001foreign good morning seeing that the board members are now present Brooks will you please call the role to establish a quorum good morning president darling Hammond here remember Escobedo here vice president Glover Woods here remember Lewis here remember McQuillan here Amber okin here remember Roscoe Gonzalez here remember patillo Bronson here Rodriguez here remember yoshimoto Towery here everyone's present all right I hereby call the November 2022 meeting of the State Board of Education to order at 8 36 a.m and I'd like to commence by saluting the flag member or Roscoe Gonzalez will you please lead us in the Pledge of Allegiance sure please write or pledge put your right hand over your heart ready begin I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one
002nation under God indivisible with liberty and justice for all thank you very much I'm going to start with our general announcement uh there are five items on the agenda that have agenda item 12. um attachment five which is the Caspian Alpac test results item four attachment 3 which is the overview of the Children and Youth Behavioral Health Initiative item two the addendum is the 20 23 24 State Board of Education student member recommendation of three finalists item three the addendum as the reports from the 2022 student Advisory board on education and item one the addendum is the 2022 State Board of Education screening committee recommendations regarding appointments to The Advisory Commission on Charter School California practitioners Advisory Group and the instructional quality Commission um the proposed waiver consent items today are W1 through W6 and
003the proposed regular consider consent items are items five through nine there's one public hearing on the agenda item 10 which is the appeal from an action of the Orange County committee on School District organization to approve a petition to transfer territory from the Orange County Unified School District to the Tustin Unified School District there are some changes in the agenda we will reopen item one state board priorities later this afternoon to take action on the preliminary report of actions and the draft September 2022 meeting minutes the State Board of Education screening committee recommendations for appointments to various SBE advisory committees and to report on our liaison assignments in terms of public input members of the public wishing to call in for public comment should view the live stream of the meeting to know at what
004time public comment will occur for each item public comment may be provided by dialing the phone number entering a participant access code and then following each of the operators 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 comment we will also ask callers to please turn down the speaker volume of their computers if they are following the live webcast to avoid the echoing effect public comment is limited to one minute for each speaker item 11 is the general public comment item during which members of the public May provide comment on matters that are not specifically listed in the board's agenda board members please mute your microphones when not speaking keep your cameras on at all times except during the
005schedule 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 the board members to raise their Zoom hand if they would like to ask a question or make a comment so item one is our state four projects and priorities item and I will now turn it over to the state superintendent to provide his report State superintendent if we want to shift back to the boardroom is the state superintendent there he is we're just repositioning the cameras okay okay that was an interesting effect I feel a little like Star Wars good morning Madam president and members of the board and to staff and to all who are following today I'd like to start by congratulating our 29 California Blue Ribbon Schools
006who are being recognized in Washington DC as we speak these schools have been recognized for their efforts in closing the achievement Gap for historically underserved students I'm pleased to share with you that California has more Blue Ribbon Schools than any state in our nation it was an honor to meet with many representatives from the Blue Ribbon Schools this week to talk with them about the efforts that they have implemented to help achieve these Great accomplishments and to partner with them on ways that they can help other schools in our state going forward as you all know in the month of October we released the test scores for California students and despite some bright spots we saw that in California and in the nation many students experienced declines in math and reading I don't have to
007put it in context for you what our students have been through all across the country that has contributed to these declines but we know that we can support our students in overcoming these opportunities and I'm also pleased to share with you some important resources that have been provided to do so as we speak we are allocating some 7.9 billion dollars to California schools in a discretionary block grant that is focused on learning recovery this means that schools will have resources to promote learning acceleration to provide counseling and other supports for our students in addition to this block grant California is providing our schools with more than four billion dollars to support expanded learning opportunities to lengthen the school day to lengthen the school year to provide support to our students during all parts of the
008day to support their recovery and I would also point to what's now four billion dollars in Community Schools resources to support Health mental health and other needs that our students have as they heal and recover and ultimately Thrive going forward you'll hear more about Community Schools today and you'll hear about our technical assistance programs you'll also hear from Dr Galley from the Department of Health and Human Services who will talk about our partnership as it relates to the children's Behavioral Health Initiative we've started a learning acceleration webinar series to provide best practices and technical assistance to our schools I want to thank Dr darling Hammond for participating in that first webinar and our partners at ccee who shared their learning acceleration blueprint and thank School leaders from Berkeley Unified School District and from Lodi Unified
009School District who shared the various programs that they are providing to support our students as we think about learning recovery I'd like to also remind you that California is making a historic investment to school districts in for reading coaches and Specialists who will help our Educators to strengthen their ability to teach reading to our youngest children this is an exciting investment of more than 250 million dollars that is paired with an investment in funding for professional development to support Educators as it relates to supporting reading I I'm also excited that this grant funding gives us a way to work with a cohort of 125 school districts to support them in reading but also to engage them in math and other subjects where we can support students and if we can help those 125 school districts
010imagine what we can do for helping to move things in the right direction for California our webinar series will continue in just a few weeks we'll be providing school districts with direct information about how the learning recovery block grant will work and some of the intended allocations and how they can use those dollars we're also going to be providing a webinar for school districts on dealing with the opioid crisis many of you have followed in the news that sadly we've seen a steep rise in incidents related to fentanyl many children investing in ingesting fentanyl often not knowing that they are and that this has had deadly consequences we've convened Partners in Health in public health in prevention and education programs and law enforcement and others to help translate for school districts what it is that
011they need to do to prevent loss of life due to fentanyl we will be putting on a webinar for districts to help them leverage all the resources that exist for education for prevention for substance abuse intervention and of course intervention for someone who is overdosing from fentanyl California is making narcam available to California schools and just a few days ago I sent a letter to every single School District in our state imploring them to take up this very important cause to work with us and the Department of Public Health and and having available at narcam and in utilizing every single resource for education for prevention for substance abuse intervention and to use the federal dollars that are also provided that can be used for Substance Abuse Prevention and education and finally I I want to
012highlight a webinar that we will be putting on in just a few weeks that we call educator Wellness we recognize how difficult the work of our teachers and classified staff and administrators and school board members and others continues to be and we will be convening a conversation about Wellness for educators throughout the state we see this as a critical part of our work to help retain our Workforce I'm grateful to Dr darling Hammond to the governor to the legislature to um to the commission on teacher credentialing for work that we did last year to the state board and others on work that we did last year to find ways to retain teachers many teachers who are new teachers teachers who are completing some of their requirements but we know that we have to take stock
013in the hard work that Educators do every day and have been doing certainly during the pandemic and how we can support them we look forward to being joined by our Surgeon General who will help us to lift up the ways that school districts can help our educator Workforce and support them this Builds on our work that we're doing to support Recruitment and Retention and so we hope that you will join us for these webinars and look forward to the publicity of these events announcing the dates and the content that will be provided this concludes my formal remarks I'd like to just take a few minutes to acknowledge some great staff who have provided incredible service to the students of California and who have announced their retirement with your permission Dr darlingham and I'd like to
014recognize uh judicias sias for her 11 years of incredible service to the State Board of Education to the state of California yeah that deserves a hand clap uh Judy has demonstrated a kind of unwitting knowledge of um everything that is Edco almost like an encyclopedic knowledge and has been an incredible uh leader in our work um I don't know if Judy's in the room but uh the lawyers have just told me that Judy is in fact in the room um this just in and we'd like to um have a moment to recognize Judy and thank you and embarrass you and appreciate you for your incredible service we have some gifts for you and some certificates for you and I know you don't want to but perhaps you'd like to have a few uh words uh
015while we do this let's please welcome Judy as he comes [Applause] hello it's I always said when you hear from a lawyer there's probably not a good sign as to how the meeting is going but maybe in this case it's okay so I wrote it all I want wrote down what I wanted to say so I wanted to thank everyone for um your kind wishes it's been a real honor to be appointed to work for the state board and I've been very lucky to be part of a team that's been doing such amazing work over the years for the kids of California I'd like to thank the SBE executive directors that I've worked with super Karen staff Walters and Brooks Allen they've all been very supportive and amazing colleagues and I'd also like to thank
016superintendents Thurmond and torlixen each and every board member and especially presidents Linda darling Hammond and Mike curse for their leadership it's been a real privilege to work with such Titans in the field of Education I also like to recognize the small But Mighty SBE team my colleagues at CDE as well as those at the Department of Finance and the governor's office I've learned a lot from everyone and I want to say a special thank you to Amy Holloway who's my partner over at CDE I could not have done this job without her support and friendship so those of you who work with us at the State Board you know that we spend an inordinate amount of time planning these meetings we study the schedule and we study the agenda and estimate how long each item
017might take so even though it's only nine o'clock I'm sure we're behind schedule already or very close to it um so I'm going to and president darling Hammond is looking at the clock worrying about keeping things on track I will stop talking and spare you a long speech and thank you very much for everything [Applause] I know that what you just shared was privileged but we are privileged to have heard from you and I know that board members will want to acknowledge you directly Judy for your incredible service I'd like to also acknowledge another great attorney who's also a retiring um Amy Holloway our general counsel at the California Department of Education after 26 amazing years to the state of California beginning her legal journey and state service at the fppc defending and interpreting so
018many lawsuits that have come in and helping to guide our work across many issue areas but also in partnership with many many state agencies the State Board of Education and of course just every state agency that you can imagine we will miss you and want to also congratulate for incredible service Amy Holloway please welcome her as she comes you as well good morning um I don't know that I'm gonna get through this without crying and the echo um superintendent Thurman Chief Deputy Mayor nicely board president Linda darlingham and board members maybe for the last time I'm general counsel Amy Bisson Holloway with the Department of Education Lisa one of my colleagues here in the room has already started crying so that's going to be hard um but I want to thank all of you for
019this opportunity I especially want to thank the superintendent and the chief Deputy for the opportunity to serve in this position in your Administration it's been very meaningful and a great way to end my career with the state I also need to thank my family they are just such an important part of my life my mom and dad were both High School Math teachers and I realized in thinking about this this morning that they taught my sisters and I that math was about aptitude and hard work not about gender we didn't know we were learning that message as we did but as we were being raised but we did all three of us have degrees in science-based fields and have become good thinkers and I think good people because of their their um compassion and love
020our whole lives I have two sisters Ellen and Trish who were role models to me my entire life even when they were torturing me because I was the middle child and it was fun John Holloway who's a third grade teacher and he may be watching this with his class so Thomas Edison Elementary School Language Institute go Tigers um he's been my life partner and a support system it was never my job to do the laundry or to pick up kids we we did that together and so that both of us could achieve our dreams and work hard my daughters Kylie and Emily who think I'm a hero just because I have a passion for education and for public service they are just wonderful people and then lucky to have them in my life I have
021a family here at CDE I've been here for 21 years and I'm grateful to all of you who've given me opportunities to lead I have learned something from all of you every day and Judy said it much better than I about our our relationships with outside folks from the legislature Department of Finance governor's office office um and I I want to thank those advocacy groups that we've worked with and Professionals in the field even when we didn't agree our commitment to the children of California brought us to good resolutions and disputes and regulations and guidance to the field um I I want to especially thank my staff in the legal division they are just wonderful hard-working smart passionate folks and I've it's such a strong team you will be fine without me and and you
022probably won't even miss me in a couple months but take a couple months to miss me that would be good um I also want to recognize the legal and audits divisions in the charter schools divisions that are under my Branch for their hard work and commitment to the children of California they're just a wonderful staff and I've been very fortunate to lead and work with them and lastly I want to thank my mentors and personal support groups Marcia Bedwell Eileen Gray Todd Smith and Judy science I would not have made it at this job been successful would not have failed and been able to pick myself back up without their support and kindness and intelligence and good thinking so I'm sure I've forgotten things but thank you all very much I have really enjoyed this
023opportunity foreign thank you Amy and thank you for being a great leader for our department and for legal audits in the charter divisions and for the plug for mathematics thank you I'd like to also um recognize another attorney who's provided 20 years of service and has uh played a critical role on many matters related to Charter Schools instructional materials nutrition services and has developed expertise in these areas over many many years and and that is Todd Smith who is also retiring after 20 years of service and has served as our chief counsel to the department Todd thank you for your incredible leadership in the department thank you for your sense of humor and your thoughtfulness and congratulations on your announced retirement and you will be remiss and if you come forward we'd like to also
024recognize you uh oh my goodness well uh good morning um State superintendent um president darling Hammond board members um I've been practicing law for about 30 years the first 10 years I was in the private sector and didn't find that all for all that fulfilling so I looked around at the people in my life and the person who had the career that I admired most and the person who I admired most was my mom who was a long time public teacher 30 years ended her career in at Vallejo City Unified after 30 years of teaching there so you know I realized teaching wasn't really a rational decision at that point watching how hard she worked so I decided to come here to CDE and to hopefully help teachers like her and students in the state
025of California that was a great decision and working here has been just a wonderful experience um especially working with amazing attorneys like Amy and Judy and another attorney who's retiring um I'm sure we'll be mentioned soon Liz Stein um also all the attorneys in the legal office uh it's been just a great experience um It's been a pleasure representing the state superintendent the board the CDE thank you so much for acknowledging my service here today I'm truly honored thank you Ty thank you and congratulations uh to uh Liz who can't be here today and um I'm going to turn this over to you uh Madam president in case you and the board members want to have some remarks for those who are retiring but if we could have one more round of applause um for
026Judy and Amy and Todd congratulations thank you so much superintendent Thurman and we would also like to thank Amy Holloway and Todd Smith for their service to the state uh the department and the board you know we've gotten such wise counsel and deep expertise in institutional knowledge it will be greatly missed and Amy it'll be more than a couple of months that we will be thinking about missing you and Todd as well Brooks I believe we have certificates of appreciation for Amy and Todd would you please present them now foreign with the superintendent and Linda said but um your leadership and your uh camaraderie and your support uh both personally and professionally to all the board members and to our support staff it's incredibly um important and honestly don't know what it's going to be
027like without you but uh and scared to find out um but anyway thank you thank you so much and taught uh Todd and I know each other even said before I was in this job anyway uh Todd likewise I just Echo everything that's been said um incredibly thoughtful a problem solver uh in every way uh both making sure everything was illegally accurate but also really always looking out for the interest of students and teachers uh like your family and that always came through and all the work you did and I know the board has really appreciated all of your Partnerships throughout the years thank you thank you thank you very much foreign and of course I'm not forgetting our wonderful departing Council uh Judy Cyrus or that she's leaving us bereft I might add um
028and I will come back for a proper celebration of Judy after I complete the president's report because we have a couple of additional uh things for her to um experience um so I will focus on where California schools are in this moment we're not quite post pandemic or I guess we're in the endemic as they say but we are working hard not only to rebalance but to accelerate learning at a time of great need and many of us have heard talk about learning loss and learning recovery I just want to clarify because I've heard some misunderstandings of the term that you know students um individually have not gone backwards in their learning they have not lost learning that they had but the concern is that they have not been progressing over this period of the
029pandemic as quickly as they would have had we not had all of the challenges and and stress and Trauma that children and families and and schools have have experienced so it's really about what might be called learning lag or or a slower rate of progress that many people experience many students have experienced and the rate of gain is what we're really now trying to focus in on uh so that uh when we say that third graders did less well than last year we're not talking about those third graders moving backwards but that the cohort of third graders has not been gaining as rapidly as we might have seen for that group of students in the past so uh last week the national assessment of educational progress results were released this is the only measure that
030can look comparably at achievement across all the states and it gives us a certain kind of barometer for understanding Where We Are it's called the nation's report card and it tests a sample of fourth and eighth grade students in every state in math and reading and typically nape as it's called is administered every odd numbered year but there was no nape in 2020 or 2021 due to the pandemic so the release marked the first national result since 2019. before the pandemic and the results pointed both to our challenges and to our opportunities so the scores as a superintendent Thurman noted went downward across the country between 2019 and 2022 again meaning that you know fourth graders in this cohort were not achieving as at the same level as fourth graders in a previous cohort and
031similarly birth graders but California students lost less ground than most States in every area and less less ground than the national average and in the key area of 8th grade reading California students shared no learning loss at all so we were comparable to where we were in 2019. as a result California has moved up in the state-by-state rankings across the board and in eighth grade reading California has moved from 48th in the country in 2013 about a decade ago at the very bottom all the way up to the national average so we're seeing that the results of the Investments that we're making are making a difference and certainly doing so relative to other States among cities there's a special City uh part of the nape where large cities are able to be tested and reported
032on both Los Angeles and San Diego were in the urban districts analysis not only did both do better than most other cities and the urban average which dipped several points across the nation but Los Angeles actually gained slightly in fourth grade reading and significantly in eighth grade reading while San Diego remained the top scoring Urban District in the nation in eighth grade reading and it scores stayed stable and in the top group of cities in fourth grade and I just want to note that we've been fortunate to have Allison yashimoto tari join the board and she was the chief academic officer in Los Angeles during this period of time so some part of this um success is due to the work of her and her many colleagues there this is not to minimize the extensive
033work that is still needed both to recover and to continue supporting our students to forge ahead and while our decreases were less than those in most other states our achievement levels have been and are much lower in math a point to which we will return and as you know we will be hopefully not only adopting a mathematics framework in early 2023 but also investing in its strong implementation but I do think there are two important takeaways from the nape results one is that California's Swift and comprehensive actions almost from the very minute covid was discovered in our state our probably the reason for these relatively better outcomes since the earliest days of the pandemic California has invested nearly 24 billion dollars to both assure the safety of students and teachers and provide intensive supports to
034keep students learning and many of those dollars are allocated anyway that will continue into the future they were not just one time moments for Recovery this all hands on deck effort has left no aspect of Education untouched for Bridging the digital divide focusing in on learning support from the beginning superintendent Thurman and myself and the first partner and the governor all were rolling up our sleeves from the minute the schools physically close to pull digital devices by the tens of thousands into our schools and then the legislature added on enormous Investments and we're continuing to add on for connectivity offering digital integration Guidance with extensive professional development for teachers upgrading HVAC systems supporting free covet testing and vaccinations so we had the fewest school closings per capita in the nation last year expanding learning into
035before school after school and summertime intensifying social emotional and mental health supports bringing on tutors and coaches and investing in teacher recruitment and retention Los Angeles for example did all of these things using state and federal funds and initially dippling into its own reserves to ensure that students got food computers and hot spots immediately upon school closing offering Universal summer school and tutoring for the last three years supporting mental health supports and Community Schools initiatives Los Angeles was also able to open School this year with all of its vacancies filled while many districts were experiencing substantial shortages in part because it was one of the first districts to offer substantial wage hikes and retention bonuses last year and we were told because of an aggressive recruitment campaign and it's several teacher residency programs which produced
036the well-prepared supply of teachers in shortage areas who've been staying in the classroom Los Angeles also put in place a coherent plan to support reading both in the lower grades and in the middle schools with an interdisciplinary approach that infused literacy into every subject area giving student students the opportunity to continue to develop their reading and writing schools skills throughout the grades so you'll also hear later in the meeting about evidence from our state tests that learning recovery may have been happening at a steeper rate over this past year than in the years before the pandemic so most importantly the scores show us that California's commitment to the academic progress of every student must continue in full force in the day's months and years to come we cannot take our foot off the accelerator now
037these data serve as a Clarion call to push forward the transformation of California schools that's been begun over the last three years when Governor Newsom and the state legislature increased School spending by 30 percent and began to redesign the system to meet 21st century needs and these initiatives include the universal preschool for all four-year-olds with its initial expansion this year Universal free School meals summer school and after school learning and supports for literacy and stem many of which are already underway with new standards for elementary teachers and educational Specialists for their training for teaching as well as educator preparation programs and others which will follow it also includes the four billion dollar expansion of Community Schools which research shows can help increase School attendance improve learning and increase graduation rates and it includes the Children
038and Youth Behavioral Health Initiative that will connect closely with schools to ensure our students are able to thrive and focus on their learning free of the toxic stress that accompanies trauma we have an item on community schools that will include an update on the behavioral health initiative today I'm very excited for us to all hear about it the whole child approach is critical to creating the kind of environment that supports high quality learning for every campus and every child across our state with both local and state leaders focused and ready to do everything possible to help students rebound and Thrive we will redouble our efforts to ensure that every student succeeds and with that I'm going to move on to our more Bittersweet business and we are going to properly and fully acknowledge and congratulate
039our beloved Chief counsel Judy sias on her upcoming retirement and celebrate her many contributions to our 1 000 school districts 10 000 schools and almost 6 million students during her 11 years as Chief counsel spanning two Governors two state board presidents and three executive directors Judy has helped guide California's public education system through major changes including implementation of the local control funding formula its new state accountability system the transition to new online assessments new charter school policy new curriculum Frameworks and instructional materials among many other things her work includes analyzing complex memoranda and agenda items reviewing contracts providing oral and written legal advice to board members staff and advisory committees directing and reviewing the work of litigation Council to ensure alignment with the policy direction of the board managing cases writing and reviewing amicus briefs
040but Judy's skills go far beyond those with her help of her dog Bindi Judy is the ultimate Problem Solver so whenever we have an issue that arises that requires creative thinking the staff and often the board members turn to Judy and Judy leashes up Bindi for a long walk typically the game plan is found by the time they return home or arrive at chocolate fish their favorite coffee shop whichever comes first and I have to admit that I've been on a number of those calls with Judy where we do amazing problem solving which Bindi sometimes chimes in and helps with Judy is also a foremost expert on California education policy and the Education Code itself the superintendent noted that she has an encyclopedic knowledge base that is indeed true her remarkable ability to set the
041context by explaining the history of any issue is an invaluable asset and more than once when asked a question Judy responds with the exact section of the education code in which the answer is found quoted chapter and verse that book is usually open on her desk by the way Judy is also an Adept relationship Builder before coming to the State Board she was assistant general counsel for the California school boards Association somehow managed to not only keep up with the many relationships developed there but add new ones at the State Board and more than anything Judy is a great friend who is always there for a colleague in need her ability to lighten up the mood with a spirited but often off-key version of a pop song will also be sorely missed so we want
042to wish Judy best of luck we want to continue to learn from you in the days ahead we do have a certificate for Judy and Brooks would you please do the honors thank you thank you thank you again I really appreciate all this I realized when um Amy and Todd were speaking that um that their parents were both teachers my my mom was a teacher my dad worked at Community College so I think there's a theme Here I remember the first thing I did with education was my dad had me put door hangers walking around against prop 13. so so I think I've been working at on education issues my whole life and thank you for the Bindi call out um and I'm sure chocolate fish appreciates the advertisement as well thank you very much
043[Applause] wow that's an interesting historical uh reference to Proposition 13 which we've been trying to get over ever since right so thanks for your efforts as a child also Judy in that regard well we're going to move on to item two and item two is the 2023-2024 State Board of Education student member recommendation of three finalists for submissions of the governor for consideration and appointment and while we have just welcomed Naomi to the board and we're delighted to see you Naomi it's already time to begin this election process for next year's student member so the State Board of education's screening committee recommends that the state board approved the three finalists for the position as identified in the item addendum and the approved finalists will be forwarded to the governor for his consideration and appointment as
044the 2023-24 State Board student member this item will be presented by the screening committee chair vice president Glover Woods vice president Glover Woods please begin thank you president darling Hammond and again congratulations Judy Amy Todd and Liz um congratulations on your retirement uh I'm excited to bring this item forward to the State Board of Education for approval the student member selection process is always one of the highlights of the work of the screening committee and as it has been in years past we had a remarkable group of students applicants this year just a little background on the process every year high school students in their junior year are invited to submit applications to serve as the State Board of Education student member this year we had 20 phenomenal students applied the applicants were screened by
045the screening committee and narrowed to 12 candidates and the screening committee met on October 18th to do that work these the 12 candidates that were selected by the screening committee attended the student Advisory board on education conference and at that conference they made presentations to their peers the student delegates that were at the conference the student delegates chose six candidates who were interviewed by the State Board of Education screening committee yesterday members Escobedo Lewis McQuillen Porter and I had the very difficult task of selecting three finalists who we will be considering today if our recommendations are approved by the State Board of Education the names of the three applicants will be submitted to the governor's office for consideration and final selection of the one student who will serve as the 2023-24 student member of the
046State Board of Education it's my pleasure to announce the three finalists Anya ayapan Eduardo Corona and Christy too at this time I would like to ask Anya Eduardo and Christy to introduce themselves and tell us the school they attend and the name of their school districts so I believe oh I see them uh right there in the conference room I would like to first ask for Anya to come forward and introduce herself school and District hi everyone can you guys hear me it's great to see all of you my name is Anya ifan I attend Dougherty Valley High School um in San Ramon which is a part of the San ramonado Unified School District yeah I think that's it but it's great to be here thank you so much for the opportunity thank you Anya
047I'd now like to invite Eduardo to introduce himself to school and School District hi everyone my name is Eduardo Corona I attend Canyon Springs High School in Moreno Valley which is in the Moreno Valley Unified School District it's great to see everyone Eduardo it's great to see you as well and now I'd like to invite our third finalist Christy to the podium to introduce herself school and District hi everyone my name is Christy I attend Northwood High School in Irvine Unified School District and it's an honor to meet all of you thank you Christy I'd also like to acknowledge Stella Khan Sue oh and Katie sin who were identified as candidates for the 2023-24 student board member position I'd like to give them an opportunity to also introduce themselves and tell us where they attend
048school and the name of their school district Stella would you go first please hi everyone my name is salahan thank you Stella now I'd invite Sue to the podium here today and Katie if you would come and introduce yourself school and School District morning everyone my name is Katie Shen and I attend Palm Desert High School at Desert Sands Unified and thank you for having us here today thank you Katie and congratulations to the finalists and also those who we had opportunity to interview yesterday lastly I will acknowledge six additional students who were selected by the screening committee as semi-finalists these students are Alexis Aguilar from Granite Hills High School in the Grossmont Union High School District in San Diego County and Al bumalala from El Camino fundamental High School in the San Juan Unified
049School District in Sacramento County Kiera bird from Fred C buyer High School in Modesto City schools in Stanislaus County nathra damodaran from Dougherty Valley High School in the San Ramon Valley Unified School District in Contra Costa County from Angela Rodriguez High School in the Fairfield Susan Unified School District in Solano County and ese nagada from Anaheim High School in the Anaheim Union High School District in Orange County so again congratulations to all of those students and uh president darlingham and I will turn it back over to you thank you so much and what a pleasure dance um the I think at this point we are open for about to open for public comment and I think we need the public comments slide to be displayed foreign and we will open the phone line as soon
050as that happens for public comment there we go members of the public wishing to provide comment on this item may do so by calling the telephone number and using the access code provided on the slide that is shown now while we're waiting for members of the public to call in I want other board members who participated in this year's student selection process if they have any comments members Lewis Escobedo McQuillen and student member Porter to make such comments and then if there are any clarifying questions we can take them before we get to public comment remember McClellan yes thank you it was my honor to participate in the uh the interviews this week with the student students it's one of my favorite things really really difficult decision to select three uh from the six candidates
051and just Dynamite students that represent California so well role models that represent their schools and their school districts it was a very difficult decision and a real pleasure to interview the students so thank you thank you very much thank you I remember Porter so I want to say congratulations to all the top 12 top six the top three and a thank you to everyone who applied it is a hefty application process so thank you for saying yes um to being that voice for students and I had a great time meeting all of you in person at Sabe And discussing ways that we can continue to further advocate for student needs and so thank you for spending your weekend your Halloween weekend working on the heart on these proposals to all the delegates and thank you
052to all the upperclassmen who you may not be directly affected by these policies but you really want to create this improved schooling experience for your peers and lower grades so congratulations to the top three and to every student who applied thank you so much remember Lewis it was a pleasure just sitting in on the interviews and meeting all of these young people I just want to say thank you to all of those who applied and uh it was just encouraging uh to meet them and just to hear their passion and their desire to make an impact on education for not only for themselves but for uh their fellow students so congratulations to all who applied and to our kindness thank you remember excavator did you want to add anything yes I applaud all those teachers
053that made an influence in the lies of these young young scholars because they truly were Scholars their passion their thoughts their really care for Humanity was very a prevalent Topic in each one of them so I thank you for all the amazing Educators to mold these young lives into just amazing young adults and and future great citizens in our society thank you thank you and I want to add my thanks to all the board members who participated in this it's a one of the more pleasurable commitments but it is an intense commitment to participate and to help us in this process and add my thanks to all of the young people who applied and had the opportunity to to share their ideas in this way we will now see if there's any public comment is
054there any public comment uh we do not have anyone in the queue for this item all right and if there's any other further board discussion it's being none um board members um I guess I need a motion now for putting forward these names a member of Glover Woods thank you I move that the State Board of Education approved the three finalists for the position of the 2023-2024 students the State Board of Education as identified in the item addendum and as was presented to you today thank you um we'll now hold a roll call vote Brooks can you please call the roll president Darwin Hamilton yes members quebedo yes vice president Glover Woods yes number Lewis yes Amber McQuillen yes remember okay yes remember Roscoe Gonzalez she's motioning yes but I think her volume we see
055you no problem getting off of mute all right for the record we see it it's an affirmative uh yes sorry I couldn't unmute for some reason yeah remember Patilla Brownton yes member Porter yes remember Rodriguez yes member yoshimotawi yes emotion passes unanimously uh we're now going to take up item three uh the 2022 student Advisory board on education conference this item will be presented by the student Representatives who participated in the 2022 student Advisory Board of Education and annual conference this item has an addendum which is the 2022 Sabe conference report first I'd like to ask board members McQuillen and student board member Porter as this year's Liaisons if they have comments to share so um member McQuillen would you like to cue us up I just know the students have worked so hard this
056year on preparing themselves and sacrificing their time you know around Halloween as was said earlier that's a sacrifice you know of being at the conference and preparing themselves I I'm I'm really confident for the future of California and all of our students and and our communities because we're in good hands with the students that you'll hear from today so thank you for all your work and your sacrifices thank you terrific member Porter so I just want to take this moment to thank the leadership at Cask all the counselors the researchers the delegates for committing their time to improve our education system and giving up your time to do so ultimately the decisions that are made here in Sacramento and on this board affect students and I am just constantly Amazed by the passion and the
057dedication of the delegates and staff they not only spent their weekend but their Halloween weekend ahead of college application deadlines that's November 1st staying up until 3 A.M 4 a.m in the morning last night to edit proposals revise and research and wake up early the next morning ready to get feedback and ready to advise and to revise their proposals so thank you for your commitment and it was a pleasure to meet and interact with all of you and I am excited to hear your proposals again for this board today terrific and we do have various presenters for this item so each presenter will be introduced by Ava Gephart who's the education policy director of the California Association of student councils with a brief introduction by Ellie Leon this year's State president of um casc so
058Ellie please begin good morning superintendent Thurman president Darlene Hammond vice president Glover woods and esteemed members of the board my name is Ellie lien I am a senior at Portola High School in Orange County and I also have the privilege of serving as the current State president of the California Association of student councils otherwise known as Cask this year's student Advisory board on education save has been especially rewarding as directors and delegates alike have shown incredible resilience and flexibility navigating their first time in person since covet 19. hearing the unique visions of students from all across California coalesce into a collective movement of change has reaffirmed the power of Youth of course this experience could not have been possible with our 12 dedicated student board member candidates the current student board member Naomi Porter who
059oversaw the election process with race and supported the candidates to her fullest capability and lastly our core Conference team who worked tirelessly to big save possible this opportunity to create and share our proposals has been an unparalleled experience for our delegates and we thank the California Department of Education for dedicating their time to honor our voice your recognition of us not only as students but also as emerging change makers is what propels US forward and for that we thank you without further Ado I welcome The Cask education policy director Ava Gephart for more on today's presentations thank you for the introduction Ellie good morning president Darlene Hamden vice president Glover woods and esteemed board members my name is Ava Gebhart and I'm a senior at Foothill High School in the Shasta Union High School District
060I'm the education policy director of the California Association of student councils and the 2022 director of the student Advisory board on education since 1963 the student Advisory Board and education has given students throughout the state of California a voice to propose changes in education policy to the State Board of Education 59 years later students continue to need to brainstorm discuss and make these proposals in the span of our four-day conference this year is Monumental for us for the first time in three years behind me sits 40 delegates from throughout the state who have traveled to Sacramento to make a difference within their education system the proposals the students provide before you are completely of the student's own creations made up of the experiences and knowledge of students who experience the California education system day by
061day with this staff act as neutral parties within the process of leaving the groups to give the student voice as a whole today I come forth to you with the delegation of students ready to enact a positive change our delegation has created comprehensive proposals on the issues of teacher qualification and training political literacy mental health school safety and socioeconomic Equity I'm confident that our proposals be being presented are of the utmost concerns identified by the delegation of our students I would like to thank all of you for this opportunity and for our students to present their proposals to you all and without further Ado I will go ahead and introduce Ida ahola who will be doing the teacher qualification and training speech yes a video recently went viral of a Riverside teacher donning a fake
062headdress enchanting during a lesson while teaching the math lesson of sakatoa she stomped around the classroom made chopping motions and pretended to pray in an effort to mimic racialized Native American stereotypes Riverside Unified School District only acted to fire the teacher after the video went viral and the district experienced pressure from Native American advocates students should not have to rely on internet virality and Community Resources in order to hold their own teachers accountable for misconduct good morning superintendent Thurman president darling Hammond vice president Glover woods and the Steve board members my name is Ida hola and I'm a senior from Northwood High School in the Irvine Unified School District on behalf of the student Advisory Board of Education we urge the State Board of Education recommend local education agencies adopt the existing CDE uniform complaint
063procedure as a universal UCP form instead of using individually Lea created forms this Universal form would be clearly present online on district and school platforms as well as being printed on paper to ensure faculty is held accountable within the state of California as a consequence of the innate power imbalance between within schools between teachers and students students often feel as if they have no power in holding their own teachers accountable for misconduct whether it be for fear of retaliation or ignorance of resources like the UCP many students who feel belittled by their Administration do not know that they have the option to report their teachers let it go let alone navigate this procedure our goal is to create an accessible process for students to share their concerns regarding their educators my peers and I propose
064that the board adopt the existing state uniform complaint procedure as the universal outline for students and parents to report administrators misconduct with ease Additionally the universal UCP form would be multilingual and published in all school and District websites at district offices as printed copies and in person at school sites the UCP is a system undertaken by individual districts to ensure compliance with applicable state and federal laws and regulations the UCP addresses issues of discrimination bullying and harassment currently all school districts in California are required to have a compliance officer or body to address complaints from the UCP the UCP has jurisdiction over all programs and activities implemented by the state as well as personnel students can file the UCP themselves or have parents file on their behalf with the goal of eventually conducting an investigation
065into the staff of her we appreciate all efforts in legislation that has led to the creation of the UCP but in its current form it remains inaccessible many districts do not provide an outline or display the form on many of their platforms students find that they must excavate through links to find their District's UCP form clearly publishing the form on District websites and in person decreases the barriers of filing with the pre-established system of the UCP the implementation of our solution would have very low monetary costs by translating the UCP form students and teachers or students and parents would feel highly encouraged to express their experiences because of the forms linguistic versatility Additionally the UCP creates a recorded documentation of repeated violations by faculty members this allows for future jobs to access a faculty member's
066possible history of misconduct it would allow for full transparency and credibility of a faculty member when hiring new staff this decreases the risk of repeated incidents of inappropriate misconduct from teachers at different districts securing a safer learning environment we hope that the board will adopt the existing state UCP form as the universal outline or students and parents to report administrators in this conduct The increased availability of the form in multiple languages both online and on District websites in person at district schools and offices will Empower students to hold their teachers accountable for misconduct increased access to the UCP form will enforce a safe learning environment for all students though teachers are the ones who hold the power in the classrooms it is students who have the most at stake in those environments thus it should
067be student voices that we are uplifting as it is students that we all serve thank you for your time thank you so much we're going to take uh two or three board member questions after each of these um presentations uh so I we're open for questions if there are some or comments remember McQuillen yeah I just want to say thank you for the great presentation a very good job one uh a question or comment is uh the consideration of restorative practices also in in the effort would be really fantastic you know that you know as human beings we we do uh put our feet in it sometimes and um you know we make errors and we have faults and you know every culture has that restorative effort and and an Avenue where people can make
068right and and uh get back onto a good pathway by you know that act of forgiving and making the situation right so that's just a consideration in the whole thing thank you for your presentation thank you member I'm into unmute and instead I applauded um thank you president Darlene Hammond and thank you so much for that wonderful presentation and I agree I agree that learning environments should be safe they should be safe places for students they should feel comfortable not feel like they're being bullied or um harassed in any way and I also agree with member McQuillen right you know that there is as a teacher um you know I want all of my students to feel safe and I want them to feel that they are walking into a trusting environment however as a
069human being I also know that I I may do something that could be misinterpreted and so uh I I would hate for a student who um you know just got a bad grade on a test or on an assignment to interpret that as bullying so they're while it's important to have a place where um students can get that information and uh you know make sure to ensure that they have uh that we're creating the safest environments um we also need to make sure that we have uh prongs in place to support us as human beings and as teachers right you know and that the uh due process is uh also there um so that it doesn't become you know like the teacher that's uh very um strict or uh this that students have a problem
070with and maybe um uh it becomes personal so uh and and I absolutely applaud um all of your work I I always look forward to your presentations and uh your your presentation was was fabulous thank you so much so I'm gonna um ask if you'd like to respond either to the ideas about a due process or restorative practice and maybe add one more thing to your thinking and response which is do you have recommendations about teacher training on the front end that you think would be helpful in creating these space safe spaces so we're turning it back to you for your thoughts uh yes absolutely all of the questions you have asked and comments are something that we've tried to keep in mind through our proposal in its current form the UCP does Ensure confidentiality
071but it is not Anonymous so students who file do have to State their name and describe the incidents that occurred so we hope that with this link to the individual student and with it not being an automatic termination per se instead an investigation into the incident we hope to also hold students accountable because we do understand that this form could be misused very easily so we hope that through the inclusion of a name but insured confidentiality that students are deterred from misusing this form purposefully um so I think that answers that hopefully um and so that that's the current system that is already in place for the UCP thank you thank you for thank you for your response did you have anything else you wanted to add uh uh no need if you I just
072want to be sure I didn't interrupt you before you were done um the issue about training um I understand that our topic is a bit misleading but um as a group while we were discussing this proposal we kind of came across this the two fourths in the road of do we want to address teacher training or teacher accountability and these were the two kind of areas that we had to battle with um and originally we had to leaned towards the training um path um which is why our Navy our topic suggests that we were focused on training however we found that uh training addressing training curriculum for teachers was a bit more complex than we had the resources to address at the moment and so we found the UCP is a form already in place
073this is a system that has precedent there's procedure to it already it is a procedure um and so our goal is to not is essentially change that but just to make it more accessible for students and we found that through this proposal we were able to make um though more Niche changes we hope more feasible changes with our proposal thank you thank you we appreciate so much both the proposal and the presentation and we'll move on to the next presenter thank you so much our next presenter will be from the political literacy group so when singer will be our presenter the 2020 Annenberg Civics knowledge survey found that only one half of Americans could name all three branches of government and less than half understood the fundamental Democratic principle of self-governance our current curriculum is
074simply too little too late a students who are reaching voting age are inadequately informed on how to vote or navigate political language within our Democratic process good morning superintendent Thurman president darling darling darling Hammond vice president Glover woods and honorable board members my name is Gwen singer and I'm a senior at Vanoss High School in Van Nuys California part of the Los Angeles Unified School District my peers and I proposed the modification of existing state standards on Civic curriculum in order to promote political literacy political literacy is defined as the knowledge understanding and navigation of democratic structures and their impacts across local State national and even Global levels it is the seasoned ability to both interpret and apply Concepts pertaining to governmental issues while political literacy encompasses Civic engagement it also equips students with the
075knowledge and tools to make educated decisions and function as well-informed Civic participants in light of the public over-reliance on media that provides what is often highly partisan political news schools should carry the responsibility of objectively informing students about political structures and processes of government the first time I encountered any formal Civic curriculum was this year when I started my senior year AP government class the California Education Code currently requires three years in social studies in order to graduate high school including a singular semester of government but from within our proposal group almost half of our students have observed that government and Civics education is restricted solely to seniors in their schools this means that for many students their first exposure to political curriculum is when they're about to graduate every single student within California schools
076is a constituent of American democracy we are the next generation of stakeholders voters and decision makers we need a robust civic education only through consistent reinforcement of the principles of the democratic process governance and policies that affect our everyday lives will students be empowered to be active educated participants in the political process only then can they make their voices heard and apply their knowledge to real world situations currently at the state seal of Civic engagement exists as an incredible incentive to students that prioritize their civic education and engages active Democratic participants using this as a stepping stone we urge the State Board to place a greater focus on the Civic Frameworks than history and social science standards so that all students across K-12 education are more politically literate and motivated to engage with and understand
077the politics and policies that affect them the student Advisory board on education urges the State Board of Education to revisit and expand the existing history and social science standards through the incorporation of a milestone system of successively implemented standards throughout the K-12 progression this Milestone framework can be presided over by appropriate California Department of Education staff who will readdress the existing educational standards and systemically incorporate greater emphasis on a political curriculum framework this would entail that at certain grade levels students will be familiar with age-appropriate Concepts we advocate for simulations of election processes and judicial review to be integrated in primary schools where students can experientially model what these processes look like we also recommend an expansion to include formal political instruction regarding voting elections and key aspects of government in Middle Schools we also
078encourage an interdisciplinary approach in high schools to ensure that students understand the Practical applications and the language usage of the political process and policies that exist in the world around them the appropriate CDE staff to preside over the modification of these curricular standards will expand to the existing Frameworks within primary and secondary schools particularly emphasizing political Concepts from a fully objective Viewpoint they may reconvene every five years to revise and update students in accordance with the most relevant Democratic principles that students should be well versed in as well as ensure the Frameworks maintain a neutral non-partisan position the last time these standards were updated was in October 1998. students are subject to Antiquated standards that are older than they are so the solution is a more modern education based on Modern standards we implore you
079to implement these updated standards as soon as possible as now more than ever students are in need of a non-partisan credible source of information in schools this affects the future of state and National Civic engagement and Innovation when students are well educated and politically literate democracy as a whole becomes accessible the content already exists we just need to reconsider the standards subsequently students can familiarize themselves with the world of politics through a long-term political education free from the polarization contention and bias that emerges in other sources by updating these standards in accordance with our proposed Milestone model the earlier more expansive and consistent implementation of nonpartisan political education standards makes certain that students have a firm understanding of all levels of government they will be motivated and prepared to Take On The World of politics
080and policy both prior to and once they reach voting age it will ensure that students are ready to fulfill what it truly means to be a citizen thank you for your time thank you so much and so timely uh with the elections just a few days away um let's see if there are comments or questions from any of the board members member Porter thank you so much Gwen for your presentation uh something that I really admire about your proposal is that it isn't just a one-time lesson for our students with this idea of a milestone framework very similar to the Seal of Civic engagement learning at a young age really the basics of our government and fostering good voting habits and reiterating The Importance of Being a contributing citizen will really only lead to a
081more productive and informed Society so as a first-time voter myself voting in this next election I had to acquire skills about the deliberation of issues and candidates really outside of the classroom through my own research and so I guess my main comment is also to highlight the importance of an unbiased approach when teaching this political literacy I think that's something that can oftentimes be tricky to do but I want to highlight the importance of that in the classroom so I want to thank you again Gwen for your proposal your presentation your comprehensive research and your clear passion that will benefit so many students so thank you awesome vice president Glover Woods thank you and um thank you so much for a wonderful presentation on political literacy and again as uh president darling Hammond said quite
082timely considering what will be taking place in the next few days I would definitely like to applaud the emphasis on objectively presenting the information in a nonpartisan way and um also acknowledging that knowing uh getting information throughout the educational Journey if you will from elementary school middle school and high school is a very positive way to look at how to engage civically and what that does indeed mean I have a question and I am perfectly comfortable if this is not something that the team has talked about so please feel comfortable to say we didn't even talk about that you mentioned in your presentation simulations and I want I was just kind of wondering what might those simulations look like at the elementary level what might they look like at the junior high and Middle School
083level and how might they look different at the high school level I would actually love to love to be focused on so a lot of our group members talked about how when they were in elementary school they would model different processes for example they talked about modeling the American Revolution they talked about there were a couple examples that I can't recall at the top of my head um but for example the process of electing a line leader in elementary school education learning how people can vote for that learning how people can potentially campaign for that even placing greater emphasis on you know the maybe fourth fifth grade class president elections and talking more about what that process looks like in the real world because in elementary school of course these processes are much more simplified
084but introducing them to the formal terminology or the formal descriptions of what this will look like once they reach a voting age and then in Middle School kind of just expanding is a little bit more maybe making them a little bit more complicated I know in my middle school we had you know class president and class boards more than just a president and vice president we had the introduction of new positions we had Treasurer we had secretary so that expansion into like I said the the more terminology the the more in depth of the process and then in high school I'd actually love to share an anecdote in my AP government class about two weeks ago we did a week-long campaign model election model voting model we talked about all of the political candidates and
085propositions that have been presented regardless of our own personal bias or personal beliefs we were randomly assigned a proposition and a candidate to campaign for whether it was the mayor the governor the Senators and it was a really wonderful chance for all of us to learn what it was like to run a campaign and that kind of Hands-On learning and Hands-On research just having the students directly experience it themselves was so incredible for my understanding I didn't know how this worked behind the scene I didn't know what kind of research went into it and that experience really allowed me to do that and my AP Government teacher was amazing for that and that's why I would love to see I think our whole group would love to see more simulations like that implemented or encouraged
086within the state standards thank you it sounds like you've had some very exciting teaching um member patio Bronson good morning I just want to thank you for the presentation and clearly I love that you are bringing such lived experience um in positive ways of um lifting up both your AP government class and also thinking about how to interweave this type of experiential learning at sort of the elementary and middle school levels um the question I had I appreciate and I think that um several board members have given voice to the need for this to be a non-partisan activity which I absolutely agree with um I have maybe two questions one is around um how how you would approach um ensuring and promoting the idea that there would not just be sort of a tolerance um
087of differing political viewpoints um but actually a respect um and a healthy sort of discourse that could uh grow um and then the second is is about how you think about um the critical thinking skills that are required in order to filter political information there's so much right now on the internet that is about um really hot temper more than anything um and not so fact-based and how would you think about actually building that into a curriculum of how to evaluate different um claims that are being made around the political system I think that this is where the interdisciplinary approach really comes in for example in English classes making sure students can identify and navigate the language usage and from understanding language usage you can kind of determine implicit bias so making sure that that's
088an emphasis for the schools um within you know science classes talking about the policies and legislation that went into different discoveries a big point of our proposal is it's not necessarily talking about modern candidates or modern political issues from the perspective of both sides of the spectrum it's making sure that students understand the processes behind things understand what it means to be a voter participate in elections how these biases may be emerged rather than what they are what they are today talking about what led to bias how how can we look at sources and identify an implicit bias and this is where the ecde staff would preside over they have the knowledge and the expertise to know what is appropriate and what is not appropriate to include in in-state standards um but the focus would
089really be it's not an op-ed it's not a chance for teachers to push their biases on students it's time for defining these definitions to find these processes for students and clearly explain within our political system we Thrive off of discourse we Thrive off of diversity making that a huge point that every single end of the spectrum has something invaluable to contribute and it's about finding the objective nature behind it once again that introduced linear approach really helps finding the the science behind politics finding the history behind politics focusing on set patterns and set precedence and how that's affected the modern political sphere will allow students to develop those critical thinking skills as well we focus on patterns we focus on change over time and that's that's one amazing thing about the AP curriculum even something
090that we can look to the AP curriculum for is they focus so much on these historical patterns and historical developments and I think that's a really good a really great way to pull um Pullman information that exists once in standards that exist and just modify that these need to be implemented into state standards that kind of focus on pattern and development and change over time and definitions of how things really work fundamentally that's how that needs to be incorporated I hope that somewhat answers your question it does and I just want to thank you again for such an outstanding presentation thank you we all we all appreciate let's move to the next presentation thank you so much our next presenter will be from the mental health group and I now introduce helioslong there are a
091lot of similarities that my group and I see between California students and California as policy makers for example we all care about California's education system and we all care about bettering that system but it seems the biggest similarity is in the way we deal with mental health even though mental health has been a priority of recent State legislation such as SB 224 this legislation hasn't addressed an important resource to students other students good morning superintendent Derman president darling Hammond vice president Glover woods and esteemed board members my name is Helios long and I am a sophomore at Monte Vista High School in Danville I'm speaking to you on behalf of the student Advisory board on education a subsidiary of the California Association of student councils for the past three days my group and I have
092focused on how we can start with the issue of student mental Wellness we're here because we believe that principally mental health serves as a root problem for so many issues sure students are free to speak to their school counselors but on a fundamental level Mental Health Resources in the status quo are being properly utilized because the trust and distance between staff and students discourages students from seeking help it only gets harder when mental health stigmatization established by societal standards and exacerbated by campus culture makes it dangerously difficult for students to use current resources here's how we've seen this problem addressed my school holds a yearly event with an organization called Breaking Down the Walls hundreds of students gather in the gym assembly style and walk to the center if they resonate with certain statements such
093as walk forward if you've had an eating disorder or walk forward if you've been a victim of domestic violence and to my surprise students actually opened up the most important impact this has had in my school is that for the first time so many students began to empathize with their peers and look past the service for the first time so many students that were struggling saw that they weren't alone I saw that when students are reminded that they have supports from others it makes them more likely to seek the health they need but as much as we would like for every student to share that experience not every school can afford working with an outside organization for several sessions and several hours this problem changes under today's proposal our Solutions suggest Statewide access to peer
094counseling resources but first what is peer counseling peer counseling is when students become informed confidants who function as someone that their peers can speak to confidants will be trained under the curriculum that school districts provide through the guidelines of this proposal increasing reliability and relatability for students who need it this also allows for the student helper to have the knowledge to care for their own mental well-being this proposal allows schools to develop and establish these assistants peer counseling is so important because of its efficacy a study from the Queensland government and James Cook University found that implementation of peer support groups in school environments increased average student satisfaction and guidance reassurance of worth and reliable Alliance that means that for students talking to other students served as the foundation for improving both accessibility reliability and
095Community our proposal suggests that governing Boards of districts provide resources to schools that they're able to train students as student confidants a set of guidelines that can be used to not only coach students on how to support their peers but also to become committed to accountability confidentiality and empathy our proposal allows every student to make a difference in their community at a local level advisors whether those are teachers or adult counselors will manage both peer counseling as well as the teaching of training curriculum this proposal is critical because first it provides districts and local governing boards with the clear guidelines to develop their own curriculum or use curriculum from organizations that already exist and are already successful such as mental health first aid this allows them to best adapt resources to their needs and their
096exact situation but second it makes sure that established schools get the resources they need to create reliable peer counseling systems because let's face it when any sort of counseling is done incorrectly the effects can be devastating that's what this proposal changes but just one more statistic the University of Virginia finds that 75 percent of students first reached out to another peer when they were in distress 11 of students reached out to staff but it only takes the 11 members of this board to change that thank you for your time thank you so much um let's see who would like to ask a question or two member Porter thank you Helios so much for your presentation so one thing that I love about this proposal is that it's based off the idea that it's hard to
097hate someone when you know their story and I think that students are truly an untapped resource to address this and so I think that peer counseling does allow us for a stronger sense of community um within schools and really grows that empathy in that school culture and so two things I want to draw upon the importance of is confidentiality within the mentors as well as the logistics of training these peers so my question to you to answer after member open and member Escobedo give their comments is just how these peers are going to be trained and who will be doing that training um so thank you again Haley was for your hard work and for your initiative in addressing this very key issue terrific I will collect all the questions and then you can answer
098them all at once member Oakland you're on mute thank you okay I found it um so first I want to thank you so much and all the students for these incredible presentations um really thoughtful um ideas about how we can make schools more responsive to students and uplift their voices um and I really appreciate the focus on student mental well-being as a school leader at this moment I just see every day um the the really difficult cost um the difficult toll that kids are living with coming out of the pandemic and adults as well honestly um and one of the things we've seen at my school is the really important and Powerful impact of affinity groups so the ways in which when we connect with those like ourselves some of the um stigma and fear
099and power structures are decreased and so I really appreciate the idea of the power of students helping students it's just it feels like it's such a meaningful approach and my question is similar to um what we just heard which is you made the point that this proposal will address um the devastating cost of when counseling isn't effective and I was hoping you could double back and just explain that a little bit about how this will help ensure that counseling is effective um because I agree that's a really um devastating potential so thank you terrific remember excavator will add you yes thank you go ahead sorry um just just really uh curious about some of the research you've seen on pure com uh counseling I I know it definitely have has some positive effects such as
100uh creating that connectiveness with the student body students not being as apprehensive however have you studied the negative effects of pure counseling especially for the person that's doing the counseling uh if not well prepared if you don't have even an Avenue to help you process what you heard uh the you know sometimes these uh type of sessions or these constructs can have negative consequences as well so just wondered if you also looked looked at some of the drawbacks of pure counseling especially in the Adolescent Years thank you that's a lot of questions to deal with we do have one more um remember Roscoe Gonzalez go ahead and add your comment and then we'll ask for a response thank you I just have a comment actually I want to let you know that I was a
101peer counselor over 30 years ago in my high school and it was just so important for me and for my school I joined when I was a sophomore and I got some of the training that you mentioned which we called mental health first aid and I thought that that was really important that you said that because it's so important to have reliable counselors and advisors to guide students I remember as a young you know teenager going through extensive training too really not only understand but to be empathetic and to find ways to ask for help when I couldn't and when I didn't have the answers because as a teenager I didn't have a lot of answers but I what I did have was a a good year to listen and to want to help and
102to want to participate in the success of the men mental health of a student who was maybe struggling and I remember many times having think tanks and just sessions with group sessions just to break down walls and I know you mentioned something about breaking down the walls and I remember doing that exercise in the gym and just finding that that was a calling for me and my calling ended up being an education and guiding students and and I remember that training being so important when I was a first year teacher and when I was even a middle school teacher because I felt that I could some of the issues that students had resonated with me so I want to just commend this work and so it's not a question I want to let you know
103that this work is important and it's a way to just engage all the entire Community including students on how to support each other and guide each other through these process of difficulties that we have especially coming out of a pandemic so thank you thank you a wonderful um unintended positive consequence of uh of the work uh so you have a set of questions we'll let you uh respond okay thank you so much for the comments and everything those are really insightful and we'll definitely take those into consideration so I'll move on to answering some of the questions given to you so first I'll address uh member reporter's question about who's going to oversee all of this so addressing my speech and also my proposal the advisors will primarily be adult counselors or teachers but the
104reason we still think that works is because under peer counseling students can speak to a larger number of students because fundamentally it increases access and reliability so student counselors now have access to more information on the general consensus or general issues that the student body suffers from and then moving on to member olken's question uh sorry if you don't mind restave that I might have real on it absolutely um you you said in your speech that there were two things you were hoping to address and the second one was the um sort of the reliability of good counseling um and I was wondering if you could explain that piece just a little bit more okay sure so a lot of the students in our group uh talked about how at their school there's like a
105general distrust for counselors and that makes sense right there's always rumors about counselors telling your parents and everything so we thought that uh increasing access to peer counseling is something good though we saw the obvious concern that like you can't always ensure the quality of peer counseling which is what we're trying to Target with this proposal so we can establish reliable curriculum for every District to properly implement this because bat implementation we believe is worse than no implementation at all and then moving on to I believe member escobedo's question is how will these students these peer counselors themselves address their own mental being mental well-being so for our research we actually found that teaching students how to deal with or how to counsel other students taught them to help like deal with their own mental
106well-being in a healthy Manner and a lot of students saw benefits to both those being counseled and the counselors themselves and then I think that is all the questions it is nice job thank you so much very thoughtful and very very constructive appreciate it um we're going to move on to the next presentation thank you so much our next presentation will be from the school safety group and Ashley Castillo this will be your presenter September 13th 2022 at 9 43 a.m in Los Angeles California I was working in class until my principal Mr devotion frantically came on the PA system Hollywood High We are on an immediate lockdown this is not a drill get into your nearest classroom and lock all doors I repeat this is not a drill what did my classroom do nothing
107at 9 54 a.m another announcement was made but despite that classes anxiously resumed parents clogged phone lines and surrounded the school interfering with the LAPD so what led to all of this in the first place our school had become a victim of swatting police officers arrived weapons drawn before the school was notified of a necessary lockdown because the LAPD didn't know which extension number would connect them with the right School office students didn't know the proper procedures with law enforcement on campus taking away time from the officers locating the Potential Threat and finally the school had the wrong evacuation map on file with the LAPD causing the LAPD to incorrectly evacuate students to an open football field this caused trauma panic and puts students lives at risk in the span of two hours if it
108had been a genuine threat to student safety the consequences could have been devastating how is the school supposed to respond to a situation like this when they're not properly informed household good morning superintendent Thurman president darling Hammond vice president Glover woods and esteemed members of the board my name is Ashley and Castillo I'm a high school senior representing Hollywood High and the LA Unified School District I've lived in California my entire life and have been a victim of misinformation about our school safety system since I was young I'm here on behalf of the student Advisory board on education urging you to ensure increased awareness and responses to emergency situations while external factors can be uncontrollable this doesn't mean we can't prepare internally our solution strives to combat misinformation and lack of communication regarding school safety
109protocols by adding a set of school safety guidelines to the existed comprehensive school safety plan as a supplement to the existing recommendations provided under the CDE these guidelines would promote information Flow by Distributing accessible and comprehensive school safety procedures while ensuring a certain level of Statewide standardization it would also provide ample space for local controls districts can emphasize protocols regarding specific incidences that are most prevalent to them whether that be wildfires or drug addiction materials would be translated into other languages determined by The District's population demographics lastly these guidelines would strongly recommend school safety plans being made available to the entire School community Through various Outlets such as evacuation Maps posted in every classroom uploading certain safety information to district and school websites and sending copies of the safety plan home with students every year
110our guidelines also encourage presenting information with digestible language or even pictures for younger ages making them accessible to a wider audience the earlier students and staff are taught about these procedures the more prepared they will be if an event occurs yes we already have safety procedures currently in place but most students are unaware of what they entail working together we can ensure that students staff and families are aware of such safety measures starting with tackling the fundamental issue a lack of information our school safety guidelines consider the unique circumstances of certain communities without compromising the standard of information shared since they will be placed under an existing resource created by the California Department our proposal would incur a minimal cost at the state level additionally ab1747 already mandates the distribution of school safety information to
111local agencies requiring its use our guidelines would simply place a stronger emphasis on interagency collaboration Bridging the communication gap between local agencies and the school that has occurred regardless so let's revisit that September 13th now with our school safety guidelines students teachers and law enforcement knew when and how to take action with our guidelines everyone clearly understood next steps the officers smoothly swept the school found no threat and the lockdown was lifted that is what should have happened on September 13th that's what should happen in every situation short and seamless and that is a reality that becomes plausible using our recommended guidelines thank you thank you so much for that wonderful presentation let's see if we have some board member comments or questions remember McQuillan yes I just want to say thank you for this
112uh this presentation and bringing up such an important topic that unfortunately is on our minds quite a bit these days with media coverage just a great presentation you know I think training is really important training for all the all the players in the situation for schools is so important on this topic and also you know the struggle right now I know when we think of community schools and opening up our schools for more service providers on campus and more families coming onto campus and trying to find that delicate balance between opening up campuses and keeping campuses safe I know is a struggle for our schools right now but again thank you for this topic thank you so much member Lewis hey uh thank you Ashley uh wonderful presentation and uh I want to emphasize like
113a board member McClellan said this is such a a important topic with everything that has been happening not only what happened at your local school but in school districts across the state and also across the the nation I think all of the points that you brought up are very important points and I was sitting here reflecting on things of this nature in the district that I was just associated with before with the retirement and one of the most important things that you can do is make sure that information isn't asseminated to the disseminated to the individuals that really need it the most just like you emphasize the training is so important first of all when an incident like this occurs when students are in the classroom that teacher is the most important person in the
114room that can direct the students on how they need to react to the particular emergency that's at hand so the training is very important but not only did we learn about not stopping with the training with the adults but students also need to be informed of what the procedures are so the training is very important uh that you talked about also the interagency collaboration um I don't know if most school districts across the state were fortunate that we were to have our own Police Department where we did have meetings uh throughout the year with the agencies that surround school safety we partnered with the fire department with local law enforcement agencies to take our officers and others through drills at certain points during the year and also made the information about emergencies available in preschool
115meetings with staff and also in class meetings at the beginning of the year um I one of my questions so I just think you brought up a lot of important parts in your presentation and uh one of my my questions is have you thought about what that training for staff and students should look like Statewide and what it should entail you mentioned a lot of important things so I I know that was included in your conversations but just kind of uh the scenario that you brought up after all that training the safety guidelines and everything was in place sounded perfect so how do you how do you envision that we we make that standardized across the state great thank you member Lewis we'll hold that question and wrap it up with the others if there
116are more questions member Orozco Gonzalez thank you Ashley Castillo from such a wonderful presentation and I think urgent presentation to really um have a conversation around um clear communication I hear um clearly how this was a very traumatic and event on um the date that you mentioned in panic and I know that as a teacher in the classroom we've gone through several drills where we um tried to disseminate information and be very clear and concise about the guidelines um I see that there was a lot of lack of communication and integrating interagency collaboration and I mentioned how it's so important to have training multiple forms of communication and I hear you about the translation of materials working in a large area of students who speak multiple languages it's important to have communities get information that
117is in their native language also information home on paper I think it's important to have teachers include this information in their LMS systems to also use those communication apps to also send information like you said not only on paper but also electronically and I think how can student voice be included in some of these um communication and I would call them safety drills how do you think students can become more involved and maybe help local agencies and putting together a more concise drill so that we're prepared because unfortunately that's the situation we find ourselves whether it's a lockdown an earthquake drill or a more serious situation how can students help out through this process so that's my question to you all right thank you very much uh member patio Bronson and then we're going to
118try to move to allowing our speaker to answer the questions I I also just wanted to thank you for such a powerful um and personal um reflection um of the school um incident that you described I certainly also think it highlights um how important it is to have students as co-designers in the process of creating safe spaces and safe schools um one of the questions I think are all limited to one question that came up as you were describing um the incident as well as the set of recommendations it does seem that the uh frequency with which schools are responding to swatting um type of events is increasing and to I think the recommendations that you put forward around interagency information sharing Clarity of processes and procedures all make sense and I also just wanted
119to ask if particularly from the student perspective if if you all reached this area of how you get to prevention in terms of this increased incidence of swatting wow those are some meaty questions and we'll turn back to our presenter for some of the thoughts and answers thank you so much for all the wonderful question and questions and comments we really appreciate it so starting with the first question on the distribution of this information and how that would be done originally when discussing this in a group we had originally thought of school-wide assemblies where this information would be distributed to all students at the same time and staff so that everybody received clear instructions and these same instructions and information and also in these guidelines implementing sort of kind of like a structure or curriculum
120that teachers can use with certain dialogue and terms that can clearly communicate this information to the students so that way the students are all receiving the same um information and that everyone is on the exact same page in terms of what to do when something like this happens um and then to eat address the second question um about student voice so of course the School site councils Implement student Voice already at least in my high school at Hollywood High I know that we Implement student Voice through the School site Council and the School site Council plays a role in creating the comprehensive school safety plan so I think these guidelines would also again place the emphasis on working with these agencies these local agencies and having more of these meetings like as for mentioned before
121more of these meetings with these local agencies to better construct these lockdowns to better construct these evacuation routes to better communicate how the process is going to go um because unfortunately even though we have bills already to address this and create this communication there is still a gap of um that communication there's still a lack of communication between the agencies and the School site councils and creating the comprehensive school safety plan so I think having this would just place more more of that emphasis and create a more cohesive structure that also again implements the student voice and then I'm sorry could you repeat that last question for me please I think the last one came from remember no from Member Patia Bronson uh just any any recommendations as to how to decrease the likelihood or
122incidence really of of these sort of false flags and swatting um reports um so you know what was found was that a lot of these swatting reports were actually found to be outside calls um for the investigation that regarded Hollywood High the um it was deemed that this was an outside Hall and it was actually made to a classroom that didn't even exist classroom 106 but our school doesn't have a classroom 106. so this was deemed to be an outside call and um what we wanted to do with this proposal was unfortunately we can't prevent those external forces and those outside forces from interfering with our school safety but what we can do is prepare and to have better preparation just having these guidelines in place to place the emphasis on the things that would
123make a more structured plan for the entirety of the school to know how to deal with these um incidences so that way it is done in a Swift and concise manner as mentioned at the end excellent thank you so much for all of the thoughtful responses as well as the presentation and we're going to move to our last um presentation thank you so much next we have nathra Vemma Duran who will be presenting the um socioeconomic Equity Group thank you so much stuck with the label of underachieving immigrants and Refugee students of lower socioeconomic status were pushed out of their school Davis High in Modesto City schools by school administrators in 2015. it was only after public pleasure newspaper articles and federal civil rights complaints that these students were given A's just so that they
124could graduate this is just one example of painfully affected California students one example of a lack of representation in administration for a group that truly needed it good morning president darling Hammonds vice president Global woods and esteemed members of the board my name is Nito domoderin and I am a junior attending Dorothy Valley High School in the San Ramon Valley Unified School District I'm here to speak about the lack of diversity socioeconomic representation in school districts specifically in the local control and accountability fed also known as the lcap in California 20 of all net worth is concentrated in the whole of two percent of Californians otherwise known as just 30 area ZIP codes this appearance socioeconomic disparity is reflected in our state education system as well those who are socioeconomically disadvantaged tend to statistically achieve
125lower test results have access to fewer resources and overall have fewer opportunities to be represented and heard therefore Equitable representation by the public must improve in local school districts specifically among underserved students our team identified a lack of community involvement throughout the ltap process leading to a lack of representation in educational planning therefore we suggest that under the engaging educational Partners section of the current lcap template a new subsection is added that addresses collaboration between the community and The lcap Advisory Board and committee this will make strides towards increasing diversity and educational planning power for low-income students depending on the district's technology access committee maintenance summaries will be mailed or emailed to community members translation services can be provided during meetings and Community leaders can emphasize active community outreach events and programs to overall increase
126diversity the opal alcat committees with allocate funds for the addition of translation services based on the district's demographics though the lcap advocates for diverse students and households more can still be done the lcat process at districts was identified as not friendly to the community by district and County leaders interviewed by the California school boards Association getting essential Community input was noted as a significant difficulty as well this includes feedback from parents students and overall adult figures that don't have official roles in the committee additionally a lack of participation from parents and guardians of financially disadvantaged students may suffer a lack of knowledge about the committee meetings and proposals issues such as these are important to the context of overall's educational associate economic and Equity existing in our state in 2014 for example the high school
127dropout rate among people 60 to 24 years old was highest in low-income families compared to high income hearts more parental involvements and increased funding of resources have been shown to improve lower socioeconomic status in schools this can only occur with increased access to knowledge among these communities we envision an environments where underserved students aren't at a risk of higher risk of dropping out of school we envision an environment where people of all backgrounds races classes and incomes can voice their ideas in planning the education system that they are a part of we envision an environment where the exacerbating cycle of inequality finally has a chance to come to a halt this potential adjustment of the lcap templates could revolutionize educational equity by reforming lcap guidelines to allow for increased diverse Community participation underrepresented educational Partners
128can voice their valuable experiences in the lcap process representation becomes an actual reality as long as Solutions address and recognize language barriers Transportation access and child care at Davis High School the lack of representation meant a lack of equity but our proposal could change that including all socioeconomic groups will Empower students to take charge of their education both locally and Statewide as a result they will succeed in an improved environment that prioritize not only their well-being but prioritizes the Equitable education that every single student deserves thank you for your time thank you so much um and I will turn to board members um member um yoshima yashimotari good morning thank you to all the students for your presentations today I wanted to highlight that I was recently reading a book from the late Mike Rose
129and he talked about how the those are the lived experience have to be closest to the decision makers the people that have the ability to make decisions and so as we listen to you um today as our student leaders I think one of the questions that I'll have for you is you're actually in a position to influence things at your schools and in your organizations and so um how might there be other ways of continuing to do what you're doing today at the State Board locally at your schools and a good example was the previous example around school safety and and then I want to make a comment to you about the fact that California is now asking graduating seniors particularly for socioeconomic Equity to complete the FAFSA and there was a report that last
130year almost uh a hot 500 million dollars um was unclaimed in California for Pell Grants and so to support your student colleagues particularly in this last presentation I'd be curious to know either now or later what might be some things you can do to share the opportunities to get grants for higher education to help improve socioeconomic Equity thank you great question remember McQuillan yes thank you and thank you for the great presentation one of the most important if not the most important topics to bring up in education in ensuring we have representation in our from our lower socioeconomic families you mentioned that you know access and child care and transportation as being uh you know uh barriers that we can remove uh I'm wondering if you considered you know uh incentives or um other you
131know rewards that could help involve our lower socioeconomic representation in the lcap process um you know many of our families are struggling now with how to pay for food versus utilities versus transportation and it could Grease the wheels to get that participation with providing some incentives but great presentation and very important topic thank you very much terrific and remember list your hand is up here but I think maybe it was correct okay so um I'll turn to our presenter and see if you want to uh answer those questions so for the first question also thank you so much for all the questions and comments we'll definitely take that into consideration and they're really helpful for the first question about continuing student voice locally I think that as you said it's very important to continue that
132locally especially considering the environment we're in right now where we have the opportunity to do things at a much higher like Statewide level so locally personally I would say that one of the things that I could do is participate more and I guess specific to our topic encouraging my local lcap advisory committees to engage more in schools I think that one of the things we mentioned is about Outreach and one of the ways we can do the Outreach is by requesting these committees to talk in school-wide assemblies meetings in order to access more students and talk to these students about how families can get involved in the process and I think that's one of the best ways to do that Outreach to access all demographics and I think that's something that many students can do
133as well for the second question about grants brands are obviously a great way to gain access to increasing your socioeconomic status and I think we're promoting that that also just comes with the knowledge and awareness that may be lacking right now so I think especially along with our proposal if we're able to increase the Outreach and overall accessibility towards the knowledge of these lcap meetings and their proposals one of the things we can highlight in these meetings and proposals could be the access to Grants that are being underused right now and I think that as students we're able to have more public participation they'll overall just be more public knowledge about these grants and therefore better socioeconomic statuses for everybody and then for the last question about I believe the last question about the incentives
134that can be offered that's obviously one of the biggest things that we discussed in our group as well how to get these parents engaged even if accessibility is granted because that isn't necessarily guarantee that engagement so one of the things we found is that an incentive in itself could be the virtual conferences a lot of the statistics we found were that there was like a nine-fold six-fold increase in the amount of participants just because these meetings turn into virtual conferences and like eliminating things like Transportation access that in itself is a way is an incentive to join these means because you no longer have to worry about fees and you can take care of your kid while working at home and still participate in the educational process and obviously these processes are up to the
135local District's description so if local districts have the budget to offer more economic expenses and tax incentives that would be a great way to approach having more engagement than if these districts have the capability then our team would greatly encourage that terrific thank you remember yoshima Atari did you want to add a comment just a comment I wanted to highlight that you you really elucidated three things you elucidated how we communicate uh that you know newspapers may not be the way that that students are communicating so we need to think about how we communicate and what language we communicate and three where we put communication uh because those are very timely and then the many of the groups you talked about Community Trust relationships and just the Dynamics there and so thank you for raising
136those important issues today and we appreciate it very much thank you so much thank you thanks to all of the presenters why don't we all join hands to thank every one of the groups and the presenters that brought these wonderful ideas to us and the very thoughtful replies to our questions which is definitely part of the policy process so you are well on the way and we will be thinking about your proposals uh in the days to come thank you so much and with that we're going to take a break it is 10 41 we'll come back at uh 11 o'clock back board members we need to re-establish a quorum so Brooks is going to call the roll president Darlene Hamilton here number escabedo here vice president Glover Woods here remember Lewis here remember McQuillen
137here Amber olken here member of Rosco Gonzalez here remember patillo Bronson here I'm reporter here Amber Rodriguez here I'm the yoshimotari here everyone president terrific item four is the California Community Schools partnership program or ccspp this item is contained is containing three external presentations a CDE presentation and two action items for the board for Action the CDE recommends that the board approved the ccspp our Tech Awards which are the regional technical assistance centers and that the state board approved the 2022-23 administrative plan for ccspp we will hear from the following three external presenters Dr Mark Galley and Melissa Stafford Jones from the California Department of Health and Human Services and then after lunch we will hear from ccspp's State transformational Assistance Center the Anaheim Union High School District and that item will be presented by
138Steve Zimmer and Pete callus of the CDE with an introduction by superintendent Thurman superintendent Thurman please begin thank you Dr darling Hammond it's an honor to help to tee up this conversation on some latest updates on Community Schools and action that is before the board to select these Regional technical assistance center leaders it's also an honor to be able to talk about the Nexus in partnership with a very important program the children's Behavioral Health Initiative which many of you remember is a four billion dollar initiative that allows us to address mental health in a way that we've not seen before I like to call it the no wrong door initiative it means that young people can be supported in school or in their Community it allows us to create alignments within our systems and close
139gaps that have existed for a long time and how we serve folks in in need of mental health supports and so it's really appropriate to be able to present these items together the children's Behavior children's behavioral health initiative and our community schools initiative as I talk about the progress of our program as we approach the end of the first semester of our first cohort for planning and implementation I want to remind you that our community schools program is the largest Community Schools initiative in the nation now successfully launched in our state envisioned more than 458 campuses who have implementation grants and 172 leas that have planning grants we have before you today as Dr darling Hammond noted our state Transformer transformative assistance team led by the Alameda County Office of Education to provide some perspective
140for you you'll get to hear from the Anaheim Union High School District uh about their incredible Community Schools program I've had the chance to visit on more than one occasion and and thank superintendent Mike matsuda and his team who will be presenting uh this information for us today then of course you'll hear from Deputy superintendent Steve Zimmer from our division director Pete callus on this work I'd like to now turn to um secretary Mark Galley Dr Mark Galley and the director of the children's Behavioral Health Initiative Melissa Stafford Jones Dr Galley needs no introduction a foremost pediatrician in our state appointed in 2019 um uh you know I I would say that I've hung my hat on anything that he has said to us during the pandemic about how we keep students and families safe
141but then this happened I had the opportunity to fly with Dr Galley to an event focusing on how we support our schools in their reopening and health and mental health maybe Dr Kelly will say he got stuck on the plane with me but we flew to that destination and we flew back on a very small plane and it gave us the opportunity to sit together and talk about Dr galley's perspective on how we approach Health and Human Services it is a complete perspective we talked about the importance of strengthening the work that we do around mental health and supports and it was a treat for me to be able to talk with him about all things about how we support our students about families about children and it is a pleasure Now to turn over
142the microphone for some remarks from our own Secretary of Health and Human Services Dr Mark Galley please welcome him as he comes good morning uh superintendent Thurman thank you so much for the warm introduction and I remember that back and forth trip to Monterey we we actually ended up meeting up with President Darlene Hammond at a wonderful event at a uh Elementary School where we saw so many important uh programs re-reignited reinstituted in the wake of closures and the pandemic and uh you know just a tremendous chance to see uh what I think are the elements of community schools in action and uh touring with the governor and and and uh the two leaders here uh just really a treat to have a chance to be be there uh to the board thank you for
143taking some time uh uh inviting me and Melissa Stafford Jones uh to make a brief presentation and hopefully leave a lot of time for dialogue and questions and uh the conversation I'm gonna do what I normally don't do very well which is share a screen um let me get that set up first and then see if we can okay one moment okay all right are you all able to see the full screen we are great okay dangerous when they let a Secretary Drive the zoom screen normally doesn't happen um so like I said really privileged to be here thank you for the invitation be honest um in in a week I have a privilege of giving dozens of presentations about a whole bunch of different issues this is one that I've been anticipating for quite
144some time because in the the sort of throws of this whole movement around behavioral health for young people it is hard to imagine the health field carrying it by itself and no one expects that but the importance of our conversation today on the heels of lots of work with Partners in the education Community across our state I think it's so important for me to emphasize to all of you what a privilege it is to be here with you to engage on this to see where there's opportunities where there's maybe a rock we haven't flipped over yet to really uncover and discover what more we can do for young people to support them through their youth into a productive adulthood so what we know about mental health in this crisis in California and across our nation
145are it's hard to summarize it with just data I think the personal experiences probably speak louder but now it's the leading cause for hospitalization in California for young people under 18. I can tell you stories in Los Angeles where on every long weekend I was tasked with finding placements for young people who are stuck in emergency rooms on 5150 danger to self danger to others because we had nowhere to go and these weren't issues that happened over that long weekend they've been brewing for weeks months before and they culminate in the emergency room and uh I say on Long weekends because we could always handle a one day or a two-day Lull in the system but that third day seemed to break the whole system all across the state um you all probably know that
146uh one in three Californians in middle school and nearly half of 11th graders are uh reporting being chronically sad we know the impact is disparate on different populations and lgbtq youth reporting feelings that are hopeless and usually stopping some activities at two-thirds so you can see and know that this is a crisis of really epic proportions across our nation uh we also know that it's important to think about prevention and early intervention half of uh diagnosable mental illness Begins by the time kids are 14. and 75 percent by the age of 24 sure we see some of the most extreme manifestations of severe mental health in adulthood but really their evidence their initial symptoms can be traced to Childhood fifty percent of young people in our Juvenile Justice systems have mental health needs I can
147tell you this from firsthand experience as a pediatrician in La I primarily worked in our foster care system in South Los Angeles as well as the various halls and camps as part of the juvenile uh justice system and had a chance to see hundreds thousands of Youth over my time who were struggling with diagnosed and undiagnosed behavioral health conditions rooted in the circumstances in their community and lives and others that were manifestations of that first psychotic break that happened to just about any family that you could imagine so seeing this and really pinpoint pointing this is a big important issue in the juvenile justice system is important we know that the detection and intervention on mental health and behavioral health conditions and I say Behavioral Health to acknowledge the crisis we have with substance use
148disorders and especially among our adolescent students whether it's the issues with fentanyl and opiates or other drugs and alcohol that we know uh wreak havoc on the lives of young people and their academic and life success all the time and then uh this point which I think is a milestone for us on the Primary Health Care side which is this real recognition over the last many years that in order for us to more effectively address the children's Behavioral Health crisis we need to ensure that we're continuing to build our roots in bringing together the behavioral health systems and the Primary Care Systems to address uh early issues of depression anxiety uh and other other behavioral health issues in childhood so superintendent Thurman referenced uh already that we in the administration have had a very fine
149important point of uh focus on Children and Youth Behavioral Health it culminated in some very important actions but these are not things that came up in a week or a month they were really efforts that have a long tail and areas where we've been long concerned about how we can do a better job so in August the governor doubled down with the first partner in the Central Valley the announcement of the master plan for kids mental health uh this is probably more than 4.7 billion dollars if you add all the threads but certainly at least 4.7 billion dollars that is looking to support the mental health and substance use services for young people under the age of 25. so there's an early childhood learning component here at the South obviously a K-12 component and then
150there's a higher ed component each getting their special attention and focus but all taken as equal High priorities they lead with the whole child approach uh I appreciate the point that the superintendent makes about the no wrong door every door works approach which is really what we want to make sure is available this is multi-year it's not one year or a few years of funding and there's about nearly a half a billion dollars that is ongoing through the various health systems that serve young people and it really represents a fundamental overhaul in the infrastructure available to young people building on what we have today but certainly filling a whole host of gaps and the children youth Behavioral Health Initiative which I will focus on in a moment is a core uh uh to this master
151plan it's not the only piece as you see below can you Community Schools the Medi-Cal calim initiative which begins to for Medicaid families integrate health and Behavioral Health really pays attention to those who are system involved young people whether it's the child welfare system or the juvenile justice system allowing you to sort of essentially immediately be eligible for Behavioral Health Services for which in the past you needed to be screened and deemed eligible through a medical provider So Cal aim I'm sure many of you have heard about portions of it but it does fundamentally reform how Behavioral Health is managed not just for kids but adults as well but it had some very important aspects for children and then we can't have a conversation about anything in health today especially on the heels of the
152pandemic without focusing on the workforce the uh uh explosion of need and demand on Behavioral Health has really squarely put the gaps of capacity and Workforce capacity in specific uh in California front and center and the governor and the legislature made 1.4 billion dollars of explicit investments in the healthcare Workforce but there are many many more dollars that are intended to help beef up and build up uh fill gaps the behavioral health Workforce across our city so what is the children youth Behavioral Health Initiative we call it cybhi it's a mouthful as an acronym or as a name but it is as I said a historic five-year investment initially a 4.4 billion dollars and at the very basic it's meant to transform um all the ways that we support young people it's uh focuses on
153promoting mental emotional and Behavioral Health uh it has a serious focus on prevention we want to get Upstream the initial conversations that went into the cybhi were really about how we like in so many areas of Health wait too long to start serving uh people that we know the data that I shared for with you on the first slide that half of uh uh behavioral health conditions manifest by the age of 14 uh that uh full 75 percent in adolescence in young adulthood and that we knowing that need to do more to be further upstream and be where young people are be where their families are be in their communities uh that this is not just about the uh uh the the point where we have a diagnosis but this is a really about supporting
154and providing screening or assessment to all young people this is a big task I remember when I was speaking to the governor about it he said are you sure you want to go after all young people and I said there's no other way to do it right there's no other way to build a system for all for um uh California's youngest citizens without focusing on all of them because Behavioral Health although there's disparate uh uh uh impacts on some groups uh it is an issue in an area that affects every young person every family every Community every school and we wanted to take in the vein of the governor's California for all and true all children all young people approach uh and then although this is about lifting all boats we know that some boats
155will need more lifting than others so addressing the inequities for groups disproportionately impacted is an important issue focusing on the systemic barriers to well-being what those are whether it's issues around the digital divide or the uh uh uh attributes of Community Health Systems or what we hope to have a conversation about what schools might need to address those inequities in Behavioral Health broadly speaking we're all interested in cybhi to focus there anchored inequity uh I think we are uh most uh concerned about ensuring that we take down the silos that have for so long existed between Health Schools and other systems that impact young people so that we can deliver on this promise that the governor laid out just about a year and a half ago so as I said I was super excited about
156this presentation in part because and and Linda knows this and I even maybe shared some of these stories with Tony when I first uh exited residency and worked in the Bayview Hunter's Point Community uh I spent a lot of time uh in the lives of my patients didn't live far away from Bayview but certainly uh uh the experiences of that Community any of you who know it uh were radically different than those uh in the rest of the city and I spent a lot of time with the families and the young people that I had the privilege of taking care of and in fact uh spent a lot of time in their schools I remember being on the small blue chairs in first Kinder second grade classrooms talking about primarily young uh uh boys of
157color primarily black boys in Bayview who were being kicked out of class uh uh because of quote behavioral issues and I appreciated the challenges of the school and the teacher and always came with with a sort of brain and heart of how do we help support not just this young person but the school and these dedicated Educators on serving the needs not just of the patient I have but frankly the the whole classroom and uh sitting through whether it was IEP meetings or other brainstorms with that school and and the Educators and the leaders in that school quickly and uh for a long time discovered how important the alignment of our efforts to support young people are and that didn't change for me in Los Angeles I shared a little bit about my experience in
158the juvenile detention centers but that also had uh great uh opportunity to work with our County Office of Education who were delivering the education services in the juvenile halls and camps and uh having a chance to talk about both the behavioral health and mental health the other health challenges and found that those relationships and those opportunities often led to the shared goals uh being sort of manifest and discussed between education and health and for far too long I think the health system has seen this opportunity to and I'm going to use the word leverage leverage the education system and the schools where kids are to get our work done whether it was Health screenings or uh uh actually having Health Services delivered in schools uh when it comes to behavioral health though I think there
159is a real opportunity to talk about how schools uh and the education Community can better leverage us on health to help meet the needs that are more and more evident in the classroom and one of the parts of this conversation that I'm most interested in is hearing all of your ideas for how that leverage becomes manifest where there's opportunities for deeper partnership and conversation so that we uh both take our approach with whole child in mind the opportunity around Community Schools this uh epic opportunity with the children youth Behavioral Health Initiative the focus by elected leaders including the governor and the first partner on investing in Behavioral Health and really frankly drive a truck through this opportunity together so that we can better focus on uh the young people's needs that we know frankly are
160um we're failing to meet at least as it comes to behavioral health so I'm going to just quickly fly through a few more slides uh to get us to the conversation component here but over the next five years these are the sort of bullets that uh explain what we're focused on like I said really reimagining the entire ecosystem focusing on prevention and early intervention talking about reducing stigma focusing on awareness catalyzing that alignment and coordination between uh the health systems that often take care of young people towards the the sort of the the more severe end of the spectrum of disorders and needs but also uh coordinating with uh communities and schools and other entities where young people are focusing on the workforce Workforce Workforce can't say enough and uh making sure that we pay
161attention to the lack of diversity and the need to increase not just um uh uh the the the ethnic diversity of the workforce but ensuring that all young people no matter what they're facing and dealing with have somebody in the workforce that can relate to them uh benefiting from some of the important innovations that we saw scaled during the pandemic on Virtual care and Telehealth and using all of these to put together a system that I hope really does meet the needs of young people in the years to come there's four areas of focus here we talk about the behavioral health ecosystem in the infrastructure we talk about ensuring that coverage architecture makes sense and it's so easy for the state to focus just on Medi-Cal and Medicaid and the opportunities there but if we're
162really going to have an all children all young people approach we can't ignore the need to align with the commercial Health Systems and to ensure that those with private or employer-sponsored Insurance have the same uh uh uh access to and uh ability to receive the benefits of some of these programs Workforce again and then public awareness uh I like to think that one day soon just as young students uh have no shame no issue no concern to raise their hand to say you know I need to go to my doctor or dentist appointment similarly uh young person uh has the Courage the security the understanding to be able to be in an environment where standing up and saying I'm going to to seek support and help for a behavioral health issue or participate in Wellness
163activities that it's seen in the same light as a routine regular part of how we ensure young people are well taken care of uh in our state so I'm not going to spend a lot of time here I'm going to skip to the next slide pretty quickly because this is dizzying in some ways Melissa is on she can help fill in some of the gaps but this slide really just shows the 14 general areas of focus we have 14 work screens each one is uh uh connected but independent uh they focus and fall under these four header areas that I shared on the previous slide and uh together these are the elements of transformation these are the elements of uh partnership and these are going to be the tools that if made widely available at
164scale and robust enough could really help transform the experience young people have both in preventing and focusing on wellness and also accessing the services they need when uh those initial Services Aren't Enough so partnering with schools to support well-being I think cybhi I just want to highlight a few things I mentioned the behavioral health Workforce Investments I'm going to spend the last couple of slides talking about the new behavioral health coach role that some of you may have heard about but I'm excited to share a little bit more building infrastructure through schooling Partnerships I use the word School linked very deliberately often people want to focus on school-based but having shared a little bit of my experience in schools I know that uh it's challenging to find the space to find the time to find
165the resources to be able to do everything on a school campus and some schools maybe have that capability today others maybe not so if we're trying to create a equitable system across the state we can't depend on everything uh done for a young person maybe it's appropriately done at a school but we don't have the capacity to do so so how do we make sure that they're at least School linked and ensure that this linkage is robust that it doesn't mean that it's harder or uh uh less likely to happen that a young person can access those services so this piece is really critical I think to understanding cybhi's intent to work with schools yes we want to uh figure out what might be where there's opportunities when it's appropriate to have resources on site
166but if that's not possible it doesn't mean that there's not a strong opportunity for partnership uh scaling evidence-based and community community defined practices with an emphasis on Equity this is key California more than any other state has the opportunity to not just have emerging uh practices uh embedded in our systems but really create and develop the evidence to scale things that are working in one place and bringing them to others so this uh Learning Community uh there are opportunities I think are I want to say endless I think there's a lot that we have yet to do that uh really is an opportunity for us moving forward supporting Partnerships between Medi-Cal uh so much of what we do in Cal HHS even though we think broadly about health and human services and those Social Services
167because of the way the federal government has set up Medi-Cal or Medicaid there's a lot of opportunity to use it as one of our primary Equity tools for low-income communities so this year uh through some uh uh uh uh programs through the Department of Healthcare Services supporting these Partnerships through the medical managed care plans 23 of them across the street working with leas and um uh districts across the states and County uh County offices of Education to really come up with collaborative approaches uh uh real programs that could further the mission of medical by engaging and partnering with our school Partners this to me is a real manifestation of what we can do together using the resources that are made available through uh through Medi-Cal Cal hope student services I think I hope many of
168you have benefited from this Cal Hope was something that we created in the throes of the pandemic for all Californians primarily focused on uh adults but the urgency of the needs for young people created uh calhopper kids and and youth and now has really become something where there's more of a learning community a coalescence of I think hundreds of Educators and education leaders talking and think thinking about how we develop the tools to support schools for social emotional learning something that we're excited to continue to build on the the funding uh alluded to in the next bullet around Wellness mindfulness and resilience of students uh really imagining that those dollars are made available to lease through uh sort of the Cal hope model if you will to make sure those dollars are well mobilized across
169our state to support districts and implementing those wellness and mindfulness programs there's of course a focus on training from informed care uh training done by the office of the Surgeon General to Educators schools and child care providers and then this last Point probably dull probably easy to overlook but really one of the key secret weapons of the entire children youth Behavioral Health Initiative as I said Supernatural natural more frankly easier to just focus on Medicaid but part of what we worked with with the plans in the commercial space with the legislature was to make sure that what we could provide in schools linked to schools for young people on Medicaid was promised to also be provided by the commercial health plan so we are actively working on creating a Statewide fee schedule so that the
170different Services the different programs that could be school-linked actually come with a reimbursement rate that all plans agree to reimburse moving forward this does not happen overnight it will take a couple of years frankly to get it up and running and implemented but moving forward this is exactly the kind of tool that we need to make sure that we don't just create something that lasts a few years but that we have a sort of Pathway to continue having the resources to support these important programs uh we are this is just to show a slide that yes we're focusing on outcomes and goals this is a draft set I don't expect anyone to sort of really ingest this now but Melissa and her team are engaging lots of stakeholders including uh Educators on what these outcomes
171and goals should be how do we make sure we have access to the data and the information to track towards them because an initiative like this doesn't come uh uh about very often and the ability to demonstrate its value in the transformation of the lives of young people families and communities is going to be key to maintaining this moving forward uh I wanna well before I go any further uh we have been very deliberate to list the various uh departments in Cal HHS who work on this initiative the Department of Healthcare Services uh uh Healthcare access and information Department formerly known as ashbed they do a lot of our Workforce work the department of managed health care who oversees the commercial and Medicaid managed care plans helping us specifically in the areas of the fee
172schedule the Department of Public Health focused primarily on awareness and stigma uh uh engagement and then the office of the Surgeon General their work on Aces and the focus on uh uh Aces screening has uh really set themselves up well to help us focus on the trauma-informed uh uh educator uh uh tools and building out that whole Suite of services so unlike most of the things that we do at the state where it's one agency one Department within that agency this is really starting out cross-cutting across our agency and if you put the tentacles to uh uh so many other partners including you at the State Board uh the Department of Education we see this as really uh an incredible collaborative opportunity so in one or two minutes I just wanted to say that uh
173one of the most Innovative parts of this whole initiative is a focus on the behavioral health coach role this is not something in California that we have today it's uh frankly not a role that anyone across the nation has this is a recognition that uh we have a serious Behavioral Health Workforce crisis that if we're going to meet the needs of young Californians frankly Californians anywhere of any age or location we're going to need to not just double down on what we already have whether those are social workers or other therapists and counselors or uh or psychiatrists or nurse practitioners and PAs but we're going to have to create some new roles as well uh uh roles that are maybe even a little bit in Greater reach for people in uh communities that allow us
174to tap into the diversity of both uh experience and interest across our state so the behavioral health coach role is is something that hki through their Workforce initiatives is putting together they participated in dozens I think somewhere between 50 and 100 stakeholder meetings getting input on what this role can look like how it fits into the community Continuum that we already have including with schools how it fits into the school infrastructure and Staffing approaches it isn't meant in any way to supplant or replace what we already have as I said earlier we need more not figure out ways to do things differently but this is a really important opportunity I think to bring in folks who we often talk about peers that sort of notion of near peers with some strong education and support and
175supervision to do the work that I think I know and I expect many of you know our young people need here are some of the services that they will provide Wellness promotion and education they'll participate in screening care coordination extension of services individual supports imagining uh that the behavioral health coaches may be able to do a virtual group and support a group of young people who maybe aren't even at the same school or in the same Community but share some common experience and then of course crisis referral which will require a good bit of training but also something that we need more of more antennas up and then some additional competencies that will be built in to the education approach for these behavioral health coaches so I'm going to stop sharing and turn it back
176to you I know that was quite a bit of information I never say it as fast as I wish I could uh because I really do want to engage in the dialogue and uh uh both Melissa and I are available for uh additional uh clarification answer any questions but really hope to have some back and forth with you to understand how this might better fit in uh to the plans and opportunities that you see uh as we all work together on that whole child every child counts approach so uh Linda I don't know if I'm turning it back to you but thanks again for the privilege of presenting to you we're so pleased to have you and I just want to start by thanking you for your Worship in this uh both in the uh
177sort of comprehensiveness of this approach and the fact that it is being designed to be so integrated and coherent you know with schools where children spend so much of their lives and and where we want you know both to be better informed about trauma-informed and healing oriented care which is part of the plan and where we want schools of course to produce less trauma as well as to be able to respond to it so I'm I'm would love to start off with one question then I'll turn it to my board colleagues as well um one of the things I think is so um there's so much potential here for that we have not always been able to have before is a cross communication between mental health professionals who have a body of knowledge you know
178about trauma-informed care and many other things and education professionals who have abide they have knowledge increasingly about social and emotional learning programs about restorative practices which we've got a new study at LPI coming up shows the more restorative practices kids experience the better their mental health outcomes the less depression the less suicidal ideation and so on so we want to be able to share those with the um you know the connective tissue to the mental health so that we have professionals talking with each other with a common understanding of what each of them can do to reinforce the efforts of the other and I just wonder if you've been thinking about or or have some beginning ideas for how we could structure this in a way that that communication and shared practice could be developed
179so I think a couple of thoughts and then open it up to the group and Melissa as well two things come to mind one thing I glossed over that is a core component is this virtual platform that is going to be the anchor of everything we do it's it's slated to receive uh hundreds of millions of dollars to create it's meant to be the front door to the entire initiative and it's meant to be used by Young People by uh caregivers and Guardians and parents and by Educators to really engage with real tools that allow um us to begin serving the needs that maybe are under addressed for a young person that you have in the classroom or in the community or family uh and we hope that it's a widely used tool we're creating
180it and tailoring it so that it's sort of created by youth for youth in as many ways as we possibly can but that becomes a very real-time place where I I think will have a lot of cross-exchange of ideas and opportunities to learn from one another I mentioned the work that we have launched with the uh managed care plans and really creating Partnerships between those entities and and you might say well why the managed care plans because frankly they're the ones who drive Medicaid they're the ones who start with the funding for Medicaid and they have the resources so providers in the community where they where that plan works or overseas they're going to really respond to the wishes of the plan and engaged so I think that becomes a table those tables that are
181actively uh being created between plans and providers on the one hand and um uh leas and districts and schools on the other hand become become a place where I think we can have that communication angle uh we had one tool that will be created as part of the initiative as well is what we called an e-consult system and as I mentioned before as a primary care pediatrician I could engage with Specialists across the state or across my community through a collaborative what they call asynchronous approach to getting information to how to serve the patient in front of me or the student in front of you and I think that this became a really two-way communication opportunity focused on a real life situation that had immediate impact and so I think we have opportunities at the
182very high level to continue to bring each other together but I'm really excited about how we create more tools to have uh sharing of information around specific I call them patients you might call them students but young people uh wherever that we're seeing them so I think cybhi creates those two opportunities at that level yeah and you know I think Beyond I think those are great ideas and at the beyond the level of the individual student or patient if we can communicate about the practices that are school-wide and the ways in which those support students generally and are available for specific cases you know that would create healthy environments that you know increasingly healthy environments that are part of the ultimate puzzle I see the member Escobedo a member of Roscoe Gonzalez both have questions
183or comments and member open so let's get them on the table I know a mark I'm I'm told that you have a hard stop at noon is that right I'm going to I'm I'm just texting to move and get another 10 minutes if you all have it I'm willing to stay until about the doctor by virtue of the number of hands that are up I think we could use that yeah that'd be great uh member Escobedo be very quick I I applaud the work on changing the architectural coverage any thoughts about changing the architecture of a clinic or the hospital namely having mental health services within the area of care for example in the San Ysidro Health Clinic where my students used to go for dental health um the therapist was right next door and
184and even it was a subtle yet powerful um message that you know mental health is part of of taking care of the whole child so just any thoughts about that well I mean first off I I think your your illustration is key right we want Behavioral Health to sort of be seamless and around um students just like you mentioned dental care I think about the Primary Pediatric experience making sure it's that we have some work to do uh in making sure that uh clinics like San Ysidro and other fqhcs have the ability to um uh you know Bill or or receive payment for those services so that's a whole different uh conversation and we're active with federally qualified Health Centers and others but I think as we've seen in other areas of medicine if the
185funding and the billing becomes more seamless and straightforward suddenly the models and services exist um so that's one thing the other thing that I think is really important and we're in this struggle right now is that I often say especially with Behavioral Health we have to get out of the clinics we have to get out of the hospital because so much of what we seek to do is really anchored in communities and you know schools as communities I know we talk a lot about Community Schools but schools as communities I think really understanding where there's an opportunity so as we transform what it looks like within the four walls of clinics and hospitals and other places I'm also and frankly even more excited about thinking about what it looks like to get the show on
186the road thank you awesome uh member Orozco Gonzalez and then I have member olken patio Bronson Glover woods and I I know it's it's quite a bit and um it just seems like um two very different worlds are colliding in terms of um preschool to 12th grade education and Health and Human Services there is a prime opportunity for deeper levels of coordination and engagement between the Community Schools initiative and the children and youth Behavioral Health initiatives so my question to you is what needs to happen to ensure we take advantage of this opportunity to leverage the resources and expertise to the benefit of our students Educators and communities well I think that conversations like the one we're having today and really making it a priority so that I know for me and Melissa can vouch
187for this um it's it's a leadership priority there is a lot of I'm going to say missed opportunity uh things we've left on the table in the past because the Partnerships haven't been as deep and and candid as they need to be and um when the superintendent talks about our plane ride back and forth some of the plane conversation was about where there's real opportunities and where we haven't capitalized on it so I think one thing is making sure that the board that I as the governor has the superintendent others that we continue to prioritize let's not figure this out on our own because we can't I don't think we can um but that we're going to really create the force function of bringing people together around the tables that Linda's asking about and I'm
188sure and you if you are asking about we have the start for some of that I think we have the leaders who are absolutely interested um but um I worry that as uh new things come up that we lose the focus and emphasis and that's why you know I would love to have this be an annual conversation or a biannual conversation where I or I we are coming together with you to say how are we doing on creating those tables and where are we still missing opportunity because as I said Medicaid is this amazing tool and the commercial insurance world is this amazing tool to create the resources to do some of the things I think we all want to do for kids I see Melissa has popped up um did you want to add
189something Melissa thank you so much I'm president Northern Human I just wanted to note that um I I'm just really appreciative and grateful that um cybhi and Cal HHS have also had the opportunity to be meeting regularly with SBE and CDE and staff and Leadership on these issues so we are like rolling up our sleeves and digging in and thinking about hey well where are the key intersection points between C by bhi and Community Schools or expanded learning what might the behavioral health coach will look like there how can the virtual Services platform connect what are those opportunities so we still have much work to do but I just wanted to express my appreciation and gratitude for the partners efforts that have already started you know this conversation is reminding me of a school I
190work closely with in East Palo Alto where there was you know a lot of trauma that kids experienced and we had a relationship with Stanford uh child psychiatry unit and um so the interns and residents were able to come over and meet with students regularly in groups you know for group therapy as well as individually and then being part of the faculty meetings to talk about the various strategies that both the school and the professionals could the mental health professionals could jointly be aware of and engage in and if we can get to a place where that's the kind of integration that schools can experience I think the the benefits are just enormous um remember Oakland you are next in queue thank you um I I want to First just say thank you so much
191um for all this work and for sharing your time and expertise with us um I think any of us who work in education have always really seen the the important connection between student well-being and student academic success um and the pandemic just made that so much um more evident and important and on all of our minds so this feels so well timed um and I just had a couple of thoughts and questions so the first one is I just want to say I love the behavioral coach model um and as I'm thinking about people with whom I work at my schools who I could see incredible um School staff wanting to like taking up that opportunity as a um for increased learning and then perhaps as a career growth opportunity um in a way that
192already Builds on what they bring to school to our school and so I think that's amazing um along those lines um Linda mentioned the importance of restorative practices and this is just a small piece in that description of the competencies for that that role I would love for behavior for restorative practices to be part of it I think that's such an important part of what that person or that that role could bring in terms of expertise for a School site um so that's that piece and then um earlier this morning we heard presentations from the student Advisory board on education and one of the groups was on special it was on mental health and their recommendation was that we should invest in um pure support peer mental health coaches and supports um and I thought
193it was an interesting um one two you know first of their what they brought to us and then what you brought to us and I just wondered about the the ways in which we could think about supporting um student s to become um supports to each other as a way to perhaps um focus on that might be a bridge for public awareness and the stigmatization that's one of those four principles and another one is even Workforce training and capacity um because I I think the more our our young people see schools as places where their expertise and um their what they bring to the table as being important the more likely they are to to want to pursue a career in education or in mental health or in and so I think there's a real
194link there um we could start getting young people on the path early and that would um based on the diversity of our schools um perhaps help us diversify the field as well which is really important so just some thoughts and I'm so excited thank you can I just uh respond really quickly I I think the the second piece is something we there was a small part of uh this past budget that focused on uh engagement especially uh diverse young students in getting them prepared for fields and Behavioral Health uh and and there may be a Nexus there uh to to really think about how we amplify that and build that with the behavioral health coach model um Melissa I'm sure has some ideas there as well we've been talking about the peer versus near peer
195difference and how does that look and feel so I think this is right for conversation where would love to get your feedback about what would best work in a school environment where is it a good idea maybe where is it not as good as an idea uh that that's where your expertise certainly could influence how we look at this moving forward so appreciate the the point and uh see that as another place of opportunity and collaboration terrific vice president Glover Woods and Rodriguez thank you and thank you so much for the presentation I think anytime we see true and authentic collaboration and integration amongst all of our different agencies for the support of students it's absolutely wonderful and I'm quite encouraged at the community schools program is actually a great model of what that can
196possibly look like I was also very encouraged around the idea of diversifying the behavioral health Workforce just as we're looking at how to better diversify the teaching Workforce that interacts with our children every day a thought that I had and it may be something that's already being explored is perhaps finding an integration point with our CTE programs as well we do have as many of you are already aware that Health Services sector and there is a specific pathway related to behavior and I'm looking at it right now mental and Behavioral Health and as we're thinking about the the behavioral health coaches and again just diversifying the workforce as a whole in multiple positions integrating and connecting with the CTE programs in the schools might be a wonderful way to bring more students into the fold
197from more diverse backgrounds so that's thought and just to deconstruct our acronyms that's our Career Technical education um I was just gonna ask but uh terrific you have your acronyms that we have we I'm terrible at defining ours um one one important point that I don't think people uh hear enough but this was recently surveyed again but four out of five Americans believe that behavioral health is a bigger and bigger and more important and a grave issue in our state in our country and four out of five uh surveyed individuals believe that it's not just the responsibility of the health system to focus on it they see a role for Community they see a role for family members they see a role for Neighbors so how do we take that uh idea and really amplify
198it in a community school model or any other model that you all think might make sense and I think that that is that concept is at the belly of the children youth behavioral health initiative and I think amplifies this idea of uh diverse diversity in the workforce I think I'm going to get it not entirely right but 75 percent of the need is among people of color and 70 percent of the workforce is white in California in the B of real Health space so we have a real Gap we have a real need to focus on diversity if we're going to really pay attention to some of these Equity issues that we're talking and this notion of starting to think about these various Pathways and on-ramps exactly exciting Melissa did you want to add something
199yes thanks so much president darlingham and I just wanted to note that actually Deputy superintendent Zimmer raised this issue with me and with our colleagues at the Department of Healthcare access and information I think it was this summer and actually they've started some meetings and conversations about that intersection of CTE with the career Pathways programs that we have that HK is leading under the children youth behavioral health initiative and Beyond because we also have career Pathways programs that reach into high schools as well as colleges so there is some conversation that's been started about where those connection points might be so appreciate that being raised terrific member McQuillan thank you and thank you for this very rich conversation Dr Mark there was a lot in your presentation there to to unwrap thank you for that
200um you know there's so much we need to do in terms of breaking down the silos between our systems and and in education itself you know we often run into you know that it's it's not my responsibility to touch on mental health or social emotional that's the health class that deals with that we still have some of that that work to be done to bring bringing down those silos but I wanted to um and I appreciate all of it in terms of Recruitment and um definitely the CTE I sit on that subcommittee with the with the members of the California Chancellor's uh board um and we need to raise that up in terms of helping to make sure that's a louder message out there that the health pathways are a part of CTE and it
201can be funded and supported there for that recruitment but I wanted to go back to uh I appreciated the school link linked services not school-based services and that that distinction you made there in terms of funding and and accessing those School Link services to zero in on continuing funding for the support services and do you see any other hurdles that we can focus in on for that whether it be Medicaid or the third party billing to keep the services going thank you yeah and I'll ask Melissa to jump in on this as well because she's she's working on it day in and day out but it's you know you want to create an environment where the services are quote reimbursable in a way without turning the whole operation focused on billing right and we have
202a real chance to do that this whole rate schedule for the commercial plans which will be mirrored and built on what we're doing in Medicaid will theoretically create an opportunity for bread and butter services that might happen in a school or might be linked to a school to be reimbursed and even though I know that's focused on payment but that is exactly what's going to allow us to keep these Services going not just for the five years of you know the children youth payroll health initiative but Way Beyond that and we are adding more services that you'll probably recognize as useful to what is reimbursed under Medicaid and soon under the commercial plans right so there's family Based Services where it's not just about the student but it's about what happens to the family there's
203some population-based services that might help um cover uh you know a classroom or a school there are some opportunities uh around virtual care and virtual services so I think there's a real uh again collaboration that could bring together uh exactly what uh the school communities believe they can do and need to do and want to do to allow us to use the health Lane and leverage it for those resources uh when possible so this is a part of it that I'm really excited about so I'm grateful that you amplify it and I know Melissa's spending time thinking through how we're gonna actually get this right Melissa I don't know if you want to jump in on anything more on this nothing to add but to speak there's a new working group that's been established that
204just had its first meeting in October so we're in that stage of really rolling up our sleeves to design and develop how this ongoing reimbursement mechanism terrific member patio Bronson I was going to say good morning but good afternoon um and I actually just want to first start and say not related to the immediate conversation but thank you for your service during all of the pandemic you were a voice of Science and calm and I was just personally proud to be a Californian as so much of the last couple of uh years have transpired so thank you um I I wanted to actually ask about um the early side of the age Continuum so delighted to to see that it's a 0-25 space um and certainly recognizes that our children go through all of those
205spaces depending on on sort of where they are um but would love to hear you comment a little bit more about how you're envisioning The Early Childhood components um I saw the reference in the slides um to sort of some of the more preventative Behavioral Health work with family supports in early childhood but particularly also wanted to flag that we're we're seeing particularly in the early side that um both in TK settings and early learning settings that schools districts have a line of sight to that that kids are coming in with less socialization with different sort of challenges and speech delays and how you're you're thinking about integrating that uh into this set of programming sure um and and again the uh sort of have four three four key buckets right it's sort of before
206kids get into the TK to 12 environment uh that environment of TK to 12 which really breaks down to at least two or three and then the um uh the post-secondary uh uh uh uh education side I think the the place where we probably and Melissa you you may need to update this have spent probably the least time to date is um where where are we on the earliest age uh groups where it's not necessarily all happening within a formal Public School uh environment where it's a much more scattered network of providers of child care services um so there were uh leaning more heavy things like our platform and some of these tools as the entry point to some of those Services uh but that's still you know very early in its creation but Melissa
207maybe you can talk a little bit more on what the engagement has looked like there sure thanks so much um yeah I really appreciate that I think we're such an early childhood as secretary Galley indicated but there are a few key pieces that actually are underway one is the addition of dianic services as a benefit in the medical program which was specifically meant particularly for youngest children when behavioral and social emotional issues are emerging to make sure that we have services in place that really allow not only the child but the care or the parent to get some of the supports that they need and that benefit will begin on January 21st 2023 actually Department of Healthcare Services just released yesterday I think it was on their website some addition information about the launch of
208that so A really important piece that we know is coming to support not just the child but the family um secondly the trauma informed training for educators at secretary Galley spoke of earlier has a specific um component to it that is specifically for early care and learning providers and um this training will be free it will be widely accessed possible when it becomes available next summer and we we know that given some of the you know the challenges and the schedules for early care and learning providers we're really hoping that that training will be available and accessible to them in in beginning the work and the journey of really understanding trauma-informed care and how that can support them in their efforts of the incredible work they do in terms of caring for our youngest children
209um Dr Kelly mentioned platform as well and then we are also um the services in the fee scheduled for our younger children who are on school campuses we are looking at what those opportunities are there because we're building out to the fee schedule to think about that and we've actually begun some very early conversations with our partners at CBE also about potential intersections between um Universal pre-kindergarten and the cybhi where might some of those key intersection points be and then um just the other piece I'll mention is two other pieces one is the behavioral health cultural is actually envisioned to to be um a potential role in an early care and learning setting it's we're not starting there first in terms of that but that is really something we would be interested in working on
210over time with the Early Childhood sector to think about what would that deployment look like to have behavioral health coaches in those settings and then lastly just to note the work on stigma and public awareness um something we have heard from Youth and for parents and a lot of Engagement we've been doing with them is the work around public awareness and stigma as well as how to access supports and services that work around navigation that we think the platform is going to be really helpful to doing we know is also really key for our families with very young that's really awesome um you know with youngest children too there's often a very close Nexus between physical and biological health and mental health and Behavioral Health and so I wonder if there's a component of this
211that you know connects to the other um Health Providers and awareness of Environmental hazards and so on that can often get expressed in in behavioral dysregularities but that are really stemming from other um you know experience that the child is having physically or or otherwise we are um Linda just to that point one of the things we are exploring we wouldn't be the first state to do this but really what does a first thousand day of life initiative look like that focuses on how all of this is really tied together and that's another place where as we talked about it could certainly could use your expertise and advice of the board on what what that what that looks like so I think about things like you know autism is now one in 44 kids right
212and there are a lot of Behavioral manifestations that you know people might pick up on but then there's a whole biological and environmental component and so on so there's gonna that integrated approach that you're um championing is just incredibly important in so many ways um member Rodriguez thank you the last word yes thank you so much president Darlene Hammond and a lot of what I was going to say has been said and I won't be redundant and repeat it just want to Echo um my appreciation for my colleagues and especially um member patillo Brunson because I was going to say Dr golly uh thank you so much your voice was a very calming voice during the pandemic and as you were here I was uh taken back to how much I look forward to your
213updates so I appreciate that and also um Melissa just talked about the stigma and that's what I wanted to share a little bit about in my community which is largely Mexican uh right we live next to the Mexican border there is a stigma um uh with mental health you know like oh it's all in your head and the stigma exists in other cultures but um you know just suck it up and deal with it and so that's something that our community has been been working hard uh and especially the the support you know the behavioral health at our school uh you know we we don't quite have the EPA model of you know having um uh psychologists working working in on our campus but right next to us we do have a behavioral health specialist
214and a great relationship and um I've seen how much my students appreciate uh having a therapist licensed therapist to talk to when we have our school assemblies and they they introduce her she gets the most Applause um and so it's you know we're we're making some great strides and it wouldn't be possible without the commitment uh from our governor uh from your department from um you know the CDE uh superintendent Thurman and um this is what it takes because I see a lot of desperation and this is the Hope right you know when when people are desperate um especially a lot of our foster youth is when they feel like they have nothing to lose and and these Services bring in that light of hope so thank you so much well um if I could
215just Rap by saying you know the last two uh members uh brought up the pandemic and I I will tell you Linda we haven't had the privilege of connecting since it's been calmer but uh as we reflect back at some of the important efforts in California as it relates to pandemic response uh the more time I spend doing it the more I realize um we were playing catch-up from the very beginning we have not invested enough in the community uh infrastructure that we need to really carry forward and be prepared for the next public health emergency and um as much as the children youth Behavioral Health Initiative our Partnerships with you as educators of schools becomes about really anchoring and building resilient thriving communities for young people and their families I think we are better
216set up to deal with whatever it comes across our plate whether it's the next variance or the really the the huge number uh or increase in Behavioral Health needs across our state so if anything uh uh that we do builds that Community sense I think we're really doing more from this whole child approach for kids and their families so this partnership is not not just something that we hope to talk about for an hour today but something that we invite all of your input on and critique us tell us hey it doesn't seem like you're holding up your end of the bargain can you do more can't you think a little bit more flexibly and we'll do the same to you we each have our rigid ways of thinking about things and uh frankly that
217rigidity is what probably gets in the way of our collaboration the most so uh uh I I don't mean to take the final word in any way but more an invitation to continue this conversation in meaningful ways down the road well we appreciate it so much it's a hugely important initiative and Mark I know we've been talking about this for many months how to bring the systems together um I think it's wonderful to see the step being taken and we really appreciate you and Melissa joining us uh we'll have a chance after lunch to re-engage with our community schools team and talk more about the connections that can be made there thanks so much take care thank you all be well and I will announce that the rest of us can go to lunch uh
218it is about 12 16 so we'll come back at about 12 45. we'll see you then leave your um don't leave the meeting just turn off your camera and your microphone welcome back board members we need to re-establish a quorum so Brooks is going to call the roll president Donald Hammond here remember Escobedo here vice president Glover Woods here remember Lewis here member McQuillen here remember olken remember Orozco Gonzalez here remember patillo Bronson here I'm reporter here Amber Rodriguez here remember Yoshi matatawri here everyone is present terrific we are now going to continue with the Community Schools item with a presentation by the Community Schools State transformational Assistance Center uh we're going to hear from Dr navdeep purewal of Alameda County Office of Education and Dr Karen Hunter courts of the UCLA Center for Community
219schooling uh Dr piroll please proceed good afternoon president darling Hammond and board members on behalf of our state transformational Assistance Center or s-tac I want to thank both the state board and Department of Education for the opportunity to lead the Statewide transformational assistance for the California Community Schools partnership program during today's presentation I will be sharing our estac journey and an update on the transformational assistance we have provided to date then I'll be passing it off to my esteemed colleague Karen Hunter quartz director at the UCLA Center of community schooling who will be sharing our transformational assistance methodology and vision moving forward our Aztec Journey Begins with the team members from our four partner organizations pictured here aligned with the California Community Schools framework our estec has been intentional in fostering strong relationships among our
220team through weekly meetings and in-person Retreats during our time together we have shared what brings us to the social justice Equity enhancing work as well as identifying our assets and opportunities for growth we have taken the time necessary to engage in these processes in order to effectively lead the transformation and redesign of schools in California to be racially just relationship centered and responsive to the needs of the whole child early on during an opening activity in one of our weekly meetings our team engaged in a discussion around how the implementation of the California Community Schools partnership program promotes a process of social transformation capable of disrupting inequities rather than a siled top-down approach to programming as a result we made the shared decision to change the term technical to transformational and strive to help students
221families Educators and community members acknowledge this opportunity for authentic Partnerships and reciprocal learning we believe that this program provides an opportunity for coherence through the intentional alignment of several whole child reform Investments listed here although this list is not exhaustive I wanted to acknowledge that the Investments align under the four pillars of the California Community Schools framework and that there is also alignment within and among the pillars for example the universal pre-kindergarten and expanded learning opportunities program Investments which align with the expanded learning time and opportunities pillar require plans that include details on how the programs will work in concert with each with each other encouraging the alignment of resources professional learning and Partnerships another example is how the Children and Youth Behavior Health Initiative that we heard about earlier today by Dr Galley which
222aligns with the integrated student supports pillar shares key components with a family and Community engagement pillar through the engagement of Youth families and community in the development and ongoing work of the program our estac is grounded in the belief that working together collaboratively with decision makers implementers and recipients of these programs we can maximize the resources and co-create sustainability plans to support the diverse needs of children for years to come with the belief in the continuous learning and Improvement to redesign schools to be places of transformation rooted in racially just relationship-centered and inclusive practices that demonstrate coherence this timeline illustrates our s-tax journey a few highlights include hosting our first quarterly Advisory board meeting in July which includes members from State and nationally recognized organizations as well as launching our first webinar in August we
223set into motion our weekly collective learning space and monthly community of transformative practice while establishing bi-weekly update and calibration meetings with the CDE team in September we engaged in our first monthly meeting with the team members from the California county superintendents recognizing the key role of County offices in supporting alignment and coherence among local education agencies and in October our s-tac team developed working subcommittees focused on resources Communications webinars communities of transformative practice and data as we have been developing our own infrastructure to ensure that our assistance is truly transformational we have been mindful of the importance in being responsive to the needs of our partners so we have designed and facilitated an initial round of transformational assisted highlight highlighted and now I'll be sharing more about those our webinars are a space where we
224encourage and welcome planning and implementation grantees as well as families students Community Partners and school leaders participants are provided opportunities to learn about the California Community School framework here's successes and challenges through stories shared by community school implementers and take away tools and resources for supporting planning and implementation the monthly community of transformative practice is designed for members from County offices of Education to strategize ways to support grantees within their counties share expertise and network with Statewide colleagues charged with the implementation of programs that support the whole child and finally the weekly collective learning space is designed for planning and implementation grantees who have questions or desire to network with colleagues on a regular basis the webinars communities of transformative practice and collective learning spaces have supported the development of relationships and provided our s-tac
225team the opportunity to learn about planning and implementation needs which we continue to respond to through our transformational assistance and now Karen will share our strategic Vision moving forward thank you nav and good afternoon president darling Hammond and board members um as Dr pierwell has shared our s-tac team has been developing an initial set of learning opportunities for grantees and counties alongside this work we've been meeting as a team to flesh out this logic model to capture the methodology of RTA the strategies and expected outcomes that guide our Center so traditional logic models often start with a problem or Gap statement but our Advisory Board recommended that we reframe this to focus on the opportunity we have right now to redesign schools as relationship-centered Democratic and just spaces where students Educators families and communities can
226thrive the California Community Schools partnership program is the evidence-based program designed to embrace this opportunity the framework starts with the port four pillars described in the field setting 2017 review of research on Community Schools but it goes far beyond the four pillars it's a vision based on the science of Learning and Development the conditions young people need to thrive in the work of classroom teachers it also lifts up the core commitments that animate the movement building on assets advancing racial Justice culturally proficient instruction and authentic shared leadership and finally the framework highlights The Proven practices that Community Schools use to propel social transformation so this is very much a transformational framework and we've tried to design a set of ta strategies to integrate the Allied reform movements that nav referenced and that we heard about
227this morning and support Statewide understanding and commitment to the framework these strategies include communities of transformative practice webinars a collective learning space Study Tours digital Commons and resources and a deep dive strategy that I'll explain in more depth uh key to our methodology is a focus on data stories and community-based measures to help grantees learn and improve along this journey and as you can see in the last two columns of this logic model we expect the California Community Schools partnership program implementation to lead to community agency and well-being redesign schools and improved outcomes on multiple measures so next slide please to support this very ambitious Vision we know schools districts and counties need tools to guide implementation and track their progress so this slide Maps out our process to operationalize the state's framework in what
228we're calling an implementation growth chart our s-tac team made the shared decision to use this language instead of implementation rubric to emphasize continuous Learning and Development we have been reviewing and synthesizing implementation science resources as well as Frameworks and rubrics developed by local state and National organizations later this month we will be sharing a first draft of a set of foundational Concepts and benchmarks to guide implementation and we know how important it is to get these Concepts and benchmarks right so over the next few months we will organize multiple opportunities for feedback and revision one of our TA strategies next slide please is to take a series of deep dives into local implementation contexts to support learning and document the infrastructure it takes to develop and sustain Community Schools research on the science of implementation
229cautions us right against lifting up sites of innovation without paying attention to the systems and structures that will sustain change and ensure coherence at every level from the school to the district to the county to the region for this reason we are planning to partner with three deep dive implementation teams each year of the program in six years we expect to have 18 diverse implementation contexts to help us chart the path forward and sustain community schools throughout the state we will work with these teams to document challenges systems process and outcome data including local stories of transformation and school redesign data from these deep Dives will be used to identify what needs to be learned next so think of this as a large scale plan for continuous Statewide learning to identify the first three sites
230in January our team is currently analyzing and coding the cohort one implementation proposals and we will be conducting follow-up data collection so staying on the top of data our stack team is developing a multiple measures framework to capture the many dimensions of social transformation this will include data generated by the implementation growth chart to help grantees learn and improve it'll also include support for community-based measures that lift up outcomes local communities value and use to track their growth for example at the UCLA Community School they have collected by literacy data for the last 12 years to inform the development of their K-12 dual language program and at the district level the LA unified has a graduate portfolio to capture students growth and development over time we're also very mindful that we are accountable to the
231public for ensuring this historic investment public education is transformative to build coherence across programs and agencies that support Community Schools such as health and social welfare we will be convening a cross-sector multiple measures working group to integrate accountability systems from a whole child whole Community perspective we also look forward to the opportunity to support the Statewide evaluation of the California Community Schools partnership program next slide please so we're excited by today's announcement of the eight proposed Regional technical assistance centers many of the people and partners in these are tax have connections and experience working with members of our team we know they bring enormous expertise and Insider knowledge of their own Regional context their local control accountability plans fiscal oversight system charter schools and County Schools next slide please so as this timeline Maps out
232we're going to be reaching out to each our Tech Team right away to further develop our relationships and start planning together including a 2023 Statewide summer Institute we're also preparing to release a set of resources including the implementation growth chart and a set of guides and tools to be housed on a digital Commons and widely shared in different learning spaces in January we'll launch our deep dive strategy to learn with and from three local implementation teams which we're calling our first cohort of Community School Fellows and in the new year we'll also convene our cross-sector multiple measures working group to begin to integrate process and outcome measures so I hope this presentation has given you a helpful overview of our s-tac journey to date I'd like to end by sharing a little bit about why
233we're doing this work so each Wednesday morning we start our s-tac team meetings with a jamboard visioning activity to help us reimagine California's public education system rooted in our own team's strengths and experiences combating structural racism and poverty as a multi-racial community we have shared our hearts and our lived experiences as Educators social workers Engineers immigrants students researchers principals Farm Workers parents and Community organizers we lift up ideas and examples from across the state and Nation knowing there is enormous Collective wisdom to guide this journey this photo is from the UCLA Community School where I work and I'm continually inspired by Educators who lift up student voice and agency last week I had an opportunity to visit another school garden the Magnolia agriscience Community Center in Anaheim California and I am delighted that their team
234is here today to further Inspire learning about the promise of community schooling thank you thank you so much um is that the conclusion of your presentation Dr quartz yes it is okay uh so I want to move us along then to the Anaheim Union High School District uh superintendent matsuda and his team are here so please uh begin thank you so much uh chair uh darling Hamilton uh the State Board of Education it's really an honor to be presenting um ours uh Jared are you ready to go yes I just need to just needs here so I can share there we go so now I'm going to share mine okay give me one second we pull it up I want to also thank uh superintendent Tony Thurman and Steve Zimmer they've been to our district
235twice in the last couple months to see what's going on and I really appreciate our thought Partners at UCLA really put in theory to practice and really be great thought Partners on challenging our our own thinking but it's also nice to be affirmed in terms of seeing theory in action in English I see um finally I mean I wanted to really start this presentation about the importance of the out cap if you go to the next one please and um put a shout out to uh Governor Brown and Mike Kirk Explorer and up and Linda Bellingham and all those who were involved in creating the lcap um the L as everybody knows is local control and I think that's really an important concept here because um in terms of shared governance and uh bringing in
236all stakeholders including the parents and teachers and especially the student voices early on I think that was huge uh because we all know that we have those of us who are fortunate to have them are the 4.1 billion dollar investment by the governor of the state of California for Community Schools we know that that money is limited five years and it's really going to be up to us to ensure that we have um agency with our community and our goal is to institutionalize this through the lcat process and the general fund in five years so it's really going to be up to us in the community school recipients to ensure that we uh we have uh our community support to make sure that that happens next slide please and I want to put a shout
237out to Dr goalie too who really uh informed us on the challenges of mental health which on the ground certainly the schools are dealing with and the challenge really is about teaching with the whole child of mine as Linda darlingham and others have long really try to promote you know the role of the teacher and the role of instruction and bringing the challenges of the community schools into the classroom I think that's uh that's our what we're attempting to do here I think what we you're going to see that we have made progress here um one of the I think logistical challenges of dealing with mental health is just the amount of bandwidth that schools have in communities have we're grateful uh for our 25 social workers that we funded this through the lcat prior
238to the mostly prior to the pandemic as well as our 85 counselors um who in our social workers generally are working on the back end of this but let's not forget we have 1300 teachers in the state of California that's 250 000 teachers who could be on the front end if we can really uh kind of connect deeper learning issues of deeper learning we call it the five C's to uh the community to give teachers the opportunity to give students uh child uh and challenge them with the applied learning and uh in our communities because there's no question that this generation of kids has the most uh severe challenges we developed a three uh drivers we called the career preparedness systems framework that's what all of it led to and it's really uh the three
239drivers are the soft skills we call it the five skates uh five skis uh which I think the State Board knows that four little C's are already integrated and approved in the state Frameworks communication creativity collaboration critical thinking we added the 50 which is compassion building a sense of empathy the other drivers technical skills which are the Partnerships with dual credit with our community colleges our CTE Pathways and to provide those Pathways uh meaningful Pathways to jobs the third driver which is probably the most important that people talk about is the sense of agency purpose and voice and a lot of this on the right side you see has led to these Cutting Edge Pathways in English from AI to biotech cyber security we even have an incubator lab so what the CPS said this
240is developing a new North Star for Education based on flat governance and shared leadership and all of this led to the development of the Magnolia uh average science Community Center and led by a teacher led by a group of teachers across the district and across content areas so at this point I'd like to introduce our Lead Teacher Dr Sabina Japanese thank you superintendent Matt suda good afternoon everyone I've been teaching science in the Anaheim Union High School District for 16 years and I'm currently a teacher on special assignment overseeing the field of the Magnolia agriscience Community Center and also the curriculum opportunities there um so we call it the Mac farm and our farm is a 2.5 acre Urban Farm built on auhsd property so I'm going to address how we have authentically engaged our
241communities through this specific project as we all know the pandemic opened our eyes to the inequities of low-income in our low-income communities and our district saw a need not only for access to fresh fruits and vegetables but also a need for Education around nutrition how local food systems work and urban Agriculture and climate justice so like so many of our school campuses we had some vacant land that was not being utilized and we saw a potential for its use so in July 2021 our auhsb board approved covid relief funds to be used in an Innovative way to build the farm and also to fund the salaries of two full-time farmers so I think the Mac Farm has a model of instruction that's pretty different than um what you would see at most Traditional School Gardens
242it was decided early on that we would stand alone class where students could sign up for a traditional course during the day the school day and instead we utilized our educational Partners at UC Irvine to help us create curriculum for for students to experience a field trip setting at curriculum and then also so to date we have had over 2 000 students from across the district come to the Magnolia agriscience Community Center to learn about regenerative nhg climate so in the classroom we also have teachers who teach all different subjects that are using Civic engagement as a driver to help students create action projects that will engage their communities around issues of food access and climate change and I'd like to just briefly talk about a specific example of student learning that occurred this past
243summer with the support of our city of Anaheim we were able to employ auhsd students that means they actually got paid to work on our farm we interviewed students from across the district and their job uh into work skills experience utilizing our Mac Farm so these students were taught business modeling skills marketing strategies regenerative Urban farming practices and also community outreach tools so our auhsd students were able to monetize their business model of selling produce boxes to communities in need which also gave them the skills that they would need to improve a local economy when they graduate so this is just one example of a program at the Mac farm that happens during the traditional school day or traditional summer school time that student where students have access to Innovative curriculum taught by teacher leaders
244thank you so what uh Sabina describes a new way of doing school no longer is it just happening in one classroom or even one school our concept of Community Schools is widening the aperture of access for students to these amazing opportunities by our teachers and also through our partners with community colleges and the four-year institutions as well as over 90 uh business and non-profit Partners so you know and it's all centered around a student when it first developing 21st century skills the technical skills and the youth employers and purposes really really I think an amazing Testament to the collaboration and shared leadership of teachers parents and districts and students working together for this new position at this point I'd like to uh introduce one of our parent leaders involved in our community school steering committee
245and she's just uh she'll speak to the work of the community school steering committee thank you Jesse Alvarez hi thank you um so again my name is Jesse Alvarez and I am a parent member of our district Community School steering committee we've built our model and approach on collaborative shared leadership and that really makes this work different from how we've traditionally seen school systems operate in the past and as was emphasized earlier it's what makes this truly transformational work our 20-member district steering committee is composed of Union leadership District leadership representatives from our community school coordinators and Community Schools keep their leads parents students and Community Partners we bring our expertise and insight to help create and support systems at our school sites the meetings are co-chaired by the union and the district we are
246intentional about making sure we are including the voices of all of our education partners and at the district committee level and at our site level so that we are truly representing the communities we serve our community schools approach began with a small initial pilot Grant we received that funded our first to Community School coordinators that has led us to our shared leadership model Journey this began with a grant through Nea and our teachers union and is what fueled the district steering committee to develop Community School teacher leads at each of our sites this shared leadership model isn't just on paper it's put into action with every discussion and stuff we take as a committee for instance today I'm a parent on our committee I'm not an employee of the district and I have no formal
247training and educational leadership this model gives every group including the parents agency to co-lead and be part of the decision making the District press our expertise as parents and seizes as assets to our schools I'm also a product of our of our district having attended both of our Flagship Community Schools Sycamore Junior High and Anaheim high school and my son is currently a freshman at Anaheim High School in looking at continuing to build more Partnerships and sustainability we recently presented at the Anaheim City council meeting with speakers from each of our education Partners Victor here is our community school coordinator at sophomore junior high school myself and my amazing niece Anna who is a student leader at Sycamore Junior High she spoke about the importance of this model and the positive impact it has and
248will continue to have on her and her peers at Sycamore we were able to engage members of the council in a way we have not seen before we were truly interested in the work we are doing and unanimously passed a resolution in support of Community Schools this resolution is important because it will allow members of the city council and City staff to advocate for programs and services that support our community school efforts as a parent I'm deeply invested in the success of not just my sons but of all of our students within our district you see the challenges that our students are facing daily and we have to school differently than we have in the past our students are the future and we need to all come together as a community of Partners to ensure
249their success thank you Jesse I'm going to take over I'm Dr Jared fried I proudly serve as the assistant superintendent of educational services for our great District I want to thank Jesse for her leadership of great work and I also want to give a shout out to our steering committee they're actually meeting right now as we speak probably watching this but they're just an amazing group of people who are leading our district through this journey and helping us navigate in the implementation of our community school approach so I want to give them all big Kudos uh and thanks uh heart health heartfelt thank you these core values in addition to the four the four pillars that we have to examined closely in terms of how to really build out our community school approach we also
250look at our District's core values in making sure that all the decisions we make and the work that we do are connected to what we deeply believe in and through this presentation and also throughout my part and what I'm going to be speaking about I'm going to make some connections to these values and how it drives our work as Mike talked about this this concept of shared leadership in the cpsf or the career preparedness systems framework uh we really have taken a heart uh in that one pillar that it talks about expanding and enriching learning opportunities uh we really do believe that for the sustainability of this grant if and when the money should dry up that it's going to be the work that we've done to build capacity in our teachers and integrate these
251Concepts in our classroom and Dr darlingham and you mentioned this earlier when an earlier presentation took place that's really where the transformation takes place we couldn't agree more so we have invested Mondays it was part of our lcat but also part of the community school efforts to really build capacity in our teacher leaders so we're looking at the way that we approach teaching and learning to integrate local Statewide and National issues into the classroom while connecting it back to the content so we're not sacrificing the traditional content all the while building these skill sets in our students and in our families so that this work is sustained when this grant is over or if it doesn't over we're just going to continue to grow out this model and continue to meet the needs and celebrate
252the assets of our community so this is an example of how that might look now also I know that you may not see this perfectly but this is just an example of the systems not silos approach we really do believe in creating structures and systems so again this work isn't dependent upon one person or two people if someone leaves the work can continue and so baked into our learning organization and the systems and structures are our community school structures so you can see in this model we have our district steering committee we have our community coordinator structures we have the structures for our community school teacher leads in the work that we're doing across our system so this is really essential for us so again it's that shared practice shared leadership model where we're all
253working together and not in silos now how do we know that this is working because as Mike said earlier we've been doing some of this work prior to this grant opportunity and now we're being able to take that and really strengthen the work that we've we've begun this is just some data that just shares the work that we're doing we know is making an impact on our students and our families without going over all the data specifically because I know you can see it I do want to highlight the state seal of Civic engagement because that's what we're looking to bring into our classrooms each and every day that allow our students to engage in the content develop those skills but also look at the applied learning and problem solving that we want to develop
254in in them and the first year that the state seal was given we had 2400 plus students earn the state seal that's 45 of all the state sales that were given across the state now then the year two we're now over 2 800 students so we're really proud that we're integrating this approach into our classroom we have 17 California democracy schools so that means every single student on that campus gets to experience a Civic engagement project it's not just learning about Civic heads but it's applying it through action so we're really proud of the work that we're doing and this is part of our community school approach and then here's some other data as you know we have an articulated agreement with our higher education Partners UC Irvine Cal State Fullerton Cypress and Fullerton College
255and although this is UC Irvine's data the data looks comparable across those other college partners and we're seeing that our students who are enrolling at these institutions are not just outperforming in terms of their GPA but they are also out persisting they have a higher retention rate than students across the state who enter these institutions and when we talk to our higher ed Deans and vice presidents of instruction and presidents they tell us time time again is a result of our drivers the result that we give our students purpose and agency that we make sure education works for them and not the other way around and that we're activating their voice and we're connected to the 5c so it's just another tribute that the work that we're doing is making the impact that we would
256hope that it would make with and for our students and then lastly we've been asked to talk a little bit how you as a state board of education can support our efforts in the way that we Implement our community school approach through technical assistance and I love what Karen said earlier our friend and partner at UCLA it's not tactical assistance we see this as transformational support it really is helping us redesign our schools so that way it can work for our students and for our communities we believe if you could help remove some of the red tape or the bureaucracy that schools often are faced with so many of our districts who have asked us they want to do this work they're often focused on teaching to a test that doesn't promote the kind of
257student that they're looking to become to be able to succeed in life beyond School how can we liberate our sites liberate our teachers so that they really do feel compelled and supported in really teaching to meet the needs and the assets of our students through this end through this end we've talked about one of the things that we could have support with is through the creation or of the ninth element on their college accrue indicator on the dashboard you know I loved how our friends that UCLA talked about this growth model well in our district and I know in so many other districts they have Capstone programs where graduate or senior profiles where it's not worksheets in basic assignments these are performance task assessments and project-based learning assignments connected to the work that students are
258engaged in classroom every day where they're reflecting upon the skills that they're learning the content that they're learning and how they're finding their place in this role that could be a part of that structure that allows schools to really focus on what we believe to be the right drivers in our North Star this is applied learning and problem solving at its best which you saw an example of what's happening at our Mac Farm we also would love the opportunities as our friends at UCLA also talked about to create these Innovation zones or these Innovation spaces where through those leadership Partners we can connect with other districts who are engaging in this work where we can learn from each other and share our best practices but we can also be vulnerable together and share some of
259the challenges and be use this thought Partners to help grow and strengthen the gaps that might we might have within our system we also uh want to just before we end thank again our thought Partners at UCLA they've been a tremendous help to our team I know Karen personally along with Marissa has been really helpful in supporting our district steering committee team and the work that's happening I also want to thank um you the State Board of Education as we close for this amazing amazing opportunity that you have given us in districts and state schools throughout our state it is our hope that we can take advantage of this transformational opportunity that you have given to really make sure that we first accelerate celebrate and build upon the many assets and strengths that our schools
260our staff our students and our families bring to the table each and every day but also use this money to leverage to close the gaps that might exist so we're really working towards that needle and moving towards equity and Justice so with that I want to thank you for this opportunity I'll turn it back over to Dr Darlene Hammond and our team is happy to answer any questions you might have so I think you're muted I am thank you for that inspiring presentation I know we all really really appreciated it and I see a hand going up but we do have a little bit more presentation coming from um the state department and then I think we can turn to questions at that time so I'm hoping that the Anaheim team can stay with us
261a little bit longer is that is that okay great uh and we really appreciate um all that you presented um so we're going to turn back to our CDE colleagues for the final part of the presentation I think Steve Zimmer and Pete Kellis are going to help us through that and then we'll open up to everyone for uh questions and comments thank you so much thank you thank you so much Dr darling Hammond and board members I I want to thank uh I want to thank all of our presenters today uh superintendo Dr freed uh Ms Alvarez and and Dr bukomas um it's an inspiring presentation from Anaheim Union um our S Talk Partners um Dr pruwald um and Dr Hunter quartz uh the work as you can see is accelerating and uh we are
262so grateful to the S talk for their partnership for the integrated work that they're doing and of course to Dr golly and um cybhi director Melissa sapper Jones for um really uh bringing us incredible possibility of what can be when these two historic initiatives work together synergistically um I'm joined today by uh director our division director P kallas our senior advisor to superintendent Brooklyn Williams and what I the message I I apologize there's a little bit of a shadow on my my screen there's something the camera's malfunctioning a little bit but I don't want you to think that there's anything ominous the news around Community Schools is positive um and it and and is inspiring uh you saw an incredible example here today with Anaheim Union that superintendent and I have the chance to visit
263uh twice this year we visited uh Dr Escobedo and I and the superintendent visited the school in Vista Unified uh just a couple of weeks ago on and we are hearing from schools uh and leas throughout the state I want you to know that the the vision is happening it is being implemented um we have all throughout our states uh teams uh of families of of Staff members of students doing assets and strength assessments and and GAP analysis we have a shared decision-making councils coming together and we have Rich and deep and robust uh and difficult conversations about changing our school climates those are happening 458 uh School sites throughout the state uh with implementation grants 172 leas with Landing grounds and today is the next step in the in in that process uh we're
264going to ask uh you to the board to uh approve to a critical elements in our movement forward uh first uh the recommendation to approve our updated administrative plan I will note and I'll explain this in detail in a later slide there is a slight revision to that administrative plan uh that I will that I will explain related to our Coe allocations I'll explain that in the last slide so we'll ask you for approval of the updated Administration plan and also critically um will recommend the approval of the grants the regional technical assistance centers and right now I'm going to hand it over with my great thanks to division director Pete callus who has been our partner in implementing this program Pete Federal funding to administer the California Community Schools partnership program for existing California
265Community Schools this was expanded the program for Community Schools was expanded and continued with CDE receiving over 3.1 million dollars in 2021-22 state budget to expand the California Community Schools partnership program for new schools and for existing Community Schools through planning grants and implementation grants moving into the 2022-23 the legislature allocated additional funding for the ccspp which includes an additional 1.1 plus billion dollars to be used beginning in 2023-24 for additional implementation grants and extension grants another 2.5 million for formative evaluation in 2023 through 2027 140 million dollars for Community Office of Education coordination grants to support leas within their County with the implementation of their Community School Grant programs 350 000 for an interim technical assistance contract 742 thousand dollars annually for a community schools office within CDE and finally the program was extended
266from uh 2028-29 to 20 30 31 through the end of that year and then Steve back to you yes so uh thank you Pete and and today as Noah will ask you to approve the applications for the regional technical assistance Center Fresno County Office of Education L.A County Office of Education Monterey County Sacramento County San Bernardino County San Diego County Santa Clara County And Shasta County Office of Education and I'll refer board members to the item where we've listed not only the regions that we developed in rationale for those regions but also the Partnerships um that are part of these are tax uh and uh and and so it gives it will give you a little bit more information about the r tax in the item but these are we feel very confident in the
267recommendation that we're making today that the work of the s-tac that uh Dr perwalt and Dr Hunter quartz outlined today can be implemented with uh with Fidelity on the ground with uh with these demonstrated in their application knowledge of the issues on the crowd in the region with the great diversity of course things will will ask for your approval of these uh our Tech rewards today and so we'll also talk talk through the administration plan um and that you will also find in in Greater detail and uh this plan includes uh an interim technical assistance plan uh through the s-tac extending our contract with West Ed and our team at CDE I'll talk about this in a little bit more detail the way that the calendar has aligned and we are extremely grateful to the
268s-tac for uh jumping in and being immediately just accelerating that on-ramp to their involvement we anticipate the same will happen with our r tax but we understand for this first cohort it was essential to have an interim technical assistance plan I'll talk to you about the County Office of Education coordination grants and again as I mentioned we're going to make a a slight adjustment to to our asks we need to we examine a few fine points of the data on our figures there but I'll talk to you about the importance of this grant um and then we have two rfas uh that are are coming up we uh release uh the RFA for the planning Grant uh and we in due date for that the next round of planning Grant will be December 20th and
269then uh we will release in January the uh due date for we will release the second round implementation Grant uh also part of our Administration process is the uh the formative evaluation RFA which will also be issued in the first quarter in January of 2023 uh and then our Outreach efforts with which Brooklyn Williams uh we'll discuss in a little bit more detail but it is our goal that we are able to reach areas across the state where there are high levels of qualification and to date lower levels of participation and next slide please oh and oh this is uh you know what I spoke about in terms of the interim technical assistance plan uh very important to us to ensure that as we are developing this uh this program between this transformative assistance program
270that Dr perwell discussed and Dr officer Court's elaborated on about there is a robust interim technical assistance plan or this cohort to date that has has consisted of three elements one is webinars that have been held by weekly co-hosted by ourselves and the Omnia County Office of Education um they've been very well attended and I've noted you know in one of usually it's 400 500 even more than 500 um participants in these webinars we've established a call center an email box uh system between ourselves and uh and acoe and we will be as as we extend this our contract with the West Ag West fed will provide additional bandwidth for us on both the call center and this email box we need weekly uh together as a team both on the accounting and ourselves in
271the CDE team celebrate our RTA responses um and to tell you the truth we're in constant contact in between those calibration meetings to ensure that we are getting um both accurate but also to our cohort one planning and implementation grantee to our reaching out and then the last element that we are bringing together now in anticipation for some more details and as particularly as the implementation Grant uh is is released um we're working on interdisciplinary guidance teams meaning not only interdisciplinary CDE acoe and West Ed but interdisciplinary in terms of the expertise that we're bringing into the these teams from each of uh our respective agencies what we hope is that we bring a team together based on the question or concern that's happening with the Cobalt one grantee and we're able through that uh
272interdisciplinary process to get them um all the assistance that that they need to to reach their implementation goals um I'm going to hand it to Pete for the next slide thanks Steve so as noted in a previous Slide the legislature allocated up to 140 million dollars for County offices of Education to receive coordination grants and those were County offices serving at least two qualifying entities that are receiving a community schools Grant whether it's a planning Grant or an implementation Grant County offices of educations will assist grantees with coordinating county level governmental non-profit community-based organizations and other external Partnerships to support the implementation of their ccspp Grants County offices will have a community schools liaison to coordinate with CDE and the respective Regional technical assistance centers the County Office of Education coordination Grant awards are based
273on the number of Community Schools funded in the county and the number of students enrolled at those schools the allocations will be between 200 000 and 500 000 annually additional allocations will happen after cohort II planning and implementation grantees are determined so on the coordination Grant model we built the allocation model based on the spread of enrollment at school sites and the spread of school sites within each County in the future we'll need to revisit this based on how many additional County offices of educations will come online with their additional Community School grantees within their County so the initial um allocations that will be going out were based on this model that we put together it could change in the future just depending on how many county offices come on and their enrollments and the
274number of schools within their County okay Brooklyn I'll pass this over to Brooklyn Williams all right thank you so much uh Thurman it has been an honor to be a part of the team supporting the California Community Schools partnership program and I'm very happy to be with you all this afternoon to review Grant making information as you can see the RFA for round two of the planning Grant was released yesterday with the plan of the State Board of Education improving grantees in March of 2023 and the funding released in the winter of 22 and the spring of 23. the RFA for round two for the implementation grants will be released January 23rd of next year with state board approval in May and those funds going out in the spring of 23. our Outreach plan is
275both top down and ground up CDE will host a series of webinars on Monday November 7th and Wednesday November 9th as well as an early childhood education specific webinar on November 14th and another General webinar on December 6th we are engaging with our Community Partners to support with Outreach on the ground to help increase interest from families communities and local districts and also awareness of the webinar CDE will be hosting and with that I will turn it back to Deputy superintendent Zimmer thank you so much Brooklyn um the the final piece of the implementation plan involves the the formative evaluation and this is also an RFA that we will be releasing in January um and as you know as Community Schools is is is is is is transformative we need you know we are taking
276great care and the legislature is taking great care I know the board has taken great care in ensuring that our um that our valuation process reflects the transformative nature of what we need of the ambition and the goal of ccspp um so we'll look at uh that we'll look at outcome data um including measurements of student well-being engagement um including but not limited to way you know measures of of attendance but also ways to measure School climate analysis of the services being provided and changes that are taking place in schools areas of progress and challenges to be addressed to meet the goals of the ccsp praying more including but not limited to the effective integration of instructional and student Support Services support for authentic student educator and family engagement we're also looking for evidence in
277best practices and successful strategies for integrating multiple funding systems to be the uh you know the Lea's School Improvement goals identified in in their hotel the first date for a formative assessment at the annual formative assessment will be the end of the next calendar year December 31st and that watch you know this is a conversation that will begun to engage with the desktop um and several of our our University forward to reporting uh back to the board um about our our progress in scenario and I've promised to get to our final slide where um I just want to go over what we are um let's handle the board today uh first the approval of the selection and recommendation of the regional technical assistance centers and then I'll read to you directly what we're asking for
278in terms of our updated administrative plan um we're asking the awards approval of the updated administrative plan we are also asking to delegate CDE and consultation with and subject to the approval on the executive director of the State Board of Education our ability to develop a final list of the 2223 County Office of that coronation Grant allocations consistent with this administrative plan uh these Awards shall be posted I'll review a comment file to the posting of a final list the final list shall be posted on November 18th um and I would just say we have unexpected technical problem with our data set that may have caused a few errors both in allocation amounts and determining um uh whether a uh a Coe had necessary to grantee threshold 40s about that and uh we we believe
279that we can reconcile this with uh this um with this delegation of authority and collaboration with our artists and I'll just wrap by saying that um I appreciate uh and I know the superintendent appreciates the just incredible collaboration the incredible work first of Pete callus uh Lisa rhymers of broken Williams and uh nieber whose terms of service to the bus has ended or was it a great contributor to this process but also our collaboration with state quarter that uh staff particularly Roger asaro and uh and Jessica Holmes who have been our partners on this in every step of the way it truly has been a collaborative Spirit to it you know to which we've worked on this that has extended to um very common it works down to our work with the rtac and if
280the work of the Anaheim Union and the uh and the schools we've been able to see today is an indicator the investment that has been made by the discipline sure we we truly do have a chance uh with the the California Community Sports partnership program just um on other schools superintendent solution I know was in drawing Heaven's position as well um so thank you for the opportunity to present today and uh welcome your your questions thank you so much that was a very uh Rich presentation I know people have a lot of comments and questions uh we do want to open the public comment line uh and so if we could put the public cup there it is public comments slide members of the public wishing to provide comment on the side of may do
281so by calling the telephone number and using the access code provided on the slide that is shown now while we're waiting I'm going to ask our liaison member Escobedo if he has any initial comments and then if they're clarifying questions from the board for any of the people who've presented we can take those then we'll take public comments then we'll come back for a full board discussion so um that's kind of the order of operations from here remember Escobedo thank you Dr Hammond um I truly believe that every system is perfectly designed to achieve the results it get it gets and I I also know that the system that is being created and we're voting on um with these Regional texts and how they're going to support districts and schools at a local level is
282it's really crucial and and I look forward to um seeing those results and and hearing what those outcomes are and I'm I'm really grateful that we will be hiring an entity to do that and so this really is a start of creating this system you know the system that can that has a great potential to transform our our great state of California and transform teaching and learning at a significant number of school sites throughout our state yes I would just add to that um you know I have the opportunity to hear about what folks are doing between the board meetings who are involved with both the technical assistance functions the work of the department and those in the community school grantees themselves and it is quite inspiring to see the level of Engagement the level
283of uh thinking the transformational frame that is being brought to the work so we know that this is a an enormous lift at a time when people are already very stretched in the state but we appreciate all of the effort going in and the good signals that are already apparent in so many communities and especially appreciate the work of the staff that has been on Non-Stop and intense ever since this process got going uh we have clarifying questions now so I'm going to ask books to keep their questions to clarifying types of questions and then when you want to dig in on the discussion we'll come back to that after public comment vice president Glover Woods you can kick us off thank you and I'm quite excited to engage in our discussion after a public
284comment this is again quite exciting my clarifying question is in regards to the rtats that were listed in the board item I noticed that Monterey County Office of Education did not have any formal Partners listed I just wanted to know who their partners are okay yeah thank you uh board member both awards for for uh for elevating that we we met with um Monterey County and uh and to to discuss that very issue um uh prior to our our recommendation they had uh they they had not formed formal Partnerships uh prior to their their application uh but we were able to in in the discussion with them you know just they extensively listed the partners that they were uh that they were working with and it really was a kind of um well I might
285say misunderstanding but it was how they interpreted the question in the uh in the application that that led them to not formally list the partners but uh and I can get you a list of of their Partners but they did include cbo's they did include other components on the the county support system as well as other County offices of Education in their their region so we left very reassured um we're just kind of you know uh governed by the confines of how to to kind of Legally list this that it wasn't in their application um in the same way it was in others and so we did have that I mean I want to show before we did have that meeting to clarify and let that meeting uh very reassured of uh of the Partnerships
286that they have on the ground thank you thank you for the question thank you appreciate that member McQuillen yes thank you thank you for this uh these presentations also very exciting the rollout of the Community Schools uh question of clarification on the TA centers um will each I see Shasta County may be the rural connection will each of those centers have like model programs or schools that others can say hey this is working here come look at this model thank you yeah that is absolutely the intent um both you know from the regional uh tax uh but also as as Dr quartz outline very intentional uh we've been involved in these conversations with the s-tac as well creating these models creating opportunities for virtual visits and actual visits uh I know that the s-tac will
287be uh and I want to take Dr still Dr Pearl's Thunder but I know the S Talk will will um be you know in taking a a tour so to speak uh uh after uh this accrual process of making sure that they are learning um on the ground on you know what are the models in the different regions and different areas of our state so so board member that is exactly the intention terrific I'm not seeing any other hands for clarifying questions so with that I think we'll move to public comment uh if there's any public comment for this item we encourage people who are calling in to state your name and affiliation for the record and remember to turn down the speaker volume of your computer if you're following the live feed and speakers
288are limited to one minute each are there any public comments uh yes we currently have 24 callers in the queue I will open the phone line now good afternoon please state your name and affiliation for the record you have one minute your time starts now darling Hammond and members of the board my name is Santi soliano and I'm the executive director for the Sacramento County Office of Education and on behalf of the Sacramento County Office of Education I'm calling in to support item number four on the agenda we greatly appreciate the California Department of education's recommendations to select the Sacramento County Office of Education for the 2022-23 ccspp regional technical assistance center our Tech Awards we will be co-leading this effort with the Placer County Office of Education to support the region so we eagerly
289await the opportunity to continue the work that we supporting for we're supporting for Community Schools and in serving students families and districts as a leader in this space so we're grateful for the time and effort put into the development of this program by the CD State Board of Education and the state transformative transformative Assistance Center we look forward to continuing to work with you all to ensure the success of BCC spp 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 everyone uh thank you board president darling Hammond board members colleagues and community members my name is Alicia garupa and I'm honored to serve as the chief of well-being and support services for Los Angeles County Office of Education I
290am also here in support of item four our County Office of Education along with our formal Partners at UCLA's center for the transformation of schools and the LA trust for Children's Health are honored to be recommended to serve as the regional technical assistance lead for our greater LA area we are truly enthusiastic about the opportunities that ccspp presents for the transformation of L.A County Schools to break the cycle of childhood poverty and realize the promise and potential of our public educational system especially and particularly for our historically underserved children and communities we are deeply and unwaveringly committed to partnering championing and accelerating the success of ccspp in alignment with the other historic State and Regional initiatives and Investments in support of all children youth families Educators and communities many of these initiatives have been highlighted
291today and with that I'd like to thank you for your leadership and for the opportunity to serve thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now hello yes color your life and start your public comment hi um my name is Lorraine Richards I'm a classroom teacher representing California Teachers Association CTA is pleased with the work that the s-tac and we believe that all the support provided by the newly awarded our tax must be driven by the f-tac to ensure that the support is consistent and grounded in the framework additionally we look forward to working with the CDE to help ensure that grantees are truly committed to the framework it's four pillars and the four Cornerstone commitments we believe that grantees in
292round two must be held to a higher standard of implementation to transition from a planning Grant to an implementation Grant as well as for implementation Grant recipients to receive year two funding all the great work occurring at the state level to provide these transformational opportunities for our students Educators and communities will be compromised if we allow substandard implementation at the local level thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now color ending in the last four digits 5535 you are now live please start your public comment good afternoon members of the board my name is Eric Guinness I am an Aluna of West country Unified School District a resident of Contra Costa County and policy advocacy manager and a partner with
293the California partnership thank you for today's presentation we appreciate the various layers of assistance for Community Schools implementation and we want to make sure all levels are aligned with the Community Schools framework and have support to be effective and transformative for the 42 County offices of Education receiving coordination grants totaliness in 140 million over seven years the current plan does not make clear how they will be supportive in assisting planning and implementation grantees we see clarification around what capacity building supports will be provided by and to these County offices of Education to ensure they are effective including having county level Community Schools liaison participate in s-pac or rtac communities of practices to establish alignment with transformative vision of racially just relationship-centered Community Schools I want to leave you with this transfer Nation can only happen
294when students families communities and Educators and directive leaders are authentic Partners 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 darling Amman and esteemed state board trustees my name is Francisco Ortiz and I have the privilege of being a homegrown teacher in West Contra Costa Unified School District I'm also the Community Schools organizer and vice president of the United teachers of Richmond on behalf of the 1600 Educators who represent utr is excited and grateful that the CD is moving forward with the approval of regional technical assistance centers to support our efforts to strengthen and expand our community schools program in West Contra Costa which receives the fifth largest implementation Grant in the state we hope that through these
295Regional supports leas will strengthen efforts that Center and reinforce the transformative power of shared leadership and practices we know that this pillar built on trust is a relational glue that holds a community school strategies together while positively impacting academic Improvement and student learning transformation can only happen when students families Educators District leaders and communities are authentic Partners remember that nothing about us without us thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now thank you my name is Amanda Dickey I'm the executive director of government government relations for the Santa Clara County Office of Education and I'm here today on behalf of Dr Dewan the Santa Clara County Superintendent we are very pleased that CDE has recommended the Santa Clara County Office
296of Education to serve as the bay area r-tac and we look forward to bringing our expertise that our staff has acquired as an operator and a TA provider of community schools in our County for the last several years we also are really looking forward to Bringing together the county office Community School Liaisons to ensure that the role of the Liaisons for All Counties honors the legislative intent and aligns with the the state's adopted Community Schools pillars 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 my name is Dr Annie sharp and I am calling on behalf of the Fresno County Superintendent of Schools Jim yovino to support item 4 on today's agenda he is appreciative of the California Department
297of education's recommendations to select our County Office of Education for one of the 2022-2023 ccspp regional technical assistance center Awards in partnership with Kern County Superintendent of Schools westad and Fresno Pacific University we are eager to continue the work that we are doing with Community Schools and serve as a leader in this space we greatly appreciate the time and effort put into the development of this program by the CDE the State Board of Education and the state transformational Assistance Center and we look forward to continuing to work towards success for all students through the California Community Schools partnership program thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now okay color color ending in the last four digits 7083 you are now
298live please start your public comment hi good afternoon sorry Dr Haye and Kim they're with the California Community Schools learning exchange the goal to cslx are to support systems transformation not random acts of whole child programming that often presents at the school level it's critical That central office staffing and practices must model communicable priorities and integration strategies because just like schools this requires significant shifts in how they are structured and supported we are especially concerned for implementation grantee's ability to do so given the stipulation that leas may retain the lesser of 500 000 or 10 percent of Grant funds to administer grants manage professional learning and coordinate services for example the extreme Delta and capacity for change of a 30 million dollar grantee with 30 schools and five hundred thousand dollars versus three million and
299whereas the state's investment and coordination grants at the county level reflects an understanding of necessary layers of systems change this cap for Las does not ccspp funding is intended to provide infrastructure for alignment of the other state Investments including cybhi elop utk among others we encourage you to reconsider how such Grant limitations impact the long-term efficacy and sustainability of this strategy thank you so much thank you next caller please state your name and affiliation for the record you have one minute your time starts now hello this is Dr Kendra fair with the California Community Schools learning exchange we appreciate the detailed proposed timeline and cda's continued commitment to a two-year planning Grant planning process is critical to meaningfully engaging students families and Community Partners building foundational knowledge generating buying and planning for long-term sustainability of
300Community Schools we're concerned that the cohort 4 implementation Grant is flag of potential if this grant is not available for 2526 an entire cohort of planning grantees will not have access to the full two years of the planning process it's like this as an equity concern and also a concern with quality implementation limiting the planning period to one year risk limiting the critical relational work of engaging Community stakeholders in shaping Community School vision strategy and development equipment to share decision making and participatory practices is a Cornerstone commitment of the ccstp and shortening the planning period would negatively impact the grantee's ability to do this also initial ccspp applicants tended to be from districts with higher capacities for grant writing small many small Rural and remote districts were left out despite serving some of the highest
301new students in the state applicants coming to CCSD funding and later cohort should be awarded the same quality planning opportunities as their earlier peers thank you so much for your continued support of this work 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 Lynn Marie crediani I'm here to speak on behalf of Orange Unified School District thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now caller ending with the last four digits zero nine eight four you are now live please start your public comment oh thank you my name is Sue Guilford I live in Orange Unified my husband and I have lived in Orange Unified
302since 1976. our sons graduated from South America high school I'm sorry color I apologize for interrupting I believe you're calling for the next item uh if you don't mind calling back in and in a half an hour or so thank you next caller please state your name and affiliation for the record um you have one minute your time starts now collar ending in the last four digits six two six one you are now live please start your public comment caller ending in the last four digits two one eight seven you are now live please start your public comment hi my name is Sandy Davidson and I'm motivated to speak today of the passionate about the issue on the um change in the school district for Panorama students so all three of my children are panorama
303color I'm sorry I I believe you're calling in for the next item um if you don't mind calling back in just a few minutes please thank you taller ending in the last four digits eight six four two you are now live please start your public comment good afternoon members of the board my name is Cole Harless I am a field study intern with healthy Contra Costa in Richmond I'm a student Advocate and much more as a recently graduated high school student it's very exciting to hear that the board is listening to feedback from the community as well as organizations on Community Schools I'm calling in today to urge the department and board to be overly transparent with decision making as well as including the voices of shared decision-making teams it's important to note that these
304shared decision making teams should be made up directly of impacted students as well as their families these shared decision making teams must include black indigenous and immigrant participants along with Community Partners and Educators from the perspective of a recently high school graduate students families and community members should be supported as full and equal Partners in discussion and decisions if I could leave you with one important statement today I would like you also remember that transformation cannot happen without shared leadership and transparent communication 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 my name is the executive director for the peering organization network based in La we are excited about the investment in the community schools program and its potential
305to transform the experience and outcomes for students I am here today to urge the department board and the state PA Center to consider the indicators for racially just relationship center community schools in the implementation rubric in the annual formative assessment discussed in the administration plan we want schools that not only better coordinate services but that actually build community between students families and staff when adults are better able to partner to support students schools Transformations more achievable and sustainable for this reason we were surprised to see that only two of the eight Regional ta centers listed organizations that work with families when the state has so many organizations that support in this area leverage our expertise we CEOs and families want to be part of the solution thank you thank you next caller please state your
306name and affiliation for the record you have one minute your time starts now good afternoon my name is and I'm a parent leader in Anaheim Union High School District and a community organizer with OKO Pico education for Liberation and the California partnership students families and Community Partners must have an equal and respected voice in decision making at every level from our school sites to our districts County offices and the state partnering with students families Educators and Community Partners is fundamental for transforming the way we're doing school we really need to have an authentic representation of shared decision making and truly value what our partners bring to the table and we are ready to support as partners in this process transformation can only happen when students families communities Educators and District leaders are authentic Partners nothing
307about us without us thank you so much thank you next caller please state your name and affiliation for the record you have one minute your time starts now good afternoon Dr darling Hammond and members of the board my name is Clara Medina policy coordinator at Californians for justice I'm with the California partnership we continue to celebrate the rollout of the California Community Schools partnership program and this historic opportunity to create racially just relationship-centered schools across the state as grants are being implemented we urge the board and Department to send a clear message to county offices districts and schools that they are required to publicly present their plans to their school communities and at the district level Every Spring the board and Department should also communicate clearly that plans should be co-developed and co-presented by shared
308decision making teams that include students families community and school and District Educators and that those teams should be convened now so that they will have the opportunity to work together to determine how to reflect on learning measure progress and present plans in a way that students families and Community can understand transformation can only happen when students families communities Educators and District leaders are authentic Partners that's thing about us without us thank you thank you scholar please state your name and affiliation for the record you have one minute your time starts now caller ending at the last four digits four six six four you are now live please start your public comment caller ending in the last four digits 2909 you are now live please start your public comment yes good afternoon my name is ernestovela
309assistant superintendent with the Monterey County Office of Education uh good afternoon president Darlene Hammond members of the boarding colleagues on behalf of the Monterey County Office of Education Dr Deneen Garcia County Superintendent I am calling in support of item number four on the agenda our County Office appreciates the California Department of education's recommendation to select our County Office as 2022-2023 CF ccspp Regional technical assistance center our Tech award I listened earlier to the question of the board regarding our Partnerships and we will follow up with CDE to provide any required documentation we are eager to move forward with the objectives set out by the community school strategy and serve as leaders in our region we greatly appreciate the time and effort put into developing this program by the CDE the State Board of Education and
310the state transformation transformative Assistance Center we look forward to working closely with all of you to ensure that success of the CC spp Grant 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 James Fields And I'm Calling on behalf of the San Bernardino County Superintendent of school's office uh I'm calling to voice our support for item four on the agenda uh we are honored to have been selected by the CDE for the 2022-23 California uh Community Schools partnership program and the regional technical assistance center award we want you to know that we are excited for the opportunity to support our schools by connecting them with Community agencies and local government to help improve student outcomes we do
311recognize the huge list it has been to develop this program by the CDE State Board of Education and the state transformative Assistance Center and we look forward to continuing to work with you and our schools to help ensure the success of the ccspp that concludes my comments thank you yeah next caller please state your name and affiliation for the record you have one minute your time starts now caller ended in the last four digits 2939 you are now live please start your public comment that's me I just gave my public comment thank you caller ending the last four digits eight six zero zero you are now live please start your public comment good afternoon president darling Hammond and members of the board my name is Brianna Bruns I'm the director of policy and advocacy for
312the California county superintendent I'm calling in to support item four of the agenda we're appreciative of the California Department of education's recommendations for the eight recommended ccscp Regional Technical Assistance Center Awards in addition we are supportive of cbe's updated administrative plan relative to the modified Coe coordination Grant timeline and we look forward to working with you on that we greatly appreciate the time and effort put into this program by cve the State Board of Education and the state transformative Assistance Center we look forward to continuing our work together with you thank you thank you next color please state your name and affiliation for the record you have one minute your time starts now we will need two minutes for interpretation okay please go ahead when I saw this my name is foreign good afternoon my
313name is Alma Loredo I'm a mother and a parent organizer with bhc Monterey County father funerals and the California partnership Regional technical assistance center should draw on the expertise of students families Educators in the community just as we hope Community School grantees well we were pleased to see that some Regional technical assistance centers named Community Partners in their applications however we did notice that there were some technical support centers that do not have any formal Community Partners listed Regional technical assistance centers should seek formal Partnerships with Community organizations that have experienced engaging families and students from black and Latinos communities in authentic shared decision-making processes plans that are developed in authentic partnership with students families community and educators are more sustainable over time nothing about us without us thank you thank you next caller please
314state your name and affiliation for the record you have one minute your time starts now afternoon my name is Lucero Soto I am a parent Community organizer with Sacramento acts Pico and the California Partnerships we urge the department and board to communicate a clear and consistent message and to support schools districts and county offices who receive planning and implementation grants to convene their Community School share decision-making teams be sure decision making teams must include black indigenous immigrant and other communities impacted students families and community members should be supported as full and equal Partners in discussions and decisions transformation can only happen when students families communities and educators are authentic Partners nothing about us without us thank you thank you next caller please state your name and affiliation for the record you have one minute your
315time starts now I'm sorry I'm calling for the Panorama Heights issues okay um if you don't mind calling back and when we're on that item that would be wonderful thank you next caller please state your name and affiliation for the record you have one minute your time starts now hi my name out my name is Elvia Vasquez I'm a parent in a community organizer with Sacramento act in Biko in the California partnership we urge the department to reconsider the priority criteria for round two implementation grants we are concerned that limiting grants to school serving 80 percent and duplicated students had have an intended consequences of excluding schools that serve high needs population experience and severe education Equity grants in particular schools that have significant population in black and African-American students and students with disabilities we
316urge the CDE to work to ensure that all our schools with the students experiencing great Equity gaps have access to transformative opportunities 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 darling Hammond and state board members my name is Jonathan Lopez I'm a community organizer with icuc Pico and a member of the California partnership for the future of learning a Statewide Alliance of community organizing and advocacy groups that censor black indigenous and brown students families and communities of color across the state to advance a shared vision for schools we appreciate how at the department board and estac have listened to our feedback rooted in the engagement of directly impacted students families and Educators who the community school program
317is intended to serve today you will have heard from members of our Network about how important this opportunity is for school transformation we asked the department and Aztec to review our proposed indicators for racially just relationships-centered Community Schools supported by 42 organizations 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 my name is Angelica hunko I'm an Oakland mother and advocate of public advocates in the California partnership we're excited by efforts so far to align the community schools program with other school transformation initiatives like the historic 4.7 billion dollar investment in youth mental health we urge you to support leas to leverage all funds available from various initiatives towards a holistic approach to school and District transformation as our
318comment letter and the estac recognize in addition to the ccspp expanded learning Universal Pre-K and mental health funds leas must be supported to leverage opportunities like the 1.5 billion dollars in educator Effectiveness multi-million dollar investments in professional development on anti-bias the expansion of the community engagement initiative and the overall increase in lcfs dollars cross-sector collaboration and assistance to align and knit together funds for systems transformation will be critical to realizing a coherent and shared vision of trans transformative racially just relationship centered Community Schools thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now hi my name is Dr Stephanie Houston and I am the assistant superintendent of innovation and engagement at the San Bernardino County Superintendent of school's office I also serve
319on the cyb hi Equity work group led by Melissa Stafford Jones and I'm a trustee for the San Bernardino Community College District on behalf of the San Bernardino County Superintendent schools I'm calling in support of item number four on the agenda we're so appreciative that CDE is making the recommendation to have the San Bernardino County Superintendent school's office as one of the Regional Technical I'll say transformational Assistance Center Awards I've been on this call since 8 30 this morning and I've been listening to superintendent Thurman talk about the retirement celebrations and I've listened to the student presentations and I'm so excited to expand the work across our region for this cross-sector collaboration to co-create community schools within the southern Inland region local context so appreciative of the effort that went into the development of this
320program by CDE the State Board of Education and the state transformative assistance Center look forward to working and continuing to work to ensure the success of the ccspp thank you thank you next color please state your name and affiliation for the record you have one minute your time starts now caller ending in the last four digits 6668 uh you are live please start your public comment now oh hearing then um next caller ending in the last four digits eight four six two you are now live please start your public comment okay um it looks like that concludes uh public comment for item number four thank you very much I want to thank everyone who called in uh and I appreciate the degree of um commitment and engagement that this agenda is creating among all of
321our partners across the state uh we are now going to open up for um a discussion so please raise your hand if you have a question or a comment for any of the folks that we have heard from today remember McClellan yes thank you I think all the callers for calling in and the great presentations of this exciting roll out of the Community Schools um more of uh to follow the theme of some of those calls what are the built-in assurances for true authentic shared decision making in in the in this process that's one question and then are there parts of the state that are underrepresented in some of the initial applications um how does how is it looking in terms of the rural parts of our state are are they applying at the same
322rate does other parts of our state thank you okay thank you yeah respond to that sure um the uh so in terms of you know assurances on on genuine uh authentic engagement okay well what I can say is that this is a was very intentional that this was highlighted in the framework uh in the way that it was uh that we brought to and it was adopted uh by the support I can say that it has been uh it it has been a priority uh of the S talk as we've uh as we have begun this process in a webinar uh very you know directly focused on on on that I can say that I anticipate it will be part of the formative evaluation and the you know the implementation the next implementation Grant RFA
323is designed to reflect uh elements of the planning uh process that would would include this and so those are four areas where we think that we can um that we can use the tools in our toolbox to to elevate this Worm but I think that the fifth is exactly board member what you reference the first time in your first in your first clarifying question which is these models for uh uh or authentic engagement and being able to share those models both regionally uh and Statewide that's uh that that that's where I see our Pathway to your question on uh areas of slow uptake and higher uptake um it is varied um there are areas where we did not have uh strong levels of initial applications where we thought that we would um and there are
324areas where uh where we have uh where where we have a uh why why is a strong concentration I will say that there were in terms of our rural schools um there were there were areas of the Central Valley that were strongly represented in the uh uh in in both the uh planning Grant and and the implementation graph uh the initial cycle but there are certainly areas of gaps and and I'm happy to provide some granular detail uh um you know if there are specific areas of the state where our board members would like granular detail um uh as you know as to where there were uh strong concentrations of applications and where there were more kind of what we've been calling uh Community School deserts I hope that answers the question and just to
325follow up a little bit um the what is the plan from the Department's State um Tech or Regional tax to you know do Outreach to those regions and to support so thank you for the for the follow-up so as as Brooklyn discussed um it is both a it's kind of a bi-directional strategy uh we are aware of of a significant organizing that is going on um the you know on the ground to to be able to uh uh generate uh higher levels of application I want to take us back to last year just for a second and remind you know everyone I know that you're aware of those day one of the areas of feedback that we've received in from dozens and dozens of ldas was that they just had too much on their plate
326last last last year and that they do intend for why in in this round uh we very much hope that that is it is the case I'm encouraged by what I'm hearing from the ground from folks who are doing organizing how's Brooklyn mentioned we have uh that we've doubled the number of webinars that that we've scheduled today for this round of clamogram who are willing to to to do more in specific counties where uh where where that might might be requested um but we but we also we want to be supportive of kind of the Grassroots organizing that's going on not by C CDE uh that we are aware of and we've been in a conversation about so uh doubling the number of webinars uh is is part of the work and then um the
327ongoing collaborative work that we're doing uh in regular meetings uh with with us thank you I appreciate that um every member of the board who has not yet spoken has their hand up so I see you and I'm excited for this conversation I don't want to short shifted it anyway I do want to let you know that we're about a half an hour now past the time we thought that we would have ended this item so we'll probably be about an hour over um by the time we complete our conversation so I'm encouraging you to be succinct but not to fail to mention anything you want to feel that anything that you want to mention um so I'm gonna go from um member yashimoto tari to Orozco Gonzalez member Glover Woods member Lewis member of
328Rodriguez the member Escobedo and member Oaken you are all in the queue remember yoshimotari thank you thank you um so a brief comment and then a question um so having recently been in the field I think that I want to just commend leadership because the infrastructure that's been put in place here is so critical as well as the evaluation components and the Democratic nature of this initiative because solutions that are co-created with people really honors the asset so we have in our communities and in our schools and truly schools have to do mou Service delivery agreements data use agreements figure out reimbursements and that is not something schools are used to doing and so putting this infrastructure in places incredible and thank you for the evaluation components that will build coherence um I had a
329question for uh our exemplary leaders at Anaheim Union uh superintendent suda and team including our parent today uh you really showed the connection between the community school efforts and by literacy uh great Civic engagement you know seals of Engagement demonstrating how Workforce opportunities and action-based learning connects with the community school initiative how has your implementation of the community school initiative um really shown uh that helped your outcomes all together if you were to look at all your dashboard outcomes and what is your superpower fantastic question and I'm going to defer to Dr Jared freed for that yeah we we've seen I remember we've been doing this for quite some time and obviously with the grant we've been able to take it and inject steroids into what we're doing um we have seen as you saw
330with our data um improving uh even on our dashboard we're seeing a rise we're outperforming our demographics uh compared to other districts and even when you look at our a3g rates uh we're not only um surpassing districts who are like us but we're actually working in very close in proximity to districts who typically would be outperforming us um so we're seeing significant improvements we're starting to see less and less students ask questions of their teachers why do I have to learn this they're seeing connections to the things that they care about being brought into the classroom we've had our instructional coaches or our 5c coaches for quite some time now and because of the grant we've now added a tremendous Ally with our community school teacher leads so they are a tremendous asset that we're
331looking to bring into our systems to help support anything further grow this work our attendance rates have improved our discipline rates have improved kids our students are just more engaged so we've seen that connection and I know our director of community schools and only Community engagement Carlos Hernandez is on this call he could probably also share just the impact we're seeing across multiple levels I do want to add something because Steve Zimmer brought up the evaluation piece looking at people attendance and school climate I think as everybody in this room knows that we cannot affect School climate unless we have teachers involved in this initiative and teachers creating more applied learning uh engaging lesson plans that are going to really uh attract give kids a reason for going to school and I think that that's
332the model that we want to present today the teacher led a transformation of schools thank you I'm going to ask that you continue to to teach us what you're doing how you're braiding funding State funding from educator Effectiveness dollars to expanded learning dollars to mental health dollars and keep sharing that with us thank you thank you uh member Orozco Gonzalez thank you for your question I just think that that really um resonated with me because I um one of the things I'm so passionate about is just really having a community of Partners and your community steering committee is really exemplary and I'm so excited to hear more about it um I really appreciate collaborative work and your shared decision making that really is at the heart of your work here's my question what have you
333learned from this shared decision making process and the implementation of your steering committee any advice to districts who are nervous about sharing power with teachers students parents and Community I know in Montebello where they have a planning Grant and were in that process of getting started and sometimes there's so much hesitation in that and that community of Partners and having voice all around to really giving authentic partnership to all every stakeholder in the community what advice do you have for us and I would love to continue this conversation at another time because I know we're short on time but anything that you can share with us now thank you for the question we're going to defer to Carlos Hernandez our director of Community Schools thank you thank you for the opportunity to answer that question
334um we actually live behind me is the district Community Schools steering committee that is made up of you know those Partners the teacher Association the president and a couple teacher leads are sitting in the room facilitating with the district that our district Community Schools manager musical coordinator students are here at high school student a Junior High student a couple parents also having and pushing on each other community-based organizations the city of Anaheim representative is here and really that that you mentioned power to be able to negotiate that opportunity to share in that similar vision and priorities that meet the needs of our students the families and the community members the city of Anaheim residences as Educators everyone's voices in the room we just had a a guest just to be with us in the morning
335at one of our schools and they were here with us hearing and and how things are negotiated it really is an opportunity to a model uh what we have been doing the the opportunity that our teachers are our difference in community stakeholders are um be able to share that uh it is a little nerve-wracking to give up a little bit about that but the word negotiated is really the word I'd like to say day where everyone sees each other and we see themselves going farther together because of the ability to real quick and thank you Carlos for that but it's very important though that those decisions are then communicated to the sites so if you want to scale up you need districts that have uh that are that have the systems and structures in place
336at this place because ultimately this needs to work at the sites and I think that's a gap that we've uh recognized with some of the districts that are struggling I see and I just have a kind of building question on that I know you said it's all collaborative effort I wonder if you're um since you're collaborating with the Teachers Association if you've included an article in your contract for Community Schools so yes I'm not the assistant super HR but they're in negotiations right now and we um there is language around Community Schools and matter of fact I know even though they haven't settled yet I know that there is an mou that's going to come out of the negotiations to talk about our involvement in community school efforts so that is coming it's been tentatively
337agreed upon but it's not finalized until the entire contract but I think it's a great question um board member because uh we're talking about changing the cultures of schools and and really pushing on some of the more traditional folks in our system right and so the the the union leadership is vital to embrace the the concepts that we all talk about in Community Schools especially all of our bypoc and uh you know our students that have been marginalized in the system so um a great question and uh hopefully I mean I I think our we can we can get there together thank you vice president Glover Woods thank you president darling Hammond and again kudos to the Anaheim Union School District team for sharing how you're just transforming education for the students in your District
338your presentation was quite inspiring and an example a lot of the different pillars that we know are essential for Community Schools so thank you I also wanted before I ask my question just recognize and thank the s-tac as well as CDE for the tremendous amount of work that is taking over this last year to really get support in place for those who are applying planning grants as well as the implementation grants of the community schools program I think we've seen today from our presentation as um discussions we've had in the past that the community schools program is really going to be transformative for the students that are enrolled at those schools and there's a lot of work and I've uh key to that six is alignment and coordination and ongoing collaboration so I have a
339couple of logistical questions to ask and I'm going to oppose my question to CDE I in the presentation that there are dollars allocate for a CDE office or Community Schools my question to you is is that office operational right now and if not um when will it be up and running and staffed and kind of what is the vision for how that office is going to support the tax Community the county offices getting the coordination grants the Community Schools implementing in all of those pieces thank you so much for for the question and the answer is is we hope soon we have a we have the job posted for the educational administrator uh for the office and the job postings in the queue for all of the Staffing of this office I I'll try to
340be happy to give more more detail um because I think it's a it's a critical question um there are three elements to uh to to what we what we are planning to to do in terms of the office um number one there is the operational execution of the grant there is the we anticipate um a far higher volume of of planning and uh implementation grants in the in the next cycle uh every Grant as you know has a there's processes around it uh and and the small team p and Lisa who I mentioned have literally worked like I'm around the clock at certain times to to make sure there haven't been delays in our program the second uh the second element is um the collaboration and coordination support that uh that that you referenced and
341ensuring that we can keep um the volume of collaborative meetings that we have been engaged with to keep that going as the of the the breadth and the depth of this program increase and then then the third piece is the type of Outreach that board members and and so many of the folks that we have been working with in in communities uh impressed upon us which is the need the needs to um have staff support in areas where um where uh Community Schools implementation may need more support um we've heard very very strongly from our our Rural and and and tribal uh communities uh we've heard very strongly from our ECE Community uh which is you know which it is directly mentioned in the uh in in you know in in the legend in the
342legislation and and more and so that's how we envision it um we as I said the educational administrators posted uh we have um you know we have all the other postings in the queue ready to ready to go we hope to have it fully operational by January um and I would uh I guess I would take this opportunity to also do some advertising um this is this is important in critical work and board members know folks who good good folks good applicants we are always looking for strong applicants to build our team uh CDE and core president excuse me if I was out of line with that with that I couldn't couldn't resist the temptation oh no that's okay and um president darlingham and if I if I could please I just had a couple
343of requests um in our future updates if we can get a um updated list of the partners for the rtax I know that there were some there was some confirmation about that so if we can have uh some of that information in a future update as well as I'm to hear more of how the community schools and the districts supporting the community schools are communicating and aligning the work of the Community Schools along with the lcap and all of the other entities that we have in our and then lastly um advantage of schools that we know are eligible for the grant that have not applied for a planning Grant as of yet just for some Base information but again thank you so very and uh president darlingham and thank you for allowing me a little
344bit more time uh with my comments and questions thank you thank you uh thank you very much and member Lewis um it's your turn thank you president Darlene Hammond and I will say that both of my issues have already been addressed by other board members but I still have comment to make and first of all I want to thank everyone for their presentation today on this item and really thank Anaheim Unified School District for sharing uh their their plan and their wisdom and their experience uh my two questions were about the Outreach what was the follow-up which has already been answered by Mr Zimmer and thank you so much for that and also about uh the shared decision making and stakeholder engagement which he'd already addressed that but I just had one comment to make
345on the one slide where it outlined what the entity that you would um eventually engage with to come up with what that annual evaluation would look like if maybe the stakeholder engagement it could be identified as one single item I know you have it in there on that third bullet where it says uh information uh sessions including parents and students but if there could be a section uh on on that evaluation tool that really spotlights what the stakeholder engagement uh process has been and that could include the steering committee as well as any uh public meetings that are held with regard to get input from parents students and other stakeholders who are not part of that steering committee and also how the information is reported out to the public I think that would give everyone
346a sense of transparency and we heard that through some of the callers who were calling in that's a concern about making sure that all relevant stakeholders are involved and know the process so just a suggestion thank you that was a very succinct answer I I understood it to be a suggestion and I agree with all of it so I I want to thank foreign that's great remember Rodriguez you have the last word okay and I will keep it short because everyone remember go ahead I'm gonna do the motion so okay remember Rodriguez all right I will be succinct I want to um acknowledge uh superintendent matsuda and uh what all this staff is working on it's wonderful you're an inspiration the torchbearer um and also I want to reiterate what has been said about making
347sure that there's a structure in place that we have all the voices that truly represent the community and that um we can you know we still have a lot of that top-down mentality and I when I think of the spirit of Community Schools we all truly have a say um and especially our the families and our students of color um so thank you thank you so much I think we're ready for a motion and remember Escobedo yes honor goes to you yes I will motion number one for the approval of the ccspp regional technical assistance centers as well as approving the California Community Schools partnership program updated Administration plan and delegating to CDE in consultation with and subject to the approval of the executive director of SBE to develop a final list of our 2223
348coordination Grant allocations consistent with the administration plan well thank you very much at that point if there's no further discussion we'll ask Brooks to call a roll call vote president Darlene Hammond I remember Escobedo aye vice president Glover Woods aye remember Lewis yes Amber McQuillen yes Amber okin yes member of Oscar Gonzalez I remember Patilla Brownton yes member Porter yes Emma Rodriguez yes Amber yoshimoto towering yes Martin carries unanimously terrific well that was an exciting a set of presentations and now we will have an exciting break for 15 minutes uh we'll see you back at 305. foreign thank you board president thank you very much um board members we need to re-establish a quorum so Brooks is going to call the rule president darling Hammond here number Escobedo yeah vice president Glover Woods here remember
349Lewis here Amber McClellan here Carlton here remember Orozco Gonzalez here member patillo Bronson here I'm reporter here Amber Rodriguez here remember yoshimoto Towery here everyone's present all right and we're going to take up regular consent items who need to recuse themselves from item five and this vote board members Escobedo Oakland and yoshimoto towering please repeat yourselves by turning off your camera and microphone please stay close to your computer so you can rejoin quickly after the vote and we will now open the phone line for the queue for public comment on consent items five through nine members of the public wishing to provide comment on consent items five through nine may do so by calling the telephone number and using the access code provided on the slide that is shown now are there any public comments
350on regular consent items five through nine we do have some callers in the queue I'm not sure if they are on the line for the next item I'd like to remind everybody if you would like to speak towards consent items five through nine please stay on the line if not please hang up and dial back in when we are on item number 10. thank you I will open the phone line now oop it looks like some of them dropped okay um we do not have any callers for regular consent items all right um given that there's no public kind vice president Glover Woods I move that we approve consent items number five through nine thank you to have a second yes thank you um we'll now hold a roll call vote Brooks please call the
351roll president darling Hammond yes I remember Escobedo is abstaining vice president Glover Woods yes remember Lewis yes McQuillen yes remember all kinds abstain recusal number Roscoe Gonzalez yeah remember patella Bronson yes I'm reporter yes Amber Rodriguez yes the motion passes all right so board members excavator okay are now able to rejoin the meeting and see if we've got them all remember Escobedo back yes he is great um thank you very much item 10 is a public hearing regarding the appeal from an action of the Orange County committee on School District organization to approve a petition to transfer territory from the Orange Unified School District to the Tustin Unified School District the California Department of Education recommends that the State Board affirmed the decision of the county committee to approve the proposal to transport territory from
352the Orange Unified School District to the Tustin Unified School District regarding the election required to finalize the transfer the CDE further recommends that the State Board not expand the area for the election beyond the territory proposed for transfer this item will be presented by Larry Shirey of the CDE Larry you may begin good afternoon again I'm Larry Shirey the school facilities and transportation services division today we're considering an appeal from an Orange County committee and School District organization approval of a transfer of territory from the Orange Unified School District to the Tustin Unified School District the Orange Unified School District is the appellant in this matter most of you on the board have only heard one reorganization item the one we had in July about the formation of the Northgate Unified School District from a
353portion of Mount Diablo um the State Board is the lead agency as we as we mentioned for all formations of new school districts and and that statute requires you to either approve or disapprove those proposals for territory transfers the county committee is a lead agency with the responsibility for approving or disapproving local approvals can be appealed to the state board and when that happens it's your statutory responsibility to either affirm or reverse the local action um just to call just call make the distinction between those two processes you know since we're in the heart of football season and the World Series is going on I'd like to use a sports analogy um to describe what we do regarding appeals the CDE treats appeals much as if there is a is a call on the football
354field or a call on the baseball diamond and one of the team's challenges the call when that happens the officials can make one of three determinations after reviewing all the information they have they can just they can say yet we see something that confirms the call so that's that that will be what our call is the call is confirmed or they can see something that that causes them to want to reverse the call that the call was inaccurate and then their call will be that the call is reversed if they don't find compelling information compelling evidence either way then the call is going to be the decision stands the call in the field stands and at the risk of of spoiling the outcome of uh of our recommendation here that's what our recommendation our general
355recommendation is that the call stands the territory transfer itself is 459 Parcels with about 127 students um the Orange County Superintendent received the petition to transfer that territory signed by at least 25 percent of the voters residing in the Panorama Heights area of North Tustin the county committee determined that all nine minimum threshold conditions of the Education Code are substantially met and then it approved the petition on an eight to one vote it also since the Orange Unified District opposes the transfer they were an election is required to give final approval so the county committee decided after looking at the effect of The Proposal on surrounding communities that there was nothing significant enough for them to expand the election area beyond the area proposed for transfer excuse me which is the uh which is the
356default area and statute for for election area CDE recommendations are that you affirm the actions of the county committee to approve the proposal and that you establish the territory proposed for transfer as the election area when it does have to go to election again that was a determination of the county committee the map on the right is a general kind of a general description of where the proposed transfer area is uh in relation to the School District boundary which is the dark black line and the boundary of the North Tustin unincorporated area uh it's an unincorporated area also it's a census designated Place according to the Census Bureau we find some lack of clarity regarding the actual boundaries of North Tustin which we'll get into a little bit later but the boundary that we accept
357for our analysis is what is on that map on the left petitioner reasons for transferring are on the right they they note that their territory their neighborhood is in North Tustin the majority of which is already in the Tustin Unified School District many of their students already attend Tustin Unified on on interdistrict transfer agreements according to Orange Orange Unified for the this current school year 22 of the 127 students attend Tustin Unified they're community-based activities are are all in Tustin Unified and that the county committee approved a similar transfer a number of years ago both Orange Unified and Tustin Unified are large districts orange over 26 000 Tustin and just over 22 thousand and the two districts are relatively similar in terms of the composition of students in on both racial ethnic categories as well
358as on some of the socioeconomic indicators as you can see there uh Tustin Unified is slight is a little more minority but minority groups in the between the district do do change a little bit uh Hispanic Latino students are about 10 percent higher 10 percentage points higher and Orange Unified while uh in Tustin Unified the Asian students are about 10 percentage points higher but they're a great deal of similarities on not only the racial ethnic composition but also on students who are socioeconomically disadvantaged who are English Learners or eligible for the free reduced price meal program the county committee as I stated found that all nine minimum threshold standards are substantially met by the territory transfer proposal they voted eight to one to approve the transfer and then again they established the territory proposed for
359transfer as as the election just a summary of what the county committee did the Orange Unified appeal has three major components they claim that five of the minimum standards are not substantially met and the the proposed territory transfer should not be approved should not have been approved and that if approved if the State Board allows the proposal to go through the election area to be should be expanded to include the attendance area of the El Modena High School at that high school is the high school that serves this area proposed for transfer and also contains the attendance boundaries of the middle school and the elementary school that served that area here are the five standards that the Appellate claims are not met they believe they claim that the community identity of the districts will be
360damaged by The Proposal a county committee found as I said found that at what went that that was substantially met we agree with them I'm going to jump down to the fourth one increase property values that standard states that a proposal should not be approved pray if it's primarily for the purposes of increased property values County committee did not find that we found no even though we accept that property values may go up up to 18 percent uh based on on the District of of residence uh we find we do not find any rationale to support that the primary reason for the petitioners desire to transfer territory is because of property values the other three will will address in in the next few slides foreign unified claims that the proposal will promote segregation in the
361districts and will uh will will harm the district's ability to educate students in an integrated environment and those claims are are based on a comparison of the existing racial ethnic opposition of the school of the schools that currently serve this proposed transfer area to the schools that would serve it in Tustin Unified if the proposal were approved CDE agrees that there are substantial differences between the two sets between the sets of schools but does not agree with the claim that the transfer will negatively affect the orange unified's ability to educate students in an integrated environment for two reasons first as we noted previously the racial ethnic comparison of the districts is much closer than is is the comparison between these sets of districts neighborhoods within a district uh that that composition reflects the neighborhood that
362is served by this by the school and uh and and those neighborhoods do not reflect the district as a whole do not necessarily affect the districts as a whole for example test and unified has three high schools you can see uh Foothill High School with 42 percent 43 percent Hispanic or Latino and 41 percent white but if you look at Tustin high school that high school is 82 percent Hispanic Latino and less than eight percent white the third High School Beckman High School is uh is 22 percent Hispanic 25 white and over 40 percent of the students are Asian so again you know you kind of aggregate all those together and uh the the district's District's composition looks very similar to Orange Unified secondly that's not the point that's not the point of this condition
363anyway the point is that the proposed transfer will not negatively affect the district's ability or a school's ability to to to educate its students in integrated environment this shows the effects of the transfer on Panorama Elementary School which is the smallest Elementary School in the UniFi second smallest Elementary School in the Orange Unified School District uh if all the students are transferred out all the elementary students are transferred out from the proposed transfer area then it would only change the racial ethic composition by a couple percentage points at most looking at the middle school and the high school which are much larger schools with fewer students from the transfer area the change is in tenths of a percentage point the next standard that the Orange Unified claims is not substantially met is negative effect on
364the educational program programs at the schools or districts or unified notes that Panorama Elementary student losses will result in reduced Staffing at that school will result in grade level combination classes where none already exist and lower levels of Parental participation and they also claimed that the middle and high schools will see will also see staff reductions and less parental involvement our findings regarding this condition is at less than one half of a percent of the district enrollment is affected uh based on what we've seen in territory transfers uh in in past decades student losses will occur over a number of years whenever a territory transfers it's not like all the students are going to leave their teachers leave their school leave their classmates that that shift will will happen over over a period of time
365the educational programs of of Orange Unified are very good and no one is complaining about the quality of the educational program Orange Unified notes that there are many exemplary and Innovative educational programs provided in the district including identification of a number of award-winning schools seven gold ribbon distinguished secondary schools 19 Elementary gold Ribbon Schools and the designation of el Medina high school as the best public high school in Orange County by parenting Orange County magazine so we're talking about programs that are functioning well showing good results so we do not see that the loss of of fewer than fewer less than one percent uh less than half of percent of the students in the district will have any effect of of those high functioning programs Additionally the appeal does not identify identify any specific effects
366on on educational problem only regarding what might happen at the Panorama Elementary School regarding Staffing foreign the last condition that we're going to look at is that the Orange Unified School District believes that this can't transfer will cause a significant negative fiscal effect on Orange Unified specifically the transfer would exacerbate long-term declining enrollment in the district the loss of ADA would result in decreased District funding and the loss of assessed valuation would reduce the school bonding capacity for the district our findings again it's very similar to the ones on the educational program less than half a percent of the enrollment is affected enrollment decline that that has been less than what the district has projected for for the past few years less than one percent of the districts of assess valuation is affected and this
367is a district that's seen its assessed valuation grow by 24 over the past few years foreign so in summary we agree with all the county committee's findings that that the the nine minimum threshold standards are substantially met however as we as we discussed at the July meeting approval of a district reorganization does two-step process we first look at those nine conditions and then try to determine if uh if if there are reasons to to move forward with the change that's uh the Court's interpretation of what the state board as well as the county committee's responsibility are and to help guide us in terms of reasons we can look at the legislature has has given us its intent that local educational needs and concerns sell serve as the basis for a future reorganization of districts in
368each County we'll look at some of those needs and concerns next foreign the state board has considerable discretion when it comes to school district reorganization matters you can consider really any issue that you want when it comes to making your decision again using the sports analogy what we're doing here is this or are we looking we're looking for things that would confirm the county committee's action two two of those issues that the petitioners have brought up is that there's a greater sense of community identity with North Tustin and the Tustin Unified School District and that the county committee previously approved a transfer of another Tustin North Tustin neighborhood from Orange Unified to Tustin Unified foreign the map on the left shows the transfer area in its relation to District on to The District boundary Orange
369Unified School serving the area and Tustin Unified Schools that would serve the area if the transfer is approved are also noted on the map tustin's auroria Elementary is about a mile further away than is orange unified's Panorama school which is really kind of a community school there it's named after the as I noted it's Panorama Heights is a neighborhood in Panorama Elementary School kind of goes with that um well Tustin Unified middle and high schools are about three quarters and a half a mile closer than our Orange Unified School District however we don't see those those uh those distances that being particularly significant especially since we're in UNIF Orange Unified provides bus transportation while Tustin Unified would not as I mentioned the proposed transfer area is part of Panorama Heights and as the name suggests
370the community is located at elevation the only access to the community is on the Southeastern Edge which a butts Tustin Unified again that geographic feature is not particularly compelling for us the map on the right is the U.S Census Bureau boundaries for the North Tustin census designated place and and according to the Census Bureau the petition area does not is not within the boundaries of North Tustin as a census designated place and that gets to the lack of clarity that I talked that I that I mentioned earlier regarding what North Tustin is but uh the Orange County maps are a little different as our Google Maps but as I mentioned the maps the boundaries that we are using in our analysis assumes that that the petitionary is in North Tustin despite the census bureau's indication
371um so that lack of clarity somewhat diminishes the argument of community identity for us even though I need to note that the Orange County committee focused on this as this primary rationale for approval uh of the territory expansure and that's they didn't state that specifically but uh through our review of the audio recordings of meetings and written transcripts of meetings that was a determination that we made there was there have been previous transfer approvals from North Tustin area to uh from Orange Unified to to North for Tustin Unified the most recent was the rocking horse Ridge transfer and that's again not particularly compelling to us it was a very different circumstance than than what the proposal is here rocking horse Ridge was a new development that was split by the district boundaries and Orange Unified
372did not oppose that when they were neutral on that one as looking for reasons to confirm the action you can also consider any reason or concern you want in making your decision to reverse local approval of a territory transfer to that we often look at are one the territory expansor likely would establish a precedent for future transfers the transfer or the transfer removes a student population that has higher socioeconomic status in our opinion there are two other areas of North Tustin the unincorporated area of North Tustin that we would remain in Orange Unified if the transfer area were approved if the transfer took place area one and area two there on the map the real light red area shows the boundary uh in looking at these areas we we think we believe that the number
373of homes and the number of students combined in those two areas is less than what's in the transfer area so we don't see this as a as a particularly compelling rationale to reverse the action I will also note however that area two there uh Panorama Elementary School Orange unified's Elementary School is located in that area which would create additional concerns if that if there was a transfer proposal from that area as with the early earlier examination of racial ethnic composition of the schools that serve the area or that would serve the area there are differences between those sets of schools between orange of Orange Unified and Tustin Unified but again as with racial composition the district numbers are much more similar and uh and as again as with our racial ethnic comparisons and the point
374is would there be a negative effect on what is in the schools any of the schools and uh you know we did not collect information on on students in the area who were socioeconomically disadvantaged English Learners or or eligible for the free and reduced priced uh meal program given the small numbers and the size of the schools we do not believe there would be any effect on on any of the schools and especially not at the district so in summary our findings are as follows we find that all minimum standards are substantially met by the territory transfer proposal the county committee demonstrated strong support for the transfer eight to one vote and identified a reason for its action a community identity issue that we discussed the CDE finds excuse me no local educational reason compelling
375enough to support the transfer but we also find no educational reason or concern compelling enough to reverse County committee approval of the transfer so again using our Sports metaphor or analogy the local approval in our opinion should stand the CD also finds no effects on other communities that warrant expanding the election area we recommend as we mentioned earlier that the State Board affirmed the actions of the county committee and establish a territory proposed for transfer as the election area I know you have a public hearing scheduled I can respond to any clarifying questions that you might have before then or we can do that after the public hearing at the discretion of the board president clarifying questions that you want to ask now we could do that but I'm not seeing any hands up so
376I think we will move to the public hearing and then we'll have any additional questions and conversation discussion thereafter I hereby open the public hearing at 3 34 pm we will first hear from the petitioners who are in favor of the territory transfer they will have 12 minutes to make their presentation we will then hear from Orange Unified and those who are opposed to the Tariff territory transfer they will have 12 minutes to make their presentation after the presentations we will open up the phone line for public comment from individuals who are not part of either presentation petitioners you may begin hello um just doing a sound check this is Marlene Graham speaking we can hear you awesome I am going to share my screen um I do believe we sent it in earlier but
377I will hope um this will come through we can see it great thank you so much well good afternoon honorable president Darlene Hammond and fellow board members I thank you for your time and and to just let you know it is a great honor and privilege to speak in front of you today I also like to take a second to thank Larry Shari and the rest of the CDE executive office staff for their thorough report um we'd most definitely agree with the CDE recommendations to affirm the decision of the local County committee to approve the proposal to transfer territory from Orange Unified to test and unified and we also um agree with um the motion that they do not expand the area for the election beyond the territory proposed for the transfer so I will
378go to next slide um before I um start I did want to just do a quick minute just to introduce myself again and I will turn it over also to my fellow Chief petitioner Jennifer Lampman um as I said my name is Marlene Graham I'm a proud um fourth generation Californian I had the pleasure of going through um all of the California public schools from elementary all the way through High School in my beloved hometown of monabil Unified School District and I'm also a daughter of a retired um La USD teacher from Echo Park um and lastly um I my dad would be um unhappy if I didn't um talk about the fact that he was a immigrant um at 17 years old with um who greatly benefited from the great programs in California um
379he came to this country speaking only Spanish from Nicaragua and um and has excelled in life thankfully um to the great um education for the California Public Schools um I am a mother of three one still in elementary school and um twins in middle school that went through the elementary school at um Tustin Unified and is now um still on transfer to their middle school and I bring that up because um this is why I'm here this is why Jennifer lampman's here um these are children that get to walk to school right now um from their homes um to their local neighborhood schools um in North Tustin so that's just a little bit about me I just wanted to um give you a picture of my deep roots in California and my deep support of
380California public schools because I believe there's nothing more important to family in feeling safe and not having anxiety to question where your children will be able to go to school and that they will be able to go to school with their friends and um in neighborhood community Jennifer in the interest of our time I'll just introduce myself really quickly I too am a product of public schools in California and the daughter of a 30-year high school math teacher and specifically in Irvine California and so I just want to say thank you for all the hard work that you guys do we definitely understand what a challenge teachers face and the hard work and commitment to the students that they have so I'm not I'll give it back tomorrow thanks Jen um so I I want
381to hit on this point um most definitely because the idea that we are a community even though we are unincorporated should not be um up for grabs we are unincorporated but we do have many great associations that help um make sure that our interests and that we're served um through our community as we align um and so the idea is that North Tustin really is a I like to call it a secret little gem in Orange County being unincorporated we don't have sidewalks um but yet we walk out we walk and say hi to neighbors every single day and with that it comes with the idea that we probably live in our community because we love that freedom and we especially believe in the parental rights of our community to have our children go to
382school space um based in our community within walking distance from our homes when they are old enough to walk from home from home to schools um and as mentioned earlier there were previous suits that went uncontested before one in 2000 2012 and another one previously in 2002. go to the next slide just to give you a brief timeline we started this petition in 2015. we began conversations or we attempted to begin conversations with Orange Unified we never received any response and so but we did have meetings with Tustin Unified registrar voters and we started the process we collected over 350 signatures more than the requirement to um to submit the petition we went through the entire process was received the approval from ocde where we received that we substantially met all nine requirements the one
383dissenting vote was from a current board member from Orange Unified um the appeal process started in 2017 and um the reason why I put in the coveted delay because we don't blame everyone we have all been on this pause so we understand the five-year delay but here we are five years later and I show this timeline because this is seven years of commitment from our community it might be only Jen and I speaking in front of you today but our vast majority of 459 homes neighbors we have stayed committed to this talked about this through every medium that you can imagine from neighborhood meetings to next door to everything you can imagine so the point is we have been committed to this petition um and just really quickly to talk about this North Tustin Community
384profile and our identity with this um as mentioned it's roughly about 10 000 homes um across this large unincorporated area we are 100 um serviced by the county um not from um any other City not from the city of Orange or any other City it is all by the county and as such um this is the census designated area there are multiple small communities if you want to call them that Cowan Heights East test and lemon Heights North session and ourselves Panorama Heights including uh Red Hill um our mailing address my mailing address um on the hill and surrounding Panorama Heights area it is recognized by the U.S Postal Service as North Tustin it's what's on my passport my driver's license all my mail um and also my ballot that I just turned it um
385so our diverse Community I want to highlight that too because I came from a diverse neighborhood where I grew up in Montebello and I loved it and when I picked my community to move to next that's what I wanted to live in in an area where we felt we had people from different backgrounds and experiences and provided a rich environment for our families what's really of note also is the rest of our neighbors my neighbors that I can touch across the street are already part of testing unified 95 percent of them Panorama Heights 2 and we call it two because what you saw previously in the map you might have seen the word Panorama Heights and it was cut in half because our other neighbors in Panorama Heights are um were drawn in for testing
386unified so what we're looking at is to unite the last um four percent that we represent that is still currently in Orange Unified to be part of Tustin Unified um you saw this map earlier what this really is is a map of Tustin Unified School District boundaries um as mentioned the 95 percent of North Tustin which we are most 100 definitely part of North Tustin um this is the map that we're looking to include as I mentioned 95 already under tested and unified we represent them missing four percent and as in total the affected students are less than a percent which is a third of a percent of Orange Unified population I'm going to turn that over to Jen at this point thank you look on finances so we just wanted to highlight what we
387have been able to find because you know obviously that's not our intentions to hurt hurt anybody in this endeavor but in looking at Orange's budget for the current fiscal year they're projecting 3. 341 million dollars in revenues compared to 335 million expenses and are actually projecting to increase their fund balance over the current over the past fiscal year as a finance director for a local city whose budget is sadly only 45 million I can strongly agree with the cde's assessment that the transfer of our um you know less than one percent of the territory would have a negative would not have a negative impact financially on Orange and in fact it'd be so small it would be considered de minimis same goes for their bonding capacity with the assessed value I I professionally have seen
388you know the reports on the assessed value growth and agree that there would be no impact whatsoever on any bonding capacity in the future should the transfer be pushed forward um in addition there was no fiscal impact cited for the previous transfer of rocking horse Ridge it wasn't just uncontested they actually stated there would be no fiscal impact and the argument that it was a new development it actually was built in 1981 but not transferred for 2012. so it wasn't really cleaning up the separation of the new development it was really um you know similar to what we're looking at doing right now and I just wanted to highlight there on the bottom right that some of the projections for a declining enrollment used as the CDE analyzed and reported out didn't come to fruition
389they didn't lose as many students as they had originally thought and even as one of the board members is highlighting the enrollment is up in Orange over projections While most other districts are experiencing decline next slide please um one thing on Pro also just really quick we also want to highlight there's a new development in Orange Heights of approximately 1200 homes being constructed which should more than make up for development impact fees and also any sort of vacancies they're going to have a significant amount of students that could easily backfill the vacancies created specifically in Panorama Elementary um as Merlin communicated our goal this petition's always been to unite North Tustin and while you know property values increasing are only good when you go to sell your home and as my son has made me
390promise never to sell my house that's not definitely not our goal of this petition and the appraisal that was cited just to highlight was done in 2013 under a scope for you know determining the chance of success for a proposed Bond measure so it wasn't looking at specific zoning or property sizes it's not an Apples to Apples comparison so given the time frame that's elapsed and just really the big picture scope of it it's really not you know a support tool for this argument by Orange um but really what we want to highlight the biggest one is that this is personal for us sorry to interrupt your time is up thank you very much thank you at this point we will hear from the Orange Unified representatives and those who are opposed to the territory
391transfer they will have 12 minutes to make their presentation after the presentations I'll note that we're going to open up the phone line for public comment from individuals who are not part of the presentation so they could get ready okay thank you good morning members of the Board of Education and state superintendent Thurman I am Andrea yamasaki president of the seven member Board of Education of the Orange Unified School District we appreciate the opportunity to present on this important issue that deeply impacts Orange Unified our presentation is a summary of the highlights due to the limited number I'm time afforded to us today Orange Unified opposes the transfer because it is a drastic measure that has severe consequences and negative impacts on student education we encourage this body to scrutinize and to deny this petition
392deference to the 2017 County committee recommendation is neither required nor just I am now going to call on vice president Kristen Erickson thank you good afternoon members of the State Board of Education and state superintendent Thurman my name is Chris Erickson and I was elected to the ousd board in 2018. my trustee area includes orange unified's Panorama Elementary School and Santiago Charter Middle School which serves students residing in the proposed transfer area I come also as a proud graduate of el Medina high school and a parent of two former Santiago middle school students and to El Medina high school graduates so I'm proud to say have graduated from college and one has gone back to serve as a public school teacher at Santiago Middle School the other is attending law school now I've been aware
393of this issue before this committee since 2016 and I spoke as a parent at that time to the county committee opposing this transfer five years ago I found it inconceivable and I still find it inconceivable that a tiny group of mostly wealthy people who knowingly moved into Orange Unified School District could force their will and acquire like a hostile takeover a portion of ousd and merge it into another district for no real reason except their personal feelings of identity with another community this area we are talking about has been part of Orange Unified School District for nearly 70 years 80 percent of the students that reside in this area are enrolled in Orange Unified School District Schools currently this is a view from Panorama Elementary School looking West up Crawford Canyon Road the red car
394that you see is within one tenth of a mile of Panorama Elementary School all of the houses you see here have been in Orange Unified since it was formed in 1954. if the proposed transfer is approved all of the students residing in these houses that you see up here on the hill will no longer be part of Orange Unified School District this is another view of all of the homes that are currently within Orange Unified looking East the houses in the foreground will be left in Orange Unified all the houses that you see on the hill back there will be transferred to Tustin Unified should the transfer be approved here's another view looking West from these luxury homes on the hill that will be transferred to Tustin Unified petitioners have not included any of the
395homes behind these luxury houses in their petition for transfer the school behind these homes Jordan Elementary School and the adjoining houses will remain in Orange Unified it's clear from looking at these pictures that the petitioners excluded low-income homes from their proposed transfer this will in fact exacerbate the socioeconomic disparities that already exist in the attendance area less than 20 percent of the students who reside in the proposed transfer area choose to attend Tustin Unified Schools students in Orange Unified already have the choice to attend testing unified through an existing robust inter-district transfer program the idea that orange unified's inter-district transfer process is unduly burdensome is unsupported by the fact looking district-wide for the 22-23 school year there are 401 students attending Tustin Unified on interdistrict attendance permits granted by Orange Unified further our ridge's applicants
396to visit our schools before they make a final decision to transfer the transfer process in Orange Unified is similar to all those in our neighboring District we all have pride in our educational programs and we would love for our residents to stay within our district however we don't force anybody to stay in our district focusing on just the proposed transfer area there are currently 127 students residing there 105 of these students that represent 63 households or 82.7 percent attained Orange Unified Schools and only 22 students that team households or 17.3 percent choose to attend Tustin Unified it would be absolutely unreasonable to force parents of 82.7 of the students in the proposed transfer area the seed transfers back into Orange Unified to attend the schools that they are currently attending it's important to note that
397the 17.3 that currently have chance for permit did not seek those transfers because of dissatisfaction with educational programs for opportunities but rather exceeded reasons are generally continuing enrollment sibling enrollment and parental employment like most districts in Orange County Tustin Unified is also in declining enrollment and is vigorously encouraging inter-district transcripts to their school Tustin Unified has already posted instructions on their website for how to apply for permits to attend Tustin Unified for the upcoming 23-24 school year so between our robust inner District granting of permits and their desire for students from outside of the district there's no problem for those who want to choose to go to Tustin Unified from that area there is no reason to transfer the entire property over there for um for just a few students the force transfer of half
398of the Panorama attendance area will result in a cut to teachers and staff and may lead to panorama's closure which by all accounts would be tragic as everyone agrees Panorama is a gym to the community I thank you very much and I will now call on board member Anna page good afternoon members of the State Board of Education and state superintendent Thurman and board member Anna page and I'm also a family and engagement Community engagement expert and a doctoral student in education I am proud of our schools Orange Unified Schools provide a fantastic education and I know firsthand from being a graduate of oesd and also having my two young children in ousd this move to secede is all too common it is happening all over the country numerous communities have seceded from their school
399districts and these communities involved were less diverse and had higher property values than those they left behind this compounds socioeconomic inequalities that plague Public Schools I'm very concerned that if the proposed transfer is approved that it will result in an even greater disparity of socioeconomic differences within the attendance area the CDE acknowledges that some County committee members Express concerns noting that the overall demographic disparity between the districts were a little troubling members further commented that the proposed transfer if approved probably would move those numbers in the wrong direction in reference to the racial and ethnic disparity it is further troubling that the CDE only compared district-wide socioeconomic data between the two districts when the integrated education environment should be viewed comparing the six impacted schools there's a marked difference in the socioeconomic data between these
400six schools the three orange schools as depicted in the orange color serve a significant larger population of students who are English Learners receive free or reduced meals and are generally socioeconomically disadvantaged compared to the three schools intestine as depicted in blue in conclusion the question is not necessarily intent but the impact of this transfer this transfer would exacerbate disparities and negative impacts cement of mental health and other students and proposed transfer area this undermines diversity equity and inclusion efforts by Orange and the State Board the CDE makes no mention of these crucial impacts and is out of date and out of touch with reality thank you so much for your consideration hello and good afternoon state board members and state superintendent Thurman I'm good Marie Hansen superintendent of Orange Unified School District and I was
401previously the deputy superintendent of educational services and I did meet with the two petitioners at at that time in 2017 as well as again when I became superintendent there are conclusions that are made by the CDE that strongly support reasons why the transfers should not be approved unfortunately the staff report defers to the county committee's decision despite its numerous flaws and omissions on page 15 the CDE staff report agrees with the academic quality assessments for the Orange Unified School District and another reason for the denial is that the CDE acknowledges that the county committee took no formal action to identify the reasons for its approval or the for the proposal the CDE also found that the approval was quote was prompted primarily by the county committee's determination that the petition had a greater sense of
402community identity with the Tustin Unified School District than with the orange USD the county committee decision was based on subjective beliefs of the petitioners rather than objective factors affecting the community in fact CDE found that none of the reasons offered by the petitioners made a compelling enough case to approve the proposed territory transfer because of the following issues number one lack of consensus regarding the territory North Tustin comprises which was discussed by Mr Shirey the fact that the additional North Tustin territory and this is number two would remain in Orange USD should the current proposal be approved and number three the long-standing attendance from the proposed transfer area at ousd schools in all due respect the CDE is incorrect and should not defer to the county committee's recommendations which apply an arbitrary standard that there
403must be a compelling reason to deny the proposed transfer that erroneous standard does not comply with the Education Code or title V section 18573 again the CDE is not a referee and this is not a sports match the burden in fact falls on the petitioners to justify the merits of the proposed transfer of territory again the proposed transfer will have a negative impact impact on Orange Unified educational programs any loss of students from pan CDE opine that any loss of students from Panorama Elementary School would be gradual and occur over a period of time or years this is purely speculative there's no valid reason why Panorama Elementary the interrupter time is up thank you thank you you at this point we want to open the phone lines for public comments somebody should mute thank you
404um you want to open the phone lines for public comment uh according to the slide that is now on the screen members of the public wishing to provide public comment can do so by calling that telephone number and using the access code provided on the slide we remind you to turn down the volume of your computer if you're following the live feed speakers will be limited to one minute each are there any public comments yes um we have currently have 27 people in the queue I will open the phone line now thank you good afternoon caller please state your name and affiliation for the record you have one minute your time starts now call her with the last three last four digits three three five two you are now live please start your public comment
405hi my name is Tatiana and I live in the neighborhood that is being considered to be rezoned to Tustin Unified School District and I do not consider myself a part of cusd I went through orange USC since kindergarten along with my four younger siblings two of which are attending alvedina High School currently I love ousd so much I wanted to come back and teach here so I'm now Middle School ousd teacher at Santiago Charter Middle School I do not agree with the rezoning of my neighborhood to Tustin because everyone who lives there and wants to continue to attend Orange Unified Schools will now have TUSD as their home school of residence if parents want their child to attend test and unified I believe they can do so with the inter-district transfer form and instead not
406make everyone else have to apply to continue going to their current ousd School thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now yes my name is Steve blantman I live in the area um my neighbors and I have endured an enormous amount of Stress and Anxiety at the annual interdistrict transfer process the process changed almost annually to include changing forms increased denials and recently the change in transfer application dates to misalign and not even open until Tustin unified's transfer window had closed like all students in the state my twins have had a rough few years due to the pandemic and the stress of potentially having to leave the only schools and Friends they've ever known attend a school in a foreign
407Community a great distance further away and or explore private school options so it's not been healthy for our kids and our families the board discussed earlier today's agenda the social emotional well-being and mental health of students California is not is that a crucial point and if covet is trying to say anything people need their Community stability and belonging more than ever thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now color with the last four digits 6059 you are now live please start your public comment good afternoon I am Heather Irwin a teacher and parent of Orange Unified School District for over 20 years I have taught at Panorama Elementary in 2010. all three of my Delightful Children Are products of Panorama
408Elementary currently I have a freshman at El Medina an eighth grader at Santiago and a fourth grader here at panorama although we choose to have our scholar athletes play multiple Sports in Tustin including baseball football and cheerleading our core Community is the family connections we have made here at panorama these are the families who we rely on for carpool babysitting and social engagements if this transfer occurs I will lose my community and that's what affects School pickup after school activities and lots of friends for both me as a parent and my children and as a teacher I am terrified of this transfer class sizes would be smaller thus creating more combination classes next caller please state your name and affiliation for the record you have one minute your time starts now call her with the
409last four digits zero five seven seven you are now live please start your public comment hi my name is Lana Toman I am a panorama High president in favor of transferring area to TUSD currently I have a lot of stress and uncertainty in knowing where my kids will be attending school in the future fact is my daughter attends Elementary School currently at ousd and none of her friends live in our community now the children that live by us do attend TUSD or are in private schools my daughter will finish the sixth grade due to my work schedule I'm going to need to request a transfer so that her middle school and her High School will also be walking distance from our home when that time comes I'm not even sure if my transfer would be
410approved my son will start kindergarten next year and I will be requesting a transfer at that time I don't want to risk upgrading my son in middle school too he currently plays soccer with North Tustin and my husband coached the team that plays over at Arroyo so my family attends church kids sports and the kids friends live in this North testing community and we'd be really grateful for our kids schools aligned with that as well both thankful for the CDE recommendations and we hope that you affirm as well thank you for your consideration thank you next caller please state your name and affiliation for the record you have one minute your time starts now call over the last four digits 3800 please start your public comment now so moving on to the next color please
411start your public comment now call her with the last four digits 6668 please start your public comment now good afternoon um my name is Anthony dang and calling in in a petition for the fact that my family our family just recently moved to the neighborhood in Paragon Harbor height because we fell in love with the community and that is so diverse and tight-knit um so we've been participate with a lot of things going on with the rest of Northwestern neighborhood where we have soccer for my little daughter uh over Sundays and then my newborn son is going to get baptized in the church down the Hills near Foothill High School here so that's where we go to church but then you know we we often play they often play with each other as well as
412my neighborhood now we're not knowing where we're going to be uh going for school um and especially with the you know I'm listening to this whole uh thing about the inter uh transfer uh looks like we have to do it every single year if that's what we need to do for my kid to attend school next caller please state your name and affiliation for the record you have one minute your time starts now color with the last four digits seven six eight four you are now live please start your public comment caller with the last four digits six three six six you are now live please start your public comment call her with the last four digits six two six five please start your public comment good afternoon members of the board I am Aaron
413roselli the principal at Panorama Elementary I have been an orange Unified School District almost my entire life first as a student then as a teacher at Panorama and now as a principal I am extremely concerned about the negative impact this proposed transfer will have on the community of Panorama Elementary at this time 53 of our current students reside within the impacted area the loss of these students and the loss of the attendance area will substantially impact our school with the elimination of teachers staff funding and our programs offered additionally we currently have a very involved and active parent Community to support our educational programs and activities to significantly depletes the families at our school and impacts our Panorama Community during my time here our attendance area has already decreased I'm concerned about the future of
414Panorama as its attendance area continues to be depleted thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now color with the last four digits zero nine seven five you are now live please start your public comment yeah my name is David Rivera I'm the deputy superintendent for Orange Unified um the facts that uh well first of all Orange Unified is a very diverse School District within the Orange County area the fact that the facts are incorrect that were in generalized with the data that we shared early in the presentation 18 of our schools have unduplicated counts of 75 or higher and they're in the close proximity of the transfer area 23 of our schools are in the more affluent areas and to
415have a Upp of 25 but they're 5 to 10 miles away for this reason with all due respect I'm challenging the representation as accurate I disagree with the staff report that the transfer has been a little impact to ousd the district has already implemented 20 million dollars of budget reductions as a result of enrollment decline the impact of this decision will not only impact the Panorama Community but it will also be felt across the district next caller please state your name and affiliation for the record you have one minute your time starts now call her with the last four digits 2233 you are now live please start your public comment thank you my name is Kathy Moffett I am a trustee of Orange Unified School District since 2001. I have also been a member of
416the Orange County committee on School District Organization for six years I want to receive the testimony given by the petitioners that ousd did not respond to their earlier attempts to contact us as a board member I spent several hours one morning with all the petitioners um uh I'm I'm shocked that they don't remember that but it was an in-depth conversation but I want to tell you today that my position is and it's a strong position that this petition must be denied for this very important reason it seeks to segregate this small Elite wealthy subset of the community from the larger community of culturally and economically diverse neighbors whose kids now all attend school together in Orange Unified these the vast majority of Panorama Heights students and their parents all have chosen to go to Panorama
417Santiago next caller please state your name and affiliation for the record you have one minute your time starts now good afternoon members of the State Board of Education good afternoon members of the State Board of Education and state superintendent Thurman my name is Eddie Angel executive director of student and community services for Orange Unified the Orange Unified School District is committed to providing rigorous and engaging education to all students to lead them to college career and life Readiness despite having a process in place for incoming and outgoing inter-district trustful requests similars to our neighboring Districts The Orange Unified School District Works diligently to provide all students with a safe and Equitable learning environment after submitting their inter-district transfer request application parents and or legal Guardians are highly encouraged to meet with the school principal to
418allow our district to showcase our excellent programs if a family should decide to move forward whether inter-district transfer request the office of student Community Services will collaborate with the family on the request thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now call her with the last four digits four four six six you are now live please start your public comment good afternoon this is Kathleen Corella I am the assistant superintendent with Orange Unified School District it is imperative to note that the rocking horse Ridge transfer Bears no relevance to this proposed transfer and it is wholly distinguishable situation CD mentions that in 2012 part of the rocking horse Ridge Subdivision was transferred from Orange to Tustin and only transferred 43 students
419rocking horse Ridge was a newly developed guard-gated and self-contained subdivision both districts were neutral with the transfer of this small piece of territory by contrast this proposal would take 125 students and territory from Orange Unified that existed for over 60 years forcing students out of one school district into another for what the CDE staff reports emits is no compelling reason and for no compelling reason less than 20 percent of the students in this proposed transfer will be allowed to dictate where over 80 percent of the students attend school thank you no multipolar please state your name and affiliation for the record you have one minute your time starts now hi my name is Sandy Davidson I'm motivated to speak today as I feel very passionate about this issue I'm a parent and an active Community
420leader I believe that if the petition is approved it will have a huge impact on our community all three of my children attended Orange Unified School District Schools Panorama Santiago and El Medina they had many friends from the affected area they've grown up with these kids that they've played sports with and gone to Girl Scouts with and they're continuing to get together today so many entities will be impacted and this change is allowed to go through ousd Revenue base will be eroded with the bond measure we passed to upgrade our schools taking these high-value homes out of the equation our Girl Scout Service Unit will be impacted as we have many members from this area and we are aligned with schools and a school district our little league will be impacted as a boundaries for
421South Sunrise or aligned with a lower portion of our school district that'll have a huge impact on that Community we've all been a part of this community together it may also put our local elementary school Panorama at risk posing so there are many unintended consequences next caller please state your name and affiliation for the record you have one minute your time starts now call her with the last four digits 6261 you are now live please start your public comment call her with the last four digits 1680 you are now live please start your public comment my name is Christy Franco I'm calling an opposition of the rezoning of Panorama Elementary School in 2001 my husband and I purchased our home in Panorama Heights neighborhood the exact neighborhood that's being considered for rezoning because it was
422an orange unified and it was 0.5 miles from Panorama our daughter and son both attended Panorama went on to Santiago Charter Middle School and El Medina high school with their Panorama Elementary School friends both thrived academically socially and emotionally during their time in Orange Unified our daughter recently graduated from Gonzaga University and our son is a junior at Seattle Pacific University as a student athlete our children's current achievement began and are directly due to their academic Origins at Panorama and continued academic and extracurricular opportunities in Orange Unified it would be unfair for those who want to attend Tustin Unified to force my entire neighborhood to be resoped they have an option of doing through doing so through inter-district transfer and if they want to attendance they should do it thank you next caller please state
423your name and affiliation for the record you have one minute your time starts now good afternoon board members my name is John besta and my real job is retiree but in my spare time I serve as the president of the Santiago Charter Middle School award I've had the pleasure of serving on the board of this wonderful school for the last five years in addition to this I've lived just one block from the area in question through the last 26 years I'm very familiar with the schools on each side of the line all of the schools we are discussing uh regarding this move are excellent offer great opportunities for students speaking as the Santiago board president I'm against any change to the current District boundaries uh why because we are an independently operated Charter School the
424proposed change could cause a dramatic deficit to our operating budget while it may be easier for Tustin Orange Unified as large districts that bear the changes to enrollment it's much more difficult for us as a school of 1100 to lose students we could be looking at the loss of student programs employees and operating budget I recommend Panorama Heights neighborhood remain as part of the Orange Unified School District and no changes to be made we already have a process in place thank you Colin many times next caller please state your name and affiliation for the record your time starts now you have one minute my name is Dr Jim D'Agostino I am the executive director of Santiago Charter Middle School Santiago is the middle school that the Panorama Heights neighborhood feeds into as part of orange
425unified's attendance area Santiago currently has 17 students who reside in the Panorama Heights neighborhood and attend our school in some years that number is as high as 25 students that's more than two percent of our student population if the Panorama Heights neighborhood is rezoned to Tustin USD it would require all of the parents who live in that neighborhood and selected their homes based on the attending ousd schools to have to apply for an interdistrict transfer to continue attending their home schools which would create challenges for parents and students who simply want to stay in ousd schools this does not seem reasonable to me I respectfully request that the State Board take action on this issue today and deny the transfer of the Panorama Heights neighborhood to Tustin USD thank you for your consideration on this
426matter thank you next caller please state your name and affiliation for the record you have one minute your time starts now call her with the last four digits 1592 you are now live please start your public comment my name is Claire bridge I'm the parent of a Panorama Heights resident and the grandparent of a kindergartner attending Arroyo Elementary in the Tustin Unified School District on an interdistic transfer I urge the State Board of Education to uphold the California Department of Education recommendation and the county committee approval of the proposal to transfer territory from the Orange Unified School District to the Tustin Unified School District I'd like to add that I find it offensive to suggest that the motivation of these engaged and concerned parents is socioeconomically motivated thank you thank you next caller please state
427your name and affiliation for the record you have one minute your time starts now thank you for your time today my name is Ashley Pedroza and I serve as an administrator at Santiago Charter Middle School within the Orange Unified School District I'm calling it opposition of rezoning the Panorama Heights Community Santiago Charter Middle School over the last five years has been recognized as a California democracy School a p-21 Exemplar school where was accredited and a California Civic learning school of Distinction many of these distinctions have been accompanied by visits from people across the state the feedback from all of these committees is always Santiago and ousc do an exemplary job of valuing diversity inclusivity and providing programs to students unseen anywhere else our programs and offerings would be dramatically different and depleted if the families
428of Panorama Heights were rezoned to test and unified these are and have always been orange families and we are proud to be their school thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now how are you hi this is Joe Irvin executive director hello this is Joe Irvin executive director of innovation and Excellence with the Orange Unified School District public comment cards were reviewed the comment card sent to SBE email represent 48 individuals of those email comments 38 are verbatim cut and paste comments and individuals did not identify as parents of school age students in ousd or Tustin Unified School District these are residents in the proposed transfer area who have been asked to send in comments with a cut and paste
429email only four email comments were from ousd families three who support the transfer and one that does not four other email comments were from Tustin Unified School District parents who are in a district transfers approved by old Orange Unified School District this is significant as the majority of those who are commenting are not parents with children in schools but residents who have other motives thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now collar with the last four digits six two six one you are now live please start your public comment moving on to the next caller please state your name and affiliation for the record you have one minute your time starts now call her with the last four digits 7204
430you are now live please start your public comment my name is Sandra preciado principal at al-madina high school it is I'm truly unfortunate that the Panorama territory transfer may be approved by SCE creating greater disparency and racial and socioeconomic status at Panorama and Jordan Elementary Santiago middle school and El Medina High School the CDE mistingly makes comparisons to district-wide data and not the impact in the attendance area therefore stating that territory transfer is insignificant the CDE and sde may not be aware of the rich history of the al-madina community which fought for desegregation of schools in Orange County this petition takes us backwards in the fight for equity and access and does not honor nor uphold what plaintiff Lorenzo Ramirez fought for in Westminster versus Board of Education case please do not approve the chancellor
431of territory none of the Education Code criteria for proposal was transfer was met and or OC County committee made no findings because the petition was approved for reasons of personal identity preference of a limited number of families and not in the best interest of the edification process of our community thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now my name is Sue Guilford I'm calling for ousd I've lived in Orange since 1976. our sons graduated from Santiago and Santiago Middle School in almadena high school I was active with Boy Scouts PTA and grad Knight I continue to watch the school board and the school district while I'm more active with legal Women Voters I learned about this proposal for one's friend
432who will be affected my first thought was that this is about property values which since I've since learned that over 80 percent of the students in the area attend ousd seems to be the case property value does not justify this change furthermore we have always valued the cultural diversity of our Orange Unified Pro community and I'm concerned that this proposal could change that important and healthy feature please deny this petition 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 darshan Smallwood and I come to you as a concerned Citizen and a parent of three ousd students one who is currently at El Medina we live adjacent to the area in question and also shop and have played
433Sports and Tustin much like competitioners I'm concerned by the petition or statement that they identify with TUSD I and I have to wonder if it's because the demographics looks a little bit more like their neighborhood I noticed on the map that they didn't take the less affluent neighborhoods with them and you have to consider and ask yourself why I think this is a terrible thing I'm so grateful for my children's inclusive and diverse educational experience one last thing I see a lot of these numbers on how this is going to impact our district as a whole however I think you need to think you need to know how this will impact our community specifically the three schools affected El Medina is a school that I see on the precipice and we are losing affluent students
434before they even get to campus this will exacerbate the problem I asked I've asked that you allow all the elementina area its vote on a transfer if you do choose to deny the petition thank you next caller please state your name and affiliation for the record you have one minute your time starts now hi my name is Lynn Marie frediani I'm a graduate of Orange Unified School District as well as a proud parent of four ousb graduates and even though my children have currently graduated I continue to be an active volunteer within the oufd community I attended the Orange County Department of educating education County committee meeting for school district reorganization Hearing in 2017 in order to speak about how this could create a segregated division however when I was attended the meeting I was
435shocked by what I witnessed I thought it would be a hearing where the voting numbers would be neutral parties listening to information regarding this potential transfer instead I saw links from the diocese from then testing unified trustee Francine Cento directed at the petitioners after they spoke it also appeared that other committee members were voting on issues that were voting on the issues we're familiar with the petitioners at the end of the meeting I then witnessed the committee members meeting with the petitioners out in the parking lot with one of the committee members even giving a petitioner a ride home because they both lived in the same North Tustin area area neighborhood this is not okay this was not a fair or unbiased decision that was made I asked you to please reverse the decision of
436taking orange unified's property and giving it to Tustin Unified thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now yes my name is Karen I my kids to stand with Orange Unified um elementary schools before my family moved overseas for a couple of years and upon return in 2013 my kids were ready to start seventh and Ninth Grade I investigated both Dustin and Orange Unified Schools as I live close to the border of the district I called the Orange Unified district office to inquire about the inter-district transfer process and it was explained to me so I knew I had the option of enrolling my kids in Tustin Unified we visited El Medina Santiago in Orange and Foothill and used in Tustin and
437decided to stay in Orange both my girls will be graduating from college this summer my oldest already holds a civil engineering degree from UCLA and hopes to get her Masters in Coastal Engineering in June and my youngest will receive her Bachelor of Science degrees from Cal's degree from Cal State Maritime Academy and I want to thank Orange Unified Schools for all the opportunities that set them up for success and I'm happy with the decision that we stayed in Orange Unified but it's good to know there's options and in statistic transfers are available for everybody um so thank you and please um refer the decision thank you next caller please state your name in affiliation for the record you have one minute your time starts now caller with the last four digits 9835 you are now
438live please start your public comment hi my name is Angela kazaza Stanfield I am a librarian at Panorama Elementary additionally I am a parent of a panorama third grader and an eighth grader at Santiago Middle School I would like to say as a parent in this community I choose to send my parents and my children to Panorama and Santiago I am concerned about the impact this transfer would have on the schools teachers and programs offered um I am I am also concerned that a decrease in student enrollment would lead to teachers losing their jobs and the programs being removed from Panorama and Santiago thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now call her with the last four digits 3336 you
439are now live please start your public comment hi thank you my name is Steve Allman I'm a long-term resident of city of Orange my family moved here in 1970. I've had a long relationship with the Orange Unified School District as a student a parent and a Community member I also graduated from El Medina High School I've also been a realtor working in the community for the last 10 years and I've closely followed the petition for several years I know for a fact that there are realtors who are highly motivated in having this petition passed and they are and they have been aggressively communicating to the homeowners that it's passage will result in increased property values let's be clear this has nothing to do with the children it's all about the main purpose of this petition
440is to raise and raise the value of the personal properties of the homeowners in that community thank you next caller please state your name in affiliation for the record you have one minute your time starts now hello my name is Liz bridge I am a resident of North Tustin and a mother of two school-aged children I'm calling to petition for the approval to transfer territory from the Orange Unified School District to the Tustin Unified School District there is a reason that the locals consider our neighborhood as North Tustin for many years Panorama Heights has been a part of the Tustin Community when my children are asked where they are from they reply with Tustin not orange our neighborhood shares the same zip code with the greater part of North Tustin our home is at the
441drawing line of the two districts our neighbors across the street are a part of Tustin Unified School District we can even hear the school bells ring from the two Tustin schools right down the street from our house we just wish to be granted the liberty of attending the school we feel that we belong in without having to go through obstacles in order for Orange Unified to release us Orange Unified states that they don't force anyone to stay within their schools next caller please state your name and affiliation for the record you have one minute your time starts now call her with the last four digits zero six three four of your life please start your public comment hi my name is Brian alcares I'm a homeowner that lives on 12282 menuda Panorama the reason for
442my statement today is for the concern regarding the school district location for our two kids we have lived in North Tustin for the past 12 years and all of our activities American Youth Soccer Association SoCal swim and Tustin Western Little League have been in and close to the testing locations this is the area in which my kids are comfortable where we feel the closest to and where their friends will be going to school either Foothill or Hughes at the end of the day I just want the best for our kids we would appreciate your consideration in this matter I'm extremely happy that the California Department of Education recommends to affirm the transfer from ousd to TUSD thank you thank you next caller please state your name and affiliation for the record you have one minute
443your time starts now caller ending with the last four digits 9260 you are now live please start your public comment good afternoon I'm Carl Cohen professor emeritus and Senior research fellow at Claremont Graduate University I'm very concerned about the CDE recommendation to the state board on this matter as you Wade through the 30 plus pages of attachment one analysis of the administrative record the CDE seems to be saying that even though they don't find the petitioner's reasons compelling enough to support the transfer the department is recommending approval out of deference to local control I do not think this is the type of message that the CDE or the State Board should be sending at a time when many districts in the state are experiencing declining enrollment I'm a huge fan of local control under the
444right circumstances having served on the State Board during the launch of Governor Brown's historic initiative given how circumstances have changed in the intervening years I do not think this is the right message for State leadership send at this time thank you thank you next caller please state your name and affiliation for the record you have one minute you your time starts now caller with the last four digits nine one nine three you are now live please start your public comment hi my name is Maureen Benner I've lived up on Panorama Hill for a number of years my kids were transferred to Hughes and Foothill but the transfers were not easy each year the rules changed depending on whether the schools were impacted grades correct them Etc and many of the other neighbors that are up
445here on Panorama are unsuccessful getting transferred which is probably why you're showing the low percentage rate of 20 percent and finally I want to make a note that this hill is a mountain you there's only one way in one way out you get down the mountain and across the street there's tustin's the Tustin School homes those are the homes where my friends live and their kids go to school at Tustin in order to get over to the other area of orange you have to cross a busy street busy Chapman and the other point I wanted to mention real quick is that saying that at the bottom of the hill they're not affluent neighborhoods those are in Orange it's just the cutoff it's not part of the transfer they are the city of Orange next caller
446please state your name and affiliation for the record you have one minute your time starts now yes I do want to emphasize um that there's a lot of ousd and the public interests are the people that do live on this hill um there's I'm a 22-year resident of Panorama Heights there's not a lot of homes that sell around this area because it is a gem and I am a mother of four children my two oldest children attended Foothill High School and testing Unified School District on a transfer petition from Orange Unified our decision route to request this transfer was due to the proximity of Foothill to our home which was only a half mile away which was a safe walking distance from the school and a practical choice for my two children um and who
447had working parents and our deeper to Tyson North Tustin we're an integral part of this community I have a child with cancer now that I've had to send to a private school because of the anxiety that I've had to feel and to transfer them to um from Orange and orange every year has told me it is not guaranteed I want my children to attend schools in testing unified thank you so much next caller please state your name and affiliation for the record you have one minute your time starts now hi my name is Jennifer baraki and I am a resident of the affected area and I am for affirming the approval I myself am an alumna of fuse in Foothill and my husband and I moved back here we wanted our son to have the
448same experience there's so much diversity of activities and experiences and I'm so appreciative Foundation that allowed me to be fortunate enough to move back here my son is already entrenched and tested in extracurricular activity swim class music class Library every Saturday for story time and by the time he enters kindergarten he will have five years of this community with kids that are going to custom unified school districts the stress the anxiety that we've heard over interest or transfers is not something that I'm looking forward to every single night we walk our neighborhood and there's spot on our Hill which you can see Foothill infused campuses we always say how grateful we are to live in North Tustin and we'd love our address to match our school district as the residents that have lived in the
449affected area today have said versus the employees of ousd that are here on the call today or do not have children affected by this decision my family lives a couple blocks away they are in the TUSD and I see my neighbors with their kids walking to school and I want that for my son we are so glad that the CDE agrees with us and next caller please state your name in affiliation for the record your time starts now you have one minute this is Casey Bowden I'm a resident of North Tustin I have children right now that are attending Panorama and we are pro the transfer of territory so um just a couple comments here the the unfounded comments on the restricted or limited funding to the Orange Unified Schools people are just saying that
450that's not what was actually founded when people did the research on this the original School District boundary lines were drawn in 1953 Tustin is a newer School District that was open in 72 and as the area was developed and grown up um I think we have to let the people who are directly impacted be heard it's really cool that Orange Unified has a great arm and a lot of contact that they could get people to call in but you guys aren't going to be directly impacted this is the Panorama Heights neighborhoods that we're looking to get relocated to North Tustin so that we can align with our communities my kids go to swim we go to soccer all of these great organizations all intestine we want to be reunited with our friends our churches Foothill
451Community Association next caller please state your name and affiliation for the record you have one minute your time starts now hello my name is Karen Adams I am the parent of one current ousd student and one recent graduate I live in Orange Park Acres which is part of a of Orange Unified and next to the area in question we share many of the same traits as we both are part of unincorporated areas and are served by County Sheriffs EMS and various utilities unlike the general area outlined by the petitioners we are an actual designated Community with a general plan and a specific identity as an equestrian community my concern is that if the Panorama Heights area is allowed to leave Orange Unified they will only be the first of the affluent areas adjacent to follow
452Orange Park Acres would likely be second to avoid a slippery slope of affluent areas leaving ousd you should deny petitioners requests thank you next caller please state your name and affiliation for the record you have one minute your time starts now my name is Lisa adrey and I'm currently serving on the Santiago Charter board of directors our board is against the rezoning of the area known as Panorama Heights to the tested Unified School District we currently have 17 students who live in the Panorama Heights area that attend our school these students and their families are happy and thriving at Santiago if they were rezoned and required to attend Tustin USD that would force them to leave their classmates current programs and be uprooted educationally this would also have a negative fiscal impact on Santiago as
453we would be looking at approximately 180 000 reduction in budget which would result in Santiago having to reduce our staff by two full-time teachers and or slash programs the students who currently live in the Panorama Heights area have an option to attend Tustin Unified if they so choose but rezoning everyone would cause undue challenges on many families and the schools involved the Santiago Charter board requests that the State Board of Education denied the request for the rezoning of the Panorama Heights area to Tustin Unified School District thank you thank you next caller please stay your name and affiliation for the record you have one minute your time starts now my name is Jody Christensen as a parent of four children in Orange Unified Who currently attends Panorama Elementary Santiago Charter Middle School and al-madina High
454School I strongly oppose redefining the boundaries between Tustin Unified and orange taking a large percentage of panoramas elementaries would have a detrimental impact for all students at Panorama Elementary and subsequent schools not just those who live in the immediate area I have children who participate in sporting programs in Tustin as well as church activities and do not feel it is at all needed to transfer the school district boundaries to accommodate those Community relationships we choose to attend Panorama Elementary because of the high quality of education and family friendly Community San Diego Charter has been a phenomenal experience as well as El Medina not only is the boundary change unnecessary it is not worth the risk of damaging the strong community that can already be found within Orange Unified and its current boundaries thank you for
455your time thank you next caller please state your name and affiliation for the record you have one minute your time starts now hello this is Lisa green executive director at Orange Unified School District there is no valid reason why Panorama Elementary School's enrollment should be slashed while Arroyo Elementary School with 512 students stands to gain an additional 57 students in fact Arroyo does not currently offer any TK program according to tustin's website as such TK students from the proposed transfer area will need to go elsewhere in Tustin Unified farther away from Panorama Elementary School at the county committee meeting in 2017 at least three County committee members expressed their belief that Orange Unified would need to consider Panorama Elementary as a result of the transfer of students to Tustin there is no discussion in the
456staff report about the ability of Arroyo to absorb an additional 57 students nor is there any discussion about the environmental impact of transporting 105 students to and from the schools in Tustin Unified thank you thank you next caller please state your name and affiliation for the record you have one minute your time starts now call her with the last four digits 7684 you are now live please start your public comment okay moving on um next caller please state your name and affiliation for the record you have one minute your time starts now collar with the last four digits nine three seven six you are alive that's why uh my name is Frank or I'm a parent of two kids who are currently at Panorama within the affected area and I just want to say this
457is really about uh basically become being as part of our community and essentially having schools that are within walking distance I'm kind of offended that people talk about that it's about money or anything related to the quality of the schools we just really want to stay aligned with essentially you know what's close to us in on the people that we deal with um as far as the public comment here I'm a little bit disappointed to hear that so many people in opposition to this aren't the people in the area they're basically employees of the district and people who uh who live in Orange or basically had kids or went to Orange Unified but are not in the affected area and I think it's really important to listen to the parents and the families within the
458infected area to allow us to remain with our community in fact I was at a meeting at our elementary school in about the 10 families there it's nine out of the 10 of them really wanted to see this transfer go go through just so we could effectively stay with our community so I really urge the board to allow the community to stay together and to allow our kids to basically safe walking distance schools to uh to enjoy and then also be at school with friends that they have in activities outside of school so they're not bifurcated next caller please state your name and affiliation for the record you have one minute your time starts now caller with the last four digits 7684 you are now live please start your public comment okay looks like they
459might have had a connection problem next caller please state your name and affiliation for the record you have one minute your time starts now why are you hanging me up hello you are live please start your public comments hello oh hi I'm so sorry I kind of disconnected three different times um my name is Anna lamikas I am a 36 year resident of Panorama Heights I've grown up here um now my I'm raising my daughter up here she's a current student at Panorama Elementary she's in fifth grade I am greatly concerned about this rezoning I do not agree with it I believe that Panorama hijack remain with ousd I find that I've been wanting to have her go to Santiago um Santiago middle school and then my concern that she's now going to be almost
460forced to go to Hughes where she has no friend she has no identity with Tustin all of our identity has always been with orange um growing up here with my whole life I've always identified myself as part of orange not part of Tustin North Tustin has been a very new thing in the last so many years um based on my experience and my time frame here also I have been approached in 2017 by neighbors who you could call your time is up about this petition and that concludes public comment for item number 10. thank you very much to all the callers uh who've called in and at this moment I'm going to close the public hearing at 4 50 pm uh and we will begin board discussion my computer is about to run out of
461juice I'm going to take a moment to plug it in there we go so we can continue There we go um let's start off with um member Escobedo who is our liaison if you'd like to make some initial comments and then we'll go into board discussion surely I would like to first thank all the presenters who Testify the members of the public who phoned in and all those who wrote letters about the item uh very much appreciate the thoughtful input and also appreciate CDE and all the work and viewing those nine requirements it was a painstaking task I'm sure in reviewing them I just want to share that you know I know that these District reorganization proposals are very emotional and raise some real tough issues for school districts and and you know what is
462community identity and I think we heard you know from both sides many strong views um you know I I do understand that the county committee comply with the requirements of the local territory transfer process and uh that determine and determine that all nine minimum threshold conditions in Ed code were substantially mad and CDE showed us uh the evidence now however I am I'm still concerned with the issues raised by by Orange Unified regarding the impact of the transfer um and I'm also concerned about the long-term effects on culture and the president it would said I heard that there were two other areas that could transfer as well so those are my initial thoughts and I look forward to having more discussion and and and thoughts uh about this item thank you so much uh with
463that we're going to open up board discussion so uh if you have a comment or a question please raise your hand I do want to say before we start board discussion that for those who are panelists uh if a board member has a question for you you will be recognized and unmuted so you can respond but please do not raise your hand during the board's deliberation or seek to engage unless you're called upon with that I'm going to start with member Orozco Gonzalez I want to um I think I concur with what uh member Escobedo said I think that the cdes did an excellent job in doing an analysis I just and I know they're trying to go with more local control but I am concerned with the fiscal impact this will have in on
464Orange County Orange Unified School District and also I understand that it could be a very tedious process to fill out the necessary paperwork for the intra-district permits um but this is the choice that we're making as a family when they purchased um their property and they decided that they wanted to live there it was in Orange Unified School District territory so I just I'm so concerned over the fiscal impact and and that the students that are currently going to Orange County Orange Unified School District Schools have to now apply to move to stay with their own school so I think I still have a lot of concern over that so it's more of a comment than it is a question thank you and member Louis okay um thank you first of all thank you to
465uh the CDE and to the two districts for their presentation and for all of the parents and staff members who've called in in public comment um uh I do agree or have some of the same concerns expressed by my two colleagues I do have a couple of questions uh for the CDE staff during the presentation um it was con you were seemed very convinced that other territories left in the Tustin area would not follow suit and also try to um remove themselves from the Orange Unified School District I just just need what what do you base that on um if you could just elaborate on that a little bit more it was a quick comment and then moved on but what do you base that on um yeah it's it's for those of you that
466have been on the board for a while that's that's a big concern for us it has always been in territory expansures is is a concern that this kind of starts the cascading effect for others other territories that meet the same circumstances um certainly there's a potential for that but uh we we based our recommendation our findings on the fact that uh you know if we look at those areas that remain that have similar circumstances in terms of being part of North Tustin the North Tustin area there really aren't that many left so the the ultimate impact would not be we're not saying certainly that those areas wouldn't go it's just that that uh you know if they do it's not it it there are limited numbers of homes and students that are left in the
467in the North Tustin area that are still part of Orange Unified the other question was we talked a lot about the 2012 uh transfer of rocking force uh what was the 2002 transfer what was the circumstances behind that sorry if I missed that yeah it was an area that was very close to the rocking horse Ridge transfer it had uh you know again it was an area that the county committee approved and no one none of the districts opposed it had some Geographic circumstances I believe that probably about prompted the the local actions um it was kind it's kind of separated from the rest of Orange Unified by by a reservoir and a and and a very uh a preserved like area so you know I'm not that familiar with it but if I were
468looking at it I would assume that there were some Geographic concerns or Geographic issues that were raised that that prompted the county committee to approve it and prompted both school districts to remain neutral thank you I just have one more question for uh the Orange Unified School District regarding the I.T process I'm familiar with the process and I knew that a determining factor of whether or not students get a transfer to the school of choice is if not if the school that they're going to the enrollment is already impacted they can transfer for educational programs it there were several comments about the process being difficult could you just succinctly just explain if your process is any different than the normal process and reasons for transfer I believe that's for me um to be unmuted thank
469you thank you for the question um in Orange Unified School District We call we follow the education code on inter-district transfers so there are some that are automatic based on um parent work Child Care educational programs and we have 401 as was mentioned that are on in District transfer to Tustin and then um we don't think our process at all is difficult because there's no questions asked if they meet the education code and the criteria to transfer however if they are in our district we do take time to ask them would you like to visit our schools and we have an internal process to discuss you know would you still like to visit El Medina would you like to visit Santiago but it's certainly not difficult in that attendance area like was stated there are
47021 students that are on interdistrict process The petitioners Who here today are on ongoing continuous which is part of the Education Code as well the transfers there's no questions asked the issue is on the side of testing that I believe like seven or eight years ago they may have closed for enrollment but that has nothing to do with us and they certainly are embracing um right now Tustin has embracing because of declining enrollment which was one of the um aspects that we talked about they certainly are embracing any student and there's no problem for any of these families if they'd like to transfer to Tustin Unified we would certainly support that okay thank you thank you I'm going to call on member olcan and then vice president Glover Woods member Oakland thank you so much
471um I just want to also thank all of you who um presented today and all of the public who called in um I um you hear a lot of we heard a lot of emotion um and um a lot of emotion about this item and I think schools feel very personal um and in fact I think the very best schools feel really personal um and so there's something about what we heard that um to me is a sign of you know um strong communities in all of these schools um and um that said I do um just one comment and then I have some questions for um our CDE colleague um just a general approach or belief that I have is that um the schools belong to the public instead of the other way around
472um it the the public um so the schools belong to the public instead of the other way around um in that the public belongs to any particular school um and I um I just want to put that out there for us as we're thinking about this because um you know because I think that's an important philosophical approach um and that said all of the public comment and the um the um assertions from from Orange about the impact on the diversity of the schools and perhaps the motivation for this um proposal I think way on all of us heavily and so my questions are um really trying to get back to the data that we saw about what the potential impact would be so I was wondering if um sort of I think I have three
473questions one is just a reminder of the number of students that would be impacted by the territory transfer and how that relates to the overall size of the two districts in question um and then the third question is just a refresher because it was a long time ago on before the public comment on why CD does not believe that the territory transfer would have a significant impact on the diversity of the school's involved so I'm just hoping to see that data one more time so Larry I think we are asking for you to pop up again and provide that data uh I'm working backwards from from the president okay thank you this is the uh the socioeconomic indicators that we look at at the district level there really isn't a whole lot of difference but
474the but the orange unified's concern is more at the school level and at the schools that serve the area in Orange Unified or the schools in Tustin Unified that would serve the area there is quite a bit of difference and again has been alluded to I think in a lot of the comments the North Tustin unincorporated unincorporated area is considered one of the more affluent areas of Orange County and these are the schools that these Tustin Unified Schools are the schools that would serve that area so that kind of reflects the the demographics of of North Tustin uh let me can I ask a clarifying question on that just just to make sure I understand what I'm looking at thank you um so I just want to make sure I understand so um the way
475I read this to take for example eligible eligibility for frame reduced price meal program students who the overall percentage of Eligibility at Panorama is 20 or 19.9 and then the school that students if this territory transfer takes place the school that those students would in essence be re-assigned to is Arroyo Elementary where the freedom reduced price meal program eligibility is 7.2 percent is that is am I understanding that correctly yes you are thank you and maybe just while we have that slide up to note the um uh English learner population is smaller at Tustin and the students with socioeconomically disadvantaged student population is um disparate as well just so we're all reading the same lines on the graph yeah and so while the the first chart you showed us about racism no so just just
476the um the the districts as a whole are relatively similar but the particular um neighborhoods or the the schools that would serve the kids in the particular transfer area um have the discrepancies or the differences that you just showed us on the last slide correct you know as I think I mentioned earlier you know if you look at Tustin Unified um certainly the uh those the Elementary in the middle and and the high school and let's just look at the high school because I I pointed out some of the the differences at the other high schools in in Tustin Unified um Foothill High School as I mentioned was relatively equal we're going to move to a move to the racial ethnic composition Foothill High is a relatively equivalent in terms of the two major racial
477ethnic groups uh Hispanic Latino and white about 45 percent apiece but if you look at the other two uh two high schools in Tustin Unified Tustin High School which is I think 80 if I recall 82 percent Hispanic and less than eight percent white and then the Beckman High School which is uh yeah I think that's 80 for both what is that what is Hispanic Latino students and white students but is 40 percent Asian those the composition of those three high schools in Tustin are very different and and that's what we're looking at here just the area that serves serves the North Tustin Community but when you aggregate the populations of the three high schools they reflect the uh reflect the district-wide comparisons gotcha and this may be more detailed than you um you are
478prepared to answer and but do you know if these districts um does Tustin have neighborhood schools um up through High School and if you don't know yes the elementary middle and and high schools just like Orange Unified does and you know that last slide showed them showed the feeder patterns okay thank you to sign to confirm thank you all right vice president Glover woods and then member yoshima rotari um just a one question per CDE and two questions for Orange Unified uh just to clarify can you share with us when you were looking again at the data and the ethnic composition the rationale of looking at all of the Tustin high schools in total for the ethnic uh breakdown for the demographic breakdown as opposed to looking at the high schools and the middle school
479that would be in the theater pattern of the actual area in question and and let me let me say uh before before you answer sir I I understand that if you were to look at the districts in full that the percentages uh demographic percentages are very similar I'm looking more so for an understanding on why that would be utilized as part of the rationale as opposed to looking at the schools that would be um actually the home schools if you will for uh this section in question right the whole the whole point of of this condition of whether or not the proposed transfer would have negative effects on the district or school's ability to uh offer an educational to educate students at an integrated environment you know that's that's what we're looking at when we
480look at the schools we only showed Panorama Elementary because the effects would be big would be largest on Panorama Panorama Elementary because of the size of the school about three fewer than 400 students and it's got more grade levels than a middle school or a high school so the number of schools in the transfer area would be greater so polling at 50 you know it was about 14 percent I believe the indicated of the students out of Panorama Elementary based on the the racial ethnic percentages of the students in the Panorama Heights area would change things very little it it would move the number percentage of Hispanic or Latino students at the school from 35.4 percent to 35.8 percent it would move the percentage of white students at the school from 46.1 percent to 47.3
481percent uh so given that effect and that's what we're looking at what's the effect of the transfer on the ability to all have an integrated environment we didn't see one okay and am I correct in understanding that the percentage difference for the Middle School in the high school were uh minimal yeah and again it was communicated High School is larger in terms of student populations relative to the elementary school Additionally the grade levels that are affected are fewer you have three grade levels at a middle school four grade levels at a high school versus the the sixth grade levels that you would have at an elementary school so the numbers of students that would transfer from a middle school or the high school are smaller and the enrollments are larger at those schools so the
482effects of uh instead of one or two percentage points shift it would be in the tenths of a percentage point okay thank you that helps that helps to clarify and my two questions for the representative from Orange Unified one can you share with us the number of interdistic uh requests inter-district permit request to test and unified that have not been honored and uh so I'll I'll start with that question and then I have one last question for the district reps uh we have absolutely no inter-district transfers that have been denied on appeal which is the process to the county zero for testing thank you thank you very much my last question is in relation to the concern the impact that you has been communicated by the district on removal of the students from the Panorama
483Heights area I noticed that one of the concerns was that there would be reduced parental participation at Panorama Elementary School can you share with us the rationale for uh believing that there would be a reduced parental participation if the students in Panorama Heights were removed okay well Panorama Elementary is the community school closest to the um the trans proposed transfer area their attendance area would be cut in half the the school in the that they would go to if the transfer went to Tustin is Arroyo it is farther away we would lose 57 parents at that school that are highly involved highly engaged and you heard some of them speak this evening so it is the community school for Panorama Heights it has the name Panorama Elementary and it is also a very very small
484school so 57 students is a huge impact in losing the families that are right across Crawford Canyon losing all of those families that are engaged in your school is a significant issue foreign are you any other questions vice president Global Woods uh member yashimoto tari uh thank you board president um I recognize that these decisions are very difficult um there are many factors it's very personal and the process takes years um so thank you to everybody who spoke today uh and to CDE for preparing the report on those involved at the local level um I did want to make a comment I'm appreciative of a process that doesn't have complete deference to the previous level of appeal not due to any lack of trust um to the previous level but I think the system and
485the process is stronger when their checks and balances in place and particularly in a case like this where there's uh we're talking about redistricting um one particular motion um may have one effect but looking over time and over decades um several redistricting efforts could significantly increase Community isolation and reduce opportunities for integration and diversity and this morning our student leaders spoke of that importance for them in their work and the idea of modeling the inclusivity and community and sometimes helping it be healthy to go to school with people that you don't spend time with outside of school to have richer dialogue and have opportunities to see different perspectives can be can have a great benefit that being said I think that the declining enrollment argument um is a difficult one for me because it Tustin
486actually had a larger percent of declining enrollment than uh orange did um and the racial diversity is somewhat um there are no thresholds right set in in Ed code so the uh there's some shifts in racial diversity but one could argue that it's not significant but where I do see more uh cause for concern is in the economic diversity proposed in the move I think it was the previous slide Larry where we were looking at the percent of free and reduced lunch um that was much more significant to me than the racial diversity component and um and if you look at the school level it's even more acute it's more acute at the school level than it is at the district level and um I did want to mention that and I also wanted to
487ask a question and I don't know if this is directed perhaps to Orange first and then perhaps to somebody representing Tustin but the um one of the public comments were made about the timelines for um requesting inter-district permits and can somebody speak to that if someone I think one of the comments said that uh by the time you know if you're in to the other is it because of the appeal process I'm wondering if that's what the comment was about shall I address that please yeah okay um well I think part of it has to do with Tustin Unified has moved up their timeline so you have a whole web website dedicated to inter-district transfers and they actually start as early as January and that's very very early to start accepting it's not that we're
488trying to block or hold anybody back but our process usually starts with we're an open enrollment District we allow students to move throughout the district so we coincide that with our open enrollment process and inter-district transfer at the same time so we ensure that we have an equitable process and so ours is usually late February so it's not that we're trying to in any way block anybody but Tustin does have a more aggressive you know they have a website that explains how to do it and it starts very early that they accept inter-district transfers very early in January regardless of the outcome of this this today's motion I I think that might be something to take a look at locally um just for the parents sake regardless of the vote would be to think about
489the the timing of uh the process because it can be very stressful for parents too um we'd be happy to do that thank you sure so my students have been on transfer since kindergarten and they're now in sixth grade so this process has taken you know a good amount of time but when we first started the process the tester does having what's called an early uh transfer period that does open in January and initially the process aligned with when the release forms were available from Orange Unified we could apply for our release forms from Orange and submit in time to to comply with tustin's early decision we didn't get a decision back from Tustin until later in Spring maybe March or April but we were allowed to submit that request early and it and we
490were able to get released from Orange at that time unfortunately and the timing was exceptionally horrible because of the pandemic in 2021 all of a sudden the release form wasn't available by orange we couldn't even get a release form to submit to Tustin until after February when their period had closed and that was the first time that that transition had had taken place and that that shift in time frame and that has continued ever since so it's forced the families again the anxiety and that stress and that annual process you know to have to submit to Tustin and basically you know beg them to hold a spot pending getting that release form in time for their decision process Tustin is also an open enrollment District they allow their students to participate to to select which
491school they prefer to go to whether it's their neighborhood school or the one across town based on those programs so they have the exact same situation that orange but they have kept their process consistent and again right in the middle of the pandemic in January of 2021 we were hit with this shift and misalignment in in the transfer period or transfer dates and I can't even tell you how many people um you know that just the emotional well-being of the kids especially in that vulnerable time has just been astronomical and and seriously detrimental and to to counter the superintendent's comments that I know dozens family personally who have had to appeals or requests for transfers denied with no reasons given just simply Parents Choice is not acceptable and you know those parents were forced to
492find other either private schools or you know go through the appeal process which again is very stressful superintendent Hansen but he did mention that after the appeal process there haven't been any denied that is correct we do have an internal process where we ask our families to visit our schools meet with principals explore our educational programs because we we are very proud of them but at the end of the day we never deny an appeal to the Orange County School Board we allow our parents to transfer that's why we have 401 students in Tustin that we wish were with us but you know that's what we do we've always allowed our families to go we can adjust the tidelines we're happy to look at that to make it easier so that families don't have stress
493but Tustin I'm looking at their website right now they're they're a transfer application period is a very short window it's only January 9th through the 27th it doesn't give us time to manage all our open enrollments and we have several over 400 ongoing continuing transfers that we continue to uh vice president Glover Woods it sounds like looks like you want to um come back in I do just just one follow-up question because I'm in hearing superintendent Hanson's response I it led me to believe maybe I didn't ask my original question um appropriately uh when I was asking about the number of inter-district um permits that were denied I know you mentioned that none have been denied after appeal prior to appeal how many have been denied none of them have been denied what we share
494with our parents is we have a process we say please look at our schools and then our executive directors take them to visit our principals and the programs and then they meet with the executive director and if they still are not satisfied they are not denied they are allowed to go so none have been denied internally if they would like to move they are allowed to move and transfer so do they have to appeal I I'm and I don't mean to beat this but I'm trying to get clarification there is a process to appeal there is a process where they would ask to speak with the executive director for their special circumstances and there have been special circumstances which have been mentioned here the the mental health and the stress and the health of their
495children and that's an automatic they're allowed to go they're allowed to transfer it's okay thank you so much okay I think we're we're wondering about the people who aren't not automatic that's what we're wondering about I think okay go ahead thank you okay I think we're going to go ahead and move into a decision-making discussion probably at this point I'd just like to share my thanks as well to all the folks who have called in I understand you know parents concerns about knowing from year to year where their children will go to school and uh value of you know being able to walk up the street to your school and and all of those things I also however have the concerns that many of us have already raised the slide that is up before us
496now demonstrates the very dramatic differentials at the school level for socioeconomically disadvantaged students and free and reduced price lunch student proportions if if we were to approve this transfer of territory so I think that's a very important part of the integration goal that is part of what we need to be looking at so I just want to share that concern and I also understand that one of the criteria is that it should not be primarily about real estate values and I certainly understand that many parents are really looking for close proximity to their homes for their students but we also heard testimony that there are real estate values at stake here that are driving some of the discussion uh in the community so that is another another concern that I have as the basis for
497approving this um I don't know if anybody else who has not had a chance to share their views once to do so before we seek a motion um remember Rodriguez um yes I just want to say that I uh you know as I'm reading a lot of this I'm remembering um 1976 East Palo Alto and how um eventually this the city was left without a high school um and I I just kept you know as as I'm reading everything and listening to both the petitioners and the appellants I I keep thinking about that and I really haven't found a substantial claim for um for this reorganization and I do also want to thank everyone the um you know the CTE for all of their work on this um but those are those are my concerns
498thank you member patillo Bronson yeah I also find this slide pretty troubling um the disparities on in terms of the different school districts and the school sites are are not terribly subtle um and I I think the language that's actually in the CDE motion um effectively that there's no compelling reason to transfer the territory but no compelling reason enough to reverse the county committee's approval of the territory transfer I I think I think the slide actually offers an alternative vision of what might be compelling enough to reverse um and then we'll be just lasting all um lift up as I think um Carl Cohn during the public comment I think raised the Specter of what this means in terms of precedent and also how how future um boundary changes might be viewed and I think
499that is significant and something we have to keep in mind as well oh I thank you for that um and I guess as I seek a motion I want to also um agree with member yoshimoti tari that it sounds like aligning and smoothing the transfer processes may be um more helpful than transferring this territory from one District to another remember Rodriguez so you wanting to raise your hand again or is it still up from before I was being handy okay so I'd like to see if there is a lotion hearing the sense of the board we may want a motion to deny the transfer but if um if we have a different motion I would take whichever one you want to offer I I wonder Dr Hammond if what would the wording be if we
500denied this this transfer so that we can follow the legal parameters on on these type of transfers I think uh I'm gonna ask our executive director but no findings are are needed so I think all we would need to say is that we um do not affirm the actions of the county committee to approve the proposal okay yeah but um let me ask executive director Brooks Allen if he uh or our chief counsel Judy science if they would want to word at a particularly different way so with the cabinet I'm waiting for uh Miss Shari to correct me if I'm wrong is I understand the motion would be to deny the transfer well the actions that the Education Code gives the State Board is either to affirm the actions which is uh which is uh
501what we've listed here is our recommendation uh the motion would be to reverse the actions just yes so that's that wording that we need and and you wouldn't have uh have an electionary issue because if you reverse the actions there will be no election okay remember Escobedo to your question yes it does and I would like to move to reverse the actions at the county committee to prove the proposal to transfer territory from Orange USD to test in USD and do I have a second on that proposal thank you we have second third and fourth um but I think I saw member Rodriguez first um is there any further discussion of the motion okay then I'll ask Brooks Allen to call the roll for the vote president darling Hammond I remember Escobedo aye vice president
502Glover Woods yes Amber Lewis yes Amber McQuillen hi Amber Alcan yes remember Orozco Gonzalez I remember patillo Bronson yes I'm reporter yes Amber Rodriguez yes remember yoshima tari yes the motion carries anonymously thank you uh that was a long and important discussion and um you know I think we want to reaffirm the uh both the intentions of the board and the desire that the transfer process be smooth and untrust and unstressful for for parents who need it but also that we retain the orders of the district as they stand I am going to postpone until tomorrow I know I thank Larry for all of your diligent work and for your presentation I'm going to postpone a reopening item one until tomorrow uh since we are already at 5 30 and we've had some very um
503meeting uh conversations today I do want to go ahead and take the moment now for public comments because if there are any public commenters waiting they are expecting that to happen today so if you could put the public comments slide up for general public comments this is invited on any matter not included on the printed agenda members of the public wishing to provide comment on this item may do so by calling the number shown on the public comments slide state your name and affiliation for the record remember to turn down the volume on your computer if you're following the live feed speakers will be limited to one minute each and so we'll give a little bit of wait time to see if there is anyone queuing up for public comment take a moment and breathe
504do we have any public comment uh we do have one caller in the queue I will open up the phone line now thank you good afternoon please state your name and affiliation for the record uh you have one minute your time starts now call her with the last four digits 7684 you are now live please start your public comment okay here I am none um I that concludes public comment for general public comment all right thank you very much tomorrow morning the state board will meet in closed session to discuss and or take action on the following legal matter MSC versus State I hereby continue the meeting and in today's session at 5 34 pm and look forward to seeing you tomorrow have a good evening good night everyone night