for the public comment queue members of the public wishing to provide comment may do so by calling the telephone number and using the access code shown on this slide and while we're

147waiting I'd like to ask our is our Liaisons member McQuillen and remember Rodriguez if they have any initial comments um remember McCullen yes thank you I want to say thank you to Peter for all the work on this and you know when I think of CTE in this whole area you know I think we're just realizing what this means to us in the state of California and our future Workforce you know the skills-based positions that CTE represents you know from I.T and the computers we're on right now for them to function well and and when we have problems with them it's the CTE folks who are going to come and repair them or I think of all the the wave of uh EV Vehicles electric vehicles and what are we going to do when they

148break down I mean this area is becoming so important to to us and our futures here in California I really appreciate the breakdown and you giving those examples of how the allocations are are given out Pete uh you know in incorporating areas where there's high unemployment in the rural areas um getting recognized and some points there there are really some differences in California when you think of the jobs CTE jobs in rural areas compared to our urban areas so I appreciate that area very much so it's a you presented a very high uh um rate of those who did succeed I think it was only eight or nine who did not succeed in their applications I'm wondering if there were any themes there of any of those applications who did not uh get funded but

149anyway thank you for your work in the presentation we can come back to that question later on uh thank you so much uh member Rodriguez um also thank you for the presentation and member McQuillen covered everything thank you terrific uh are there any clarifying questions that anyone has before we go to public comment I'm not seeing any of those so let's see if there's anybody in the public comment queue uh we don't have any callers in the queue so that concludes public comment for item number four all right so we can now open it up for board discussion um and remember McQuillen if you want to ask that uh question of um Mr callous please feel free and any other questions that folks have okay if I could uh just if there were any themes

150of folks who did not get funded any themes of those applications that were not successful thank you yeah so I can address that a majority of them as you said they're eight or nine a majority of them just did not complete the application process and we reached out to them even after the the closing date to assist them if they wanted to you know if something happened like you were talking about earlier if technology fails we're there to assist them and we followed up with all of the applicants that did not complete their applications to assist them with completion some of them chose to not move forward with them they have a chance in the 8B round to go after it again right if they were not successful thank you terrific and you know thanks

151to the staff for doing that you know careful follow-up um if there are no other questions or comments um then we can take a motion do I have a motion to approve the allocations November McClellan yes can I see your hand go up I'll make that motion to approve and I'll second it thank you member Rodriguez is there any other discussion if not uh Brooks will call the roll for the vote remembering sorry recused remember Rodriguez yes member Porter yes member Patilla Bronson yes member Roscoe Gonzalez yes member Holcomb member McQuillen yes Amber Lewis yes vice president Glover Woods yes Nebraska yes president darling Hammond yes motion carries all right so uh at this point um we're a little early we're a little ahead of our schedule it and we can take a break for

152lunch an early lunch um our next item is probably a good hour and a half long items so we don't I don't want to get us started on that and then you know we might get hangry before the end of it so uh those of you who work in high schools are familiar with the staged lunches you know just think of yourself as getting the first lunch in the three or four that are being offered um and so we will um stop here and reconnoit her at about 11 45. all right welcome back from that leisurely lunch uh that's a an Indulgence we don't normally get board members we need to re-establish a quorum so Brooks is going to call the roll remember yoshimoto towering present remember Rodriguez here number Porter here member Portillo Bronson

153here number Roscoe Gonzalez here remember olken here remember McQuillen here Humber Lewis here vice president Glover Woods here [Music] president Garland Hammond here everyone's present all right here we go um item five is the update on the implementation of the integrated local state and federal accountability and continuous Improvement system information item related to the implementation and use of school climate surveys to improve outcomes as required in the State Board of Education adopted local indicator self-reflection tool for priority six which is school climate this is an information item no action is recommended at this time the item will be presented by William McGee of the Department of Education Rebecca Cerna and Tom Hansen of West Ed and Nicole DeWitt and Sharon rubalcava of San Diego unified uh William great to see you please begin great thank

154you and good afternoon to everyone hello president darling Hammond vice president Glover Woods State Board of Education members superintendent Chief Deputy officer staff and Community my name is William McGee I'm the division director of the student achievement and support division and we are happy to be here today to discuss our item so just a little bit of an overview for you all we appreciate the opportunity to explore priority six self-reflection tool and to be able to provide background on the tool and an overview the center for school climate at West Ed will talk about their work and supporting California's leas as well as introducing Lea to talk about their practices and utilizing the tool this was great because it provided an opportunity at continued collaborate collaboration my team unity Sacramento and Ray Dean girola collaborated

155with the whole child division Tom Herman and Hilda Chan and this was an opportunity for me as a new member of CDE to meet the West Ed team and San Diego Unified School District so we're excited that the board is engaged in this conversation today so I'll read this slide just to ground Us in the work of local indicator performance standards for the local indicators the State Board of Education adopted performance standards that require an lea2 annually measure its progress in meeting the requirements of the specific lcff priority report the results as a part of a non-consent item at the same public meeting of local governing board body at which the lcap is adopted and report results to the public through the dashboard utilizing the State Board of Education adopted self-reflection tools for each local

156indicator an Lea uses the State Board of Education adopted self-reflection tools to report its progress through the dashboard the collection and reflection on locally available information relevant to progress regarding local priority areas is intended to support leas in completing the self-reflection tools reporting in the dashboard and in local planning and Improvement efforts a little bit about the self-reflection tool history for priority six in 2016 the board adopted priority six reflection tool and then in response to Improvement in the tool in 2017 the CDE convened the school conditions and climate work Group which then looked at the tool made some recommendations and the State Board then revised priority six and so basically the revisions with the recommendations are what we are using now for the priority six self-reflection tool in this presentation we'll touch on all

157of the various components of the lcat template and instructions leas are to provide a narrative summary of the local Administration and Analysis of a local climate survey the survey is to be conducted at a minimum every other year A Narrative of the survey should be input on the California school dashboard which then is made public leas will have an opportunity to include differences among student groups from the survey for surveys that provide an overall score the Lea can report the overall score for all students and student groups the Lea may also include an analysis of a subset of specific items and additional data collection tools that are relevant to the school conditions and the climate to really help them narrow down what they're working with here is the priority six School climate self-reflection tool so

158again it's all about data meaning and use when reporting on the dashboard an Lea shall include these components data reflect on the results and share what the Lea learned meaning making sense of the data breaking it down by grade level student group what does the data show as strengths and or growth areas for the Lea and finally use making the data actionable how will the Lea utilize the data to make changes and or strengthen and continue practices that are effective while a comprehensive analysis was not done a review of Three Counties with a total of 258 leas show very few leas disaggregated data via student groups at the local levels leas disaggregate the data for their local review context for grade span topics and other items not many leas disaggregated their data based on specific

159student groups CDE in partnership with West Ed hosted a webinar on December 5th digging deeper into school climate to inform your lcap there were over 380 participants who joined the webinar to learn various topics such as how leas can explore school climate data to be included in lcaps ways to dig deeper and understand School climate data Anaheim Union High School District's approach with engaging educational Partners in this process was highlighted what West Ed does is they provide different levels of support to California's leas they hosted a series of webinars through from January through June where over 200 leas participated West Ed also created a trauma-informed module used for California healthy kids survey which was completed and in use now the investment in the school climate at West Ed led to the establishment of the California

160Center for school climate in January 2022 which will provide School climate and data use trainings and support leas through June 30th 2024. and now I would like to turn it over to Rebecca Cerna and Tom Hanson from this California Center for school climate foreign all right so again um my name is Rebecca Serna from West Ed and I'm here representing the California Center for school climate and at the same time acknowledging um the team that works alongside me in these efforts I'm here to provide a context about California Center for school climate CCSC and about the importance of a school climate so at the center we have four goals that we work towards we work towards providing a relevant um and responsive School climate coaching supports to leas into districts and also to support leas

161with data use in terms of best practices for using for collecting for using and for monitoring School climate data we also serve as a conductor across the state for leas and also help them in supporting the dissemination of best practices already in existence we also support leas in in strengthening those relationships that they have with their educational partners so our Center launched in January or the center launched in January of last year so it has and we have funding through June of 2024 and through the CCSC we provide various supports for example we provide School climate data use Virtual sessions like what will mention that we provided that we collaborated on with Anaheim Union High School District we also have had a session where we collaborated with you County Office of Ed and and Paradise

162Unified School District where they highlighted how they used their school climate data in an effort to support post-disaster mobilization efforts after the fire that they experienced in their Community we also offer peer learning exchanges where our smaller opportunities for districts to come together and have conversations around topics of discussion related to school climate topics that are selected based on inquiries surveys that they complete we have collaborated with agencies and hosting these peer learning exchanges such as children now and also school districts like Davis Joint Unified School District we offer School climate professional learning supports we host an annual virtual event our next one is scheduled for February 28th and our registration for that event will be live on Monday where we will be highlighting sessions on community schools on culturally responsive pedagogy on how relationships

163are critical for data use practices we have a panel for that session as well and we're culminating the event with our youth advisories and we also develop resources for the field such as briefs and toolkits we co-developed a toolkit with our youth advisory team a group of high school students from across California where they developed activities on how to cultivate caring relationships among staff and students and we have an audio gallery that hosts audiocast highlighting some best practices across the field for example we have one that we worked on with Shasta County Office of Education where um they highlighted how they co-design culturally responsive practices with their tribal Partners or one that we collaborated with bajado Valley Unified School District on a community-based approach of towards student and family well-being so those are some of

164those things that we do in an effort to support a positive School climate so when we're talking about school climate we really frame it under the definition of the national Center for school climate which it um it's focused on the conditions and the quality of a school environment that affects the attitudes the behaviors the performance of students and staff so it's about the relationships the trusting relationships about the goals and the Norms that exist about the teaching and learning that happens in the school and about those organizational structures and policies that are there and it's all framed under three domains so our three domains are also adapted from the national Center for safe and supportive learning environments and from cde's previous work through California safe and supportive schools work so we frame it under belonging

165and connections under safety and wellness and environment and under those three domain remains there are subdomains that exist so for example under belonging and connections it's about the relationships and how that's foundational and that has a truggle effect on engaging educational partners and on school engagement and student agency and when we think about safety and wellness we're thinking about the safety of individuals not just physical safety but emotional and psychological safety we have mental health and wellness support center safety and wellness and then under environment we're really thinking about the physical environment behavioral supports instructional environment and diversity equity and inclusion so this framing has really helped support districts and really thinking about what are those indicators that I need to be exploring in order to continuously monitor School climate data so all of these

166efforts come together you know to support meaningful learning because we know that meaningful learning happens when all members of the school Community feel safe emotionally mentally psychologically and physically valued cared for respected and are engaged and the research is growing around school climate and there's more and more research and it's all very similar when students report that they feel that they attend schools with a positive School climate they report higher levels of school motivation and connectedness there is higher levels of attendance there's um they score higher on measures of academic performance there are more willing um to report a possible threats safety threats and they're more positive towards their learning and it's not just about the positive impacts on the students it's also about the positive impacts of the adults in the building so when

167Educators perceive that they work in schools with a positive School climate it's they have higher levels of job satisfaction there's less burnout they leave the profession less they're more invested in the learning of the students and we think about that and then we go deeper so these are like research studies but then we go deeper and we take a look at the data in our in our state um and fortunately in California we have access to a great sources of school climate surveys one of them being the California healthy kids survey and um and this really highlights where why this is also important for California when we have 33 of our seventh graders reporting that they're experiencing chronic sadness and hopelessness when 28 of them are reporting social emotional distress or when we look at

168our high school students that they report 63 report feeling safe and very safe at school that means that 37 are not and when 59 report feeling that they're connected to school 40 are not being connected to school so that really highlights why this is in critical and important um uh to our students and to the adults who work in um at our schools so we have it's you know what's also important you know we have survey data but what's also important is to also ask the students so I mentioned that we have a youth advisory team as part of CCSC and we have six students that are representing the youth advisory team and three of them made this video to highlight what school climate means to them and why it's important so over here hello

169and welcome my name is Amaya koreas 11th grader at Castle Roble fundamental High School in San Juan Unified School District and my name is Julian Brickwood sklar 12th grader at Saratoga High School in the Los Gatos Saratoga joint Union High School District my name is Alexa High School in Sweetwater Union High School District we are all members of the California Center for school climates youth advisory team a team of six members representing several regions across California in our work with CCSC we provide input as well as help to create resources for schools and districts this past spring we contributed activities to a resource called cultivating caring relationships toolkit which contains activities that help to strengthen staff student relationships we're here today to share our perspective about the importance of school climate a positive School climate

170is important to me because in order for youth to feel welcomed and comfortable students need to feel accepted for their different cultures backgrounds identities or ideas an environment that allows for people to be themselves without the worry of bullying harassment or judgment really creates a more secure and independent person ready for Life After School these strong relationships and strong support groups that come with this positive climate can be really helpful for a Young Person's mental health and overall experience when it comes to social academic or personal lives a positive School climate to me is an environment that works to comfortably increase genuine relationships between peers on campus so that teachers and students are structured and supported when learning succeeding and struggling to add on to what Amaya said a positive School climate to me is

171a place where students are encouraged to embrace their individuality it allows students to have peers and staff to go to if they ever need help by supporting students both academically and non-academically it sets students up for long-term success thank you all for being here today and working toward making schools a positive place for all to be as members of the youth advisory team we look forward to continuing to contribute to the work of this California Center fiscal climate so when we look at data it's important to reach out you know to students and to continue to explore so now I'm going to pass it to Tom Hansen who's going to share oh I'm just trying to move it forward hello and on measuring School climate great thank you Rebecca uh thank you youth advisory team

172uh and thank you president darling Hammond and the California State Board of Education what I plan to present here is a brief description of the State of the State regarding the measurement of school climate with standardized psychometrically validated student surveys um first sorry there we go okay so uh first uh just to keep these top of mind uh let's just review the lcf uh priority six School climate indicators um the state indicator is the suspension rate is the percent of students who were suspended for one full day during the school year we um the indicators both for sort of current current rates and then changes over time the local indicator is assessed by local climate surveys that capture valid measures of student perceptions of schools student safety and student perceptions of school connectedness the requirement

173is at the school climate survey be administered at least every other year and I believe that the annual that there's an annual reporting requirement okay so the most commonly used School climate surveys in California are the California healthy kids survey Panorama educations student survey and the youth truth uh student survey the California healthy kids survey and youth truth those surveys are administered anonymously to students uh Panorama education survey is administered so that respondents can be tracked over time um there are others as well there's the core SEL School culture survey that's administered by approximately 22 districts in the state it includes a lot of the large districts in the state that the core surveys administered by districts that administer the core oftentimes also administer the chks and other survey tools there's also the PBIS School

174climate survey that's administered by about 15 districts in this state and plus there are many other sort of locally created surveys some with support from uh other words Hanover researcher Gallup and some just independently with uh with you know by the school districts themselves okay so this table shows that between 2021 and 21 22 those two academic years um the California healthy kids survey was administered in 695 districts um uh 299 of those districts administered the survey annually so that's 695 districts that represents about 66 67 percent of the school districts in the state Panorama education was administered in 202 districts pretty much all of the Panorama education surveys are administered annually and then the youth truth was administered in 80 80 districts so if you add those numbers up you come to a figure

175around in the high 900s like um and that that sort of that number is um that's a lot of the districts in the state um and so the reason I know we're so high is because many districts administer multiple uh surveys during that time the main story here is that the vast majority of districts administer oh okay the main story here again is the vast majority of districts in the state administer standardized School climate student surveys this next slide shows the areas or dimensions of school climate assessed by these surveys um chks California healthy kids survey Panorama and youth truth all measure perceptions of school connectedness and belonging and school safety although they measure it differently and all measure other important dimensions of school climate carrying staff student relationships high expectations School engagement I just

176want to point out some of the strengths of the three main surveys first multi-item measures of the school connectedness and safety are available multi-item measures are better to cover broad topics like school connectedness and school belonging just like um we would not want to rely on a single test item to measure reading comprehension we'd not want to rely on a single questionnaire item to measure School belonging or some such concept a multi-item measures also reduce measurement error and improve the Precision of the measure making the measures more appropriate for for examining Trends over time for continuous Improvement purposes the other important strength is that the measures assessed on these standardized surveys have been psychometric psychometrically validated so statistical analysis have been conducted to provide evidence that the measures measure what they are intended to measure

177and that they are reliable they basically meet established standards of reliability and validity as you saw above the survey measures also measure other important aspects of school climate student voice meaningful participation perceptions of the physical environment peer relationships um all three of the surveys assess mental and behavioral health indicators The chks assesses Chronic sadness emotional distress suicide contemplation and other more positive aspects of of Health like optimism um the Cs the chks with the chks CDE has implemented A system that sort of identifies districts or schools that have abnormally High suicide contemplation scores so as data are processed West Ed run some codes identifies sort of schools and districts where the suicide ideation rates are are far above the average and then uh we notify CDE about these rates and then CDE notifies the school

178district and or the school and provides informational resources to address these high rates of uh of suicide ideation another strength is that all three surveys are customizable and all three have parallel School staff and family surveys so this allows for triangulation of the data for student staff and parent reports and finally um all three platforms provide data via accessible dashboards to disaggregate data for student groups and monitor trends for all students and for student groups to a continuous Improvement efforts okay this this next slide we've already presented this I will present this earlier but it very Loosely uh describes suggested reporting requirements for the local indicator as will described the self-reflection tool emphasizes reporting with respect to data meaning and use of results with respect to data and meaning leas are asked to report and

179reflect on scores for all students and disaggregated results for student groups with respect to use leas are asked to report on actions that will be implemented in response to the results and the extent to which results reflect the impacts of previously implemented actions so this next set of styles just provides an example of how the chks data dashboard provides data in a form that can be helpful for continuous Improvement efforts and can be used to disaggregate data for student groups um one simply selects sort of the entity sort of the domain and a measure in this case perceived safety at school and pardon the resolution of this graphic but this this graphic shows the trends and perceived school safety over an eight-year period for a school district you can also identify disaggregate data by 15

180characteristics this includes sort of a proxy for English language proficiency gender gender identity living situation which includes uh being the living situation includes being on how students reports of being unhoused or living with a foster family there's parental education and race ethnicity so let's see the results for race ethnicity um here we see that white and Asian students report substantially higher rate levels of safety at school than African-Americans latinx and multi-ethnic students so one can also use these data to look at Trends by student group to determine whether disparities are shrinking or growing across time and again all three surveys the main surveys they have this capacity okay I'm going to pass it back to Rebecca uh and she's gonna talk about data use in action Tom so what does this look like in the

181field the you know schools you know administer these surveys and they use them for their requirements um and also these measures allow these indicators allow Educators and their educational partners with the data needed to really think about what are their strengths what are the things that they should be celebrating that they're doing well and what are those opportunities for growth the needs that they have it also helps to support um to identify what goals how to monitor progress so as we engage in the work of creating positive School climates that local context is so important it's so critical to be able to look by the different characteristics that are available by the dish by this survey that they might be using and to prioritize what they should be focusing on but you know effective use

182of the data is not just about having access to the data it's also about engaging your educational partner owners in these conversations and so that is part of like what we are doing through the California Center for school climate we're working towards trying to build that capacity around data use specifically around school climate data use and will mentioned earlier how we host a series of of webinars um around school climate data use practices in last spring between like January and June we hosted a series of webinars attended by 600 participants representing 201les in California another example of another one that we hosted was one on Street data and centering student-centered approaches to school transformation and we collaborated with the street data authors and with the national Center for social emotional learning and school safety to

183host that session we also have as part of CCSC a school climate data use community of practice where we're working with nine schools districts in providing supports around data use and what we do is we facilitate a data use Workshop where we work with their teams with all of their educational Partners in doing a data Discovery in data mapping and really goal setting so that it can inform their sipsa plan so that it can inform their lcap plans we also host virtual community practice sessions where we bring together the we're bringing together all of the participating leas and on topics that have been identified by these specific leas that are part of this community of practice and we provide individual coaching supports to these districts in order to offer them that differentiated support that they

184might need because some of these nine districts some are very rural and small and then we have a really a really large school district that's part of this group as well uh so one example of a district is a center Joint Unified School District I'm not too far from here we facilitated their data use Workshop where they brought together School staff administrators both at the district level and at the school level they had counselors they had Parents they had fifth grade students and we engaged all of their seven schools and conversations around data and um and they've also identified some areas of focus that they want to work on they're trying to work on disaggregating their local school climate survey data in this case it's Panorama survey that they're using in engaging their educational partners

185and data conversations including students family members and staff and and to disseminate what are some best practice approaches to disseminate their local school climate survey results and as part of this work we have um some County offices of Ed have also reached out to us in terms of trying to you know that they're also interested in having building that capacity around data use and in March we're going to be launching a peer Network for County offices of Ed as part of the center as well so now I am going to pass it to San Diego unified there is many examples of other districts you know doing a lot of work in San Diego unified has been well on their Journey exploring their school climate data use and so we have with us today Nicole DeWitt

186executive director of student services at San Diego unified and Sharon Andrew alcava a program manager of counseling and guidance at San Diego unified so I'm going to pass it to Nicole thank you so much for allowing us the opportunity to share the work that we're doing in San Diego Unified our District's use of school culture and climate data is really reflected prominently in goal one of our local control accountability plan goal one for our district focuses on cultivating inclusive anti-racist and restorative communities here you can see our cycle of continuous Improvement for our lcap a process that starts with an annual board Workshop in June of each year with progress monitoring and feedback gathered throughout the months of September through May specifically in goal one our actions we take as a district on this slide

187you can see those actions highlighted which include providing restorative schools and classroom communities implementation of site Equity teams access to Wellness Services structures for responding to students mental health needs and elevating student voice in order to measure progress for those action items we utilize the Cal School survey with an emphasis on the safety caring relationships high expectations and meaningful participation strands in addition to the Cal schools data we also use a variety of internal metrics that include monthly Data Tracking for the number of counselor contacts mental health referrals and suicide risk assessments as well as real-time data dashboards that sync to our student information system and disaggregate data related to suspension rates expulsions and chronic absenteeism during our last progress monitoring cycle we highlighted the following from the California healthy kids survey for our educational

188Partners to help us determine what action steps we may need to revise our ad on this slide you can see trends for our elementary schools over the past five years that show a need for growth in the areas of caring relationships and social emotional learning for our middle school students we see similar areas of need related to school connectedness and caring adult relationships we also paid close attention to the five-year Trends related to students experiencing chronic sadness and hopelessness although the data shows a change rate of plus or minus four the overall number still highlights a significant amount of students approximately one-third reporting that they have experienced these feelings for high school we performed above the state average in the strands of school connectedness and caring adult relationships however we did see decreases in both

189areas since the beginning of the pandemic we also again focused on the percentage of students experiencing chronic sadness and hopelessness which had a net change of zero but was higher than our Middle School rates examining our Cal schools data along with the other metrics outlined led us to revise action steps during our last El Cap board Workshop during that Workshop we highlighted the need to provide a Continuum of social emotional and mental health services that included ongoing counselor training Mental Health Services and education lessons for our high schools the expansion of our social emotional learning programs at elementary and middle levels and Community Partners to assist in assessing the mental health and social emotional needs of our high schools in addition we also plan to implement proactive measures in an effort to increase school connectedness

190and caring relationships through the establishment of Family Services assistance assigned to each neighborhood Who focus on decreasing chronic absenteeism by removing barriers to needed Services I would now like to invite my colleague Sharon Ruble Cava our program manager for counseling and guidance to speak about the ways School sites have Incorporated the Cal schools data into site-specific goals thank you Nicole I get to share the fun stuff so what we're going to be sharing in the next few slides is an overview of how we're using the healthy kids data or actually the Cal schools data within the school plans for student achievement overall but also I'm going to dive into how counselors being the program manager of counseling guidance kind of have to share the counseling how counselors really Drive their their programs so close to

19180 percent of our schools are formulating goals from the data that is received from the Cal schools data so that out of the 80 percent we have 272 goals and Beyond looking at it more we have 63 percent of the goals really are dealing with the parent and guardian data that we receive and the goals are more involving the involvement the parent involvement the input in decision making perception from our participation excuse me from all parent and guardian groups 37 of the goals are using the the data from students and mainly the caring relationships meaningful participation and safety so what does that mean okay well the schools we're going to highlight at each level the first level that we are going to be highlighting is the elementary school level Robin Erickson is the school counselor

192and she started at Spreckels in 2019 and trying to formulate the comprehensive School counseling program at Spreckels she was reviewing the data and the data that she was reviewing was the chicks data that we have and she noticed that there is a there is a need for student connectedness and meaningful participation so from this what she's been able to do is to add programs that what make kids want to get to school so for instance no place for hate they're in their third year of no place for hate the one that um and the kids just she's she's a model school for the no place for hate program through the anti-definition league the art enrichment through volunteers for all students what she was able to do is build a community relationship with a program and

193have volunteers art teachers come and teach all students so from these those are just two examples of many programs that she started she has seen growth as well as gains and students want to come to school so she this is something she reflects on yearly but um you know using the California school data she's been able to see progress or Improvement Lewis Middle School this is an example of what Tom was speaking of earlier what Dina Weiss the head counselor there what she is able to do is she does staff meetings and she takes the information from the students data the staff data as well as the parent Guardian data and then she just lays it out on the table and says how is everybody's perception and she does this yearly with staff and she

194doesn't just do the current data she references last year this year and she has been able to kind of build programs with at Lewis Middle School with this data as well the two programs the two problems that she was seeing at Lewis Middle School and and by problems they weren't huge problems but something that needed to be addressed was the caring relationships that middle school students found as well as safety so from this what she was able to do was restructure the placement of Staff during lunch as well as during passing periods in order to have the staff be more visible and the students felt weren't safe they also felt that they had could say hi and it wasn't just within a classroom so with with just making that little pivot she was able to

195have Improvement on her scores the classroom lessons is an ongoing thing that they're doing at Lewis and they work with another group within San Diego unified to do bystander conversation and not just let slurs happen so this is something once again that is looked upon yearly and finding Improvement the high school so high school Crawford Jaime Chavez there what Jaime did was was looking at the data and just by first glance you would not think that Crawford would have a problem because the what the data with that he was referencing was the alcohol use drug use as well as vaping and there weren't a lot of students that were participating in Daily activity or even trying this but what he figured out was even though students were participating they didn't think it was harmful so

196and that was like red flag so what he was able to do is he was able to utilize an outside agency Community agency to come in and to do education and workshops and and he was able to deliver this and has been able to deliver this in the Freshman PE class as well as rot ROTC so which is a scary thought that the kids may not participate but they don't see anything wrong if they were offered so once again Jaime did an amazing job and continues to do such at Crawford High School the last example that I'm going to deal with is Morse High School Morse high school we actually have an intervention counselor there and what an intervention counselor does not typically have a normal caseload but is able to really impact students on

197a deeper level hence interventions and so what what she was able to do at Morse high school was take the chicks data but then formulate her own needs assessment and from the needs assessment she was able to get students the help that they need the two I think that are most prominent here is the food insecurity healthy kids data doesn't give the food insecurity but what she was able to do was to formulate the questions from the safety questions that she had on the chicks data and then pinpoint that there were kids actually that were going home with no food so she was able to align the Community Resources to those students and not only just do that one time thing she checks in with them to make sure that the food insecurity is not

198an issue another problem that she was seeing on her campus was that the students didn't have friends and these are students that wanted to have friends and so what she was able to do as peers or have students paired up with a peer mentoring program and from this they do check-ins the students feel like they have a voice and they are feeling more connected to the school sites so and with that that is San Diego unified story I would like to pass it back to Will great thank you for that informative presentation I just want to say thank you to Nicole and Sharon as well as Tom Herman and Tom Hanson and hilva Rebecca unity and Ray Dean for all their work with this and so now we will turn it over to public comment

199thank you so much to all of the presenters um that was really uh informative uh while we're opening up the phone line for public comment those who would like to comment uh can uh do so by calling the telephone number and using the access code provided on the slide that is shown now and then I want to ask our liaison vice president Glover Woods if she has any initial comments before I add my own vice president Glover Woods yes and thank you to everyone who gave the presentation definitely appreciate the time that went into bringing forward the data as well as the real life experiences in San Diego unified um I think I'll frame my brief comments and I may have others once we come back for board discussion but I think I'll frame my

200comments with a statement that one of the students said um on the video that we saw and one of the students said that school needs to be a positive place for all to be and I really feel that that statement says it all our school climate data really serves almost as a foundation for all of the other data because how students experience School very often shows up in many other aspects that we look at as far as data is concerned on the dashboard and Beyond so as we think about it I just want to and as I said I'll probably come back with a more in-depth comment regarding this but I want to really kind of bring our thoughts and Minds to the disaggregation of the school climate data we know that it is a

201may do for our leas it's not something that they must do and as was shared at the beginning of the presentation um the large majority of leas are not disaggregating their school climate data by student group and the concern in regards to that is as actions are planned and implemented those actions might miss the Mark if that disaggregated student group information is not uh front and center to really show again the experiences of all we want the student voice and sometimes the most pervasive student voice we will get is from this survey data so um president Donald Hammond I think I'll kind of just kind of in my comment there again I reserve the right to come back and say more I'm very passionate about this and very passionate about all voices being heard but

202um as I said I think I will just put a period at the end of that right now until we come back for more conversation that sounds great um thank you for getting us going and I'll just add how important this is I wanna second the remarks that vice president Glover Woods has made um you know clearly if school is in a place that people feel safe and uh caring environment it's not a place you're going to want to be in as we're looking at Chronic absenteeism rates that have uh gone up and the anxiety that students you know have experienced during this endemic that we're in now and for lots of other reasons it's very very important that we um really get the most out of the ability to use these kinds of data

203to make changes in the ways that schools operate where that is important to do uh the um there was a national survey that has done periodically uh not too long ago that found that fewer than 30 percent of secondary school students in the country felt that they were in a caring and supportive environment so there's a lot of work to do to to create those kinds of environments and we know from the science of Learning and Development that in fact uh social and emotional and academic development are like completely linked that we learn much more effectively when we feel a sense of trust and belonging when we're not being stigmatized when we're not experiencing trauma and to build a con climate in which all of that is taking place it just takes a lot of

204explicit effort in schools to you know to create the kind of unity and supports and these data can be very very helpful as vice president Glover Woods said the disaggregation of the data is also incredibly informative and useful in that process so it's very helpful to be brought up to speed on where we are in the state around this and I look forward to to the public comments and the discussion and to seeing what else we want to be thinking about as we really help schools create the kind of environments that will bring students and keep them there and enable them to learn most optimally with that I think we want to open unless there are any clarifying questions let me just see is there any uh specific clarifying question that anyone has that they

205want to ask of the presenters and after that we'll go to public comment and then we'll come back to discussion so let's go to public comment at this point do we have anybody queued up for public comment uh yes we do it looks like we have nine people in the queue I will open the phone line now terrific good afternoon please state your name and affiliation for the record you have one minute your time starts now hi my name is Amanda Dickey I'm the executive director of government relations for the Santa Clara County Office of Education and I really appreciate the the great conversation today around the use of climate service and and collecting this data on an ongoing basis particularly I want to mention how helpful having this data has been and implementing the

206students behavioral health incentive program which is part of the cybhi or the children's Behavioral Health incentives program um you know that that data from our districts and the fact that they regularly participated and collecting data from students really actually helps us get so many steps ahead many other counties and implementing these types of programs in these Investments because we have been looking at that data for a long time and it was really telling us you know how severe the mental health needs of students were and and really helped us identify the kinds of services and kinds of spaces that they needed and we we used that information both to complete the needs assessment that was required through SB hip the student Behavioral Health Institute program but also really to inform you know how we decided

207to allocate funds and prioritize um funding so that we were you know our plan is to we have launched the student wellness centers on 12 campuses opening another seven this year and we'll continue you know to to be looking at the student climate data and information as we move forward thank you thank you next caller please state your name and affiliation for the record already have one minute your time starts now hi my name is Lily Rosenberger I'm a management Analyst at the Kern County Office of Education I'd like to thank the board for highlighting the impact of school climate on Student Success as an El Cap reviewer I have firsthand knowledge on the effort leas are making to analyze and use School climate data to drive their continuous Improvement efforts we're seeing districts use

208this data to get to the root causes of other student outcome data such as suspensions academic achievement and attendance because of the challenge many districts not only in Kern County but across the state are facing in regards to Chronic absenteeism less are actually prioritizing School climate data to make improvements as a matter of fact this year we had over 30 000 students taking additional School connectedness survey to try to get at the story behind chronic absenteeism data some of the actions we're seeing districts take based on this data is providing professional learning on trauma-informed practices and cultural proficiency and prioritizing funding for mtss PBIS and social emotional learning this need has been so great in our County that our office has created a new Department and focused on equity and inclusion to support our District's

209Improvement efforts thank you so much for your attention this afternoon thank you next caller please state your name and affiliation for the record you have one minute your time starts now my name is Jessica pragolski I work as the Director of data and engagement at the Sonoma County Office of Education I'm going to be calling on behalf of my organization and the 40 school districts we serve I want to offer our appreciation of and support for the state focus on school climate data locally we've come to rely on the youth truth survey as a powerful tool for our own continuous Improvement within and across leas our local users effort Grew From two pilot high schools back in 2017 to more than a 142 School sites across 30 school districts this year we've heard from 60

210000 Sonoma County students staff and family members and that information has been strategically used to inform and even integrated into lcaps across state priority areas in an effort to improve the academic and life outcomes of our students and their families the youth group survey allows us to monitor for whom those efforts are working and for whom they're not we're actually able to disaggregate reports across more than 13 Democrats subgroups that reveal insights related to our students with disabilities multilingual Learners students of color among others so super excited and appreciative that we're able to Spotlight our local school assignment effort that's become an integral part about how we think about doing school in Sonoma County thank you thank you next caller please state your name and affiliation for the record you have one minute your time

211starts now good afternoon my name is Sally Fox and I represent the California Association for bilingual education kabe School climate is important in providing the necessary socio-cultural environment for success for our 1.1 million English Learners item five implementation and use of school climate surveys for priority six is an opportunity for improvement if we require leas to report survey results by student groups and overall School score for all on another note having a set of four to five key questions that are standard for all leas would help compare data Statewide please help leas do better by requiring them to analyze surveys and make appropriate changes for the better thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now hello chair darling Hammond and

212board members my name is Dr Ashley girvin and I'm an instructional coach at Desert Sands Unified School District and a teach plus California policy fellow understanding School culture and climate from only an Educator's perspective limits our ability to meet the needs of all students when schools look at culture and climate data teachers administrators counselors and other staff members are able to assess specific needs of students Implement supports and monitor progress thank you for taking the time to explore this issue and work that the department of Western are doing to support the use of this data more effectively nevertheless we were disappointed to learn that the 150 000 designated in the 2021 education budget trailer Bill to begin this process did not move this critical work forward we hope that the state board and Department of

213Education can put forward recommendations to get this process back on track my teach plus policy fellows and I would love to partner with you in continuing this important work thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now good afternoon Jessica Sacco on behalf of children now my thanks to President darlingham and Vice President Glover Woods for their comments immediately preceding this public comment period cool climate happens at the school level we know from a review of the California healthy kids survey data that there are often that there are often differences in how demographically similar students experience at school compared to students and other demographically similar groups we also know that schools within a district may have dramatically different climates and positive

214School climates can improve student outcomes it is for these reasons I urge the board to consider how our state's accountability system can better support the reporting of school climate data at both the school and student group level additionally I urge the board to reflect on the lack of accountability and transparency that has been built into our local indicators model I refer you to both the equity Coalition and Alliance for Student Success letters regarding this item for our full comments thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now good afternoon I'm Sarah lillis executive director of teach plus California we're pleased that the board is spending this afternoon considering the importance of school climate for Student Success and well-being no one could

215have made it clear how important positive and culturally affirming pool climatism is due to your heart for today well we're happy that so many schools in la liaison have taken advantage of the resources of the CCSD we believe there's more the state can do to ensure that we're prioritizing positive schools climate for all students we'd hope that the other school climate related allocation from the Budget Trailer Bowl would have moved us forward to enable Statewide comparable data by identifying standardized items of school climate surveys and we understand that at the level of the allocation 150 000 there were no applicants to do this work without that we do not have a view of the disparate experiences between schools leas and groups of students moreover the state cannot ensure that schools and districts were struggling to

216provide the positive safe and culturally from a school climate will help get the help they need while the support of West Ed is providing represents progress we do not know if it's reaching the communities that need it most we recommend the State Board direct CDE staff to provide guidance for how to move forward collecting and Reporting more consistent School climate Discovery data across the state thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now oh good afternoon this is Liz Guillen with public Advocates also for the lcsf equity Coalition the good work presented today by West Ed and San Diego are commendable I was happy to hear that despite different surveys there are similar questions that provide valid and reliable data but

217are they comparable can we require leas to take some action about it the flexibility would be currently allowed leas on this indicator is a real disservice to students and their families and Advocates as we try to improve students experiences the dashboard report is not an indication of school climate good poor or indifferent it is merely an indicator that the Lea administered a survey at least every other year and at least one grade within a grades band and reported something about it we note that the dashboard report is simply a report that the LA took these steps um but not that they did anything about it vice president Glover Woods underscored that Lea should be required to report survey results by student groups and overall score for all students Lea should be required to include analyzes

218of items on their surveys they are not required to do this I Echo the comments uh by Sarah Willis just before me that the state can do better and we need to move forward to collect and Report more consistent School climate survey data thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now good afternoon chair Linda darlingham and State Board of Education members my name is Caitlin Jung with the association of California school administrators X understands and values the importance of school climate for Student Success and well-being our school and District leaders rely on data from local school climate surveys to drive Improvement efforts to ensure our schools are positive environments that support and embrace all of our students staff and families

219where there are minimum requirements that apply to the school's climate survey Las rely on the flexibility provided so that they can determine what survey instrument and the frequency that is most appropriate and useful for their school communities this flexibility is important given the diversity of the students we serve so that the local survey is responsive to our families cultures languages experiences and other local factors acts also proceeds the work of CDE and West Ed to provide training for leas on interpreting local school climate survey data this will help our leas to be more Adept and effective in understanding student voices and translating that feedback into needed School Improvement efforts thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now good afternoon president

220darling Hammond vice president Glover woods and members of the board this is Derek Lennox with the California county superintendent on behalf of the 58 County superintendents of schools we agree a positive School climate is essential to Student Success in collecting these data serve as an important Baseline for Youth Boys to guide The Continuous Improvement plans such as the lcap throughout the state we see leas utilizing a wide variety of tools to evaluate and improve the unique School climate that the District School site and classroom levels our leas use these data to identify and address areas needed to ensure every student feels safe and connected to their daily learning environment we provided more specific examples in our letter to the board and would welcome opportunities to continue the discussion on the ways our leas youth School

221climate data to drive their Equity work in continuous Improvement plan thank you thank you that concludes public comment for item number five right thank you so much I really appreciate all of the comments from all of the callers uh really an important topic and I now want to open this up for board discussion uh and I know that vice president Glover Woods you are reserving a little bit of time for some more comments there but let's see if there are others who also want to get in the mix member McQuillen uh we'll start with you thank you and I really appreciate this topic also on school climate especially as we struggle to come out of the pandemic and I heard one of the presenters talking about the covet related impacts on some of the data

222I was curious about additional impacts on our current data but it's such an important topic when we hear about substance abuse and school violence and all the things that are related to this topic with student Behavior um I'm I'm hoping I'm sure it's there somewhere that we're connecting this effort with the Community Schools development you know as schools apply for and uh plan the the community school efforts and then I'm sure it's there also somewhere about best practices as we go through the various leas and individual schools that we see uh best practices or promising practices where it could be a hotline or other efforts where we're monitoring School the students and and their wellness and that there's a place where those who aren't far far along in this process can go to and see

223those best practices to try to model after those so I'm hoping there's an effort there and there probably is but thank you for this topic and and I really appreciate it thank you thank you so much and just a note that in the legislation for Community Schools it does explicitly call on those schools to work around social emotional learning uh and uh School climate and restorative practices so uh to your point we hope that that will actually be a very explicit part of the school development process um patio Bronson uh I also just wanted to thank you all for the presentation it was both sobering but also just incredibly powerful I I wanted to ask if you could talk a little bit more about how data collection looks in the younger grades in the sort

224of TK K and one before kids are necessarily quite ready for surveys and how apparent engagement Works um for sort of doing the data collection side of the work and then also if there are any if you could describe some of the um practices that are emerging in terms of social emotional learning in those younger years uh I guess this could go in part to our westa team but um I'll leave it to the folks at the podium to figure out who should start us off on that do we have someone who can tackle that question of early learning yes we do we're talking about that now for you while we were looking for an item as well and so to answer the question we know that we are collecting the data in K5 I

225can speak to my practice in the past where students were asked questions and the teachers were helping the younger children out but again it does depend on the district I can turn it over to Tom to see if they have any information too about what they've seen from the leas terrific thank you I I don't I don't have a whole lot uh more to share except that there's um there are Elementary versions of these of these surveys um the chks is administered uh there's an elementary version of that survey um unfortunately I don't quite have like the numbers of participation it is less than uh the service surveys are administered less frequently in the you know the elementary schools then in the secondary schools um but you know by that information at a later time

226if needed okay that'd be great yeah I've actually seen some of this in action maybe some of you have and we have a second grade teacher who might be able to chime in on this but sometimes the teachers are reading the questions and their little icons for students to recognize the way in which they might answer um remember Lewis and the member olken I remember Glover woods and a member of Roscoe Gonzalez if you'd like to chime in on how this happens for your second graders that would be uh very useful also remember Lewis okay thank you uh president darling Hammond and thank you um to all of you who uh presented that report and it was really great hearing all that information from San Diego unified and how you're using the data I think

227it's a great example uh of good use of the data and putting in into practice and making uh the school environment uh safe and welcoming and conducive for learning for for our students just a just a couple of things to point out and then a question um vice president Glover Woods has already brought up the the concern about the disaggregation of data but within the calls too and uh within some of the correspondence we had there was a concern about the development of standardized questions uh that could be used across districts across the state so that there's some type of I think it the goal is accountability and making sure that the the districts are using the surveys to move things in a positive direction for students and student outcomes and I just if I

228could get information about the the 150 000 that was designated it seemed like that there was a process to begin doing that if that's correct standardizing a few items to go on the survey because that would also take care of some of the concerns that some of the district leaders have about keeping flexibility within the survey so that they can make the survey uh you know contain questions that they feel they're important to their District but also giving some standardized questions for everyone to use to be able to disaggregate the data by student groups and and uh also by race ethnicity gender lgbtq all of those things to see how students are really faring on our camp campuses and get an honest uh view of what we schools and districts need to you do to

229to make them feel comfortable so is that work um what um someone mentioned that they couldn't find someone to initiate that project if that's so is there a plan B uh for that and um the plans for moving forward with that I know that's a lot but yeah maybe about the the process for the developing the standardized questions that could be used uh maybe that question uh first and then I guess my other question is um you know as a board um do would we have the leverage what is our leverage to be able to make the requirements for uh disaggregating the data if that's a direction that we we choose to go to starting discussion about those questions and how to assist districts in in making more use of the data because it sounds

230like a lot of districts are they're they're trying to use the data to inform decisions but to make the process even better to make sure that um all districts are using the data uh effectively right and just on that second question this is a matter that is in the board's purview so we will be considering those questions as a board um and okay to William he may want to say something about um your first question which was um what happened when we did not find someone to respond to the uh the earlier RFP well did you wanna tackle any of that right now yes definitely thank you president darling Hammond and to you member Louis um I do have hilva Chan here who's from the whole child division that was a question that we did

231discuss and so she can give us a brief update and information on that okay thank you thank you as you want to provide you a RFP back in October 2021 try to find a contractor to provide the study uh trying to conduct a study on the standardized School Commerce survey so we only receive one application and the applicant letter withdrew the application because they couldn't find a subcontractor to conduct some psychometric studies so it will enable to implement this and the money went back to the uh was reverted back so let me just say that um there's still an interest in our uh board consideration of these questions about whether and how we might want to move ahead with you know a variety of elements here you know about periodicity the frequency of the survey

232the ways in which it might be analyzed in the extent to which there might be some standardized questions so those are not off the table they are on our table and we will be you know thinking about these things over this month and coming months um member Oakland thank you um I I just want to First say um in in a way of saying thank you to our presenters that this is yet another um presentation at the State Board where I'm just blown away by the expert um support and work across the state um and one of the things that's become really clear to me in in having the privilege to sit in this seat is um there's so much good work and we can learn so much from each other um and so for

233example this the California Center for school climate I'm going to be on your website myself uh and looking into your resources and San Diego unified uh thank you so much for this very specific examples of the way you use School climate data to make changes um at both the the sort of micro level teachers in the hallways to the macro level the Staffing and systems of support and that really kind of gets to the the heart of my comment which is I think we all know this but one of the really important um reasons that this school climate data matters is because it can help us make changes at both the the micro on the macro level um and I think that um some of the tension that we're hearing between wanting systemized questions or

234standard questions and wanting schools to be able to design questions or surveys at the site level speaks to that because if you want to if you want to make change at the system level we need to be able to see some standardized results and if you want to be able to implement change at the very local level you need data that responds to the work you're doing um and so um I appreciate sort of both sets of priorities and I am excited I'm looking forward to the conversations where we as a board try and figure out how to balance both of those needs in this with this data because um as vice president Glover would said I believe how students feel at school their sense of safety their sense of connection their sense of inclusion

235if they believe that people there think they matter and can be successful is the most important predetermined for academic success they just go hand in hand and so I look forward to more of this conversation and I thank everybody for the good work they're doing terrific thank you I have member Orozco Gonzalez member yoshimoto tari and member Glover Woods queued up member Orozco Gonzalez thank you again for the presentation and as a second grade teacher you know I always think of you know when students attend school with a positive School climate they feel valued and they feel seen and it's that connectedness um as a second grade teacher I always cultivate classroom chemistry and Community by fostering authentic relationships um understudying how they where and how they come from and when that starts is usually

236in our morning meetings that's a great opportunity for Learners to develop empathy as they learn to listen with understanding and consider how to best respond to their peers we also partner up and we engage in conversations too um just discuss our everyday needs and how to navigate relationships um sometimes we just shine a light on students we on students often teachers Overlook certain students so I'm making a point to have a few students written down on my lesson plans to say kind of a check in how they're doing we even developed some um collaboration strategies and discussion points entrance frames and so forth just to have those critical conversations and give them an opportunity to have an engagement and I always say honor student experience uh reflect on it have time to structure inquiry and

237dialogue in the class as a school-wide and as a district we um we definitely do that we do um sometimes our Administration pops into our morning meetings even at the district level we will have superintendents and and so forth come in and celebrate community at our schools and and again it's children feeling connected to school and I recently read an article about how because I have a high schooler about how he can be more successful in school and it's the more he participates I think of those 40 developmental assets which one of them is to be to feel connected and to feel that they're an active participant at schools and he's in sports and in clubs and I feel that that's just the beginning of foundation to feel successful and to be seen and feel

238motivated to participate in a community so those are awesome ideas but I know as a second grade teacher it's about inclusivity being seen and heard you know I think that giving children opportunities to constantly throughout the day to have dialogue and with our peers and with our teachers and hopefully those kinds of opportunities show up in the way that students both respond in the classroom and provide information on these kinds of surveys uh thank you oh can I do that with assessments I just made a connection about that because what I really deeply love about performance tasks and uh when we're having those conversations around that is that with the opportunity that the students have to explain their thought process that's also part of their learning so it's all connected today so thank you and

239then remember Glover woods and then we'll come back around to remember Rodriguez thank you and thank you again for this presentation um particularly I think what we know and what we're still learning about the Neuroscience piece um what everything I'm reading suggests that school climate indicators May in fact have more impact on the other dashboard indicators than we commonly Express and commonly talk about and so that being said I imagine there's a way to move the process forward um perhaps in a both end way right which both identify as a subset of standard items particularly because I think that uniquely positions indicator six to have across the district conversations and across District conversations and use it as an improvement tool not just within one Lea and and I think we can do that there's a

240way to do that in terms of change management that still honors stakeholder input maintains options for multiple measure data and also provides a solution that honors the lease options to address local needs so I'm confident that there's a way through that and I'm excited to learn more and be a part of that and lastly I just wanted a second um what vice president Glover Woods mentioned about disaggregated data I think there's great importance in being able to drill down in the data because the action steps taken could be very different depending on what that data suggests yes thank you so much uh member Glover Woods then we'll have member Rodriguez and River Escovedo thank you um and just to continue along with the conversation and the recognition that we know students different students experience School

241in different ways whether it be our intent or not that does happen and when I think about our African-American student group um our lgbtq Plus student Community newcomers and um those who are English Learners especially English Learners that are at the earlier levels of English language proficiency their experiences in school can look very different from the experiences of others and it just as I reflect on the phenomenal students we had an opportunity to hear from today when we were had our earlier item item two and many of the students we have opportunity to hear from when we have um we have the student community group it was in the student community group but the students that spoke with us when we were planning our student board member and things of that sort we have students

242that are having some phenomenal experiences on our campuses and again the reality is we have some students who are not and one of the key ways for us to get to who those students are and how we can best support those students and students overall is through that disaggregation of data as a practitioner my thought was okay maybe the data is just way too difficult to disaggregate because I do realize at the Lea level it's sounds all low and good to say okay you should do this but actually being able to do it can always meet with some challenges but I was encouraged by I believe it was Tom that said the instruments that are being used by the majority of our leas already have that disaggregation capability built in so one of the things

243that I really um am encouraging us and would like to see us engage in more conversation about in the future as how we can ensure that that school climate data is as aggregated by student group and shared and reported in that way one of the other reasons for that is how the community can also be partners in this work of creating positive experiences for students on campuses we have Community groups we have our parents we have all types of people in groups and organizations that want to help so that students experience school well and are able to be successful having this data disaggregated in such a way that can help point to ways we can partner point to actions that can be implemented to make school experience a more positive one for our students is

244something that I think is very important for us to do and I do hope we'll be engaging in additional conversation in future meetings thank you thank you um member Rodriguez and member Escobedo Naomi did I just see your hands start to go up no okay just ruminating okay uh member Rodriguez thank you president darling Hammond and thank you to our presenters the this has uh been a very rich conversation and uh School climate is definitely a uh an important factor in Student Success without a doubt and I'm very proud of the steps that my school district has taken with regard to the surveys you know we've uh they the the data is shared with us at staff meetings so we're able to think about and and place where our students are right how many students

245are have considered suicide have considered um have gotten uh close right you know have gone beyond thinking about it and actually have attempted it and it really brings a reality to us of who we have in our classrooms right and and the emotional issues that our students are facing issues of identity ethnic identity gender identity um and it creates you know that empathy that um member Otto school was talking about right you know it brings it to us so that we can see what we're going to do with that information um as one of the members of the SEL team at my school we definitely use this information when we're planning activities for our students um and we have a counselor for a day at our school so any child that needs to go speak

246to somebody um the the counselor is available to them and our counselors have been trained in crisis intervention so they have tools to find out at what level a student is facing crisis and then they can refer to we also have a mental health specialist um that is available to students in crisis so all of this is because of these surveys and because of this information and I'd also like to Echo the um the desire to see this this data disaggregated right and to be able to break it down into the student population that perhaps is facing more crises um and I'd also like to add another aspect of school climate which is how that relates to teachers uh right you know as as teachers we're working with our students on a daily basis and

247school climate also affects us certain decisions that are made um that are that are leadership made so structural decisions and um perhaps there's a way to incorporate our voice as well I noticed that you know in the two QR codes that were shared uh one of them the Cal schools which is a CDE website has a school staff survey uh but it's you know and maybe that's a good place to start um but there are other issues about you know how decisions are made what the culture of schools are because that uh works that goes to teacher satisfaction which goes to teacher burnout how long teachers stay in the classroom right all of these issues that we're dealing with at another level and I'd like to quote an article um by Matthew craft and Grace

248Falcon of Brown University why School climate matters for teachers and students School climates consist of a constellation of organizational features that shape teachers and students experiences stronghold School climates are characterized by supportive leadership teacher collaboration High expectation for students and a collective commitment to support student learning teaching is a social career and the relationships that teachers have with those who support their work in the classroom administrators and colleagues heavily influence teacher satisfaction and success so just something that I'd like to put out there for the future to start thinking about adding a teacher survey as well down the line thank you terrific um remember Escobedo Dr Hammond hi Dad said this so eloquently about the color you know what school climate is the whole interaction of not just students among each other but this adults

249and the students which I would also include parents you know I'm not suggesting for this to be a state level uh look but perhaps resources that can be provided to districts that they conclude in their lcap to measure right climate that affects parents as well as our teachers and classified as well so I I think uh you know it's a very complex issue and the resources that we provide to our districts can help them understand what climate is all about so thank you trustee heide for sharing that as well it's very good um member Porter thank you so the conversation I think especially between Rodriguez members could tell us about empathy and students kind of feeling connected to staff kind of sparked um what I've seen very successfully implemented in the districts and schools that

250I've talked to and that's having student advisory groups that meet regularly whether it be with principals with superintendents on the school or District by level and I think this is a great way for students to directly engage with their principles with their classified staff and to really feel supported at school because it's one thing to kind of have these surveys once a year but it's another thing to kind of directly gauge kind of how students are doing and to have an ongoing conversation so that's just something that I would encourage principals superintendents to consider is having student advisory groups to kind of continue that ongoing conversation about what school climate looks like as it's constantly changing throughout the year terrific yeah I think we're getting really down into the roots of the needs in the

251schools that are trying to be responsive to students you know we inherited a factory model 100 years ago and we've been trying to make it work for relationships for a long time and some of the changes like what you uh call for a member Porter around advisory groups that um you know give a regular opportunity for a family group and social emotional supports in schools is one of the kinds of elements that some schools have undertaken that allow us to go beyond measuring climate but actually building the kind of climate for concerning caring that we need so I'm really uh in this conversation just proud to be part of this group of board members and um really benefited so much from the presentations I want to note that our on our dashboard currently uh you

252know we have um a measure on engagement of suspension rates which is intended to incentivize schools to reduce exclusion as a response to students and to increase inclusion but there's a lot more that one has to do than simply not suspend students you have to create an environment in which there are alternatives to exclusion which there is community building which there's the building of opportunities for conflict resolution and community and and support and a lot of schools have been doing that and that shows up in their school climate indicators those that have been putting in place things like advisories and others support mechanisms for relationships restorative practice practices which include Community circles kind of like the morning meeting that you would see in elementary school that you know include the opportunities for conflict resolution for

253um you know students to be in um a conversation with each other about how not to harm each other and how to be supportive of each other on a regular basis are really important and there's some evidence coming out some of it very recent that when those practices are in place many of them measured through the set of items on the healthy kids survey you see gains in achievement you see reductions in exclusion and just just discipline which often is discriminatory by race you see reductions in mental health suicidal ideation and anxiety and depression so we know something about the practices that really do make a difference uh in achievement attendance and self and well-being all of which also as member Rodriguez said also supports Educators in being better connected and supported and and having

254well-being so I think you know we see the value of these surveys those that are using them regularly and disaggregating them and really building them into a continuous improvement process are getting the benefits their students and their educators are getting the benefits of that so I hope that when we come back in March I guess is our next opportunity and we see how many districts are already benefiting from this that we could ask the CDE to bring an item in March that looks at these questions of the frequency of the survey the ways in which we have expectations in the self-reflection tool for how those surveys might be analyzed and used and whether there is a possibility for some thoughtfully selected common items that would as remember Oakland put it allow for the flexibility of

255you know local engagement around an improvement process and a set of items but also allow for some comparison across schools and districts I hope we will be able then to carry this conversation uh forward at that time I also just want to note that there are a number of states that do include teacher surveys and so I think that's a whole nother conversation of educator and staff surveys that can augment what we learn from students in ways that help us build a healthy environment for everyone so something to put in the bicycle parking lot for the you know for a future opportunity to discuss as well um this is an information item it was obviously a rich uh item and we will return to some of these issues uh very soon uh and now we

256have earned another 15 minute break so it is about 1 40. we'll see you back at 1 55. remember not to leave the meeting just turn off your mic and your camera welcome back and um to establish our Quorum I'm going to ask Brooks to call the roll I'm back remember yoshimoto Towery here Amber Rodriguez here I'm reporter here remember patillo Bronson here remember Orozco Gonzalez here we don't know what that was welcome here remember McQuillen dear I'm Lewis here vice president Glover Woods here president darling Hammond here everyone's present all right so now we're going to take up the regular consent items which are six through nine uh I understand that member yoshimoto tari needs to recuse herself from this vote uh you can do that by turning off your camera and microphone member

257your shimato Towery and stay close to your computer so we can get you back after the vote uh members of the public wishing to provide comment on consent items six through nine may do so by calling the telephone number using the access code provided on the slide that is shown now so we're going to give a moment of wait time in case there are any public comments all right do we have anyone calling in uh there are current oh um there is one person in the queue for public comment I will open the phone line now all right thank you good afternoon please state your name and affiliation for the record you have one minute your time starts now good afternoon this is Liz Guillen with public Advocates also for the ltff equity Coalition regarding

258item a the board is required under federal law to to approve these School site Improvement plans these are the comprehensive support and Improvement schools we repeat our strong concern as we have every year that we don't think you're doing a good enough job in overseeing the approval of the school fight plans these schools represent the most Talent School sites in the state and they're on the CSI list in part because they haven't received the attention they need or oversight from their Lea the way the uh Department presents them to you is that the counties have approved the lcaps which are supposed to indicate that these plans have been looked at but we don't think that's very comprehensive and we don't think that's good enough we think that there's really no external State educational agency actually

259reviewing CSI plans and we don't think the Federal Law requires thank you and it looks like we have one more caller um please state your name and affiliation for the record you have one minute your time starts now uh good afternoon Jessica Socko on behalf of children now the comprehensive support and Improvement schools are our schools with the lowest five percent of performance across multiple State indicators these schools need to make significant improvements and that starts with having a local plan to lead their change process you as a board member are being asked to approve on a board consent item without discussion a set of school level Improvement plans for these schools without any external entity reviewing these plans we believe that this is an insufficient level of review of our most at need schools

260we encourage the board to schedule a deeper conversation on this issue and identify how some entity in the broader system of support could provide support for these schools by reviewing their plans and making recommendations to the board on whether a CSI plan should or should not be approved I refer you to both the equity Coalition and Alliance for Student Success letters regarding this item for our full comment thank you thank you and that concludes public comment for the regular consent items 06 through 09. okay um given that there's no further public comment I'll ask for a motion on consent items six through nine remember all good sure yeah uh and uh is there a second thank you uh we'll now hold a roll call vote Brooks please call the roll remember your mother Towery she's

261recused I it's just habit now uh member Rodriguez yes remember Porter yes remember patella brownson yes remember Rosco Gonzalez yes Amber Alton yes remember McQuillen bye Amber Lewis yes Mr President Glover Woods yes remember escabetto yes president Hammond yes the motion carries all right thank you very much and we need member yoshimoto Towery back now there she is okay um item five is the developments in the expansion of transitional kindergarten update on the universal pre-km and the Pre-K and third grade alignment this is exciting for us because it's one of our first opportunities to hear how things are going with the um scaling up of universal Pre-K there is no recommended action at this time uh before we start the presentation I'd just like to help frame the discussion a little bit the adoption of

262universal pre-k by the legislature and the governor expands access to preschool education in a way that is really unmatched in scope and quality by any other state in the country you heard reference to that earlier uh today at this historic moment we need to help local education agencies focus on offering Pre-K programs that are designed to maximize opportunities for developmental growth and encouragement to give every child a strong start in school and in reviewing the public comment that we've received to date on this item I'm reminded that it's not always clear which entities have decision making Authority for our early education programs the purview of the State Board of Education is limited to grades K-12 which includes transitional kindergarten as the first year of a two-year kindergarten program so the California state preschool program and

263the other Early Education programs are under the authority of the state superintendent the Department of Social Services the legislature and in the case of Head Start the federal government so there's a multi-faceted governance structure of which we are a part for the um part of for the transitional kindergarten element Additionally the State Board cannot appropriate State funds so we have had some comments about places where funding may be needed we do however have responsibility to set policies for important tk-12 programmatic components related to curriculum instruction and assessment for determining the accountability measures and data collection for K-12 and this item will provide some baseline information for our continuing engagement in this space we look forward to continuing to work with the interest holders the department the legislature and the administration to fully realize the promise

264of universal pre-kindergarten and this item will be presented by Sarah Neville Morgan and Stephen profetter of the CDE Sarah and Stephen please begin thank you so much word chair darling Hammond we are really excited about being before the board today to do this historic item so my name is Sarah Neville Morgan and I'm a deputy superintendent of Public Instruction and the opportunities for all Branch at the California Department of Education under State superintendent Tony Thurmond I'm joined today by Stephen proffitter the director of The Early Education Division and we're really excited to share all the work we've been doing on upk including the expansion of TK before we dive in we wanted to provide some level setting on what we mean by upk or Universal pre-kindergarten upk is the expansion of the state's mixed delivery

265system to meet the Early Education needs of three and four-year-old children and their families in California we're relying heavily on transitional kindergarten or TK which will be the only program universally available to all four-year-old children by 2025 um 26 upk is an essential part of transforming California's educational system and giving every student in California a great start the creation of upk in California was recommended by California's master plan for early learning and care or our master plan which sets Force the goals for the administration to establish and support upk the State Board of Education plays an important role in upk because the board has oversight over transitional kindergarten as board member darling Hammond laid out as this is an important informational item and does not provide any recommendations the information we are sharing with you

266today is intended to ensure you are fully informed about the status of TK and how it fits into a bigger picture of upk in this presentation we will highlight curriculum assessment instructional materials and Workforce requirements and professional learning alignment as those areas may come before the board either as TK specific items or in the context of other information and action items we also would like to recognize some components covered in this item are are outside of the board's Authority for example investments in certain program requirements like adult child ratios among other things however we have included them to provide context for the system in which the board's responsibility lies California's master plan laid out a roadmap for ensuring California's children thrive in their early years and explicitly called or um promoting skill Readiness and increasing

267long-term skill performance and educational outcomes by expanding access over time to achieve one year of free universally available and inclusive Pre-K for all four-year-old children and expanding targeted access are targeted universalism to an additional year of publicly funded pre-k for all three-year-old children who are Income eligible and well as children with disabilities through upk's mixed delivery system we will achieve universal access to TK for four-year-old children and have also a variety of other Pre-K options within the system which we'll go over in upcoming slides and those will serve a growing number of three-year-old children in high quality Pre-K programs as well as some four-year-olds whose families still choose that as their parent option these not only will equip our children with School Readiness and healthy development but also prepare them for lifelong success I also

268want to elevate the master plan's recommendation to support Children's Learning and Development by investing in our early educator Workforce we all know how critical the teachers are including providing ongoing opportunities for professional development creating new Workforce Pathways and accelerating and enhancing existing ones and creating a Pre-K to third grade ECE teaching credential and implementing program standards that support Educators to nurture Children's Learning and Development as we work to follow the road map set out in the master plan we want like to emphasize that upk is also a key part of the state superintendent's larger transforming schools initiative implementation of upk alongside other investments in Community Schools professional learning anti-bias education mental health programs expanded learning programs and Universal meals all of those are interconnected and present a historic opportunity to transform California schools into safe

269havens that support and nurture the whole child we're really excited about the interconnected nature of these Investments and the opportunity to leverage them to build a preschool to third grade or P3 alignment in our system this historical Universal approach to education is an opportunity for California to rethink or re-imagine our educational system as one that brings Equity to all students and families and also provides great opportunities for teachers and those interested in becoming teachers from those serving the littles all the way up through our pipeline while TK is the only University available program we do want to highlight that it's part of a broader diverse and Incredibly valuable system of programs serving our youngest Learners upk brings together TK as well as all of our existing California state preschool programs and federal Early Education programs

270as well as private Child Care family child care and expanded learning opportunities including before and after school programs that help achieve a full day full year support for families and ensure a preschool learning experience ubk is backed by an abundance of research demonstrating the positive benefits of the pre-kindergarten year priority K-12 in both short and long-term outcomes the most consistently identified effects are on academic achievement at the end of pre-K and the beginning of K children who participate in quality Pre-K have increased School Readiness in both academic and in social emotional skills children who were able to attend two years of the Abbott preschool program in New Jersey at even stronger games than those who attended for one year importantly much of the research on the early and targeted Pre-K programs have indicated the strongest

271effects are for African-American and Hispanic latino children multilingual Learners and children from low-income families when they have access to Quality programs in addition long-time evidence from the abacidarian the Chicago Parent Center and new ones from Abbott New Jersey studies indicate that children who attend Pre-K experience lower rates of special education placement and grade retention in elementary school increased School Readiness really lays that foundation for later academic success as well both the Abbott preschool programs in New Jersey and the Tulsa Oklahoma program finds that from third grade through high school children who attended the Pre-K programs and who continue to have quality learning experiences have fire scores on standardized tests and math language and literacy in the Perry Chicago Parent centers and Tulsa children who attend Pre-K also have been found to have a higher likelihood

272of graduating from high school finally research from the early preschool programs abusaderian Perry and the child parent child parent Center and the Tulsa Oklahoma Pre-K programs have shown shown strong positive effects for pre-k attendees and adulthood in Tulsa after they turn 18 children who attended their school-based Pre-K programs had both increased rates of voter registration and voting and elections showing stronger Civic engagement that was one of those novel fan findings that we just learned about the Abba sudarian Chicago Parent Center and Tulsa Oklahoma programs all identified higher rates of college enrollment or attendance for those who attended the Pre-K programs in Tulsa Pre-K participants from all racial ethnic groups had a higher rates of two-year College enrollment and African-American and Hispanic participants at higher rates of a four-year College enrollment as well finally there is

273evidence of positive effects on adult Health from the earliest a pair programs among that absidarian Perry preschool and Chicago Parent centers they found lower rates of teen pregnancy hypertension diabetes and depressive symptoms in children who attended quality Pre-K programs so a lot there in the rich robust research world moving into our alignment between systems upk also serves as a bridge between the Early Learning and Care Systems and the TK through 12 grade or TKA 12 system we know a strong start in pre-k is only beneficial if it is sustained and we can't deliver on that promise of upk without the alignment and support of the early grades reinforcing and building off and accelerating children's previous Pre-K experiences because of this the CDE has also developed a preschool to third grade or p-3 Vision to set

274forth the intention and goals of upk to thrive in that broader p23 system the graphic you see right now comes from the national P3 Center which is supporting us to create a strategic plan around P3 our CDE mission statement for P3 is that all children have a strong and early start to inclusive education through high quality joyful rigorous developmentally informed and coherent preschool through third grade learning opportunities to ensure they thrive in school and and in life and our College and Career ready the goals of this alignment initiative are to ensure first that we give all children a strong start for providing them that access with at least one year and for a promise children at least two years of high quality early education experiences two we ensure all PK to three elementary teachers are

275equipped to support and sustain money by enhancing the teachers competencies to optimally support Child Learning and Development and Implement instructional practices to sustain children's learning from K to three three we equip education leaders at the County district and school level so they understand the value of Early Education and support strong transitions for Student Success and enact organizational strategies to support meaningful alignment across that P to three learning continuum and lastly to empower and support families so they have meaningful engagement opportunities across the early years in pre-k and in the k-3 settings that encourage them to play an active role as advocates and resources to facilitate the growth and development of Young Learners throughout this presentation you'll hear us making references to P3 and demonstrate how children and our young students can reap the benefits of

276TK and upk within a P3 system that ensures developmentally supportive instruction and a focus on the whole child I'm now going to pass this over to Steve who's going to dive into some of the key elements from that item including TK expansion and roll app over to you Steve thank you Sarah I'll start with some context on how TK was created and expanded so first the kindergarten Readiness Act of 2010 changed the last eligible birth date for kindergarten from December 2nd to September 1st so that all children would enter kindergarten as slightly older five-year-olds by 2014. to support families whose kindergarten entry would be delayed by this change it established transitional kindergarten as the first year of a two-year kindergarten program the 2015-16 budget introduced early admittance TK as an option for children with birthdays

277between December 2nd and the end of the school year further bolstering access for children in this age range under this option districts can choose to serve children in this birthday range but do not generate funding through average daily attendance for the child until their fifth birthday the 2021-22 budget introduced a timeline to achieve Universal TK for all four-year-old children by 2526 as well as new TK requirements and provided funding for upk planning and implementation and an increase in funding for expanded learning through the expanded learning opportunities program to support access to full day care in the current Year's budget 2223 it provided additional lcff funding for TK and established fiscal penalties related to TK average class size and teacher to child ratio school districts and charter schools with TK receive an add-on to the lcff

278entitlement for the cost of an additional adult to meet the 1 to 12 ratio in TK classrooms the add-on amount is equal to the TK Adeline rate uh 2 813 multiplied by the Lea's current year TK average daily attendance fiscal penalties apply to any school district or charter school with TK enrollment not meeting the requirements for average class size adult-to-child Ratio or teacher qualifications beginning in 2020 2023-24 by 2526 we will achieve full implementation of universal TK meaning all children turning four by September 1 will be eligible this table included on page 12 of the item shows a timeline for changes in age eligibility for etk or early admittance TK and TK during TK expansion showing that two months of birth dates for children turning five are added in each year starting this year up

279until full implementation in 2526 when all children turning four by September 1 will be eligible so what does expansion of TK mean for projected enrollment the learning policy Institute has projected that TK enrollment will more than triple by 2526 and serve approximately 70 percent of the eligible four-year-old population in California at full implementation so what is TK implementation looking like right now we've covered all of the areas of TK implementation listed here in detail in the item so today we'll highlight areas that are most relevant to the board's purview and indicated in green on the slide and those are access curriculum assessment Workforce qualifications and professional learning the two Workforce areas are primarily under the purview of the commission on teacher credentialing but are important to understanding the implementation of TK in the past two

280years we've witnessed historic Investments to support the expansion of TK and the planning and implementation of upk these include the upk planning and implementation Grant which supports leas to expand access to ubk through creating or expanding cspp or TK programs or establishing or strengthening Partnerships with other upk programs in the leas area uh the Early Education teacher development Grant which supports the workforce by funding leas to increase the number of early Educators and increase specific competencies for TK kindergarten and cspp educators the upk mixed delivery planning Grant which provides counties with funding to support relationship building among leas the County Office of Education the local planning Council and the local Child Care Resource and referral to expand access to the mixed delivery system for three and four-year-old children an increase inclusion of children with disabilities

281our partners at the California Commission on teacher credentialing have developed a pk3 Early Childhood specialist teaching credential and related to this is a charge from the 2223 budget to establish a upk mixed delivery quality and access work group that n aims to identify best practices for increasing access to high quality Universal preschool programs and update preschool standards to reflect these practices so overall the CDE has seized on the historic opportunity these Investments have created and is providing extensive support guidance and resources including the creation of robust guidance documents to a company the upk planning and implementation grants hosting regular upk webinars and office hours the creation of an FAQ page the launch of the California upk and P3 group on the California Educators together platform a P3 alignment webinar series and a upk Communications campaign

282including multilingual resources for family and Community engagement that emphasize the benefits of upk and TK for children and families and Empower parents to make informed choices to support implementation we have in partnership with the commission on teacher credentialing in using a constellation approach to guide all of our EPK implementation in P3 alignment efforts the goal of this approach is to ensure that multiple sectors and levels within the state are working together to develop guidance to the field on TK implementation including local implementers researchers Workforce Communications and support systems Partners among others these Partners work together in the five thematic constellations you see in this diagram including local implementation and promising practices research Workforce Development upk support systems and Partnerships Communications and strategy the state leadership team and the upk P3 kitchen cabinet with representation from

283early childhood education organizations and state agency partners are the leadership teams setting strategic directions and aligning the constellation to meet overarching goals now I'll dive into sharing some successes related to access to TK we want to emphasize that when we talk about access access that while districts that serve kindergartners must offer TK TK is not mandatory for children to enroll and families will continue to be able to choose the program that best fits their needs additionally we want to note that this information is intended to provide context as these requirements are statutory and outside of the board's purview now while data from 2122 and the current school year isn't quite available yet the LPI projects that in this first year of expansion 2223 137 000 children or 30. 30 percent of all four-year-old children will

284be served in TK every Lea expected to have TK enrollment received upk planning and implementation Grant funds and as part of that we're required to present a plan for upk to their local governing board by June 30 2022 and submit their plans for upk to the CDE in a survey in fall 2022. we have some useful data from the survey on the progress towards achieving universal access to TK and overall EPK implementation with support from LPI we've analyzed a sample which represents the majority of these responses including 829 school districts and 594 charter schools which is about 97 percent of districts and 85 percent of Charters with expected TK enrollment and 62 percent of all districts and charters in California in addition to these all 58 County offices of Education responded to the survey you

285can refer to attachments three and four of the item for the full survey results um so data from the surveys show the majority of leas report they intend to offer TK at all Sites which would support access to being to be evenly distributed geographically they plan to or are considering offering etk or early admittance TK which would accelerate expansion beyond the statutory timeline and they intend to offer full day TK which would support families and having the coverage they need additionally 79 of leas plan to combine TK with expanded learning programs and 20 percent with the California state preschool program to achieve a full day increased access to TK will have a huge impact on families across California especially for the 250 000 children eligible for the California state preschool program but unable to enroll

286due to limited space and also for the families of the 155 000 children that aren't eligible for the California state preschool program leas are also planning for how to engage families as TK expands with the most common strategies including family or parent surveys local control and accountability plan educational partner input sessions and engaging School site councils I'll now hand this back over to Sarah thanks so much Steve we're going to go on to curriculum the curriculum requirement for TK is to use a modified kindergarten curriculum that is age and developmentally appropriate it's also the intent of the legislature that TK curriculum be aligned to the California preschool learning foundations in a survey conducted this fall we found TK programs have interpreted this language in a tent in a variety of ways before we highlight those

287results we want to describe what a developmentally appropriate curriculum might look like as TK curriculum is under the purview of the board at age four children need a lot of Hands-On experiences and movement opportunities for child-led learning oral language development and peer interaction through play exposure to key topics and social emotional learning and developing their executive functioning skills and a scope of learning and sequence and foundational math and literacy skills these are all components that are based in the science of Learning and Development if you walk into a high quality Pre-K classroom this might look like less emphasis on workbooks and a whole group instruction and more time spent in small group instruction to work on foundational skills these skills are then reinforced during Center time and playful learning where children get to visit a

288range of centers or stations to apply their learning experiences to the dramatic play area building areas science exploration art games ongoing projects and the teachers are able to conduct formative assessments and scaffold the students learning an effective developmentally supportive curriculum also includes ample time for children to express their thinking through language this means children are not only listening to books being read to them but are engaging in discussion and making connections between books and topics they are learning and curious about as highlighted earlier in our P3 slide this philosophy of learning is needed across all the Earth's early grades especially in the pre-k through third grade space to ensure learning remains joyful and actively engaging for our youngest Learners on page 19 of the item you'll see a reference to the Boston public schools pre-k

289through second grade curriculum which is a good Exemplar of this philosophy in action and also a public BK that has strong results as we move on to the curriculum approaches the first one that we'll share a little bit about is the whole child curriculum in a survey distributed this past fall to our P3 Lister including Educators and administrators in upk programs we asked the field what curricula they are currently using for upk and what support they need around curriculum resources presented here are results from 210 district and county office administrators 24 School site administrators and principals and 207 TK teachers a total of just over 450 TK programs were represented across 305 districts and 53 counties we will walk through some key results on the next few slides but just wanted to know this is

290a sub-sample of TK programs and may not be representative of the larger TK population second about 14 of respondents also did not have a clear idea of the curriculum used in TK in their district and finally the survey was unable to ascertain how well a reported curricular approach is actually being implemented which research demonstrates is the critical component for child outcomes participant responses were categorized into different curricular approaches for TK the first is what we call a Pre-K comprehensive or whole child curricula circled here these curricula are very popular in public preschool settings and typically highlight a range of Developmental skills in a play-based frame as you can see in the yellow section 118 or 26 percent of TK sites that responded reported using a Pre-K comprehensive whole child curriculum although this model can be

291implemented effectively there are a few cautions to note for strengths this curricular approach emphasizes play-based learning through child-led centers social emotional learning and developmentally informed content however they often lack sufficient explicit guidance on a scope and sequence for instruction of math and literacy skills and there is empirical evidence that domain-specific curricula that Target explicit math and literacy skills lead to higher gains in math and literacy compared to whole child curricula alone with the largest achievement gaps observed for math skills in particular moving on we'll go to the second curriculum approach which is what is most aligned with the Boston Public Schools pre-kindergarten model that I mentioned just a little bit earlier 50 TK sites are 11 of those who completed the survey are currently using a whole child or social emotional curriculum and a Pre-K

292math and literacy curriculum that is developmentally appropriate about 10 percent of our TK sites that completed the survey are also using this combination approach and are supplementing using District development math and literacy units instead of the publisher version so a smaller subset we have the 11 and the 10 percent again if implemented to Fidelity this approach is the most likely to be aligned with the science of Learning and Development emphasizing both the whole child and providing that strong foundation in math and literacy however because a combination of curricula is required Fidelity of implementation can be difficult to achieve and can be more costly as the teachers may need additional supports moving on to our curriculum approach number three math and literacy and um no explicit focus on social emotional learning this last curriculum approach runs

293the risks highest risk of not being developmentally supportive about 90 tpay sites or 20 percent who responded using Pre-K math and literacy curriculum or District developed units in math or literacy with no explicit full child or social emotional learning curriculum supplement or integration this typically looks like the TK program using a Pre-K version of their kindergarten curriculum but there is no evidence of an explicit social emotional learning Focus or time spent in centers or play domains that are really highlighted in our preschool learning foundations 10 of the sites reported using the same curriculum they used for kindergarten and may have mentioned the use of social emotional learning strategies but did not have an explicit focus on social emotional learning or time dedicated in the day for it well this option might be the easiest for

294districts to adopt and use in a tkk combo classroom it's also the least likely to support the learning needs of young children and less differentiation is practice and social emotional strategies are robust for example adjusting the curriculum for younger Learners who might not be meeting the kindergarten standards and intentionally embedding social emotional topics throughout the curriculum as Tupa continues to expand to younger and younger four-year-olds we want to ensure curriculum is developmentally supportive a popular free cake curriculum approach emphasizes the whole child which highlights how all the domains of Child Development are connected and should be valued for example social emotional development is a large component of expressing language and understanding text and executive functioning can support math learning and vice versa and the whole child their emotional social physical and cognitive well-being are all

295important and of value for the teacher to nurture overall a whole child approach is premised on the fact that learning depends on the combination of instructional relational and environmental factors that child experiences along with the cognitive social and emotional processes that influence one another as they shape the child's growth and development I will flag that that's a huge component around things like Community Schools with TK entering the K-12 system and the creation of a Pre-K to third credential we also have an opportunity to adopt these practices from the science of Learning and Development in Graves TK through third for example in our TK curriculum survey school and District administrators and teacher respondents also listed what supports they would like for curriculum and the top responses the top response so a support for social emotional learning

296and adopting more play-based approaches in TK so this is clearly a need and an opportunity to introduce whole child practices in TK the third more broadly in fact our early learning standards for preschool and California are based on whole Child Development the preschool learning foundations which were created by the CDE to set the learning expectations for children ages three to five serve a similar function as the Common Core State Standards as you'll see detailed in the item the first volume was released in 2008 the next in 2010 and the third volume in 2012. because of the emphasis on the whole child several domains of learning are highlighted language and literacy math science and social sciences but also social emotional development Visual and Performing Arts physical development and health we are also adding a new domain

297approaches to Lorraine which covers children's executive functioning and self-regulation skills the CDE also developed the preschool curriculum Frameworks which details how to apply these domains of development to learning opportunities in the classroom to give you a better look at the format of the preschool learning foundations the one you see on the screen before you is an example of the number sense domain in math which details the Milestone expected around age four or at the end of the first year of preschool and at age five or at the end of the second year of preschool or pre-kindergarten the structures to present a foundation or learning expectation and then examples of what that might look like in an early learning setting in the 2021 state budget the California Department of Education received funding to revise the preschool

298learning foundations as part of those revisions we are ensuring the content covered is inclusive of TK additionally we are hoping to better align with subdomain categories in the kindergarten Common Core so that TK teachers can more easily crosswalk between those two sets of standards another major goal is to include language that is more inclusive of children with disabilities multilingual Learners and capture the experiences of children from different racial and cultural backgrounds the revision of this document will be available in late 2023. we also receive funding to extend the preschool learning foundation's to third grade to illustrate the developmental Continuum across the preschool to third grade period the plan is to focus on five major domains math language literacy science social emotional development and approaches to learning teachers will be able to reference this document to

299understand what development in these skills looks like across the learning trajectory as well as having Hands-On examples the hope for this resource is to complement the Common Core by illustrating how preschool and developmentally supportive practices based on the science of Learning and Development can be integrated into the early grades while also retaining rigorous standards and expectations for learning I'll now hand this back to Steve to share more about assessments thank you I'll now move on to assessment ntk the TK is not required to use an ongoing whole child assessment I'll provide some context on assessment tools used in early learning and Care programs since TK assessment is under the board's purview in the California state preschool programs use the desired result scale developmental profile or drdp assessment twice a year this is a developmentally supportive

300assessment that aligns with principles from the science of learning for a variety of reasons one reason is that it covers a breadth of skills not just math and literacy but also looks at expressive and receptive language and vocabulary social emotional skills and approaches to learning like self-regulation and executive functioning the longer versions of the drdp tool additionally look at other domains covered in the preschool Learning Foundation such as physical development health habits Visual and Performing Arts science and social science the second reason is that children are not pulled aside to work one-on-one with a teacher or computer screen instead assessment is integrated into a child's natural learning environment with a teacher recording observations or prompting the child to engage in a specific skill skill they want to assess such as counting during a learning activity

301the third reason is it's aligned to the Universal Design for Learning where children are able to respond or participate in the assessment in a variety of ways based on their home language and ability for example when assessing County a child who is a dual language learner can say numbers in their home language and a child who has trouble sitting still can demonstrate the skill by jumping or clapping while they count while results can be calculated to form a summative score this assessment is primarily used for formative purposes and to assist teachers in individualizing instruction and overall curriculum planning at the classroom level this here is an example of the drdp preschool version for one subdomain within math number sense and quantity this subdomain captures not only the rote counting skills but children's understanding of quantity

302and making sense of what number means to address the developmental Continuum of children that could be enrolled in preschool a wide range of skills are presented in the measure however at age three or the beginning of preschool children are typically in the exploring later or building earlier domain and by the end of preschool and transitioning into kindergarten are in building later or integrating here is an example from the drdp kindergarten tool where you will see the overlap when the pre within the preschool tool in the first three levels again to emphasize that there is a developmental Continuum that is present in kindergarten and different children will fall on different places on the Continuum even if it is below the kindergarten entry expectations the drdp kindergarten tool has actually been adopted by other states to use

303as a kindergarten entry assessment for example the state of Illinois has adapted this tool as their mandatory kids assessment and a kindergarten entry in the domains of math language literacy social emotional and approaches to learning the drdp is also on several States menu of kindergarten assessments to choose from we're also aware of some counties in California who have used the drdp kindergarten tool in their programs the CDE is making changes to the drdp to be in more inclusive of TK so that programs May more readily adopt it for example you saw that we have a preschool version in a kindergarten version but we've heard from teachers at many TK kids either fall on one or the other depending on their developmental level so we are now combining the tool into one to cover the broader

304developmental trajectory that children may be presenting in TK we also plan to add structured prompts in math and literacy which are essentially direct assessments but still embedded in a child's learning experience and can be administered in a small group setting we're also extending the drdp to third grade in the domains of social emotional development and approaches to learning the hope for this tool is to demonstrate the value of these domains of development in the early Elementary years as referenced in the item currently 29 of leas are using the drdp and TK but we hope that this tool becomes more accessible for TK programs in the future the last thing I'll cover in our assessment section is the lpac requirement for both TK and kindergarten and English language proficiency assessment type the grade level standards is

305federally required for students in public schools within the first 30 days of enrollment the lpac is based on the kindergarten English language development standards however as TK is expanded to younger four-year-old children we will need to explore how to implement the reading and writing sections in a developmentally informed and in an effective manner since the board's purview is over Assessments in the lpac we wanted to flag this for you the final aspect of TK implementation we want to highlight is support for the workforce while the board does not have authority on Workforce requirements or Investments that support the workforce and understanding of the needs and current efforts are important given the essential role that Educators play in TK implementation so TK teachers must meet the requirements in statute by August 1 2023 and these requirements

306include holding a number of credentials one of a number of credentials including the multiple subject credential General kindergarten primary T3 credential or others and additional expertise in ECE or Child Development to meet the ECE requirements specified in Education Code section 48000 D4 teachers can get 24 units of coursework in early childhood education or Child Development have professional experience comparable to those units or have a child development teacher permit or the upcoming Pre-K 3 ECE specialist credential as of July 1 22 the commission on teacher credentialing can issue a one-year emergency specialist teaching permit in early childhood education these emergency specialist teaching permits in ECE also call it emergency transitional kindergarten permits assist leas that are not able to recruit a fully credentialed teacher for a TK classroom as more children become eligible for TK another

307aspect of implementation is a need for additional teachers the learning policy Institute has estimated that as many as 20 000 TK teachers will be needed for full implementation in 2526 which means if leas must recruit and hire another 12 to 16 000 teachers in the coming years in addition statute requires a one to twelve adult child ratio in TK starting this year and given that TK is a maximum class size of 24. that means the beginning in this year every classroom needs a second adult at present that equates to approximately 4 000 additional adults but by full implementation in 2526 up to 20 000 staff members will be needed in this role across the state the upk planning and implementation Grant survey asked leas to report what strategies they are planning to use to support

308their local Workforce in meeting these requirements districts and charter schools are already planning a number of efforts to support both prospective and current teachers in this table found on page 25 of the item I want to highlight that many districts and charter schools are working in partnership with Institutes of higher ed and their County offices of Education to build the pathways for those prospective teachers and to support current teachers in addition leas report logistical support is available in many places with advising on requirements information on scholarships and grant opportunities and in about a quarter of school districts and charter schools stipends for Teacher tuition in addition to the required qualifications for TK teachers professional learning is an essential part of a quality TK program teachers leaders and staff will continue to grow as Educators particularly

309in applying the science of Learning and Development in their classrooms ensuring that ongoing opportunities for all involved in 2K and Early Education of coaching resources and mentorship will strengthen their competencies to understand and meet the developmental needs of diverse learners to areas of focus for professional learning include social emotional learning language and literacy development and instruction for young children Math and Science development and instruction the preschool learning foundations and the use of developmentally informed curriculum as highlighted previously other areas for professional learning appropriate for TK Educators as well as P3 Educators and Beyond can include anti-bias teaching mitigating implicit bias and reducing exclusionary discipline and practices such as suspension trauma-informed practice healing and restorative practices serving children with disabilities and supporting multilingual learners this table highlights the percentage of school districts and Charter Schools planning

310to offer professional learning opportunities in their plans or in in seven areas related to developmentally informed practice this the great news is that more than half of school districts and Charters have already included each of these areas in their plans the strongest responses are for professional learning and literacy and language development socially emotional development with serving children with disabilities in inclusive settings curriculum selections and implementation and math and science instruction close behind if you look at table 12 and attachment three of the item you will see a few other topics for professional learning such as effective adult child interactions supporting multilingual Learners using trauma-informed practices and engaging culturally in linguistically diverse families which fall under the 50 Mark but more than 35 percent of school districts and Charter Schools plan to include them in addition

311to local efforts by leas and their partners significant Investments have been made at the state level to to support meeting the demand for qualified teachers in TK and Beyond these Investments allow leas to spend money on teacher and staff Recruitment and hiring as well as offering financial support to current teachers and opportunities for future teachers to follow Pathways into TK additional Investments have been made specifically to increase availability and accessibility of professional learning for TK and their teachers such as the upk planning and implementation Grant The Early Education teacher development Grant educator Effectiveness block grant the which is administered by the CDE and provides 1.5 billion in apportionments through June 26 to support professional learning for teachers administrators and pair of professionals who work with students and classified staff that interact with students to provide

312accelerated reading support the current your budget allocated 15 million in one-time funding over three years to support 6 000 teachers and the 20 and the current year budget also established the Golden State Pathways program to support leas to partner with higher education Community groups and employers to promote pathways the commission on teacher credentialing also has a couple of Grants the include the teacher residency grant program the one-time grants for four-year integrated teacher preparation programs and the California Student Aid Commission last one I'd like to highlight here is the Golden State teacher grant program an ongoing Grant with 100 million in funding per fiscal year between 21 and 26 which provides up to 20 000 in individual grants to students in CTC approved professional preparation programs who commit to working in high needs Fields such as

313TK one last investment in the TK Workforce that is important to talk about is the pk3 Early Childhood specialist specialist credential which we will discuss in more detail now a little briefly now the pk3 ECE specialist credential is a specific investment that will support the TK Workforce as well as other Early Education programs and overall P3 alignment the focus of this credential is the developmentally supported practices and instructional strategies to support children from pre-k to third grade and ensuring that teachers can build the types of quality learning opportunities and environments that support whole Child Development build on prior experiences and integrate children's experiences characteristics assets abilities and needs the credential standards and teaching performance expectations for the pk3 ECE specialist credential were approved at the October 2022 CTC meeting and the regulations for this credential

314are currently being developed by the CTC with the office of administrative law with an anticipated approval in January 23. for closing I'll hand it back to Sarah and we know this has been a really long item very thorough so I will just wrap it up TK and upk are tremendous achievements and opportunities to provide children in California with positive learning experience through strength space play-based approach to joyful engaged learning that supports their emotional social cognitive and language development California also has this opportunity to implement a P3 frame thereby creating greater potential for lasting School outcomes by adopting the science of learning development principles and full-child approaches into those early phrase and while we didn't have time today we'd want to hire two other essential areas that we will cover in our item more deeply tomorrow

315at least one of them in special education the importance of inclusion in the inclusion of children with disabilities in both TK and our California state preschool program our director of special education and other counties both eyes but into that a little bit tomorrow in the special ed annual performance report presentation additionally we really want to emphasize the importance of supporting our multilingual Learners and ensuring that as TK expands so do the supports and programs that foster home language of multilingual Learners along with the English acquisition that is so fun down foundational as we think about all of our children to grade that sense and culture of inclusion and belonging we also want to acknowledge the governor's 2023-24 proposed budget includes the next year of funds for 2K expansion which means many more children will benefit

316for TK for years to come finally we want to celebrate the California's historic investment in ubk with utk as the foundational component is an investment in the future of California it creates Monumental impact for children who participate their families and their communities supporting children's development and foundational learning in their early years can increase their success in school and in life promoting positive health career and social outcomes in adulthood building up these strengths in children builds strengths in their families and their communities and provide social and economic benefits to society as a whole this concludes our presentation so I'll hand it back over to our board chair to um and Darlene Hammond thank you so much Sarah and Stephen the extraordinary uh work that you are doing is really visible across every dimension of TK across

317a very complicated mixed delivery system bringing coherence and thoughtfulness to all of these elements with multiple agencies including CDE and um the CTC uh DSS Etc so we're we're very grateful to you for all of this effort we're going to go to the public comments slide and get the public comment queuing up right now those who'd like to call in can use the telephone number and the access code provided on the slide that is shown now I'd like to remind everyone of the framing comments I made at the beginning of this item and the state boards you know particular limited Authority in this space and while we're waiting I want to ask our member of patio Bronson if she would like to kick us off with some comments thank you um so I also just

318want to join our board president in thanking Sarah and Stephen and also superintendent Thurman for not only an incredible presentation but for incredible leadership and tenacity and rolling out what is an entirely new grade in California which has not been done in a couple of hundred years um so it is historic moment um and and one that has required um an incredible amount of labor but I think it has been a labor of love so I'm just incredibly appreciative of the work that CDE has undertaken in order to actually move this forward um I also just wanted to um reflect on on an earlier comment that our board president mentioned about the scale of this program um this will be the largest uh uh pre-k program for four-year-olds in the country um and also just

319even to put it in the broader context of um the multiple Investments that the governor has made on the early side of early learning inclusive of the state preschool program and Child Care at full implementation California will be overseeing more Early Learning early care and learning seats in California than the entire of the federal government's investments in Head Start across all 50 states so it is an epic undertaking and it is I think incredibly exciting and and just want to salute the work that is being done across the multiple agencies to make that happen it is also I think equally important to recognize that it's it's not just a scale and undertaking many of the impacts that Sarah talked through in terms of school in terms of academic social emotional learning are all incredibly full

320um and the the data point that always I think stays with me is from getting down to facts around this idea that even though California's school districts are actually beating National averages already in terms of annual growth for the K-12 students because so many kids in California start in third grade almost a full Academic Year behind the catch-up is very very difficult and so the Early Learning investment I think that is being brought forward with utk is really an incredibly important strategy for making sure that all of that good work that's done in the later years does not have to be catch-up that can just be progress which is obviously I think what what all kids and families and supporters of public education while um the last thing I'll just say is that I think

321across a number of um the points in the PowerPoint uh Sarah and and Stephen both mentioned that this is a pita three uh frame and so this is work that connects um not just for the year of utk but has implications and for ongoing work and coordination um with three trajectory so that is super exciting um I the I keep thinking of Kamala Harris um saying that she was it was she was the first but not the last um and I I think this will be the first um sort of moment of thinking for so many school districts about how to work with Early Learning but it certainly will not be the last um and there's lots of exciting work ahead so thank you guys again thank you um I think unless there are there

322any clarifying questions um that need to be asked now and then we'll go to public comment and come back for discussion um vice president Glover Woods thank you uh just a quick clarifying question is the lpac currently administered to our TK students yes it is okay thank you Sarah thank you right and that question will be in front of us as we get to younger and younger four-year-olds um okay I see no other hands at the moment so let's go to public comments if there is some uh yes we do have one caller in the queue I will open the phone line now okay afternoon please state your name and affiliation for the record you have one minute your time starts now uh good afternoon Jessica Saco on behalf of children now we applaud the

323progress the state is making towards offering upk to all four-year-olds we are pleased the board has made space in its packed agenda to receive an update and provide their perspectives on this important education initiative I applaud Deputy superintendent Sarah Neville Morgan and her team for the deliberate framing of the work before us as universal Pre-K made up of transitional kindergarten cspp Head Start expanded learning and Private Preschool providers in full recognition of the unique Early Learning and Care needs of young children and their families progress to date is significant and there are still several implementation issues to be addressed which we describe in our letter I draw your attention to the role the state board and Department can take in supporting and retaining the existing teacher Workforce through promoting the utilization of educator Effectiveness funds

324to support teachers in improving and growing their craft as younger children enter TK classrooms similarly the content and curriculum for TK classrooms must evolve to meet the Developmental and educational needs of children as young as 48 months who will become TK students by 2526. thank you for your time thank you okay that concludes public comment for item number 10. thank you very much uh both for that amazing presentation uh and uh the thoughtful public comment and that was their board discussion I remind you this is an information item it's going to set the table for the work that we may need to do in the future um but there's no decisions today any comments or questions remember McQuillen and then vice president Glover Woods yes thank you thank you for this item it's really exciting

325we can uh capture additional children to have a preschool experience those that might be missing I'm so happy that we included Head Starts too and in the discussion and coordination I have a question on is there any type of recommended number of minutes or time for the PK programs thank you Sarah or Stephen how are you thinking about the time frame there's the rank there's required minutes um as part of TK so I think it's 180 instructional minutes but I'm getting confirmation on that and then of course the way that it's framed is to be incorporated in uh to the extent Possible full day program do you want to speak to that Sarah as well yeah so it's a 180 instructional minutes or 36 000 minutes a year and that's within as you look at

326the expanded learning opportunities program the nine hours of programming if families so choose so that if the TK program is birthday or school day you can still have some hours of the expanded learning program coming around that or in some cases they're using a California state preschool program or even Head Start to partner with for those so just to the um layers of complexity um there are part day and full day programs and then extended day wraparounds that are all being coordinated um anything else okay uh member Glover woods and then member yashimoto tari and the member Rodriguez thank you um Stephen and Sarah thank you so much for such a comprehensive presentation and a comprehensive board item it's just very refreshing to be able to have conversation about what's happening with our our Littles

327if you will um and how critical that is to all of the other things we look at with grad rate and Ela and math proficiency that Foundation really starts with our our youngest Learners and what we do to support them so I more there's more of a comment not a question at all but just to emphasize a statement that was in our board item which was that as we're thinking about transitional kindergarten and the curriculum and the practices that it's really about looking at taking those practices and pushing them up through K and through three as opposed to taking those education the elementary practices let's say in person second grade and pushing them down it's going to be really critical um it's already been critical for transitional kindergarten because we've had that grade or for

328a little bit of time as we saw in the timeline but even as we expand it now to younger four-year-olds it's going to be critical that the curriculum and assessment is not kindergarten light but that it is actually developmentally appropriate for children coming in at that age and to set them up for Success so thank you again for your presentation and I look forward to more conversation on this topic thank you so much um I think next is member yashinaro tauri then member Rodriguez and the member olken that was so articulately said uh vice president Glover Woods I I'm not going to repeat that uh in my own words because uh that was that's part of my concern this is a proud moment uh it's very very exciting uh and I would extend you know

329to connect with what you said of my wondering I suppose about the bridge between you know mixed delivery upk including transitional kindergarten but also being under the TK being under the purview of the sve uh just to the conversations around uh State Frameworks coming up in the future which have connections to State adoptions for K-8 and wondering how we might be able to uh really have a seamless Bridge you know particularly in the mix delivery model so that we're ensuring that there are developmentally supportive and appropriate expectations for our TK students but also for students that are in other programs in the mixed delivery model who will be joining their peers in the second year of kindergarten in elementary school and so I look forward to that conversation which doesn't need to necessarily a response

330today um particularly around the um the curriculum and you know the adoption pieces and then secondly and maybe this connects with the conversation tomorrow um so maybe a comment and not necessarily a question at this point but I noticed in the supporting documentation that uh first was excited to see that for the state preschool Contracting agencies that the set aside amount for students with disabilities is increasing in the coming years each year just a little bit more through 2024-25 and that we expect that to increase the percentages of three or four-year-old students since in state preschool with IEPs but that also that we didn't have the data on um how many students in our state preschools were having that inclusive experience yet and so I was wondering about what our look what the next steps

331are to be able to capture that data or maybe perhaps what the barriers are that need to be problem solved yes and I'm happy to wait till tomorrow if that's more appropriate onto just a tiny response and then we can capture it a little bit more over there so first about the preschool learning foundations we so agree and it was wonderful to hear that they are required for use in our California state preschool program and a lot I would say probably in California all of the head starts also use the preschool learning foundations as well and then a lot of our title 22 sort of private Pre-K programs also access them we make those freely available so there is much more expanded use of those across the state so we'll see greater and greater alignment

332and then as we look at our Littles with disabilities and including them one of the things that happened in this current year so sort of last year's budget cycle is a better data collection and so not only will are there requirements around pulling out TK as a separate indicator and grade basically to follow that but there are some around California state preschool program and our Lea days where we will get the student identifier and that will also help us understand a little bit more about the children so that is something we continue to look at within CDE as we look at what we call results count and wanting to use data to then inform our practice and how we're supporting our programs more thank you thank you so much member Rodriguez um yes I have

333so much to say and I'm filled with excitement but I'm just going to keep it at my uh hats off my Applause to everyone who has gotten this initiative this far it's been a lot of work I remember during Governor newsom's first election he talked about how important it is to close that achievement Gap in zero to three and um you know and seeing this come to fruition just fills me with joy so thank you thank you to everyone at every level terrific member alken um I just want to Echo the excitement um and also um you know I was struck by there was a slide about developmentally supportive curriculum and there was sort of a list of things that um a classroom should include or the curriculum should include those developmentally appropriate and it

334was small groups rather than direct instruction and um there's a whole list and um what I noted was those are all the same things that I think are developmentally appropriate at the high school level or the Middle School level because they're so informed by the science of Learning and Development and um so the thing one of the things I'm most excited for and this is maybe a little just based on the context in which I've worked professionally is the ways in which the science of Learning and Development are driving the the the way we're in the way we're building the program the way the credentialing is going to be established the thinking around classrooms the thinking about curriculum and that that's not just TK but making its way up through third grade um and hopefully

335really impacting the rest of our TK Pro tk-12 program as well I just think that's a huge um hugely exciting development for the State of California that we have this opportunity to have the science of development be at the starting place of our program plan rather than coming working backwards and trying to figure out how to fix what we've inherited and was not planned around the way young people learn um all this time so yay thank you thank you remember patillo Bronson I just was prompted in hearing both Sharon um and Allison's comments about the curriculum Frameworks to just flag that there are opportunities I think ahead to think about how how to incorporate um things from the preschool Learning Foundation more explicitly the power of those Frameworks oftentimes moves mountains and Publishers and wanting

336to to sort of take that up in the future um around how to make that more explicit and I'll make the alignment not just legislative intent language but more more explicit and seamless yeah I noticed when we were when um Sarah and Stephen were talking about the curriculum and the nature of developmentally appropriate practice so many people had Smiles on their faces so it is uh something that you know we want to build on uh throughout the grades uh well this is an inspiring uh and informative session it is an informational session we will have other decisions down the road we really appreciate it you gave us a wonderful inspiring into our first board day and um with that uh seeing no further discussion I want to thank Sarah I want to thank Stephen all

337of the staff at CDE who have been involved with this and in the other agencies who have been collaborating uh and our state board staff as well who have really helped to facilitate some of the actions that were needed to start this program off on such a good foot tomorrow we will meet in closed session to discuss and or take action on the following legal matters Mark s versus State and Napa Valley Unified School District versus SBE I hereby continue the meeting and end today's session at 3 14 pm wow go party and look forward to seeing you tomorrow