State Board of Education Meeting November 3, 2021

001good morning everyone uh seeing that board members are now president brooks we please call the role to establish a quorum remember son present member vice president strauss president amber rucker president remember rodriguez president member patillo brownson president remember mcquillen here remember glover woods here remember escobado everyone's present terrific i hereby call the november 2021 meeting of the state board of education to order at 8 31 a.m i'd like to commence by saluting the flag and ask our student board member bananka will you please lead us to the pledge of allegiance i'd love to um can everyone please stand for the pledge ready salute i pledge allegiance to the flag of the united states of america and to the republic for which it stands one nation liberty justice for all thank you very much um i

002want to hear um as we begin the morning the bittersweet news that pam castleman has accepted a full-time position as associate faculty and coordinator of graduate research in the school of education at jessup university starting in january of 2022 in addition to supporting students conducting their master's research she will help address the principle and teacher shortage by preparing the next generation of school leaders she hopes to focus her university research on her passion which is the marriage of core academics with cte pam began her work at the state board of education in 2017 and during that time she has been involved in numerous curriculum projects as well as cte and i want you to please join me in wishing her well we appreciate all that she has done and look forward to this next chapter

003in her career in which she'll connect with us in a new way thank you pam uh in terms of our own um recruitment and selection in the state board we're seeking additional applications for two appointments to the instructional quality commission from currently practicing teachers and or leaders with experience and expertise in mathematics uh physical education english language arts english language development uh as you know the ma the mathematics curriculum framework is coming through the process and will be followed by instructional materials adoption and recommendations so that's a particularly pressing need and applications will be screened based on the need for current upcoming iqc projects the state board is also seeking applications to fill one position on the advisory commission on special education preference will be given to applicants who are teachers or individuals affiliated with

004transition services or students with disabilities the recruitment window for both the iqc and acsc will be open from october 29th through december 1st 2021. for more information you can visit the sbe website under what's new there are three items on the agenda that have agenda associated with them item one the state board of education screening committee recommendations for appointments to the advisory commission on charter schools california practitioners advisory group and the instructional quality commission item two is the 2022-23 student board member and the recommendation of three finalists for submission to the governor for consideration and appointment and item three is reports from the 2021 student advisory board on education there are two public hearings on the agenda item eight the 2021 arts education adoption of k-8 instructional materials instructional quality commission recommendations and item 9

005the 2021 world languages adoption of k-8 instructional materials and instructional quality commission recommendations uh with respect to the consent calendar the proposed waiver consent items are w one through eleven and the proposed regular consider sent items are items ten through fifteen there are a couple of changes in the agenda after item one we will take up item four the assessment contract and then take up items two and three and then we'll reopen item one uh for the state superintendent's report when he arrives before resuming the agenda order with item five and then later this afternoon after the regular consent vote we will reopen item one to take up the sbe screening committee recommendations for appointments to the advisory committee on charter schools california practitioners advisory group and the instructional quality commission at that time we'll

006also take up action on the september minutes and receive the state board liaison report members of the public wishing to call in for public comment should view the live stream of the meeting to know at what time public comment will occur for each item public comment may be provided by dialing the phone number entering a participant access code and then following each of the operators 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'll also ask callers to please turn down the speaker volume of their computers if they are following the live webcast to avoid an echoing effect public comment will be limited to one minute for each speaker and item 16 is the general public comment item

007during which members of the public may provide comment on matters that are not specifically listed in the board agenda board members please meet your microphones when not speaking and keep your cameras on at all times except during the schedule breaks to ensure that we maintain a quorum throughout today's virtual meeting for each item on the agenda there will be an opportunity for you to raise your hands using the zoom participant window if you'd like to ask a question or make a comment and item one is our state board priorities item and i will give a brief report and then state superintendent tony thurman uh will arrive in person shortly and uh later in the agenda we'll give his report so uh at our last board meeting in september uh i spoke about the successful efforts

008that we had undertaken to open schools safely in the midst of the delta variant surge the amazing efforts of our state's educators who have acted with such courage and determination and resilience along with our focus on supporting schools with testing vaccination supports and universal masking have made us the safest state in the country for most of this intervening period with declining cases throughout most of the fall and one of the lowest rates of school closure due to outbreaks in the country in fact while california has 12 percent of the students in the country we've had fewer than one percent of the nation's schools closures now as the weather is turning colder and more of our activities go inside it is critically important that we continue our vigilance to end this pandemic case rates have begun

009to tick up again nationally and in california almost entirely among the unvaccinated population and we cannot afford to take our foot off the gas with more than 75 percent of all californians at least partially vaccinated and 83 percent of our 12 to 17 year olds vaccinated we are making good progress at getting to the moment when we can get put this pandemic behind us yesterday cdc advisors recommended the pfizer vaccine for children between ages 5 and 11 and within hours of this vote the cdc director signed off on the unanimous recommendation this is exciting news we are now awaiting the western states scientific safety review work group to weigh in and it's possible that children could start to be vaccinated by as soon as tomorrow i'm hearing from many people that they are planning birthday

010vaccinations for their children what a great present and i personally hope that when my grandson turns five on september 6 he will be able to get his birthday vaccination as well as you know california has been leading the nation and work to educate and engage families to provide accurate information about cova to make vaccines as accessible as possible there have been more than three thousand school-based clinics to help get the vaccines to staff and families we've offered districts funding to sponsor vaccine clinics we've brokered partnerships with pharmacies and medical clinics as well as after school programs including a partnership between the sierra health foundation and the alliance for boys and girls clubs to do 84 pop-up clinics statewide that are upcoming we've worked with pediatricians to be sure they have vaccines on hand and more

011as planned for the coming months if we can stay focused on mitigation measures in schools and vaccinations for all eligible californians we will reach the light at the end of this tunnel and i just want to encourage everyone to stay focused persevere and keep keep our foot on the gas to get to that to that goal in another major challenge there are also some signs of progress which i hope our education system here in california will contribute to in some major ways this week the united nations climate conference has been convening in scotland with historic agreements being forged to cut methane emissions and stop deforestation and a renewed commitment on the part of the united states and many other countries to seriously address climate change but there is much more to do and all of

012us need to play a part in our state we know well the dangers of climate change and we experience them increasingly each year in my first president's report in 2019 i acknowledged the one-year anniversary of both the camp fire and paradise and woolsey fire in ventura county and i noted that six of the ten most destructive fires in california's history had occurred since october 2017. here we are two years later and now eight of the most 10 most destructive fires in california history have occurred since october 2017 including this summer's devastating dixie fire children who are growing up in california have experienced far too many days of hazardous air evacuation orders and in too many cases loss of homes and even loved ones the wildfires are only one impact of climate change in california the

013drought that is deepening is another one and the wild storm that dropped what meteorologists called a cyclone bomb on california and our neighboring states just a week ago is yet another our children are aware of these dangers and want to be part of the solution when i gave that first report the board took time to honor a group of energetic and impassioned sonoma county middle school students who formed schools for climate action to urge and empower educators students and elected officials to speak up about climate change and to take all the steps we can at the state and local level in addition to what our governor and legislature have done to set emissions standards incentives for solar power and development of green technologies schools have a very large role to play both in the greening

014of campuses and the greening of the curriculum i learned more about the possibilities and the role that we can play through my membership on the k-12 climate action commission sponsored by the aspen institute a bipartisan commission co-sponsored by former new jersey governor christie todd whitman a republican and former u.s secretary of education john king a democrat who convened others across party lines to consider what schools can do to arrest climate change a little known fact is that the nation's 480 000 school buses are the largest transportation fleet in the country moving to electric buses would be a transformational contribution to clean air and stockton unified district has partnered with companies to transition to electric school buses through grants from the california air resources board the california energy commission rebates from the local utility company the

015district has built charging stations acquired its first set of electric buses and supporting more districts in making plans accessing funding and building needed charging infrastructure could help our schools transition their school bus fleet to electric stockton also helps students promote energy efficiency within their schools through the student energy patrol program when he spoke to the commission the district's energy specialist gilbert rosas noted that the district is on track to save 22 million dollars over the next 10 years through energy conservation solar panels and solar battery storage at schools students were part of the process of auditing the system and coming up with some of the strategies that the board was able later to adopt in santa barbara unified the district has prepared schools to serve as community hubs in the event of power outages and

016extreme weather after experiencing a mudslide after a wildfire in 2018 that shut down the city for two and a half weeks and prevented students from getting to school community and district leaders transform the school buildings into solar micro grids that can use solar energy to maintain core functions in the event of power outages the state and a number of districts are tackling another key issue associated with food production and waste in addition to the farm-to-table incentive for schools initiated by the governor and the first partner districts are taking up this mission oakland unified has a sustainability manager who focuses on reducing food waste creating a food share program at every school and increasing compost programs san diego unified has a love food not waste program that takes food that's been prepared but not taken by

017students that makes it available for local hunger relief organizations in the last few years the jet program rescued more than 500 000 pounds of food from schools and eliminated 275 000 pounds of greenhouse greenhouse gas emissions i'm not sure if everyone understands the relationship between food preparation and and disposal and greenhouse gas emissions these are just a few examples of climate action ongoing at our local levels supported by state resources like the california air resources board grant funding to help increase access to electric school buses proposition 39's k-12 program which uh provided five years of funding to increase energy efficiency and clean energy used in schools and help california achieve uh one certified six verified and 72 emerging net zero energy schools by 2019 and there are many student-led actions to raise awareness just two

018months ago high school students in san diego county marched in downtown chula vista and san diego to demand policies that would reduce carbon emissions to deepen students understanding of the issues california state science standards include teaching about sources and solutions to climate change through the next generation science standards and two cte pathways that explicitly address clean energy we're also working to integrate environmental principles and concepts into the entire curriculum so you'll see guidance on climate change instruction in the language arts and history social science curriculum frameworks as well as the science framework the state recently provided funding to san mateo county to develop open access climate change and environmental justice curricula for all grades that are aligned to the concepts we urge educators and local boards to be aware of and to use these curriculum

019resources as well as to consider uh greening strategies as they make investments in infrastructure buses transportation building on all of these existing successes we have the opportunity to be a national leader and help support schools to become models for climate action to reduce the footprint of this very large public sector and to prepare students to lead a more sustainable future and succeed in the clean economy and while we are working at the state level to expand these opportunities educators and school board leaders at the local level can also ask themselves about whether their districts have a policy to ensure that school infrastructure renovations retrofits systems replacements with support healthy sustainable learning environments and we'll have more opportunities to ask those questions and to spend those resources when the infrastructure bill gets passed in the next

020few days and supports that kind of work throughout the country we can ask ourselves about transportation and how to transition school bus fleets uh we could ask ourselves about food and sustainable food use and composting and how we are using existing curricula and developing more ways for students to participate in evaluating and contributing towards sustainability in our schools this is an important moment as more federal and state resources will be coming to support these questions to consider how we can in our various roles support our schools in providing a safe and healthy environment now and for our students lifetimes you all know how fragile mental health for our children has been over this last year and these are factors that play into their view of their future and their mental health and and capacity for

021hope and optimism uh as well as for uh a strong and bright future so uh i wanted to raise these issues for us this month as we uh continue our our task both to make our schools safe places and enable our students to move forward in in productive ways in school and in their lives and with that i'm going to return to the agenda and take up item four so we're jumping ahead to item four which is the california assessment of student performance in progress and the english language proficiency assessments for california this is for approval of the proposed contract with educational testing service for the administration of the casp and the elpac assessments for california and the cde recommends that we approve this proposed contract and authorize tde staff to make technical edits to

022the documents as needed prior to its execution and the item will be presented by cheryl cotton and mal bang of the department cheryl please begin to superintendent thurman president darling hammond vice president stross and esteem board members i'm sheryl cotton deputy superintendent of instruction measurement and administration branch i'll be co-presenting again with malvang director of assessment development and administration division we will be presenting item 4 as an action item seeking approval on proposed assessment contract for with the educational educational testing service or ets today i will provide background information on the procurement process that led us to the proposed contract and budget being shared with you today mal vang will share the recommended i'm sorry mel vang will share the recommendation being brought to you for approval and go over a high level summary of

023the contract scope of work and budget on april 20th 2020 the cde released the california assessment system request for qualifications or rfq as a four-stage process to procure its next assessment contract for five administrations of the california assessment system the casp and the lpac which is projected to begin july 1st 2020 i'm sorry july 1st 2022 and continue through december 31st 2027 in june 2020 an evaluation team composed of staff from different divisions of the cde and staff from local educational agencies or leas located in regions across the state met to score the rfq stage 1 submissions two potential contractors successfully met the evaluation criteria to progress to stage two of the rfq in early august 2020 the cde provided the california assessment system rfq stage 2 mandatory demonstrations criteria to the two potential contractors

024who passed stage one using an evaluation process similar to stage one the evaluation team composed of staff from different divisions of cde and staff from leas from different regions across the state met in november 2020 to score the rfq stage two submissions the two potential contractors that passed both stages one and two moved forward to stage three were educational testing service or ets and national computer systems ncs pearson incorporated at its january 2021 meeting the california state board of education or sbe authorized the cde to request the stage 3 a formal written submission from the potential contractors containing a proposed scope of work a draft proposed budget and a transition plan the cde received approval from the sbe to include the following goals and priorities in the stage 3 draft scope of work from the

025potential contractors one to enhance the development and administration of high quality assessments of the california assessment system i.e summative interim informative assessments through the 2022-2027 school years two to continue to prove improve the robust assessment system to ensure efficient effective and accurate results with enhancements to support multiple administration modes and three explore and advance technology solutions that meet system capacity performance and usability to the greatest extent possible on february 5th 2021 the cde provided the california assessment system rfq stage 3 formal submission formal written submission criteria to ets and ncs pearson the formal written submission requirements included a proposed scope of work a draft proposed budget and a transition plan the formal written submissions were received by may 3rd 2021. as was done for stages 1 and 2 the evaluation team met to score the

026rfq stage 3 submissions first the evaluation team rated each proposal for pass or fail on whether the submission met the rfq stage 3 criteria then the evaluation team scored the technical proposal for each potential contractor following that step the evaluation team scored the budget proposal for each potential contractor after the rfq stage 3 submissions were scored the evaluation team added the total scores for stages one two and three to reach an overall technical score to conclude the rfq stage three the evaluation team took each potential contractor's overall technical score and overall budget score and combined them to get an overall submission score the potential contractors were then ranked on the basis of the outcome of this process as was presented to the sbe in july 2021 ets was the highest ranked potential contractor at the

027july 2021 sbe meeting the cde received approval to begin stage four negotiations with ets representatives from the cde the sbe and the department of finance held negotiating in negotiation meetings with ets in august september and october 2021 which culminated in a proposed contract cn22002 including the negotiated scope of work the budget supporting documents and provisional items i'm sorry provisional terms and conditions in that you would see in attachment 1-9 mal will now cover the outcome of these negotiations in her portion of this presentation thank you sorry gotta adjust my height here in a minute thank you cheryl as cheryl mentioned i'm bowel vang director of the assessment development and administration division i thank you for uh having me today uh the recommendation is as follows the cde recommends that the state board of of education

028or sbe approve the proposed contract with educational testing service or ets for the administration of the california assessment of student performance in progress or casp and the english language proficiency assessments for california or elpac collectively known as the california assessment system and authorized cde and sbe staff to make technical edits to the contract documents as needed prior to the execution of the contract so to set the contacts for the new contract i will highlight some key information about the california assessment system which operates year round with minimal downtime so it serves all 6.2 million um of our students in the k-12 system uh 200 about 250 000 educators access the system and at about 2 000 all of our local 2000 local educational agencies it really delivers about 200 plus separate test titles uh being

029administered about 20 million tests administered separately and about 11 million scores reported year-round with online testing this slide [Music] provides the estimated number of test takers across all of the assessment programs um with the estimated number of test takers in the last column and what we have in terms of these assessments is the smarter balanced interims for english language arts literacy and and english and math or ela and math excuse me and this is really available to all 6.2 million students even though it may be aligned to grades three through eight and eleven standards then we have the summative assessments the smarter balance summative assessments for ela and math and that's available for grades three through eight and eleven and then three point two million students uh access those assessments then we have the california

030alternate assessments or caas for ela and math again in those similar grades of the same grades of three through eight and eleven about thirty nine million and thirty nine thousand students take those assessments and then the california science test is administered in grades five eight and high school once in high school and about 1.4 million students access that test and then our california alternate assessment for science again in those same grades grades five eight and once in high school about 16 500 students access that we do have a spanish assessment um california spanish assessment and it is estimated that about 40 000 students would be taking that test and then we have summative lpac and that's available for k through 12. about 1.1 million students access that on an annual basis our initial lpac and

031those are that is a an assessment for new students to our state or the country and has a language other than english and about 200 000 students access that on an annual basis we are operationalizing our summative uh and initial alternate alpac in the current year and we'll continue to offer that in future years so um going back to the uh so to start off with in terms of the negotiated contract i will explain how we are continuing the development administration and scoring and reporting of the current assessments that i've just mentioned and all of these assessments uh are covered um in this new contract so having said that since i've already mentioned all the assessments let's just go on that in terms of the services for the assessments in addition the contract will also

032continue to do the reporting for all the assessments including lexile and quantile measures for the smarter balance at ela and mathematics summative and interim assessments okay and also in addition we will provide um growth model reporting using the sbe uh approved methodology while this list is not exhaustive it provides a high level summary of the continuity of the services for the california assessment system and then on the next slides i will share the expansion of services and innovations in the new contract so the negotiated process has also produced a proposed contract that includes these expansion of services and innovations for example we're going to expand the california spanish assessment to include speaking and extended writing this includes the contractor scoring the extended writing we are in the process of we will be envisioning developing and

033providing interim assessments for the california science test or cast cast and the lpac and then we are also enhancing customer care because we want to make sure that we do specific outreach to our educators and administrators and lea coordinators to support them in their implementation of this contract and the programs and then continuing to improve accessibility or expanding and improving accessibility and integrating integration of assessment data into our state or cdes uh and the state data systems sorry furthermore this contract includes piloting and scaling new assessment types and features as you know the future is in terms of future assessment innovations there's a lot to explore and some of these research-based strategies are for example continuing implementation of the assessment innovations that we are beginning this year with our smarter balance ela and math study

034and then improving um another example is improving accessibility of test questions and performance tasks and investigating new technologies that support different ways to assess the standards another thing another expansion is conducting special studies to support the validity of the assessment system and examples of that is uh conducting a validation study to support reclassification using the alternate alpac and continuing longitudinal analysis on the impact of the cova pandemic and also exploring the remote testing test administration options and score comparability studies and then furthermore using research-based strategies to consider augmentation of our casp and alpac student school reports to increase parent and guardian engagement and to provide more information for them about how to support their students and another very important negotiated component is that we will envision develop and provide a multi-step approach to assessment innovations

035for embedding performance tasks in learning for the california science test or cast with input from our interest holders our partners and approval from the state board of education or sbe at various and key stages of the development so adding all this to the contract allows us to explore future assessment innovations and work with our interest holders and the sbe to conceptualize innovative strategies throughout the life of this contract so all this work does not come at a cost which i will cover um in this slide uh the budget is broken down by fiscal year here for um with total cost for each row in the last column so these costs cover the five administrations that cheryl referred to earlier as well as the transition cost in the last year of the contract so during the

036july 2021 sbe meeting we share the results of the stage three costs ets cost for the tasks a line in stage three is reflected in that first row and then in stage four the negotiations included the continued reporting of the lexile and quantile measures for ela math in the second row that component was not in the stage three requirements so it had to be negotiated in and then furthermore to extend the sbe's goals of evolving the assessments to the next level the negotiations included conceptualizing assessment innovations forecast as i mentioned and the cost is shown in the third row with a strategic opportunities at various stages for sbe approval and then i would like to um then the overall budget will be uh 449 million eight hundred and seventy thousand seven hundred 786 dollars in

037total and i this point i'd like to stop and see if there are any clarifying questions i'm just double checking to make sure there are not any hands up i think you can continue so uh here we are back at the cde recommendation again the california department of education recommends that the california state board of education approve the proposed contract with educational testing service for the administration of the california assessment of student performance in progress and the english language proficiency assessment for california collectively known as the california assessment system and authorize cde and sbe staff to make technical edits to the contract documents as needed prior to the execution of the contract are contacted here should you need to reach our programs for lpac um send your questions to elpacde.ca.gov and forecast send questions to

038caaspp cde.ca.gov these are program questions and you could continue to follow us on on twitter at cde assessments and we are providing uh the assessment spotlight link for should you want to be a part of our uh listserv subscribe dot dash caaspp at mlist.cde.ca.gov and i'll turn this over back to you board president thank you so much for that uh and very informative uh briefing and i'm going to call attention now to the public comments slide so that we can open the phone line for public comment queue members of the public wishing to provide comment on this item can do so by calling the phone number and using the access code provided on the slide that is shown now and while we're waiting for members of the public to call in i want to ask

039member sun if she has any initial comments before i make my comments and then i'll ask board members for any clarifying questions before we go to public comment following which we'll get into discussion and a vote um remember it's fun thank you yeah i want to thank the cde staff for this uh what must be i think a year-long process now of going through this multi-stage um procurement process and uh gone through a lot of conversations i know and hard negotiations where we have arrived um where i'm most excited about this is um what was outlined around envisioning and developing uh innovative approaches to assessment it was really important that we just don't do that we entered into this next stage of our california assessments not with um doing the same old that we're keeping

040up with research and innovations in how we assess how students are doing and um you know beyond just kind of the um the the same template we've been using so i'm very excited that we have this opportunity in this next phase and this next contract to um to expand how we do assessments in california and i'll just uh add on that you know mao and her team have done extraordinary work uh on this very complicated process very intense process as well and we've been very pleased with the ways in which educational testing services responded with willingness to adventure with us as we may need to evolve our assessments to be as supportive as possible to teaching and learning so um we're um enthusiastic about the next stages um are there any public comments at this

041well first let me see if there's any clarifying questions before we go to public comment i'm not seeing any and so with that are there any members of the public calling in yes currently we have four uh members of the public um this is for item four first caller please state your name and affiliation for the record your time starts now together and we are in support of cde caller we are unable to hear you uh control booth hello yes we can can barely hear you caller could you possibly turn your volume up can you hear me just barely call her um could i get you to call back in and we will uh pick you up again all right i will do so thank you thank you next caller please state your name and

042affiliation for the record your time starts now hello my name is lorraine richards i'm a classroom teacher representing the california teachers association cta appreciates the work of the california department of education and the state board of education in evaluating the state's assessment contract on page 48 of attachment 2 it is mentioned that the hourly rate for scores is 20 per hour for california educators and thirteen dollars per hour for other educators given that this is a half billion dollar contract for ets cta would like to recommend that the state board of education request that ets raise the hourly rate for educators so that it can be at least comparable with their contracted hourly rates we have asked a lot for educators throughout this pandemic and it is only seems fair to provide equitable compensation for

043this important work thank you very much thank you caller next caller please state your name and affiliation for the record your time starts now good morning president darling hammond board this is liz guian with public advocates for the equity coalition we're in support of this item we really appreciate the inclusion of the upgrading of the california spanish assessment with the addition of the speaking and extended writing components these components will give our schools and parents a much more complete profile of a student's developing academic proficiency in spanish and they could also serve as a tool for eligibility for pathway and seal of by literacy awards and hopefully inform our accountability system we request that the writing component be comparable to the casp ela assessment in rigor and scope we note that the development of elpac

044interim assessments will be very valuable allowing schools to measure english language proficiency growth during the school year to better target instruction and identify needs for additional support thank you thank you next caller thank you so much for calling back please state your name and affiliation for the record your time starts now i am martial hernandez representing californians together and we are in support of cde's recommendation to approve the proposed contract and budget with ets for the administration of the california assessment system we appreciate very much the upgrading of the california spanish assessment to include speaking and extended writing components which will give our schools and parents a much more complete profile of the students developing academic proficiency in spanish could serve as a tool for eligible foreign system we are hopeful that the blueprint and

045design of the extended writing component will be of the same recurrent content as the ela cast and again i echo what others have said about the alpac interim assessments they will be very very valuable to allow schools to measure growth and better target instruction and identify needs for additional support thank you thank you next caller please state your name and affiliation for the record your time starts now good morning martha zaragoza diaz representing the california association for bilingual education cabre supports the approval by the board of item four we are very pleased with the upgrading of the california spanish assessment with the addition of the speaking and extended writing components as well as considering augmenting the casp and elpac student score reports to increase parent and guardian engagement it is our hope that the writing

046components will be comparable to the cast ela assessment in rigor and scope thank you callers uh if you can turn your vol volume all the way up uh we could hear you just a little bit better next caller please state your name and affiliation for the record your time starts now okay that person just disconnected so thank you this concludes public comment for item number four thank you very much and at this point uh we're open for board discussion uh board members remember to raise your hand in the um participant panel of zoom if you have a question or comment and uh patricia rucker uh please start us off and we'll be followed by vice president strauss very much uh board president hammond first of all i do want to make sure i congratulate and

047thank the department staff for their due diligence but also the exhaustive process that they put in place to not only vet and review the uh intent of the vendors but also to create a very pain a transparent and public process to help us understand not only how we came to create and approve this relationship with the vendor recommended but the rigor of the application process so that we know we can be satisfied not only with the scope of the work that will be developed but with the opportunity to broaden the conversation about assessment uh california continues to to process and purchase and contract for not just paper and pencil assessment but a system of practices for assessment and testing that opens our conversation to broader policy and so i prefaced my comment and this is

048it's more common than a question for how this actually also this contract also extends the scope of the charge for this board and for the department um i'd like to encourage the board and the department to revisit the language in this document to look at how we have expressed our expectations for metric and growth targets while the vendor can only set aspirational goals related to closing the achievement gap it's the work of this board and this department to provide the guidance support and direction to districts on how they should be using these outcomes and these metrics to do that work and address planning for school achievement for example on page 25 under measuring and reporting it says the results only encourage districts to set metrics that would close gaps the current laws uh don't uh

049mandate this but the intent of the lcff should at least allow us either on the board or the department to at least suggest that district should use this data to set goals and target that would close the achievement gaps and i know that's a fine point about that separate and distinct from what we're approving here but i just think we should pay attention to the danger and compartmentalizing approving the contract and then the work we do on approving and developing uh the lcff they are integral and connected and i think that the approval of this contract also has some implications for the further work we're doing on developing the lcap so i do want to make sure we continue that conversation and continue thinking about how we identify student subgroups and research-based standards aligned to

050practices that to close achievement gaps i think it's an important conversation and while we're charging this assessment contractor merely with the responsibility to help us explore this concept and explore these ideas and the furtherance of developing our assessment system i think that the language in this contract has some implications for work we're already undertaking to approve and update the lcff template and the guidance that we're currently giving districts thank you very much thank you uh and a member strauss you're next in the queue and then remember escobado yeah so i want to again follow up with member rucker's comments and really thank the department for the thorough process and the clarity and as you explained it today of all the steps we went through i actually and just really want to make some comments about

051how pleased i am with the effort to move forward in our assessment practices so that this contract includes innovation include some validation studies to continue to look at our practices some expansions of the practice of assessment and i think what we know is it's not just the year end time when we do our assessments but the interim assessments that provide so much feedback and also help teachers with their matching of alignment of their classroom practices to the standards that we assess at the state level so again i feel that this isn't um the next five years it really sets an evolution and continued improvement in growth and so i appreciate the components of the assessment contract and the practices and i look forward to the continued improvement and implementation appreciate the comments of our um

052interest holders who spoke on the phone comments today um and that we have good support for the efforts moving forward in assessment which is obviously an important essential part of our instructional program thank you very much thank you and remember escobado yes one appreciate the amount of work and the expediency that now districts and parents are receiving this data is really really critical and i appreciate the outreach to parents and because how how do you you know getting getting the data and then how to use the data and implementing it is is is just as important as the quality of the assessment so really appreciate that outreach that you indicated to parents and and to staff as well um just the point that hopefully as technologies and language recognition improves you know dual immersion is

053is is fast is growing quickly in california but also encompasses other languages spanish as you well know is the most predominant but mandarin and tagalog are are increasing so hopefully in the in the future uh we may be looking at you know assessing other languages besides spanish as well and um but really really proud of the stance of california expanding the the spanish assessment and and hopefully beyond terrific i don't see any other hands up and so at this point i wonder if i could get a motion i am very happy to move cde's recommendation and a second i'll second thank you very much uh we'll hold a roll call vote uh brooks can you call the roll member son aye vice president strauss yes member rucker yes remember rodriguez yes remember patilla brownson yes

054member mcquillen remember glover woods yes remember yes president darling hammond yes member hi member banaka aye motion passes unanimously terrific uh thank you cheryl and mao uh and we'll move on to agenda item number two uh item two is regarding the 2023 state board of education student member recommendation of finalists for submission to the governor for consideration and appointment the state board screening committee recommends that the state board approve the three finalists for the position of 2022-23 sbe student member as identified in the um item addendum the approved finalist will be forwarded to the governor for his consideration and appointment as the 2022-23 state board student member this item will be presented by screening committee chair vice president strauss please begin it gives me great pleasure to present um this item this is actually one

055of the highlights of our state board work in november we've worked very very hard we met the screening committee met on monday october 18th we reviewed 37 applications that were cons that were submitted for consideration these students will be um part of the recommendation for the board member for the next school year the 2012 2022-23 student board member so we selected 12 semi-finalists so the semi-finalists then attended the 2021 student advisory board on education better known as sabe we're going to hear from these students in a minute you're going to be so amazed and so hopeful for the future when you listen to what our students have to tell us about things we should be considering the conference began on october 30th where the student delegates listened to presentations by all 12 semi-finalists and then

056they voted to give us six candidates so on monday this week on november 1st we interviewed the six candidates and with a huge challenge we identified three finalists that's actually required by legislation we actually want to identify more but we are required to narrow it to three if it um if the board approves these names will be submitted to the governor's office for review and consideration and then the governor will appoint one as the student board member for 2223. so first on behalf of the screening committee and the state board we wish to thank all the students who made the effort to apply and would like to encourage them to continue to offer their impressive abilities to their local regional and state activities so the students who are being recommended you're going to meet them

057in a minute um as finalists and state board by the screening committee in alphabetical order are katherine chang from dublin high school within the dublin unified district in alameda county naomi porter from palos verdes peninsula high school within the palace verdes peninsula unified school district in los angeles county and zhang from irvington high school within the fremont unified school district in alameda county in addition to the finalists that we named above the following students were candidates for student board member and you're going to meet them as well alison dana from albany high school within the albany unified school district in alameda county risa jane from monte vista high school within the san ramon valley unified school district in contra costa county and um annual or esther kim in chino hills high school within the chino

058valley unified school district in san bernardino county we also identified semifinalists for the student board member for 2223 and i want to introduce those dylan choi from chaparral high school within the temecula valley unified school district in riverside county dawson kelly from san marcos high school within the santa barbara unified school district in santa barbara county mana cola gotla from christopher high school within the gilroy unified school district in santa clara county tony martin international polytechnic high school within the los angeles county office of education l.a county ella mitchell from tesoro high school within the capistrano unified school district in orange county and amber zhao from walnut high school within the walnut valley unified school district in los angeles county so now this is the best part we're going to ask each of the students

059and i'll call on you because i can see you on the screen if that's okay and we're going to have you introduce yourself and tell everybody the audience who's watching and hopefully your families as well where you come from and actually what the board should know is many of these students serve as student board members in their own school district so it is just my pleasure to introduce them and i'm going to call on each student and have you um unmute and introduce yourself to the public and then our board president will be making a couple of comments before we uh on the recommendation so allison would you start yes of course um hi everyone it's an honor to be here my name is alison dana i'm a 16 year old and i attend albany

060high school in the albany unified school district where i am a student board member for the district and this is all located within the alameda county so yes pleasure to be here um thank you very much so catherine would you like to go next sure president darling hammond superintendent thurman vice president strauss and esteem board members we're so honored to be here i'm katie chang and i'm a junior at dublin high school in dublin unified school district which is in alameda county as well i'm in my second term as student board member here in dublin thank you naomi you can go next hello everyone it is a pleasure to be here my name is naomi porter i am 16 from palos verdes peninsula high school in california's peninsula unified school district which resides in los

061angeles county thank you and resha would you go next hello everyone it is an honor to be here i am grateful for opportunity and i am truly thankful for everything that i've learned over the past weekend and more so again my name is risha jane and i am from monte vista high school in srvusd which is in contra costa and i'm also 16 years old and i've been serving on the srb usd student senate for two years now thank you esther would you like to go next of course hello everyone it is such a pleasure to be here with our incredible student leaders my name is esther kim i'm a student from chino hills high in machina valley unified school district and i currently serve as the student board member of the china valley white

062school district it's great to be here stephanie would you like to go next hello my name is stephanie i'm actually a senior from tesoro high school in capistrana unified school district in orange county i am the director of the student advisory board on education so i'm not a top 12 semi-finalist this year but i was last year so it's really really amazing to see all the students here today so i know michelle you're going to be part of the next part of the process but would you like to introduce yourself at this time hello everyone my name is michelle i'm not sure why it says michelle kim kim but my name is michelle kim i am a senior at portola high school in irvine california in orange county and i serve as the state president

063for the california association of steel student councils and would you like to go next yeah of course hello everyone it's such a pleasure to be here and i've learned so much from these past few weeks my name is ceci zang i'm also 16. i'm from irvington high school in the fremont unified school district within alameda county i'm currently serving as a student board representative and it's so great to be here so thank you i just have to um so we're going to ask the public if they wish to provide comment on the item they can um do so by calling in on the telephone and access code number that will be shown on the screen in a minute but while we're waiting for that i'm going to turn it to our board members um to

064first our president darling hammond and then to our screening committee members who may want to make a comment about the interview and selection process so remember darling hammond would you like to make a comment oh i'm so glad to have the opportunity to congratulate these students uh and all that you've accomplished and will accomplish um you know for your communities and for us within the state it's a an exhilarating moment we really appreciate you uh in uh both this learning process uh and in the work that you're doing uh in your school so big congratulations uh we're looking forward to hearing more from all of you so i'm going to call on our screening committee members first who participated in this amazing process this actually was a real highlight and we're going to start with

065our student board member rana bananaka who was incredibly helpful and valuable in this process so rana i'm going to turn it to you first thank you um well first and foremost i think i speak for the entire screening committee when i say this was an incredibly difficult decision because all of the candidates were so talented and so accomplished personally that this was one of the hardest decisions of my life to make because it was just such an amazing group of students and i have full confidence that all of these students are not only going to be the future leaders of our state but also the future leaders of our nation once more i want to commend all of these students for all the hard work that they put into this process not only did they

066have to give speeches and participate in interviews and ask answer plenty of delicate questions but they also had to be a delegate at the save conference and they were making proposals all the while going through this really tough process so i want to commend all of these students there's truly incredible um and and i have full confidence that the next student board member is going to do an amazing job so next i'm going to call on member mcquillen who's the liaison 2 this sabe and was part of is going to help with the next item that you're going to hear about so i'm going to turn it to member mcquillon next i just want to congratulate all of you it was a challenging process for both sides of the table but you were all fantastic

067and very difficult decision to make but i just want to congratulate all of you you know our future is in good hands with all of you as as our leaders in the future i just uh i learned so much and throughout the day from all of you and just want to say thank you and congratulate all of you so thank you remember glover woods i'll turn to you next thank you so much i just would like to underscore what member mcquillen said our future is definitely in good hands this was the most phenomenal group of scholars that we had an opportunity to meet through their applications and also through the interview process we have young people who are entrepreneurs who are advocates in so many important areas for our state as well as our nation

068and just to again echo what has already been said it was quite the difficult process i think if we did not have that strict guidance on what we needed to do as far as selections everyone would be selected because everyone who applied as well as those who were semi-finalists and finalists just did such a phenomenal job so quite excited congratulations to all of you it's so good to see those of you on the screen again and i'm looking forward to just hearing more about the wonderful things you'll be doing as you move forward in your educational career and in your life so member sung is the other member of our screening committee so i have to ask you to make a few comments um so that everyone understands what an impactful experience it was to

069interview all these students absolutely as vice president said this is really the highlight of the year for me on the serving on the state board is to go through um and talk with these wonderful students look at these powerful young women it was amazing and we i mean i think we commented over and over again that these students should be 28 and 26 not not 16 and 17 and 18. so um you guys just were wonderful it was such a difficult decision um i think we deliberated almost longer than we had time for the the interview so thank you all for your participation um and and i uh just uh want to commend you all for for the application process and going through um this very rigorous process thank you so i'm gonna um let's

070put up the slide for the public comment and i don't know if we have any public comments on this recommendation there are no public comments at this time so i would um like a motion than to approve the state board screening committee's recommendation for the finalists for the next student board member for 2223. i sell move do i have a second i said okay uh let's see he's either a member escobado i think you got the second i'm not sure but i'll give that we'll give it to you so okay so um um executive director um alan would you take the roll call vote please remember son i vice president strauss yes member rucker yes remember rodriguez yes member patello brownson yes and congrats to all of you member mcquillen yes remember glover woods yes

071remember escobedo yes president darling hammond yes number burr hi member banaka hi houses unanimously congratulations terrific thank you so much vice president strauss all the members of the screening committee and to all the students who took the time to apply and participate in this process um we're going to move on to item three and i'm going to pass the gavel to vice president strauss this next time thank you so right now we're going to take up um the item regarding the 2021 advisory board on education conference this item will be presented by the student representatives who participated in the 2021 student advisory board on education the sabai annual conference this item has an addendum which is the 2021 sabe conference report so let me just say again the students things that students recommend to us

072at board meetings every november sometimes end up in legislation like a student member on the instructional quality commission the students have incredible voices which you're going to hear now and at this time i'm going to ask board member mcquillen and student board member banaca um as this year's liaisons if they have any comments to share given that they participated in the sabe conference earlier this week then after the their liaisons then we'll um hear the presenters so member mcquillen i'll call on you first right thank you i i would really ask our board to pay attention to these students i i learned so much from working with them i got to spend the afternoon with them this week at their conference and helping to listen and prep them for the presentation and give feedback on

073these very good presentations and i learned so much and it was fantastic it was my pleasure to be a part of it you know you'll notice the topics they've chosen are very near and dear to our hearts and what we've been working on these past 18 months through the pandemic you know diversity equity and inclusion post high school preparation student wellness civic engagement equitable education and socio-economic support very uh important topics to us all and i just want to congratulate all the students for their their work and it it was fantastic so thank you thank you member monaca do you want to make any comments before the presentations yeah i just want to take a second to commend all of the hard work and effort put in by every single delegate every researcher counselor and

074staff member that were involved in making these proposals i was able to see it firsthand this past weekend at the conference and they never failed to impress me with their passion and dedication to advocacy um let's not forget that these students spent their precious weekend their halloween weekend at that to create these proposals and i think that says a lot about their character and just how determined and dedicated they are to improving schools not only for themselves and their peers but also for all of the six million students in our state so again i just want to thank everyone involved in the save conference for their commitment to ensuring that schools are equitable and instructional quality is insured in our schools so i'm at this time we have various presenters for the item each presenter

075will be introduced by stephanie hugh we met stephanie she's the educational policy director of the california association of student councils cask and we'll have a brief introduction by michelle kim this year's state president of cask so i'm going to turn it over to michelle and stephanie and would ask you to please begin thank you thank you so much so good morning my name is michelle kim and i serve as the state president for the california association of student councils and i'm a senior at portola high from the irvine unified school district 2 superintendent tony thurmond president darling hammond vice president strauss and esteemed members of the board i am honored and elated to introduce cask proposals today with the support of our incredible delegates and director stephanie who i'm sure cask already holds a dear

076place in all of our hearts but as a refresher cask has had the privilege to present proposals to the board since 1963 and has been instilling leadership and advocacy values in students since establishment in 1947 by the california department of education and the association of california school administrators as the primary beneficiaries of the education system and as youth and a generation whose motivation for the improvement and advancement of public education seems to never end the students of cask would like to extend our warmest gratitude to the board for continuing to champion student voice through the student advisory board on education we would especially like to extend our things for keeping student perspective and wellness at the front of difficult decisions especially after the pandemic's impact on our communities actions such as expanding flexibility with school

077districts by continuing to use the shortened test blueprints and developing the ethnic studies model curriculum shows students and catholic delegates that the board board and department of education continues to prioritize youth before everything else this conference is significant for various reasons but i'd like to commend 12 exceptional students who have served both cask and their respective communities this weekend to the state board student board members semi-finalists thank you for your contributions to our education system and to our current student board member rana bananta thank you for sociating and mentoring each of our semi-finalists as they progress through the sbn process before i pass the virtual stage onto stephanie i'd like to take some time to recognize our amazing panelists member jim mckillin dennis myers jonathan peterson and sean tenenbaum as well as our experienced consultants

078margaret reeves and hilvachan finally i'd like to send another thanks to our extraordinary task state council for all the hard work we've put in behind the scenes and now stephanie and our speakers thank you so much for that introduction michelle good morning and thank you to the esteemed members of the board for allowing this amazing opportunity once again my name is stephanie who and i am a senior at tesora high school in the capistrano unified school district the education policy for the california association of councils the director of the student advisory board on education conference 2021 or safe since 1963 students from all over california have to critique assess and evaluate the state of their public education and school systems at sap during a normal year we would all be in sacramento right now and

079the delegation of students would be sitting behind me filling every available seat and dress in their business professional attire but today is different today i sit before you in front of a computer screen as with the majority of everyday tasks and events the copin 19 pandemic has forced us to adapt this year's conference too took place virtually with each student connecting from their own home it has been an absolute honor witnessing the growth of our 60 delegates over the past three days their passion for their education their willingness to be flexible and their desire to actively work for change are so evident even from a computer screen as many students begin their transition from distance learning to in-person learning we are increasingly reminded of the critical perspectives of the student voice with cover 19 and

080this transit transition amplifying the faults in our education system student feedback within education has never before been of greater consequence because we are the ones who experience a california education system the ones undergoing this transition and learning and the ones who wake up early in the morning to attend school every single proposal presented today was created entirely by students with this in mind this year's delegates have had complete control of the topics presented to you delegates debated voted and decided on six topics that truly embody what the delegation views to be areas of concern in the california education system these include diversity equity and inclusion post high school preparedness student wellness civic engagement equitable education and last but not least socioeconomic support over the course of three days they took it upon themselves to compress

081all of our different perspectives ideas passions wants and needs into six thorough proposals i am confident that as the student advisory board on education presents the proposals to combat the issues within and concerning our education system the members of the state board of education will be hearing the most pressing concerns of the best student representatives of california our first presentation will be on the topic of diversity equity and inclusion presented by kavya swoosh thank you good morning superintendent thurman board president darling hammond vice president strauss and esteem board members my name is kavya suresh and i am a sophomore attending san marcos senior high school in the santa barbara unified school district on behalf of the student advisory board on education the diversity equity and inclusion group recommends that the state board of education collaborates

082with the california department of education to create and recommend a framework for diversity equity and inclusion professional development training for all employees of the california education system my first experience discussing my identity was in my english ethnic studies class in 9th grade until that class i had no idea how to describe my experience in the california education system i didn't know what to call it when teachers would pause before reading my name out loud and announce it's too complicated so who is k-a-b-y-a in front of the whole entire class at the age of five being told i don't really belong here and my english will never be good enough by my teachers and other school staff damaged my self-esteem and enabled my peers to be racist and xenophobic without consequences though my ethnic studies class

083is one of the most valuable classes i've ever taken it could not reverse the years i had spent questioning the validity of my identity but we cannot continue waiting until students reach high school to teach them that their intersectional identities are valid and beautiful the important conversation about anti-discrimination must start earlier while there has been significant process in diversity equity and inclusion such as the passing of ab101 regarding ethnic studies these actions are primarily relevant to high school students meaning that the 68 percent of the california students in elementary and middle schools remain without any instruction on important topics of identity a 2016 stanford study found that a one-time intervention to help teachers and students empathize with each other half the number of suspensions at five diverse california middle schools and it significantly helped students

084who had previously been suspended to feel more connected at their school it's critical that we provide these necessary tools for all educators to practice anti-discrimination especially in early education to promote empathetic educator student relationships therefore the student advisory board on education advises that the state board of education work alongside the california department of education to create a framework for dei centered professional development training for all california k-12 faculty staff and board members this comprehensive framework will further be made available to all local education sites to be adopted on a district level and complement measures the state has already taken encompassing important topics such as racism sexism transphobia ableism and religious discrimination to ensure the impacts of all school faculty and staff contribute to a positive school environment we must provide educators the necessary training to

085handle critical student issues surrounding dei in california schools introducing topics like identity to students from elementary school will help them build a better relationship with their peers trusted adults and themselves by encouraging educators to reimagine their instructional practices and actively combat discrimination we can empower marginalized students to be advocates for their own education as we continue to make revolutionary change in our education system in resistance to oppression we must train educators to properly facilitate conversations surrounding identity starting in primary education through our solution i hope that stories like mine do not do not need to be repeated i hope that every child gets their preferred name read aloud correctly that every child is able to proudly speak their native language and that every child develops a strong connection with their identity from an early age

086it is our greatest hope that you consider this proposal an opportunity to promote the development of a more inclusive education system for the students of today and leaders of tomorrow thank you for your time and consideration and we welcome any feedback so um i think um what we're going to do is take a comment because we have six different topics so on this topic of diversity equity inclusion do we have any board comments or questions before we go to the next one and i'll start with board member banaca yeah well first and foremost um i just want to thank you for creating this comprehensive proposal and for all the work that you and your team put in throughout save to create it i really love the fact that you're focusing on this issue through the

087lens of professional development for school staff because they have such a significant role on setting the tone in the classroom and really ensuring that all students feel included i can personally still remember the days in elementary school when my peers would call me a terrorist and what they saw as as jokes and i remember when i reported this to my teacher the best case scenario was that she would give them a light warning and the worst case was she told me that they were just kidding and that i shouldn't take it too seriously but i remember that in neither scenario did she explain to them why they what they said was wrong and the more i've talked to students of color and marginalized groups the more i realized that this is essentially a universal experience

088that so many students have and it's truly unfortunate to see and that's why i think it's so important to approach this with the lens of professional development because it's utterly important to see that all school staff are trained on how to foster diversity and inclusion in our classrooms and i can just say this from the perspective of our district we recently had a presentation from a researcher who's been studying our district um his name is dr aquanafla and he actually did something very similar he researched the effects of a teacher professional development training program which aimed to promote equity in schools and every single outcome was improved after this program so i know this is just one district but it definitely gives me hope for this proposal again thank you so much for all the

089hard work that you've put into it thank you board member monaca um member glover woods thank you um i'd like to also just thank everyone who worked so diligently on this proposal it is such a critical one as we think about our steps in california into a society where everyone's lived experiences are not only recognized but respected and valued where everyone in the diversity and identities of all those who make up our great state again are respected and valued a critical aspect of that is in providing all of the educators and all of those who touch students with the professional development and training and understanding respecting and valuing the lived experiences of all who live in our state so i just again thank all of you for this very timely proposal it definitely is a

090next step in our work to move forward so that no one has to experience some of the experiences that many of you shared just a while ago thank you so much for this thank you member glover woods um member wrecker thank you very much i'm so pleased to be able to meet this all the students on this panel as you pointed out that we're last year we were uh not able to meet in a face-to-face meeting we were virtual and the same is true this year if we were in the room together i would have asked all of you to stand so that you could be recognized i do appreciate that we get a chance to see all of you and i also want to congratulate you for taking on and choosing to tackle a

091very tough topic because this has very deep personal meeting for so many students um and this your car your recommendation is coming at a time where legislators and school leaders and other states are making connections about issues of diversity to conversations about critical race theory we're even seeing legislatures outline the use of words like diversity in education conversations at schools so for you all to take this step and to be out front and so forward thinking in your proposal is very important particularly at this time and i really do want to congratulate you not only for the innovation but for the bravery that is required to be willing to have this conversation and to be willing to be the face of that conversation i personally in my own work um as a student as a

092teacher and then sitting on this panel there's always the means about african-american women as angry black women that any woman who chooses to be assertive there must be something wrong with you for you all to take this step and to make these assertions not only so intelligently but with such sophistication is not only a hallmark of what your leadership skills are but also a fantastic note and representation not only for the young women that you are representing on this panel but for all of the students whether they are students who are students of color or not who could benefit from the work and the initiative that you're recommending so thank you so very much for this conversation okay kavya i just want to tell you you did a fantastic job thank you very much so

093thank you member record remember rodriguez um yes hello i want to thank you for such an eloquent presentation and i think that you are uh uh beautiful words encapsulated so much pain students go through when they don't feel like they're included in school myself included i got a little teary as i was um listening to your story and uh touching and this is very powerful and necessary work because we want to make sure that all of our students feel like they belong that they're included and that their sensitivity and and receptivity on reception um with the adult in the room right that is that is managing the the inclusion and uh for you to to bring out the statement is uh so important and so timely so i last last year i geeked out a

094little too much listening to you all so i'm gonna i'm gonna tone back a little bit but thank you so um just so you know um we are really we have five more items that are going to be equally as engaging and for those of you in the meeting um just so you know we had the addendum is attached to the item with the full report with all the specifics our no our students are so articulate but they also wrote that well as it's also effectively written as well so it's a document i think all of us can look forward to to referring to and using going forward so at this time we're gonna hear topic two post high school preparedness presented by mina lee good morning esteem board members my name is mina lee

095and i am a senior attending john marshall senior high school in los angeles unified school district i am here to speak on behalf of the students of california who struggle with the lack of post-high school preparedness the student advisory board on education has identified that students do not have easy access to the counter resources their school offers we propose that on-site high school counselors are equipped with a digital post high school readiness handbook approved by the california state board of education each year hundreds of thousands of california students like myself are faced with the predicament of what to do after high school notably most students are not aware of the many routes they can take after high school there seems to be only two clear options go to college or don't go to college while

096schools do provide concerts to help students there are often not enough counselors to support everyone thus most are not properly counseled on deciding what they will do after high school for example at beckman high school of tustin unified school district in irvine many students are unaware of the on-campus college and career resources at santiago high school of current and oracle unified school district students are frustrated that counselors are not able to provide the necessary resources and guidance for college application process not only that at my school of john marshall high school in los angeles unified school district career pathways are not widely promoted to students leaving those who are interested in certain work fields with no support or resources provided by the school many of my friends are interested in a career pathway post-graduation but

097could not find the resources being promoted on campus which left them with no adult guidance at the beginning of the school year thankfully our advisory teacher has been aiding them through the process this shouldn't be happening my friends just like any other students in california deserve to have an adult support regardless of what path they choose to take counselors possessing and providing these resources and information is vital for students while counselors have access to resources this information is not enough to help all students for example there is little material surrounding topics such as interviewing resume building and job training leaving students with no proper support or education these issues can further divide the racial and socioeconomic gaps within the school system for example students of higher income are able to afford private college preparatory classes

098and counselors however those who cannot afford these luxuries like myself and my peers are left to fend for ourselves to address these critical problems we strongly recommend that the california state board of education to administer the creation of a digital handbook via the california department of education one that focuses on counselors rather than student conduct this digital handbook created by the california department of education shall not only be distributed and directed and directly introduced to counselors as part of their training but shall also be accessible on the sve website for the public to view local school district boards will also be encouraged to utilize this resource via email and other means of outreach topics in the handbook will include but are not limited to guidelines for counselors on detailed office hours and school-wide meetings that

099counselors can set up to ultimately help students make a rational and well-educated decision educational partners such as students counselors administrators and cte industry workers will contribute to the development of the handbook to ensure that it contains relevant and well-rounded information on how counselors can guide their students every high school counselor in california should be strongly recommended by the state and local board of light to use this resource to help students in choosing a post-secondary school path that will set them up for success the implementation of the digital handbook is critical as existing counseling practices regarding post-secondary education is less than adequate on average california schools hold a student-to-council ratio of more than 600 to one respectively while the american counselors association recommends a ratio of 250 to one the limited one-to-one interaction between students and

100counselors is apparent and thus counselors must have reliable easy-to-access resources at their disposal we urge the state board to adopt this proposal counselors must know how to properly support and communicate through resources available to students as they discern their post high school path in order for our students for my peers for myself to be well prepared with this digital handbook students will not only feel empowered to make educated decisions about their future but will also be motivated to educate themselves with the different paths that await them post graduation thank you for your time and consideration mina thank you so much um i will um open it up for board comments um starting with our student board member monaca go ahead please um again i i want to thank you for this well research proposal i

101really love the fact that you focus on the population of students who aren't planning on attending college um because what i've observed as a student is that we place such an emphasis on college college college students who aren't planning to go to college and um you know that's simply um not just a bad thing that they're not going to college i think it's somewhat villainized in some students eyes if students want to go into a career that doesn't involve college then there's no need and they need to be educated about the alternate pathways so for those students who aren't planning to attend college they really don't need those counselors telling them how to get into college they really do need counselors who can help them navigate post high school life and inform them about all

102the different steps that they can take to pursue their ideal careers and i just want to underscore the fact that the pitfall of not emphasizing this education enough is that the students who do want a plan who do plan to choose an alternate pathway that isn't college um don't have enough information to make well-informed and good decisions moving forward and they might end up with neither a college degree nor a career which is not a great situation to be in so i think this is a really great way of supporting those students who choose to pursue these alternate pathways and again i want to thank everyone involved in creating this proposal thank you member mcquillen great presentation mina great great job and i just think this topic is so important you know speaking as a

103pps credentialed person you know my training was many years ago well over 20 years ago so a digitized handbook to standardize some of the model practices would be fantastic for california schools a great recommendation so thank you for presenting this thank you very much okay i'm gonna see if we have any other board comments again we have four more so stay tuned here's our next one we're going to hear about student wellness and i that's going to be presented by alicia del toro 19 has been a time of loss for all of us many of us as students have had to navigate our education while facing traumatizing personal hardships i think this is best demonstrated by the experiences of my good friend whose father is a doctor there have been periods in the past year

104where he cannot see him for weeks at a time worrying about his father's safety his own academics and an unsure future understandably pushed him into a terrible mental state although coming back to campus had its own struggles he was finally able to return to a safe place the wellness center it was so important for him to have someone to listen to his story and provide support i can say with confidence that a wellness center saved his life and the lives of many other students good morning esteemed board members my name is elisa del toro and i am a sophomore at saint francis high school i speak we recognize that the state has already made efforts to strengthen the mental well-being of students through bills like ab309 and sb14 as well as the implementation of various

105task forces however in my experience mental health has still deteriorated within my high school as well as many others across california as we return to in-person education recent statistics show that 32 percent of students who were not receiving mental health support feel that they are now needed and over half of california students need mental health support in addition 23 percent of students have rated their mental wellness at a 3 or less on a scale of 1 to 10 post-pandemic which requires immediate attention upon further investigation into the wellness of the student body across the state the most recurring vocabulary used to describe one's mental state were words such as lonely overwhelming and anxious in my own friend group i've heard jokes about serious mental health consequences including suicide on a frequent basis as a student

106in the current education system it is heartbreaking to see my peers share these feelings as opposed to the current state we are in k-12 schools should strive to foster an environment that destigmatizes mental health while providing students with access to resources and facilities that support their well-being the overall wellness of students should rise by addressing issues present in both school and home environments while actively encouraging open communication and trust between teachers parents and students students should be able to feel that their well-being is prioritized in the education system my counsel group and i dove into the question of why is this not the case we concluded that this is due to a lack of prioritization of mental health in schools which has led to a lack of awareness within parents students and administrators as a

107result seeking help for mental health is stigmatized in schools all over california where many students think they can only receive help for severe mental health illnesses thus in direct relation to the issue at hand the student advisory board on education strongly recommends that districts implement and customize a blueprint for wellness centers that provide professional help education and overall support for student mental health we recommend that schools utilize pre-existing resources and blueprints from the community preventative services task force california school-based health alliance etc that will outline the basic functions and organization of a wellness center including lounge areas or rooms for relaxation readily available counselors snacks medical supplies and music functions the center itself will vary based on different districts but the goal is to provide an area of safety and comfort for all students although

108student well-being will never be in a perfect state wellness centers take a step in the right direction by helping students across california reach a healthy state of mind by establishing wellness centers we are setting up a tangible color of support for all students ensuring that no student feels alone in their struggles in my high school the wellness center is a popular hub where that many students turn to when feeling stressed or need advice from a mental health professional there have been multiple cases where a friend was having a mental health crisis but they were able to visit the wellness center collect themselves and return to class had the center not been an option they would have had to leave school and miss out on their education due to the long-term implications of the pandemic on

109mental health it is a necessity not a luxury for schools to provide student wellness centers as a designated safe space students can turn to and receive adequate support ultimately allowing for students to reach their maximum potential thank you for your time i will now open the floor to any feedback thank you so much alicia i'm going to turn the comments over to first to member escobado for his comments i just want to say how i applaud you alicia the mental health not only is the stigma but also the access to services and our board will be looking at this community school concept and hopefully you know this this could really push forward the whole aspect of minimizing the stigma and having access immediate access right for students and adults who are suffering from from mental

110health issues so thank you for bringing this to the forefront thank you member escobeno member mcquillen good job alicia really appreciated your presentation fantastic and for bringing this topic to our attention you know we know some schools have wellness centers others are just starting out and some are have not even begun to do it so thank you for bringing this important topic to our attention you know the wellness of our students coming out of the pandemic is so important in order to get to the reading writing arithmetic we know mental health is so important so thank you and great presentation so i'm going to turn it over and i apologize to stephanie who and michelle kim who are our liaisons to introduce the next one i apologize will be jennifer tran on civic engagement all

111right good morning president darling hampton and esteemed board members my name is jennifer tran i'm a senior at balsa grande high school in the garden grove unified school district and i'm here to present to you the student advisory board's education civic engagement proposal i am not speaking you to you today as just another student but as a first generation student as a minority student and as a student living below the california poverty level statistically immigrants lower socioeconomic status and minority children are considerably less likely to grow up into informed and engaged citizens historically these groups have significantly lower voter turnout and community participation rates as adults these differences can be drastic with voter turnout rates for higher income citizens almost doubling that of lower income citizens all the odds all statistics say that i shouldn't

112be here right now in front of you civically engaged and trying to better our education system but i am how is this possible it's because i was able to find the necessary resources through networking friends and honestly mindless internet scrolling to find my voice in the system early on my civic participation today will undoubtedly translate to a bright future of civic engagement a 2019 study by the university of california los angeles shows that student civic engagement breeds citizen civic engagement by encouraging students to be aware knowledgeable and especially engaged in systems of power as young adults we can almost completely eliminate the disparity in participation of marginalized groups in the past through programs such as the seal civic engagement and the civic learning award the state board has recognized civic engagement as an important factor

113of a quality education but many of these programs are just simply not accessible to all students we must acknowledge the ever-growing achievement gap when it comes to opportunities in or even knowledge about civic engagement in many of these marginalized groups there is a misunderstanding of what civic engagement is and what it pertains to being a district student board member myself and consistently engaging in systems of power around me i realized that civic engagement can be something as simple as working on a student advisory board or being in a voter registration drive however some students may unintentionally politicize civic engagement causing them and others to stray away from it due to the stigmatization that is why we need to reach into these groups redefine civic engagement as an everyday action and redefine the student role not

114as subtext but as collaborators and stakeholders within our own education we the student advisory board on education recommend that the state board of education implement an additional seventh goal regarding civic engagement within the equity section of the quality schooling framework we recommend the seventh gold read goal seven quality schools will provide equitable access to civic engagement opportunities an applicable civic education to all students high quality schools recognize the need for equitable access to civic engagement opportunities and applicable civic education understanding that is a key aspect to people education and post high school civic preparedness in fulfilling this goal lea has ensured that students have accessible avenues to participate in civic engagement including but not limited to school side councils voter registration district board meetings and advocacy training rewards students who demonstrate excellence in civics education

115and participation and understanding of the united states constitution the california constitution and the democratic system of government and equip students for a lifetime of civic engagement we hope the solution can act as a stepping stone creating a ripple effect for the statewide recognition of civic engagement as it sets a concrete goal for districts regarding civic engagement encouraging leas to promote and record present levels of student involvement despite its simplicity its fundamentality is ever present civic engagement must become a priority and a goal for districts i know from first-hand experience that civic engagement not only encourages academic success and extracurricular involvement but also prepares students to be a lifelong active and informed constituents this is especially important for lower socioeconomic status students such as myself who may struggle with school because of that lack of connection

116to their community this additional goal in the quality schooling framework reaches out to schools reaches out to districts and really portrays and emphasizes the importance of civic engagement within a quality education laying out the base for a future of total immersed student civic engagement we must remember that we are not just teaching the students of today but raising the citizens the voters and the constituents of tomorrow and thus must make their participation and knowledge of the system they live ever so presently in a priority and an aspect of a true quality education thank you thank you jennifer so we'll turn to a board member comments um um so we'll start with remember monica well first i want to thank you and your team for creating this detailed proposal um just in terms of the technical

117parts i really love how you approach the implementation of civic education and civic engagement through adding a goal in the quality schooling framework i think that's quite a unique way of approaching it and i also love that you give a lot of flexibility to leas to determine how they want to implement it in the way that they see best fit but just in general i think civic education and civic engagement is so important to students and the wider community because it not only informs decision makers and policy makers on student perspectives but i think it also really empowers students to stand up for themselves and others and that's not just in you know politics and policy but just in every other aspect of their life really it teaches them how to stand up for what

118they believe in and i think it just gives them confidence in themselves and in the systems that are affecting them so again i want to thank you for this proposal i think it's really great rana thank you so much remember escabado you have your hand up sorry i forgot to take mine down last time okay okay do we have any other board member comments on civic engagement uh member mcquillen great job jennifer i i appreciate this presentation so much you know it's it's made me think about all the different ways that different groups can be civically involved you know and for tribal members throughout california it's it's very different to be involved in your tribal government or your ceremonies and giving back that way to the community and being involved that way so i really

119appreciate this presentation thank you thank you member mcquillen so seeing no more hands i'm going to turn it back to stephanie michelle for the introduction for the next item the next presenter will be linda nong on equitable education good morning esteemed members of california board of education i'm going to be quite open here i'm a person that zones out a lot i found myself during the lecture in my ap united states history class and when i reached and when i eventually returned to earth i realized that i have just missed an important topic and i'm forced to rely on my peers to catch me up to speed it is not that i don't care about school i love being able to learn alongside my peers but when the information being taught does not connect to

120me or allows for engagement it is hard for me and so many other students to stay focused my name is linda nong and i'm a junior at patolo high school in the irvine unified school districts in orange county i honored to be representing the california association of student councils and promote equitable education within california it is apparent now more than ever that not all students in california are receiving an equitable quality of education many students are disengaged with their curriculum cincinnati often does not connect to them personally or it does not feed their learning needs for example at patrol high school there is very little required reading written by authors of colors in the english curriculum additionally some students struggle to sit through hours of lectures because they experience adhd symptoms that go ill-advised and

121unaddressed in these cases students learning needs are often voiced but not properly acted upon by school's faculty additionally many schools have poor communication between students and counselors making the course selection process very inconvenient this situation leads to a general dissatisfaction among students regarding their academic future we also notice the trends of students being uncomfortable with taking surveys that ask for student feedback because their personal information is collected or that they're not aware that the results are anonymous and this deters the students from from providing their honest opinions in light of these concerns we recommend that the california department of education provide a blueprint called raise in school equity or rise for short which function as a general guideline that champions a more equitable education in the california schooling system considering that there is no one-size-fits-all

122solutions local school districts are given the ability to implement rise as they see fit once approved the rice blueprint will be shared with all california school districts through usual distribution methods providing them with resources to improve their existing systems a core part of our vision for rice is outlining tangible and feasible practices that can be easily integrated with existing curriculums the california department of education would take into account of the voices and opinions of students teachers administrators and parents from various culture races genders language abilities disabilities socio-economic statuses and academic proficiencies to create this blueprint this footprint recommends professional development courses for teachers that allow students to choose multiple forms of learning and promote more frequent and accessible means of communication with faculty and students caters towards students preferences for example learning anonymous forms of

123communication between students and administrators will allow for more honest feedback additionally this footprint will provide districts with survey templates that gather data and voices from the students by accommodating the learnings of all student groups these students will have a chance to receive information more equitably and comprehensively this will translate into an increased student motivation to engage with the school curriculum making the overall learning environment more inclusive and effective by improving communication schools will better understand student needs and opinions which ultimately enhance productivity we believe that all students deserves equitable educational opportunities holistically by having a class and studying curriculum that best suits them students shafu should feel and be supported by the school staff through the use of diverse teaching methods and efficient methods of communication thank you for your time thank you so much

124for that presentation i'm going to first call on member darling hammond for comments president darling hammond yeah i have to get myself off of mute that's always the challenge right well first i just want to say i've been enjoying all of the presentations and really appreciate all of the great thinking um from you know civic engagement to diversity equity and inclusion and and all the other topics this one is near and dear to my heart because i'm a educational researcher when i'm not sitting at the state board table and i just want to say that i think your recommendations are very thoughtful and they're really rooted in a lot of research on both how people learn and how uh you know effective teaching uh unfolds so uh i think you're on very solid ground uh

125and your examples are very telling and very much rooted in what we know from the the science and the research on learning development and teaching so i appreciate you raising this uh and i think that uh you know the to the degree that we can we've got a lot of um additional resources uh finding their way to the field for professional development as you called for uh and how we shape that i think should be informed by the thinking that you presented so thank you very much thank you president darling hammond member rucker thank you very much i um hadn't commented on the previous couple of presentations but i i'm glad to follow our board president and commenting on this because not only is the topic you raised about student support and paying attention to

126student learning needs important but it's also very very prescient with california doing an annual healthy student survey a lot of the recommendations you made also to me has impact and even informed some decisions about the kinds of items or questions that are included for students in the survey because while we make a lot of assumptions about what students do and how students make decisions about school and coursework and even the relationship they have with their parents and supporting them through school there are some critical relationships at the school campus that really go not in that really do not get full consideration and the kinds of school planning we are currently doing to improve student support for our school so i really appreciate not only the thoughtfulness for your recommendation but the attention to this particular

127topic that doesn't always get the full consideration for school planning and school improvement that we really should have and while we may not be able to act on it for a separate item we'll be looking at content item 5 and updating the lcap template i think our future conversations about student support and student support services will really be informed by your recommendations so ms nong i do really want to thank you and appreciate your ideas and the way and your very very important recommendations in this report and thank your team as well member mcquillen great presentation linda good good work um i agree with what's been said so far in the feedback you know and i remember some of the feedback in our prep for this that some of the training you're talking about is

128involved in teacher preparation programs now but we know so many of our professionals have been out of their training for a few years so we need to make sure that this professional development is incorporated to all districts uh currently you know so again thank you for your presentation and great work thank you stephanie michelle turned over you for our final item our final presentation will be on the topic of socioeconomic support presented by audrey hong good morning president darling hammond and esteemed board members my name is audrey hong and i'm a junior attending beckman high school in the tustin unified school district on behalf of the student advisory board of education we strongly recommend the state board of education develop a plan for local education agencies to better communicate to both students and parents about

129accessible resources as a student from beckman high school i'm not always exposed to the struggles of socioeconomic setbacks on a daily basis growing up on this bubble led me to be unable to identify the countless struggles experienced by students of low socioeconomic status this all changed when i partnered with skyview three years ago skyview is a public school in anaheim that serves homeless families throughout orange county my many experiences with this organization from cleaning the resource center to partaking and reading workshops with special needs students my eyes are truly opened i was able to connect with these students and i felt their passion for their education and how they have fought through countless socio-economic setbacks that the education system predisposed into when discussing educational issues with nine students from different and diverse areas in california

130expose the disproportionate struggles students of low and socioeconomic backgrounds face i'm sure all of you are aware that schools lack adequate methods of relaying information on accessible resources such as scholarship opportunities job opportunities or peer tutoring to help students of all socioeconomic backgrounds especially students coming from low-income families at northwood high school in irvine a student wanted a chinese dictionary for the pset but was unable to access it in solano county a student wanted to join extracurriculars such as cheer but was unable to join because they could not afford the gear in lincoln high school in san joaquin county a student was unable to buy the textbook and felt too uncomfortable to ask the teacher for accommodations many students throughout california are unable to pay for the ap exams that they want to take afford

131private tutoring or even spend adequate time on school work as they carry the additional responsibility of financially supporting their family this sets different students on different tracks for success in the very beginning we do not believe that it's the school's resources that are causing these issues but the lack of awareness of the free and equitable resources that our schools have been give given to students we are not proposing to create new resources or implementations in california schools but to recommend the state board of education to develop a plan for local education agencies to better communicate to both students and parents about these accessible resources this framework is geared towards all students in k-12 to help them navigate their education through free and equitable resources and therefore shaping a more independent generation of the future this

132implementation of this communication plan by the california department of education will not only ensure that students are aware of these opportunities but acknowledge and respond to students concerns and struggles the communication plan would provide various ways to promote opportunities for students that give districts options to what would work best for their student population ensuring better awareness of opportunities given to students we are wanting to improve the evident achievement gap in california education the california assessment of student performance in progress revealed that nearly two-thirds of students from low-income families did not meet grade level standards while third of students not within the low income category exceeded standards as these findings show it is critical to ensure that one's income does not determine their quality of education our proposal will ensure that all students have access to

133educational resources including scholarship opportunities job resumes tutoring services and financial support today i'm speaking on behalf of that student who's unable to access free tutoring for that student who's working every day after school to support their family and for those students that i met at skyview who are not conscious of their limitless potential that they hold as we the students are the primary partners of our education it is crucial that all students are given the tools to succeed and for these reasons in order to better communicate to both students and parents we recommend the state board of education develop a plan for local education agencies regarding accessible resources i hope that the state of california can open the way towards an education system that gives equal opportunity for all students regardless of their socioeconomic status

134or their identity thank you for your time and i welcome any feedback thank you so much audrey um i have to say i so appreciate all the students making this a personal connection to their own personal experience giving us specifics from their own school and district experiences and then adding resources and research that they did to support the proposal so i just think it is so articulate and well prepared and i just so appreciate listening to it with that i'm going to call on board member banaca first um please go ahead with your comments thank you and again um i just wanted to thank you all for for creating this really comprehensive proposal i know coming from a school where a vast or rather an overwhelming majority of students are socioeconomically disadvantaged i have personally

135seen the extent to which socioeconomic status affects academic success and i think that most of this is really it boils down to a discrepancy between the resources and opportunities that wealthy and not wealthy students utilize and the reason why i think this is such a great proposal is because many students simply aren't aware of the resources that are already in place and that doesn't do anyone any good if no one knows what resources are already in place because then they'll never get used to their fullest ability so i really like the way that you approach this issue and i again want to commend you for all the hard work and effort that you put into this proposal thank you for your comments president darling hammond i also want to thank you for the proposal and

136just note that you know we've been on a path in california toward trying to invest more equitably in schools through the more progressive formula for funding from local control funding formula and the recent allocations of funds for you know recovery from the pandemic from both the federal and state governments and i think your comments really uh find uh put a fine point on how those resources should be spent to really uh most effectively uh support students uh who who deserve and require uh you know the kind of supports that other families can sometimes you know purchase from disposable income so i think you've raised some really excellent points and we're actually in a position to take advantage of that kind of advice as we think about how to allocate these new resources thank you president

137darlingham and member mcquillen great presentation audrey and a great topic you know it reminds me of all the channels we need to make sure we're using to get the word out to families that resources do exist you know there are alternative channels that need to be exercised you know not all of our families have good stable internet you know there's there's embarrassment to consider of students and families who don't ask and then what you brought up there other things happening for families where maybe the student is has become the caretaker so you brought up so so many good points that we need to be reminded of throughout california so thank you for your presentation great topic thank you member mcquillen member rucker well thank you very much for your comments and your report on this

138very sensitive topic and i agree with everything our board president and my colleague jim mcquillen stated about this issue these are i my entire teaching career i worked in a low wealth district low wealth because that was the size of the budget in that district when i started teaching my salary was nine thousand dollars a year and that wasn't back in 1940 it was in the late latter part of the 20th century that's still a long time ago but that's beside the point um but also it was a low wealth district because the majority of students came from families that were on receive some form of public assistance or even were in foster care so the issues and conditions for student learning and the issues and conditions that i worked in as a teacher were

139not unknown and surprisingly they have not changed really over time but while it's not unknown i have i have to say i have never heard the issues and those conditions so eloquently addressed as you did today without politicizing the disparity in economic opportunity and resource uh uh equity issues that low wealth schools and the students that attend them have so not only do i appreciate the way that you frame the issue but also how you very clearly articulated the very specific examples of what the impacts are and what's not being considered and planning how to support and provide resources to these families without embarrassing students without requiring students and their families to respond or have to ask you know why do you need to have people ask for something when we already know what the

140circumstances are that they are dealing with so i do appreciate not only the report that your team put together but the way you framed how the recommendations can actually be successfully implemented as a function of doing their lcap planning for any school side or school district where these issues are not only clear and apparent but are actually the norm not the exception i also appreciate your sensitivity and your attention to the privilege that you've been able to enjoy and why you're concerned personally about why this should make a difference for everyone i was actually moved emotionally when you made that point so thank you so very much and congratulations on a job well done so thank thank you very much for your comments member rucker i really appreciated that and i know the students do

141as well do we have any other board member comments before we go to public comment um stephanie and michelle do you have any comments that you want to share as the coordinators yes i would just like to once again thank the esteemed board members for listening to our proposals from this year's safe conference and for providing such valuable feedback um and support i sincerely sincerely hope that very shortly we can turn these ideas that started in zoom breakout rooms into actions implemented by you the state board of education thank you again well i have to say to the students the energy they put in over halloween weekend and i know they spend days and nights and hours writing and drafting the presentation we're gonna now stop for public comment on item three the call-in number

142is on the slide 712-77049 there's an access code 396-1805 so we will now turn over to public comment um so please turn your volume over computer down um and when it's your turn then operator will announce that it's your time to speak do we have any public comments for this item we do not have public uh comment for item three so um pam do you say there are no public comments there are no public comments for item three okay thank you so much so we'll go back to board members for final comments on this if there are any uh member mcquillen i just want to congratulate all the students you know and uh i learned so much from all of you you know this is what it's all about you know the work that we

143do to serve you the students and you're the voice for the california students i'm i'm just so pleased with all the presentations so thank you thank you very much and your ox would say walk thou walk thou and that's a heartfelt thank you in the yurok language uh member banaca yeah i would just like to echo member mcquillen's remarks i want to commend every single person that was involved in creating these proposals as i said before i got to see firsthand how much hard work and effort went into this it's incredible and baffling and i hope that everyone could see it at one point in their lives because um before then i had never seen so many students that were so dedicated and so hard working um willing to spend their halloween weekend as i

144said before their halloween weekend creating these proposals so again a big congratulations to all the students involved remember rodriguez um also i want to echo what's been said and my hope is that you can look back in a few years and see how your dedicated leadership has created change and i really appreciate your your sensitivity your compassion your experiences and especially your voice thank you so much so i just want to comment that we had six amazing teams so for all the students who are did this remotely on top of all their school work and commitment i want to thank um our group one diversity equity inclusion amazing work great message again this is on our addendum attached to the board agenda for the public to access for additional follow-up topic two was post-high school

145preparedness topic three student wellness topic four civic engagement topic five equitable education and topics is six socioeconomic support so relevant to the work we're talking about and all the connections to all the work in schools students on behalf of the state board we thank you so much for your time and commitment and trust us that your message and specifics will carry forward into our work so thank you very very much and with that this does end our presentations for this item and we will now take a 10 minute break so it is 10 45 on my calend on my clock so we will come back at 10 55. so thank you all very much for members please turn off your cameras and your microphones thank you are you all back and we need to reestablish

146a quorum so brooks uh please call the roll member son here vice president strauss here number rucker member rodriguez i can see member rodriguez remember patilla brownson here you have a quorum terrific um at this point i will reopen agenda item one and turn it over to the state superintendent to provide his report good morning and good morning madam president vice president members of the board thank you for the opportunity to share with you just a few key highlights and to take any questions that you may have about a number of initiatives that are taking place at the department of education many of them you already know because i've seen many of you at many of the meetings board liaisons and others present at the meetings as i begin i want to just recognize the

147moment in time where we are still probably the most difficult time that we'll experience in our lifetime but our schools are open and we're keeping students safe and family safe and we're doing all that we can to make sure that they can be safe and can learn in that respect i want to commend our students i want to commend educators family members the entire community for being resilient and doing the things that we need to do to overcome what the coronavirus has presented to us as i mentioned our schools are open and have been open and as i said at the last report in the last board meeting i've had a chance to visit many many of our schools as they reopen as you know some schools have experienced challenges in how to deal with

148quarantine conditions and but overall our schools have found a way to stay open and stay safe and to do so at a rate is much higher than almost any other state when it comes to school closures school closures in california happen at about 1 12 the national rate and i emphasize that to say that what everyone is doing is working using vaccines rapid covet testing and all the things that social distancing disinfecting our schools every aspect of our school community is making this happen and so we're grateful for that obviously big things are happening around the questions of vaccines by some october numbers nearly 60 percent of california students between the ages of 12 and 17 have received the vaccine uh we're pivoting our focus to more vaccines because the delta variant demands it um

149we have learned that um that the delta variant is more resistant to many vaccines and so uh californians are beginning to get their boosters i had a chance to get my booster last week at a great event at la clinica i'm sorry at ultimate um and in southgate and a chance to really say to the world let us lean into vaccines especially now that we have approvals for students between the ages of 5 and 17. and so our work to amplify um the importance of vaccines and of course um foreshadowing where we think the state will be heading uh with the vaccine requirement that will be for students um by my notes i expect that in just uh in several months students in grades 7 through 12 by 2022 in july of 2022 will be

150required to have a vaccine and that shortly thereafter that grades k-6 will have the opportunity to have a vaccine according to the requirement and we look forward to working closely with everyone every aspect of the governor's office the state board of education the department of public health on how the and school leaders on how that rollout will take place we've had many conversations already with school leaders to hear their thoughts their questions their concerns about what a new mandate might look like and we have some run-up time we have some lead time to really work through what implementation might look like i also want to commend our school communities that have been impacted by fire as if the coronavirus challenges weren't enough many of our communities have been impacted by fire as if dealing with

151racial injustices was not enough we have probably some 19 counties that have seen that they've been impacted by fire i want to give a great shout out to our emergency services team that has worked with these school communities to get them resources to connect to resources to work through the requirements for fema for other agencies that offer support to work with the various offices like the office of emergency services and others that have been providing support and that uh who've worked with our cde foundation to raise a few dollars to provide gas cards and you know cards for food and um hotel expenses and things of that nature we know that it's a huge challenge but again we want to commend those who are showing resiliency and finding ways to ensure that our students continue

152to learn as we think about the shift of approvals for young children between the ages of 5 and 11 to get a vaccine we are accelerating our outreach efforts many of you know that i've been working with a group called andale que esperas hurry up while you wait hurry up why wait this is a statewide campaign that is reaching out to 4.5 million latinos in the state to ensure that there's great outreach in english and in spanish to support vaccine outreach and so as i mentioned four and a half million folks will be reached anyone can get information um at eight five five ya andele or andale quesperas.com it's been a great partnership with organizations like ultimed and other federally qualified uh health clinics that are supporting vaccine outreach some of the communities that are

153are facing the highest level of risk for covet infection and so we hope to reach four and a half million folks throughout our state um and to engage many many i want to think aspirationally for a second many of you know that during the last weeks we have announced some new initiatives at the department that the state board has been a great partner in we're excited to talk about an effort to ensure that all students read by third grade and we've given ourselves a homework assignment to say that that should happen by 2026. and so with that we have a task force that will be making recommendations on how to get us to reading by third grade by 2026 and we've made a part of that strategy getting a million books in the hands of

154students who have need many have already come forward and made donations thank you to those who've heard our call for books will continue to work with groups like first five california on how to get book donations to support california students for those who would like to support by making a donation send us a note at state literacy campaign at cde.ca.gov we're grateful for those of you who've already stepped up and of course i want to thank dr linda darling hammond for being among those who will be helping us in leading this effort as one of our co-chairs of this task force on reading by third grade i've also named a task force that is focused on supporting the needs of black students in our state and as you all know i'm deeply committed to supporting

155all of our students but recognizing that gaps have not closed at the same rate as they have for other groups that gaps for black students have not closed at the same rate we are going to accelerate our efforts in supporting black students and be explicit about the need for addressing disproportionality the impacts of systemic racism uh the impacts of segregated schools and the impacts of poverty and other conditions that affect the social economic status of any of our students and so this task force will also be making recommendations for how we will look at every single item where there's disproportionality affecting black students whether that's graduation rates chronic absenteeism suspensions and expulsions how do we provide more professional development and diversification of our school workforces to support them i'm grateful that we also have board

156member patel bronson uh working closely with this task force and helping us as a member of the task force and helping us to move forward many have asked why why name these task forces now if you take a look at the most robust state budget that i think we have seen for education and who knows how long i feel as though we have the resources and we have the will to get this done when you think about 4.3 billion dollars for mental health when you think about universal tk available for every four-year-old universal meals for any hungry student universal expanded learning uh 10 million dollars for anti-racism grants you think about all these things linked together there are many many investments in the state budget that focus directly on professional development to support literacy uh

157you know i was grateful to be uh with board member burr uh this uh about a week ago at cce where we had a robust discussion about grants that will be available for expanded learning with the focus on reading and math and science all that to say that we have the resources that we need to move this forward and certainly none more important than nearly 3 billion dollars in community schools investments i know that that is scheduled to be discussed at a later point in this meeting i just would be remiss to not recognize the important transformative effect that community schools can have both on wrap-around services for students as we try to recover from the trauma of the pandemic but also to address issues around racial justice and social justice these will be important

158resources and you will hear in the days and weeks to come that i'll be appointing a steering committee that will speak to um you know a broad representation of of of interest in how to guide the community school strategy all of these things together i believe will help us to have a breakthrough in how we support black students how we reach reading by third grade i thank all the board members who have been in these conversations so far thank you board member mcquillen for joining the meetings that we've had with our american indian education oversight committee really helping us to center our efforts to support our native american students it was an honor to give testimony in a specialized committee a joint committee through the assembly education and the select committee on native american interests

159and needs and to continue to figure out how we change the narrative about reducing chronic absenteeism about increasing graduation about supporting native american students and about recasting what gets taught in our schools as it relates to native american studies uh we we know that there is an opportunity for us to broaden what gets taught there and again thank you board member mcquillen for joining those meetings thank you board members for hearing these highlights thank you for your interest in your energy and supporting our students thank you to all of the staff at the california department of education and all of the staff at the state board of education for continuing to do incredible work in these very very difficult times um i just want to show my appreciation and acknowledgement for all of you and

160then madam president this concludes my report and i'd be happy to take any questions that you and board members may have thank you very much see no hands raised we'll go on to item number five which is the local control and accountability plan template the adoption of the revised local control and accountability plan template and the template for the one-time supplements the annual update to the 2021-22 local control and accountability plan and the cde recommends that we adopt the proposed revisions to the lcap template and the proposed draft of the supplement template and instructions and allow the cde in collaboration with state board staff to make any necessary typographical or formatting corrections as the documents are prepared for posting on the cde website and this item will be presented by lindsey tornatore and josh strong

161of the cde lindsey please begin all right good afternoon sorry let me get the height adjustment all right good afternoon good morning sorry good morning still uh president darling hammond um chief deputy nicely members of the board executive director alan it is my pleasure to be here with all of you again today my name is lindsay tornatore and i'm the director of the student achievement and support division i am joined today again by my colleague joshua strong who is the administrator of the local agency system support office or lasso in the student achievement and support division josh and i are here to provide an update on the five proposed revisions to the local control and accountability plan as prescribed by sb 98 and ab130 which were introduced and discussed during the september 2021 sbe meeting

162specifically we will revisit each of the five revisions and focus on the following three questions since the september sbe meeting what have our educational partners been saying about the revisions how is our educational partner input included in the proposed revisions of the templates and instructions and how will the cde support capacity building to implement the proposed revisions following the anticipated board adoption today during the september state board meeting we heard the concerns and comments from all of you regarding the length and complexity of the lcap we have prepared for all of your consideration today a few areas that will help to reduce the length of the plan effective for the 2223 lcap finally this presentation will conclude with an overview of the cde's next steps for supporting all leas in implementing the new requirements to

163the lcap following today's anticipated board action item 5 today is an action item and therefore the cde respectfully brings the following recommendation for your consideration the cde recommends that the state board of education adopt the proposed revisions to the lcap template and the proposed draft of the 2122 supplement template and instructions in addition the cde recommends three additional revisions that are not in the template and that were discussed after we posted the template and instructions the first is within the increased or improved services section of the template the cde recommends including the dollar amount associated with lcff carryover in addition to the percentage within the instructions for the goals and actions section the cde recommends including a hyperlink to the list of leas that are required to include one or more required goals in the

164lcap and third within the instructions for the increased or improved services section of the template the cde recommends that the reference to october 6th be replaced with the first wednesday in october the cde also recommends that the state board allow the cde in collaboration with state board staff to make any necessary typographical or formatting corrections as the documents are prepared for posting on the cde website the next few slides will set the context before we dive into each of the recommended revisions in the lcap template and instructions and the one times one time supplement template to the annual update to the 2122 lcap the slide displayed here provides an analysis of the cde's engagement with the field since july of 2021. approximately 1 000 individuals have participated in webinars small group feedback sessions statewide meetings

165and submission of public comment we want to thank our educational partners for their continued commitment of sharing their unique perspectives about the lcap and the lcap process the proposed revi the proposed revised lcap template and instructions along with the proposed draft of the template and instructions for the 2122 supplement reflect the collaborative efforts of cde and sbe staff the lcap advisory group and educational partners throughout the state this item has six attachments so i want to provide a quick overview of what each attachment's purpose is so attachment one provides a summary of the revisions to the lcap template and instructions and the requirements for the 2122 supplement along with a summary of educational partners feedback attachment 2 provides the current lcap template and instructions that was adopted by the the state board at its january

1662020 meeting attachment 3 provides the initial draft of the lcap template and instructions as required by sb98 and ab130 that was presented to the state board during the september 2021 meeting attachment 4 provides the initial draft of the 2122 supplement and instructions that also was presented to the state board during the september meeting attachment 5 provides the proposed final draft of the revisions to the lcap template and instructions as required by sb98 and av130 and attachment 6 provides the proposed final draft of the proposed 2122 supplement template and instructions so today we'll be mainly focusing on attachments five and six the five revisions listed on this slide were presented during the september meeting and introduced to the field beginning in july of 2021 the five revisions are proposed revision to replace the term stakeholder throughout

167the lcap template and instructions requirement to include specific goals in the lcap a requirement to calculate carryover a requirement to use concentration grant add-on for increased staffing and a requirement to complete one time supplement to the annual update to the 2122 lcap during september's state board meeting we walked through each of the five revisions by answering five big questions why is this revision being proposed when does the requirement begin who will this impact what do they need to do and how will they do it but for today's meeting we'll focus on answering three new questions regarding each of the five revisions what have our educational partners been saying about these revisions how is our educational partner input included in the proposed revisions and most very importantly how will cde support capacity building to implement the

168proposed revisions to remain mindful of the time and the very packed agenda today we will present all five revisions before pausing for questions public comment and board discussion at the september 2021 meeting the board gave very clear direction to the cde to provide recommendations that could reduce redundancy and simplify the lcap to ensure that the plan is accessible to all interested parties in response to this request the cde has made several revisions in the proposed final draft lcap template and instructions which is posted as attachment 5. these changes include whenever possible new information required to be included in the lcap template and action tables has been added in a way that limits the increase in size of the lcap and reduces duplication of effort for leas also the cde proposes that the instructions requiring leas

169to copy and retain the increased dormproof services section for each of the three years in the lcap cycle be removed as this will decrease the length of the plan removing this requirement will not impact transparency as education code requires leas to post any lcap adopted by the local governing board or body of the lea on their website the reason that the cde did not make broader sweeping changes to the lcap template for this round of revisions is because we received feedback from many of our educational partners who requested that we wait until the next three year cycle to make additional changes to the lcap it is the shared perspective of our colleagues in the field that to change the lcap template and instructions amidst the three-year cycle would be overly burdensome for leas even if

170they were not also managing an ongoing pandemic therefore the cde would like to propose that we in collaboration with our educational partners continue to evaluate the lcap template and instructions within the coming year to identify other areas in which the lcap could potentially be streamlined for the next three year cycle beginning in 2024 and i just will mention you know we've already begun leading this conversation with our lea partners just yesterday afternoon we we had a conversation with our county office education partners and discussed where we could streamline the lcap um also working with our agencies and i think we have a list of about 12 places to start so far and to grow all right so let's dive into the the five uh proposed revisions so the first one that we will start with

171today is to replace the term stakeholder throughout the lcap template and instructions and the reason that we are bringing this uh proposal to all of you is because we receive some feedback in speaking with some of our lea partners that the term stakeholder is creating a barrier of participation for some of our community members particularly our native american communities primarily because the term the current term does not acknowledge the fact that native american tribes are sovereign nations with constitutionally protected rights and thus created a barrier to engagement so the cde created an online survey to ask members of the public what they thought the new term should be the survey was live from october 4th through october 14th and it collected 647 responders responses respondents included administrators educators parents or family members school board members

172researchers advocates students and policy makers respondents ranked their preference of a new term from four options and also had a write-in option the four options were educational partner educational collaborator educational community member and interested parties and the number one preference from the survey respondents across the majority of the roles was educational partner so therefore the cde is recommending that the term stakeholder be replaced with the term educational partner throughout the lcap template and instructions and the one-time supplement to the annual update to the 2122 lcap as far as capacity building all divisions and branches throughout the california department of education are committed to equity we are currently working on implementing the replacement of the term stakeholder with educational partner you can see this outward facing through our local agency systems support office who have already

173adopted the use of educational partners in their daily correspondence and during their professional development series or their tuesday two webinars okay moving on to the second revision the requirement to include specific goals in the lcap the reason for this requirement is that the legislative intention is twofold one to ensure that leas are addressing the needs of consistently low performing student groups and two to ensure that higher performing leas are addressing the needs of low performing schools within that lea feedback from statewide educational partners centered around the need for additional clarification related to the criteria for identifying leas that will be required to include a specific goal clarity related to what the specific goals must include and a desire to see the required goals identified as supporting the improvement of chronically low performing student groups and

174or schools in response to our educational partners requests you will see updates to the instructions on page 24 of attachment 5 specifically the instructions related to the required goals have been revised to provide greater specificity about what must be addressed within the required goals including identification of student groups or schools and metrics and actions specific to reach the student group or school instructions were added to the identified needs prompt within the plan summary of the lcap requiring that leas identify if they are required to include a goal and the student groups or schools that led to this requirement in october the cd's analysis measurement and accountability reporting division provided an information memo to the state board related to the identification of low-performing student groups and low-performing schools the lists for the 2223 lcap have been

175posted on the cde's local control funding formula webpage and will be updated annually additionally we have a recommendation for a revision that has come up since posting and that is the cde would like to add the link to the list of the leas required to write the goals in the lcap in the lcap instructions which would be on page 24 in the goals and actions section of attachment 5. regarding capacity building the most important step in completing this requirement is knowing if you are required to complete the requirement so therefore the october memo submitted by our colleagues in the analysis measurement and accountability reporting division was the first notification to the field the lists are posted on the cde's lcff webpage and will be updated annually each year that we have the data to update

176and the cde will also include a link to the list in the lcap template instructions also the cde will be hosting a tuesdays at 2 webinar on tuesday january 13 2022 to provide training for leas that must include a required goal in their 2223 lcap through this training there are a couple of key messages that the cde will be reinforcing to the field a very important component of completing this section relies on leas understanding that while the data that has been used to identify the leas who are required to include specific goals in their lcaps is based on 2017 2018 and or and 2019 dashboard leas should use the most recently available data to assist in diagnosing and addressing student needs this message aligns within the larger statewide system of supports efforts to build up

177lea's local data literacy capacity we will also be emphasizing the instructions that require these goals to include metrics outcomes actions and expenditures specific to addressing the needs of and improving outcomes for each of the student groups or schools whose performance outcomes triggered identification and also finally well another emphasis point not finally in the explanation of why the lea developed the goal they did there are two big areas that we will be highlighting that how actions and metrics in the gold differ from previous efforts to improve and leas are also required to explain why the lea believes actions metrics and expen expenditures included in this goal will help achieve the outcomes identified in the goal description so before i turn it over to josh to take us through the revisions related to the requirement to calculate

178carryover i want to provide some context to the history of how this requirement to calculate carryover came about and how we got to where we are today in september of 2020 governor newsom made a promise to address the issue raised by ab 1835 and the california state auditor related to ensuring that our low-income english learner and foster youth students are being provided the level of services they are entitled to in the 2122 budget the administration followed through by proposing a statutory change that would ensure leas are both planning for and following through on actions and services that increase and improve services for students from low-income families english learners and foster youth while working within the increased and improved framework that was established during the inception of the lcap and the lcff expenditure regulations in july

179of this year that proposal became law the language not only represents a compromise struck between the administration and legislature but also responded to a critique of lcff made by the california state auditor the passage of this statutory language and required work work by the board this fall led to k-12 education being recently removed from the auditor's high-risk list we acknowledge that the steps to calculate carryover seem complex and technical but we know that it is worth it working through this complexity to achieve a clear and transparent accounting of how our unduplicated student groups are being served over and above the level of services provided to all students so with that important background i will now turn it over to josh to walk you through the improvements and changes to this piece of the lcap thank

180you lindsey good morning president darling hammond members of the board as lindsey mentioned my name is joshua strong i'm the administrator of the local agency system support office here at the cde so in terms of the requirements to calculate carryover the feedback that we received from our educational partners requested additional a need for additional clarity within the lcap instructions related to how leas would calculate the required percentage of planned qualitative improvements that was one of the things that was touched on in in the september presentation is is the quantitative improvements and the qualitative improvements um additionally there was a desire for the calculations being performed within the action table to be provided within the instructions and clarification related to the carryover requirements next slide please thank you so in terms of how educational partner input

181was included within the template um there's been a revision to the contributing actions annual updates table which more closely aligns with the statutory requirements and in addition to this within the lcff carryover table which is on page 15 of attachment 5. there's there's an alignment of the lcff carryover percentage to the leas estimated actual lcff funding as opposed to the projected lcff funding this not only holds leas accountable for the funding that they have received through the year but it also has the added benefit of ensuring that leas that have experienced or are experiencing a declining enrollment are not held responsible to carry over funding that they didn't actually receive during the school year in addition to this we provided specific instructions related to the required calculations and included an example of how an lea

182might calculate the required percentage of planned qualitative improvement the instructions provide the required calc to provide the required calculations uh really provide transparency for the field in terms of how this will be done the example provides leas with one method of how they might determine the proportional percentage without locking an lea into a single formulaic response i mean seeking to to strike that balance between ensuring that leas are meeting the requirement but also have flexibility that was been part of the hallmark of of lcff and then third the revision of the increased improved services section we're recommending provide the projected percentage to increase or improve services for the coming school year the proportional lcf carryover percentage um that will be calculated and the total percentage to increase your improved services which would be the combination

183of the projected percentage for the coming year plus the lcff carryover percentage that would be the total lcff increased or improved services percentage that the lea would be required to demonstrate that it's meeting in the coming lcap year as previously noted we're also recommending that the dollar amount associated with the lcff carryover be included in addition to the carryover percentage so if we can move to the next slide how is it that the department's going to be supporting leas in building capacity related to these new requirements we're going to be providing training webinars um two in two specifically related to the new increased or improved services requirements and how those calculations work those will be those are scheduled for december 14th and december 16th that's also going to touch on the caregiver requirements in addition

184the cde will collaborate with county offices of education and other educational partners in terms of building out trainings and partnering in communicating with the field the cde is also going to hold regular office hours during the spring of 2022 to support leas in development of the 2223 lcap and we're we continue to be available to support leas through the lcff inbox email account moving on to the one-time supplement moving on to the required use of the concentration grant add-on um did we hear from our educational partners uh if we could move to the next slide thank you so educational partners uh how to recommend there were a number of recommendations and and proposals of uh tables to help more clearly report the staff to student ratios at each of the school at the school sites

185related to this requirement there were also requests for additional guidance or instructions in for how leas would handle a situation where the amount of the additional concentration grant add-on that additional 15 percent is not sufficient to provide additional staff or in an instance where an lea doesn't have comparison schools from which to describe how it's using the additional concentration grant add-on so specifically an example of that would be an lea in which all of the schools within that lea are serving above uh or have schools that are serving above 55 enrollment of low-income english learner and foster youth students um how how is it that they are implementing this requirement and then in addition we we've had requests for additional clarification is how to determine the staff to student ratios um in terms of how

186those will be those will be used um so how does this show up then within the template the table that would there's been a table that's been included to enable leas to identify the staff to student ratios as applicable to the lea it allows the lea flexibility depending on what type of lea it is whether it's a k-12 elementary high school district whether it's a single school district etc the instructions for the prompt have also been revised to address instances where the amount of the additional concentration grant add-on is not sufficient to provide additional staff to address instances where the lea doesn't have comparison schools and uh how to determine the staff to student ratios that will be used in identifying the required staff to student ratios uh again the the why of of this

187requirement and and the reason behind doing this is to ensure that those leas that are receiving this additional 15 concentration grant are using that in order to provide direct services to students at schools where students so that our low-income english learner or foster youth make up 55 or more of the student body um and so we we think that that these additional um components within the template and within the instructions are going to allow lease to communicate this how they're meeting this requirement how it is that their they're implementing this in a way that provides flexibility based on the local context of the lea but also does so in a way that that is clear and understandable to the leas community so how was the cde going to help support leas in terms of implementation

188of this new requirement as previously noted we have a number of webinars that are coming up specifically december 14th and 16th related to the increased or improved services requirements um that also will include this additional concentration grant add-on again the regularly scheduled office hours and supporting lease through questions responses to questions received through the lcff email account and so at this point i'll turn it back over to lindsay to discuss the one-time supplement to the annual update to the 2021-22 lcap thank you so much josh so the reason for the requirement to for leas to complete the one-time supplement to the annual update to the 2122l cap is to provide local governing boards or bodies parents families and other educational partners with additional information related to the additional funds provided to leas in the 21-22

189school year as we all know the 2122 budget act increased educational funding throughout our state a historic rate the one-time supplement will give leas an opportunity to share their story of how they are using the funds received through the 21 22 budget act and federal emergency relief funds mainly the esser funds in a manner that is consistent with other applicable plans and in alignment with their 2122 lcaps feedback from statewide educational partners requested clarification related to the report that is required to be provided to the local local governing border body of the lea on or before february 28 2022 also a need for additional guidance as to the meaning of the phrase funds provided through the budget act of 2021 that were not included in the lcap and what the requirement entails in response to

190this feedback the instructions for the 2122 supplement have been revised to provide additional specificity related to the reporting requirement and these can be found in attachment 6. additional information has also been provided in the instructions to clarify the meaning of the phrase funds provided through the budget act of 2021 that were not included in the lcap and the intent for this requirement and specifically we highlight the instructions highlight that leas have flexibility in deciding what funds are included in the lcap and to what extent those funds are included if the lea received funding through the budget act of 21 that it would have typically included within its lcap the funds provided in the budget act of 21 that were not included in the lcap and provided description of how the lea has engaged its educational

191partners on the use of funds the instructions also clarify the reporting requirement for leas and provide lea's flexibility to refer to other planning documents to reduce duplication of effort regarding cde capacity building and support the cde will be hosting a tuesdays at 2 webinar series on tuesday november 9th at 2 to provide training related to the one-time supplement to the annual update to the 2122 lcap and the related requirement to provide a report to the local governing border body of the local educational agency on or before february 28 of 2022 the cde will hold regularly scheduled office hours throughout the spring of 22 to support lease and development of the 2223 lcap and the cde will continue to support leas by responding to questions received through the lcff at cde email account so we just

192want to acknowledge that there are a lot of changes and this is a year of constant changes and we know that more changes are burdensome for all of our lease and so that is why we are very committed to leading a really strong technical assistance period after board action today to start we have 11 scheduled webinars between november 9th and january 18th with more to come based on lea and the field needs and requests we will continue to add more tuesdays at two in response and we also thank our partners especially successa who generously invite us in to listen present calibrate and collaborate with our county office of education partners and we will also be continuing to present updates to state and federal program directors meetings the bilingual coordinators network just to name a few

193also lasso will continue to offer office hours and we are very excited to announce that in the lasso team we are adding one additional consultant to help support all of you in the field and also we are working on releasing the guidance documents created in collaboration with the region 15 comprehensive center at west ed these sections specifically will focus on well-written lcap sections and will be inclusive of all new requirements we will also have guidance on how to use local more than state data as metrics in the lcap and also support in timely posting of additional guidance documents to accompany our tuesday at two webinar series so many more things to come and with that i will pause and turn it back over to president darling hammond thank you very much for that very thorough

194report we really appreciate it i was myself particularly excited about the dozen suggestions you have for streamlining already uh lining up uh i want to ask that we put the pub we have the public comments slide up and um i want to begin to get the public comment queue uh going members of the public wishing to provide comment on this item can do so by calling the telephone number and using the access code provided on the slide that is shown now and while we're waiting for members of the public to call in i want to ask vice president strauss and member burr as our accountability liaisons if they have any initial comments and then if we have any clarifying comments from board members we'll take those we'll hold substantive discussion until after the public comment

195uh so um vice president strauss so thank you president darling hammond so lindsay and josh thank you so much for a really clear succinct presentation really outlining all the changes that are happening and why we need to do it and also what lies ahead i i just so appreciate feedback from our local lea saying wait till the next three year cycle don't change it in the middle now but that our lease are already suggesting and requesting things like charts and explanations and guidance so i think the feedback for local lease continue to make this process better and we understand that the items today that are changes are required from new statutory language with the new carrier requirements and that there reflects a compromise that's taken shape over the last couple years secondly that um the

196change the template that we're considering um focuses on the actions and services that increase and improve services for students from low-income families english learners and foster youth this will really help leas realize one of the fundamental goals of the local control funding formula and i just appreciate again that the feedback from the local lease is supporting these recommendations and again i look forward to the continued streamline efforts that president darling hammond talked about and um and the changes in the next three-year cycle because i think we all realize that while we've improved the template and the questions and the prompts it has gotten too long and there's a lot of redundancies so i would support your plans and lindsay i know you said you have several steps already planned and i know we're looking forward

197to that so with that i'll turn it over to member burn thank you thank you eileen so i'll just associate myself with eileen's gratitude and appreciation it's so clear the level of solicitation of feedback that you've taken from all of our educational partners on what is not an easy task by any sense of the word i i just i do want to ask one clarifying question um to either lindsay or josh just so that we know what what's on the agenda for leas going forward as i understand what's being proposed here there will be a supplement that's required for uh years 2021 2020 and 2021 and that that has to i'm sorry 2122 and that has to be completed by february 28 of 22. just to want to clarify that and the second thing is

198the revision of the of the current template and that is for the 2223 school year so that any proposed changes wouldn't happen until after that so if you could just clarify kind of the timing and people can have a sense of what the scope of work will be before leas if we adopt this item i would appreciate that sure um so the thank you for that question clarifying question member burr so for the february 28 2022 requirement leas must complete the one-time supplement to the annual update to the 2122 lcap this is a template and it is attachment 6. this template once adopted by the board anticipated today will be posted on the cde website and are tuesday at 2 this coming tuesday on november 9th we'll walk leas through that final template and the

199requirements for that presentation to their board another important note about this one-time supplement is that it does not need to be submitted after february 28th it will be included in the 2223 lcap for the typical review and approval cycle when that happens this summer regarding the lcap template update and revisions that is attachment five and the all of those anticipated revisions once approved today will be posted and prepared and those revisions will be implemented as leas complete their 2022-23 lcap does that clarify your question remember and just and when is the 2223 lcap just for everybody's edification when does that have to be completed tech completed oh by by it must be uh reviewed and adopted by july 1st of 2022. okay thank you all right uh i do not see any um hands raised

200for further clarification at this time and i do know that we have 15 or more callers in the cube so i think maybe we'll go to public comment and then we'll come back for board discussion and further questions that board members may have that's correct we do have 15 callers for item 5. caller please state your name and affiliation for the record your time starts now sbe members my name is michael juba and i'm a classroom teacher representing the california teachers association pta is part of a coalition of labor and education management organizations that submitted a letter on the lcap template we urge the board to consider the recommendations outlined in the coalition letter and reinforce that the lcap should be a strategic planning document any efforts to further evolve the lcap into a compliance

201document disregarded we appreciate that the template provides examples on how leas can increase or improve services for unduplicated students either qualitatively or quantitatively we also urge the board to simplify the template as much as possible and not include additional requirements beyond the current law 2021-22 school year well underway pandemic continues to place substantial stress on students families teachers and administrators thank you caller next caller please state your name and affiliation for the record your time starts now thank you for allowing my comments i'm pete ahern president of the california association of science educators i want to thank president darling hammond in her opening comments today for highlighting the importance of the next generation science standards in helping educate california students about the science of climate change however we have just released results of a statewide

202survey of teachers showing that ngss implementation was never completed and has stalled there are deep inequities in the implementation of ngss most teachers do not yet have ngss aligned instructional materials and have not had adequate professional learning to address the needs of consistently low performing student subgroups what does this have to do with the lcap template since districts set lcap priorities based on the dashboard and science isn't on the dashboard ngss implementation gets ignored the lcap template is a three-year plan but districts won't be seeing cash results on the dashboard until 2023 which means they won't plan for science that's currently formatted the template does not adequately support the implementation of ngss we would suggest that we could have an icon on the dashboard that says cast results coming in 2023 this would indicate the

203district that they need to support ngfs next caller please state your name and affiliation for the record your time starts now good morning carlos machado with the california school boards association we support the templates templates proposed for adoption today these templates balance the new stature requirements with valid concerns about how the already linked el cap is received locally approving the templates will help ensure these documents continue to be useful to our school communities and spur involvement by local educational partners in their development we thank the board and its staff for their work on these templates and ask the board to approve the templates as drafted thank you thank you caller next caller please state your name and affiliation for the record your time starts now good morning leandra reed on behalf of the small school

204districts association thank you dr doningham and members of the board for hearing our testimony ssd ssda supports the revised cap and one time supplement i want to thank the staff for their interaction with us for hearing our concerns and and for meeting and attempting to to you know help us to make us be part of the process we also want to thank you and the other state board members for your ongoing recognition of the difficulties and uncertainties schools and districts continue to face our districts our small districts face difficulties that while not unique are certainly amplified our staffing shortages are more severe because it can be difficult to recruit in our areas our attendance and enrollment fluctuations are more pronounced because of our small numbers and that confounds our ability to plan appropriately i say

205this not to complain but to give you to illustrate our environment however we are committed to the accountability system created and believe in it we are integral parts of our communities and with generations attending the same school we don't just know our students thank you we know their family thank you caller your time's up next caller please state your name and affiliation for the record your time starts now vulnerable state board members i am sylvia hodge assistant director at lmu center for equity for english learners i offer these comments to advocate for changes to the measuring room and reporting results section of the lcap template currently lease are encouraged to identify metrics for specific student subgroups to narrow gap instead language should be amended to state leas should identify metrics for specific student subgroups three

206previous studies by the center reflected that districts lcaps exhibited minimal mention of metrics and analyses of english learner outcomes we are currently conducting an additional study with a sample of statewide district lcaps unfortunately preliminary findings reflect similar trends in the absence of identifying metrics and analysis to support english learners a 2021 briefcase research partnership study showed that english learners were the student group most affected by the pandemic therefore we recommend that the state board of education require that specific vets use specific metrics for english learners be included in the lcap template to support this vulnerable student subgroup thank you for your time thank you caller next caller please state your name and affiliation for the record your time starts now good morning andrea ball on behalf of two groups first the central valley education coalition

207over 100 lea serving over 400 000 pupils and the california association of suburban school districts large districts across the state support the recommendations of the cde request the state board adopt these revisions to the lcap template and the one-time supplement we are firmly in support of the lcap and the accountability system and think these proposed changes will do much to balance out the statutory requirements and as well as allow these to be meaningful documents for the community thank you thank you caller next caller please state your name and affiliation for the record your time starts now uh honorable board members shelby spiegel coleman california together we urge you to revisit the language and expectation for inclusion of metrics and growth targets to establish goals to close achievement gaps beyond d.a districts and csi schools reflecting

208on superintendent thurman's comments today about closing gaps and board member records comments about language to set expectations we call your attention to page 25 of attachment 5. the language under measuring and reporting results only encourages districts to set metrics that would close gaps we believe the equity attempt of lcff allows us at least to suggest that districts should set these targets at the september board meeting several of you expressed the need to name student subgroup research-based standards of line practices reading lcaps with the center for equity for english learner for four years this is an area that needs direction not just encouragement please vote to change the word encouraged to should in the template thank you thank you next caller please state your name and affiliation for the record your time starts now my name

209is lexi lopez from edvoice we along with the alliance for students remain very concerned that beyond the calculation itself the proposed template is vague with respect to what leas must report on specific expenditures and actions supported with unspent carryover funding in an ensuing year edvoice urges the board to direct cde staff to develop explicit instructions with examples in the template that aligns with ab130 to ensure unused lcfs carryover funds are additive and expended to benefit targeted students in addition edvoice recommends that the board insure a district's report by school the staff position supported by the 1.1 billion in targeted additional concentration grant funding to ensure staffing levels at schools with a higher concentration of unduplicated students have improved thank you thank you caller next caller please state your name and affiliation for the record your

210time starts now sarah baches at the california association of school business officials in support of the template proposed for adoption today we're very appreciative of the support of the staff as well as the state board members thank you for hearing us out we've we're very appreciative of the conversation taking place today thank you next call or please state your name and affiliation for the record your time starts now hello on behalf of the association of california school administrators and our organization supports the draft templates as proposed in light of the challenges faced by leas at this time we appreciate the attention paid to streamlining the templates and ensuring that changes included in the template reflect statutory requirements and nothing more the template as drafted is consistent with existing particularly with the requirements to demonstrate increased

211or improved services for unduplicated students we have additional points in our action letter as well as a coalition letter that we submitted for this item thank you thank you next call or please state your name and affiliation for the record your time starts now good morning this is sarah lillis executive director of teach plus california uh we first want to associate our comments with the letter sent by both the lcss equity coalition and the alliance for students in particular we appreciate staff's revision to add the carryover dollar figure to increase or improve services and the recommendation that if any qualitative percentages are used that leas justify how that percentage corresponds to the amount of snc allocation it's covering we would recommend that the template go one step further to identify any planned actions or services

212which are being supported by those carryover funds more broadly our teach plus teacher leaders want to again elevate that their hope for lcsf to address educational inequity was rooted not only in directing additional resources to students who've been underserved but in the promise of community engagement and accountability to ensure local leaders are truly meeting the needs of their communities and the lcap and how it is used is essential in doing that we look forward to working with you in ensuring that it's both a tool for planning as well as transparency and accountability thank you next caller please state your name and affiliation for the record your time starts now it's eric primack with the charter schools development center we too are in support of approval of the template as proposed and thank cde for their

213hard work and outreach we are though very much concerned that the template has grown to the point where it's largely incomprehensible to school staff and especially to parents and other education partners and we really strongly in the strongest possible terms urged the state board to lean on governor newsom state superintendent thurman and especially the legislature to fundamentally rethink the length and scope of the lcap and turn it into something that is much more practical and comprehensible thank you thank you next call or please state your name and affiliation for the record your time starts now good afternoon colleen pagter on behalf of the los angeles unified school district la unified supports the new templates and feels that they balance the statutory requirements for changes to the elk template the challenges that lea's are facing today

214with that in mind we ask that cde and the state board develop and circulate resources to help leas and our communities with understanding these changes updating the faq page on the cde website and creating a toolkit for leas with materials that can be shared with our families and partners would be very helpful in ensuring consistency and understanding of this revised lcap again we appreciate the work of cde and the state board and support the final draft however we also want to urge that more work be done to help streamline and shorten the all caps to make it more accessible and transparent for our communities thank you thank you next call or please state your name and affiliation for the record your time starts now hi leticia garcia on behalf of the riverside county superintendent of

215schools we're part of a coalition of leas and education organizations in support of the proposed revision notwithstanding our support we offer additional input our districts embrace accountability for student outcomes but they also need flexibility to meet their obligations especially now with a windfall of one time covet fund with expiration dates that lease are spending as quickly and wisely as local capacity allows the proposed template only allows for leas to receive credit for their proportionality obligation if they increase services by funding an action with lcsf funds or improved services by including actions without funds but not an action funded with other sources we believe districts should get credit when they blend funding lastly we agree the template has become too complicated and support efforts to streamline the template while holding leas accountable thank you thank you

216next caller please state your name and affiliation for the record your time starts now hello madam president this is brian revis calling on behalf of the education trust west we agree with our partners in the equity coalition regarding the specifics but i wanted to offer a high-level comment for those of you who may be wondering how did we get here we think the problems with lcff transparency are rooted in some administrative and policy decisions regarding the lack of a standardized account code for supplemental and concentration dollars and some decisions related to pupil reporting per pupil expenditures reporting under federal law that's resulted in um researchers and the state auditor uh finding that we really don't know what's happening to lcff dollars intended for unduplicated students and we think that's a big problem going forward when

217the governor and the legislature talk about lcff they immediately talk about the amount of funding going into supplemental concentration the general public thinks those dollars are being spent and we know where they're going next caller please state your name and affiliation for the record your time starts now good afternoon this is liz guian public advocates for the lcsf equity coalition i want to repeat from our comments our many thanks to the department for an open revision process and the opportunities for weighing in and most importantly for hearing us and acting on our comments where they have we appreciate the department's emphasis of facts that got us here today that is leas not meeting their equity obligations the student advisory board comments this morning echo the voices of many marginalized students who deserve more not the

218same resources we support revisions in particular today's recommendation by the department to provide the projected percentage to increase or improve services for the carryover and we want to keep pushing on the importance of identifying in the action section which actions are being supported by carryover funds that is not too much to ask it takes merely an asterisk to note that this action is being supported by funds that were unspent thank you next caller please state your name and affiliation for the record your time starts now hi this is robert manwerd from children now i want to associate myself with the comments of the lcff equity coalition and the alliance for student success uh and focus my comments on one specific issue but first i wanted to highlight uh the findings of the public policy institute

219of the california study that shows that only 55 percent of dollars distributed through supplemental concentration grants actually get to the school sites where the kids are that generated those funds we have concerns with that general finding and steps like the carryover provisions are one small step in improving that process we think there are many more that need to be done in terms of the template itself we want to focus on the 1.1 billion that's available for staff at high concentration schools ab130 the authorizing legislation for this focuses on the lcap being the enforcement tool for ensuring those dollars get to those school sites we don't believe that there's a sufficient information in this template to ensure that the dollars are getting to the school sites and the additional staff is being either hired or transferred

220to those schools next caller please state your name and affiliation for the record your time starts now hello it's john effeld from public advocates i want to appreciate all the work the department and the state board staff have done i think in terms of the instructions in the template it honors the original statute that allows for proportional increases or proportional improvements directed toward high needs students it's been our experience over the last eight years that quality improvements while they may exist are the exception rather than a rule and i think that will continue to to be the case as we move forward it is important though that any qualitative improvement percentages be demonstrated to correspond to the supplemental concentration dollar allocation amount that's what the statute calls for and ab-130 [Music] next caller please state

221your name and affiliation for the record your time starts now and hello honorable board members my name is melissa elder with the rincon indian education center located on the ringtone and reservation in what is now known as san diego county i would like to reiterate comments that were made today and during the last coordinating discussion about embroidering what is considered as subgroups to include native american students and additionally students should be setting specific goals not simply encouraged to do so we know native views are not performing as well as their counterparts they have lower graduation rates due to being pushed out of school through excessive suspension and funneled into the adult criminal systems as stated in the education codes indian children have not succeeded well in california public schools and we're still seeing them being

222left out and our school districts leaving out indian education centers for meaningful planning processes and necessary in school programming as educational partners native american and american indian students have unique situations and specific needs and in order to address those needs there needs to be specific goals to address those thank you thank you caller next caller please state your name and affiliation for the record your time starts now caller you're live next caller please state your name and affiliation for the record your time starts now good afternoon martha zaragoza diaz representing the california association for bilingual education cabe also associates itself with the comments and recommendations made in the equity coalition letter we also support cde staff recommendation their additional revision regarding the increased or improved services section of the template to include the dollar amount

223associated with the lcfs carryover in addition to the percentage we would like to make sure that if any qualitative percent percentages are used those percentages need to correspond to the amount of the smc allocation it is covering lastly we also associate ourselves with the comments made by representatives of the californians together regarding the specific el information on the lcaps template is requested that the board clearly includes thank you caller adsense funded carryover funds thank you caller your time's up easily identify how carryover funds are used this concludes public comment for item number five thank you very much i want to appreciate all of the callers who've called in and their comments and the work of the staff on this complicated and important item and i want to open this to board commentary i see a

224member glover woods thank you president darling hammond just to echo your thanks to the cde staff for really working with a wide diversity of educational partners to really try to have a template that addresses the statutory requirements and the concerns that that statute was addressing it was definitely not an easy job to do and i think based upon the comments that we've received in writing and during public comment many of our educational partners do feel heard and are appreciative of the revisions that were made for both the template for the lcap as well as the supplement i just want to again say that as we move forward i appreciate that the streamlining of the lcap template will be a front of mind if you will definitely think it is a important to wait for the

225next cycle to just allow for leas to get used to the template that they have in front of them uh one piece just to as we keep in mind and as we go forward with streamlining um just to remember that it is essential that all educational partners understand what's in the lcap so the more complex it becomes the more likelihood we have of disenfranchising some of the educational partners and of course we want for time to really be spent on implementing the goals actions and services that are in the lcap template not completing the template itself so i do look forward to the upcoming actions in relation to the streamlining and again thank you so much to the cde staff for just a phenomenal job in implementing the revisions that were necessary to the lcap

226template thank you and i'll move to the member son and then member burr thank you i appreciate um board member gloverwood's comments you know echo those absolutely and i think i've mentioned this in the past but i think we are beyond paper for this lcap and i would really encourage as we are looking forward uh to the evolution continued evolution of this el cap that we look at in other means to display it other than through a paper um system that it could be either web-based in some way because of the complexity and the layers and the trying to relate goals to the the budget and all of that it just seems like a 2d paper format that we've been using is just not effective or and it's not understandable as has been mentioned already

227several times so i would just encourage us to look at new ways of how we might display the lcap in a more futuristic way rather than the paper that we're using now thanks thank you uh member burr and then member proteal bronzon thank you i actually will defer to member patio bronson i just wanted to make some closing comments before doing a motion um and i'm gonna try and talk and if it gets too loud with the gardener in the background maybe okay continue later so i also wanted to share in the chorus of appreciation there's just been a tremendous amount of work and progress i think that has been made in i think relatively short time in terms of many of the amendments that have been coming both legislatively but also in conversation with

228so many of uh the partners from community from the equity coalition from the lea community as well i want to also offer a very clear appreciation for the inclusion and the instructions of language reflecting some of our legislative changes from this last cycle around tk to 12 being named i was reflecting back on my own time as an advocate working with local school districts and having had many conversations where school district leaders were not then familiar or confident that tk students for example generated ada and should be included within lcaps so having that specifically called out i think is absolutely a step in the right direction of clarifying how much tk students are a part of the school community and should be a part of the strategic planning effort um i did want to ask

229and this is uh a i think a relatively small change all of the references to tk to 12 as applicable appear in the instructions um as distinct from the template and it largely replaced what referred to previously to its students the one place that i think that it could be frontline in the actual template itself is really just on page one where there is language saying describe the lea its school and its students and if we could just add comma tk to 12 as applicable i think that would actually really make it clear for las that this is part of the planning responsibilities just as much as any other grade i also wanted to lift up i think that the table that has been included on carryover i think is also very much an improvement

230and it gets to this idea of what is going to clearly and transparently communicate to local community members parents and equity groups around what the carryover calculation looks like i think many public comment folks have also suggested that there could be an accompanying table to say what are the planned actions um for that carryover calculation and again to this idea of what makes it clear what sort of in in the absence of going all um not yet going completely virtual and having it on your phone or pop up as a hologram however the technology might be next um tables communicate very succinctly and i think it's an easy fix um and then the last suggestion which i also think was raised by several public commenters the idea of moving from an encouraged goal for subgroups

231to something that is firmer and saying that they should in fact have goals certainly as a parent i i think the idea that if you know that there is a massive gap in terms of how children are faring you would want your local lea to have aspirations that are clear and specific and to see those in bright lines and clear text thank you very much um i'm going to go ahead and recognize remember rucker remember bananka and member escobado and then come back around to member burr um as i think uh you're holding out for the last spot there so uh member uh rucker thank you very much yeah when we had conversation about the changes and recommendations at the previous board meeting there were a lot of questions raised as to how the valuation

232and the explanation about uh how services would be uh reported and how expenditures would be shown i mean it became a very complicated and at some point confusing discussion so i do commend the department for the efforts they've made to address a lot of the concerns that i know my colleagues on the board raise and i know that i ask very explicitly about as a way of addressing i remain concerned that while this is a reporting document i remain concerned that the accountability that is in the title of this plan still is not evident or as apparent as it could be for the districts that will begin using this to develop the supplementary report that will be turned in in july we heard from a number of stakeholders about the need to recognize student subgroups

233and as i sit here i am very aware that african american students are the lowest performing subgroup in all of the subject areas that we currently test in every single subject i mean in every single grade level and so i have that concern because we're not requiring as an f as a as a factor or an element of accountability there is no mandate to require districts to pay attention to their high needs students we give voice to or we give an expectation that they should be addressing these high needs students yet we continue to see reports like an ed source where only 55 cents of every dollar that's supposed to go to support these students is actually being spent at the schools where these students attend so uh and in being careful to make that

234criticism i'm not criticizing the efforts of schools as if to say this is not occurring what i am saying is that if it's not evident in the accountability plan that we are paying attention to the most needy students by making absolute assertions not only about how the money is being spent but it's being spent on these students because they are the target they are the reason why the sites and the districts receive these funds then what is the school actually be holding itself accountable for so i'm while the mandates in the statute can ask us to continue to revise and live with the question of what stating school improvement looks like and how to articulate that with our community of partners and with the engagement that creates consensus about where our priorities are i want

235to remind you about the report we just heard from our student advisory committee student voice has done more to articulate some of the issues of concern that are directly related to what's being revised in this template in issues concerning diversity and addressing diversity in school planning but also in supporting students who are in low wealth or who come from low ses backgrounds while it's not a requirement in the lcap to address that i just have to wonder if these are the students who are the reasons why districts are receiving an unprecedented twenty one thousand dollar per pupil uh expenditure by the state from multiple resources including from the federal government why would it be so difficult to make plain in a chart in a summary or even in prioritized statements about these students what these

236funds are for so while we have come a long way the lcap that will be created by the changes we will approve today is a significant improvement from where we started when the lcap was implemented all those years ago we still have a long way to go to help districts understand that they have they are accountable for how they close the achievement gap and address the support constraints for the students that need to be targeted and identified as their highest need students we still have not sufficiently closed the gap on how that should be addressed in these plans um but uh i'm going to remember bananka thank you well first i want to thank the cda staff for such a comprehensive presentation um and i just wanted to echo some remarks of many other board

237members thus far and that i really appreciate the emphasis on clarity and conciseness in this template i think that in general the more clear and concise and understandable that we can make the lcap template without sacrificing the intent or the purpose the more educational partners are going to be willing and able to engage in the lcap process and give their feedback and especially for students who are generally newer to education policy i think the eldcap can be extremely daunting seeing that it's a giant document full of a lot of complex terms and i think that the more complex it gets the more it deters students and scares them away from giving their valuable input and i think that just generally takes away from the whole purpose of lcap which is to hear the local input

238especially of students who are the primary educational partners um and and just furthermore beyond that i think this year especially we're all a little burnt out because of the pandemic so i think having a more streamlined template um really helps to ease the weight on the shoulders of not only staff but the educational partners moving forward i think i'd like to see the lcap represented in newer forms as stated by member sun other than the paper template and i think especially for students this may be a bit easier to follow because especially after this year we're all very familiar with technology and um viewing documents on our computers and so that's something that's kind of uh you know right up our alley um but again i really appreciate all the great work that the cd

239staff has done in listening to the educational partners and and really trying to streamline this template as much as possible perfect thank you member escobado then member mcmullen yes i'm not going to repeat what my amazing colleagues especially miss rucker trustee rocky rucker um highlighted the importance of having stronger language but also i would like to add you know yes it's great that we're looking at streamlining the process but you know i think just as important as that coherence of effort right um we heard superintendent thurman talk about literacy by third grade enhancing the educational environment learning environment for african americans so there's any way to have yes that local input but at the same time that coherence with the state not sure how we can do this in the lcap but i think coherence

240is is is exceedingly important for all systems to work together and to see california as a whole to move forward in the area of accountability thank you uh member mcquillen yes i'll be brief but i know it's lunchtime now but i want to thank the staff at cde for all the work on this also monumental but i agree with uh member uh rutgers statements that we still have a ways to go in ensuring that this plan covers the students that most need it you know those groups and using language that the goals are should be set should shall be set on those students who are in most need i also want to say um thank you for listening to the educational partners such as the tribal organizations that wanted to move away from a certain

241language in the instructions and in the document and and moving towards calling those partners educational partners that we are so i appreciate that that move uh words do matter so thank you and thank you for all the efforts and then all the help sessions the tuesday tuesday at two help sessions i appreciate that i know districts uh want to have as much access as possible to for additional help technical assistance so thank you uh member rodriguez yes thank you and i won't repeat everything that's been said but i do want to thank staff for incorporating our educational partners feedback i think that's uh incredibly important and also for the transition to educational partners um i was left with with a question about the ngss and if that is if there's a way to from one

242of the callers who mentioned that and if there's a way to uh incorporate that if like he said it's just a check box so is it possible to do that and also member records um comments about you know the ensuring that we have specific information and holding our educational partners accountable thank you and as i pass the ball to member burr i just want to associate myself with the comments that have been made about how important it is to be strong in our expectations that students who have the greatest needs should be attended to in the discussion in the lcap about the allocation of funds and so i want to be sure that there's a clear concern communicated about that ongoing need and its reflection in the document i remember burr coming back to you

243um and i'm just i'll be brief for a second i just want um to say that i i always think of the lcap as one of a piece of many many pieces of information that are really important to make sure we're focusing on the students that need it most and it will in my view it would always be helpful to have these conversations in the context with the dashboard because recall that the dashboard very specifically focuses on subgroups and in fact leas are assessed based on those multiple groups and they're ranked according to their colors and they're also identified for additional assistance based on subgroup performance so it's um when we talk about the lcap the actual template and how we're planning to do on behalf of subgroups it sort of gets lost on what

244the outcomes are but i do think there is some focus on it already in the template and i think it might be helpful for lindsay if she would come back and talk a little bit about that issue because it has been raised by a number of folks and i know we all share that same concern and then i'll come back in just a minute after lindsay answers the question of course thank you thank you all members for your feedback to taking furious notes and we always appreciate your feedback as it informs our next steps yes remember burr so if you look at the plan summary section of the lcap template specifically in the instructions the section around where lease are required to reflect on their identified needs they are directed to refer to the dashboard

245data to identify any state indicator for which overall performance was in the red or orange performance category and received a not met not meant for two or more years rating and any state indicator for which performance for any student group was two or more performance levels below the all student performance um and then that is a long that has been a requirement and then in addition to that requirement we now also have the requirement that leas who have been identified based on student performance outcomes for the two or three year requirements also have to add an a required goal into their lcap that addresses each of the student groups that are not performing thank you lindsay so hopefully that addresses some of the concerns that were raised by a number of the groups um i

246just want just in keeping with that same theme the one one piece i wanted to mention is that well a lot of attention from the speakers uh especially uh relied on the a recent report by ppic the public policy institute of california about expenditures and and pointed to the need the needs that are identified and a lot of the changes we're making here about um being clear about where the expenditures are being made especially on behalf of the students that are most in need the part that sort of got lost and the shuffle in my view was that in fact student performance has improved that lcff is working as it's intended to so i encourage folks to look at that i'll just talk a little bit there's graduation rate improvements the gaps are closing among

247subgroups there's improvements in adg completion so those are high school indicators that they looked at but they also looked at some limited data and admittedly we know that this data is truncated because of the pandemic but with respect to test scores in the elementary grade levels one of the things that i thought was most important to share is that the number of low low-income students scoring far below standard has fallen notably which says to me that with the leas are focusing most on the students who need it and trying to get them up to grade level so while these are very preliminary results they are important and again i don't i sort of want to make sure we don't lose the plot line here that what we're trying to do here on behalf of students

248who have historically been underserved is working and we need to stay the course so i just want to make sure that that didn't go unsaid and with that i would be happy to move the department recommendation i'm happy board member patia bronson to suggest your change i think it's a helpful one to include the parenthetical statement about tk to 12 to make sure and i didn't get the specific line reference so if you want to add that i i'd be happy to take that as a friendly amendment but i make the recommendation that's shown on the screen and i will second it terrific any further discussion of the motion i would like to also ask for a friendly amendment um i'm not okay why don't we hear what your thought is but we may need

249to vote on the one that's before us so before we re here but go ahead uh as it relates to the issue i raised on accountability uh can we take a look at that verve and courage i worked in a district where they where our contract language said we will strive to maintain a ratio of 28 students to one that's about as useful as you know lipstick on a pig so is it possible to change into the verb encourage to a more transitive verb like should or um shall or must instead of encourage i'm gonna go back to sue and you know she's the motion maker i'm sorry i don't understand the context member rucker so i need a little bit more context or specific about what you're asking for i think you're on mute

250patricia i did i immediately muted myself after the uh after i made my could we go back to the first line of the slide one of two on the recommendation okay so with um as it relates to the revisions that are being added in the guidance this is actually related to what's in on number one on explaining what the what will be happening with the increased and improved services section it says that districts will be encouraged to address or to report how they are directing the funds and i'm recommending instead of using the verb encouraged in the guidance to change it to districts should report or identify how they direct it's on page 25. i i don't know if i can second a friendly amendment but i agree with that and it may be we

251might need to discover outside the balance of robert's rules but yeah maybe we might need to do this separately from this motion um but i think it's important to make that change so remember bur this is your motion so we'll come back to you i guess i'm not comfortable with it just because of all of the feedback that we received from stakeholders on the very thoughtful and comprehensive process that went into this feedback so i'd be happy to have you do it as a separate motion if you want and folks can vote on it but i would like to stick with the recommendation um as written well then technically what that would mean is we would vote on this motion and if the motion passes under robert's rules i'd be asking for reconsideration to amend

252a motion we just approved i think that makes it more unnecessarily complicated to do that so rather than hold this up because i i think it is important for us to move on the recommendations and the updated revisions because as i did say this goes a long way to making improvements i'm just not going to i'm going to withhold the vote and not vote on this motion because i am concerned about that particular statement and lack of emphasis that should be in this amended update okay i will also note as we get ready to vote that um the motion does say that the cde will with state board staff look at the language and the wording of the various parts of the template as it moves towards and i know they're taking account of our

253comments so i uh hope the cda staff will take account of these comments and think about where those how those might be incorporated but we will vote on the motion as it is proposed and with that i'll ask brooks allen if he will call the role member son aye vice president strauss yes member rucker voting member rodriguez yes member patilla brownson yes member mcquillen i agree with patricia um but yes remember glover woods yes president darlene tamman yes remember us kabel yes remember hi motion passes you this has been a long process of getting from where we started to where we are and i think a lot of good work in the in the course of it we're now i'm going to take a 30 minute break uh i'd like to thank lindsey and josh

254for you know the presentation all the work that went into it and the board members for this thoughtful discussion um we'll come back at 110. uh please turn off your microphones and cameras during the break and turn your cameras back on after the break to reestablish the quorum but do not leave the meeting thank you welcome back uh i think we have a quorum and i'll like to ask brooks allen to call the role to establish it member son president vice president strauss president member rucker member rodriguez here remember patilla brownson here here member mcquillen dear member glover woods here members cabello here president darling hammond here member here member banaca here you have a quorum very good uh we're gonna move to agenda item number six which is the update to california's every student

255succeeds act state plan and we're asked to approve amendments to the state plan um pending um the executive director's approval of final revisions requested by the sbe uh that we may make uh here today the item will be presented by joe science of the cde joe uh please begin thank you good afternoon state board president darling hammond and state board members my name is joe signs i'm the federal policy liaison for the california department of education government affairs division i am proud to be supported today in this presentation by kristin cruz allen and monique mcwane of the educator excellence and equity division as well as cindy kazanis director of the analysis measurement and accountability reporting division today we will be presenting item 6 update to california's every student succeeds act state plan approval of the

256state amendments to the state plan next slide please the following topics will be covered in this presentation we will provide a very brief background on the every student succeeds act also known as essa we will also provide the current definitions for ineffective and out of field teachers under california's essa consolidated state plan finally we will walk you through the proposed amendments to california's essa consolidated state plan which includes an update to the definition for out of field teachers based on feedback from the field next slide please the cde recommends that the state board of education approve the amendments to california's essa consolidated state plan pending the sbe executive director approval of final revisions requested by the sbe correction of any typographical errors and necessary non-substantive clarifying edits next slide please first we would like to

257provide some brief background regarding the essa and california's consolidated state plan we'll go the next slide on that the essa was signed into law by president obama in december of 2015 and it was a reauthorization of the federal elementary and secondary education act the essa replaced the no child left behind act and a major goal of the essa is to ensure educational equity and opportunity for disadvantaged and high needs students and it is meant to supplement state programs now i will be passing the presentation to kristin cruz allen and monique mcwane of the educator excellence and equity division thank you very much joe good afternoon so the actual essa provision that we will be addressing today is section one one one two b 2 which requires local educational agencies to describe how they will identify

258and address any disparities that result in low income and money minority students being taught at higher rates than other students by ineffective um sorry about that we're going to start my video ineffective inexperienced or out of field teachers we'll go the next slide um california sought extensive stakeholder input when addressing these requirements in its initial planned submission but was asked by local educational agencies to provide additional specification for the ineffective and out-of-field teacher definitions specifically local educational agencies ask cdd cde to specify where teachers with certain certificates such as provisional internship permits or pips or short-term waivers should be reported after collaborating with the commission on teacher credentialing the cde brought revisions for ineffective and out-of-field teacher definitions to the board which contained these specifications that leas were seeking in november of 2019 california had

259also requested an extension for providing data related to the equity portion of the consolidated state plan until the data sharing memorandum of understanding could be executed with the california commission on teacher credentialing and the first year of data from the california statewide assignment accountability system or calsas could be verified these proposed amendments and teacher data tables allow california to come into compliance with a completed state plan i'd like to briefly review the definitions that currently exist in the california consolidated state plan [Music] so the definition for ineffective teacher is any of the following an individual whose assignment is legally authorized by an emergency permit that does not require possession of a full teaching license a teacher who holds a teaching credential but does not possess a permit or an authorization that temporarily allows them to

260teach outside of their credentialed area and an individual who holds no credential permit or authorization to teach in california to address the specifications that leas were asking for the certifications on the screen that you're looking at now were added to this definition and they include provisional internship permits short-term staff permits or steps variable term waivers and substitute permits or teaching permits for statutory leave holders serving as teacher of record as for the definition for out of field teacher in november 2019 it was revised to read a credentialed out of t field teacher is a credentialed teacher who has not yet demonstrated subject matter competence in the subject area for the student population for which he or she is assigned again to address the specifications that local educational agencies were asking for the certifications on this

261slide that were added are bolded slightly originally we had only listed general education limited assignment permits and special education limited assignment permits also known as g lip lapse and c-lapse but also added to the out-of-field teacher definition was short-term waivers emergency english learner or bilingual authorization permits and local assignment options i would now like to turn it over to monique mcwane who will discuss the proposed amendments thank you kristin so good afternoon i am monique mcwane of the educator excellence and equity division today we are proposing amendments to california's state plan related to the teacher definitions which kristen described and data that was just discussed when the department updated the definition of out of field in consultation with the california commission on teacher credentialing designation designation of teachers on local assignment options was added if

262an employing agency is unable to assign a teacher or other certificated employee with the appropriate credential they can util utilize a local assignment option local assignment options are provisions within the education code and title v regulations that permit the governing board of a local educational agency to otherwise legally authorize a fully credentialed educator to serve in an assignment outside the area authorized by their credential there are over 40 different types of local assignment options that are utilized in california but only one local assignment option which is authorized in california code regulations title five section eight zero zero zero five b which allows kindergarten through grade 12 staff to teach courses within their grade level authorization for which no credential exists there are only specific courses where the application of this local assignment option applies the

263complete list of specific courses are posted on the commission's website examples of this are teachers that teach study skills courses and student government courses teachers that teach these courses are credentialed in other areas but must be placed on this local assignment option to teach these courses for which no credential exists because of this the department is proposing that local assignment options authorized in section 8005 b which allow kindergarten through grade 12 staff to teach courses within their grade level authorization be exempted from the out of field designation additionally the state plan is amended to add the following data tables which are listed on your screen related to ineffective teachers to meet requirements from the united states department of education the data tables are table 30b 2019-20 ineffective teachers for title 1 schools by minority student

264enrollment title 30 table sorry table 31b 2019-20 ineffective teachers for title 1 schools by socioeconomically disadvantaged student enrollment and table 32b 2019-20 ineffective teachers by socioeconomically disadvantaged student enrollment the amended version of the state plan which is attachment 2 updates column headers in tables 30b 31b and 32b additionally it corrects a data error in table 30b and makes grammatical edits in table 28. thank you for listening to our presentation of this item i will hand this to back and president darling hammond are there any questions let me get myself off of mute thank you very much for the presentation and the clear explanation uh and at this point we want to open we want to put the um slide up for the public comment and open up the public comment queue members of the public

265wishing to provide comment should call the phone number listed and use the access code provided on the slide that is shown and while we're waiting for members of the public to call in i want to ask member sun if she has any initial comments before me and then i'll ask board members if they have any clarifying questions before we go to public comment remember sun thank you yes so i know that whenever this topic of teacher definitions comes up it's um sometimes a little bit awkward because i feel like we're always trying to put a square peg in this round hole because we are needing to follow the federal definitions of and titles for the these teachers and we have to take our credentialing system and our authorizations and try to fit them within those

266those particular titles so um i i appreciate the work that cde staff has done in partnership with the commission on teacher credentialing staff uh getting this data is new i think they're continuing to work on systems so that we can gather this data but i am very encouraged that now we have some information um and that will be continue to follow these trends and the other piece too i just want to encourage i know this is a very difficult time for our lease with teacher shortages and it's very difficult to find teachers with the correct authorizations and and the um and in their subject areas um because of so many teachers who retired and and have left the profession so um i know this is a very important work and i encourage that partnership with

267the commission on teacher credentialing and in the um study that the commission is also doing to take a look at the needs of credentialing in california over the next few years so um yeah so that's my general comments thank you thank you member son and i'm reminded as you speak that you and i have had the privilege of serving on both the teacher credentialing commission and the state board and watching uh this you know process unfold and that's also true of a member rodriguez so we have a perspective on how important these data are how important they are for equity purposes um to see you know where um students are getting access um to well-qualified teachers and to the uh policy environment where we're you know really always trying to understand what's going on so

268that we can make the investments that are needed to bring people in and keep them in the profession so it's wonderful to see the data we appreciate the staff's work on this and the fine tuning of the definitions to to make sense in our system um with that uh if there are any um particular um clarifying questions only at this point before we go to public comment i'll see if anyone has any of those and then we'll open for more discussion after public comment i see one clarifying question coming from member rodriguez yes hi um thank you so much for the presentation and i understand that we are working within these parameters i did have a question about the out of field teacher and i have brought this up before because i teach avid right

269even though i'm credentialed to teach english spanish and social studies i'm classified as an out of field teacher and i was wondering if when you mention the study skills does that qualify under that and is it the district who will then um add the exemption on their behalf i can take that one um i also am a former history social science teacher that taught avid um so i can feel you uh your pain in that situation um but you are exactly the teacher we're talking about that would be under local assignment option eight zero zero zero five b um so avid does count there and so this would take you out of um the out of field category this time eight zero zero five b that's you all right thank you thank you i always

270feel so bad when i have to sign the little paper that i'm teaching out of field i'm like ah yeah you do not get you do not get reported in these uh these data any other clarifying questions all right with that we'll go to public comment we do have one speaker uh for item number six uh speaker please state your name and affiliation for the record your time starts now good afternoon president darling hammond and board members liz diane with public advocates for the lcf equity coalition we support this item and we really appreciate the mock tables that were attached to this item but we want to repeat our request that we made in may and july that the board calls for a data quest sample teacher data display with data from the 1920 initial

271data match so that it reflects appropriately assigned and fully credentialed teachers and gives us the opportunity to see the display and review it and comment the presentation of such a display with actual data would give us and the public an opportunity to give feedback as the department continues to fine-tune the presentation of teacher quality data in the dashboard in preparation for the full data quest rollout in late 2021 we thank you and we thank the department for all its hard work on in this area thanks thank you this concludes public comment all right thank you very much is there board discussion at this point i see um vice president strauss well thank you um and thank you so much for um kristen for the work and for the whole um i know this is really

272challenging and particularly in a secondary school i just appreciated remember rodriguez's example which actually you also have um kristin um and i think it just shows the challenges we have in trying and making sure that we have teachers fully credentialed that know the content and the pedagogy for the grade level that they're assigned and then there are electives like avid all kinds of different electives and study skill courses that we have to look at local decision making to make sure we provide the support with teachers who have experience at that grade level and also understanding that it's a complicated puzzle when you're putting together a student six or seven period day with teachers and how you manage all that so i appreciated all the work to having all these different credentials but at some time

273you're going to need local authorization i think particularly with electives and support classes it becomes really important and so as we can meet the intent of the law and still give districts the support and flexibility they need i think we need to continue to make that a priority so students get the support and um that we can meet all of our requirements that we continue to add to try to meet student diverse needs thank you thank you are there any other um comments this is an information item um i'll just reinforce the comment that came from public advocates that you know we would love to see the tables as they're being developed as the reporting structure comes along because it'll be a very important part of the actual rationale for this this work that will

274inform the public in some very important ways and uh seeing no other um comments uh i'm told that we should now take a another break which is a lovely thing since we just had one but i think we need to take another little 10 minute break and we'll be back at 1 40. um excuse me president darling ham and this is an action item oh it is okay i'm sorry um then we do need oh yes we do have to pass this yes um sorry about that uh let's see if there's a motion i i will make the motion thank you very much for a second and i'll second it thank you any further discussion all right uh brooks call the roll number son i vice president strauss yes member rucker yes remember rodriguez yes

275remember patello bronson yes member mcquillen yes remember glover woods yes ambrose cabello yes president darling hammond unanimously all right and i'm going to ask you um executive director alan whether there is a reason that we need to take a break at this time or can we continue on you can continue thank you i'm following the script which which caused me to believe this was an information item and that we needed to take a break but we will continue on because we have a lot to do we want to get out of here by dinner time and i think folks have a nice lunch break so we'll move on to item seven which is a wonderful item this is a item on the national board for professional teaching standards certification incentive program it's actually related to

276the last item that we just heard uh because this is really a way to address the needs for both getting and keeping teachers in our highest needs schools where the turnover is often the greatest so the cde recommends that the state board approve the program information criteria procedures and application for the national board for professional teaching standard certification incident program and this item will be presented by monique mcguane of the cde thank you i would first like to hand it to deputy cotton to begin our presentation i believe she's in the board room deputy superintendent cotton i believe i can be heard okay great it can be heard fantastic good afternoon president darling hammond vice president straw superintendent thurman and members of the state board i'm sheryl cotton deputy superintendent of instruction measurement and administration

277branch and i have the pleasure of introducing this item today our team will provide a brief background on the national board for professional teaching standards mbpts certification incentive program that was included in the 2021 budget the program includes incentives for current national board certified teachers or mbcts as well as a subsidy to assist teachers that would like to obtain national board certification with the costs associated with certification teachers that are eligible for these incentives must teach at high priority schools and we will discuss how the budget act of 2021 defines high priority schools in addition we will discuss each program's timeline and application process the california department of education or cde recommends that the state board of education sve approve the program information criteria procedures and application for the mbpts certification incentive program we appreciate

278your consideration and now i will hand it over to monique mcwane and kristin cruz allen of the educator excellence and equity division to provide additional details of this item thank you deputy cotton i am monique mcwane of the educator excellence and equity division again and i will be presenting this item with my colleague kristen cruz allen administrator of the teacher leader policy office assembly bill 130 re-established the national board professional teaching standards certification incentive program to award grants to school districts for the purpose of providing awards to teachers who are assigned to teach in high priority california public schools and have attained certification from the national board this bill requires the state board of education to approve the program information criteria procedures and application for this program as mentioned any teacher who has already attained

279certification from the national board is eligible to receive an award of five thousand dollars each if the teacher agrees to teach at a high priority school for at least five years for a total of up to twenty five thousand dollars in addition this program will provide a twenty five hundred dollar subsidy for teachers at high priority schools who initiate and complete the process of pursuing national board certification to cover the cost of the program the sum of 250 million dollars is available from the state budget for these purposes of this amount at least 25 million dollars must be used to cover the national board for professional teaching standards certification fees for first-time candidates the remainder of the funds shall be used to award grants pursuant to the national board for professional teaching standards certification incentive

280program for reference if all current 4 331 national board certified teachers in california were to teach for five years at a school on the high priority school list the fiscal cost would be over 100 million dollars this would leave over 140 million dollars to provide the subsidies to over 55 000 new candidates in the next five years high priority schools california assembly bill 130 also defines high priority schools to those with 55 percent or more of its unduplicated pupils classified as english learner foster youth or eligible for a free or reduced priced meal the list of high priority schools for the 2021 22 school year can be accessed on the department's national board certification incentive program web page excuse me there are currently 6 725 high priority schools based on 2020 21 california longitudinal public

281achievement data systems information or calpats to note excuse teachers that qualify for the program at a high priority school will not have to change schools if their enrollment data or if the school's enrollment data dips below 55 in a subsequent year in addition to the incentive for existing national board certified teachers the state is also providing a grant subsidy to support the new candidates working in high priority schools that initiate the process for pursuing national board certification to be eligible candidates must meet all eligible criteria set forth by the national board register with the national board by february 28 work in a high priority school and work in eligible assignments and school sites which we will discuss on future slides to be eligible to enter a national board program educators must possess a bachelor's degree

282from accredited institution candidates for career and technical education certificates are excluded from this requirement in california have completed three years of successful teaching in one or more early childhood elementary middle or secondary school hold a valid state teaching license or meet the pupil personnel services credential applying for early childhood through young adult school counseling certificate for each of the three years of employment they verify and if registering as a world language candidate the educator must provide official american council on the teaching of foreign languages certified ratings of advanced low or higher in speaking and writing proficiency assessments the candidate subsidy application candidate subsidy applications will be available on the department national board certification incentive program web page on board approval candidates need to submit an initial application for the first year of their candidacy candidates

283do not need to reapply for the subsidy each year unless they change school sites or districts candidates status will be verified annually with the national board as well as district staff pending board approval this is the 2021-22 timeline for the subsidy application we hope to post the application quickly if the board approves this at its you know at this meeting and close the application at the end of january in february we will notify applicants if they are approved so they have time to complete the national board registration before it closes at the end of february this timeline will most likely be adjusted in subsequent years to provide candidates more time to apply for the program i am now going to hand the presentation over to kristen cruz allen to present on the incentive program thank

284you monique um so california assembly bill 130 stated that in addition to classroom teachers there are other eligible educators for this program which include educators in a teacher leadership role such as peer assistance and review coaches mentors other teachers support providers and school counselors with pupil personnel services credentials in addition ab130 defined eligible entities um working in the following high priority local educational agencies including school districts county boards of education county superintendent of schools and a number of other locations as noted on this slide including state-operated programs special schools and regional occupational centers so again you must be in a high priority school but it can be these different types of local educational agencies but they must be high priority um so applications for the annual incentive program for current national board certified teachers hopefully

285will be available on our web page um very very soon we actually have them all the applications ready to go if there are any updates that are adopted today we certainly can make those before we post similar to the subsidy program national board certified teachers need to submit an initial application for the first year of theirs incentive and they do not need to reapply each year unless they change school sites or districts and each year cde staff will verify that they were in a teaching position at a high priority school for at least 50 percent of their time and we will also be verifying with um national board that they have their certification up to date then we'll go to the next slide um so well let me see i think we're actually on the

286next slide i apologize did i skip this slide let me i did oh here we go um so again um we hope to open the application for national current national board teachers in january of february of 2022. uh we will confirm that high priority national board certified teachers with national board to make sure that their certification is up to date will confirm again in may with the leas that these teachers teach at to make sure that they completed their school year um teaching at least 50 of their time and then in june cde hopes to release payment um to the leas to disperse out to their national board teachers um and one thing that we wanted to note and was really an intent of this legislation is that this um incentive is really encouraged to

287supplement existing district incentives we've spoken to many national board teachers and districts within california that offer their own incentives to national board certified teachers but our hope that this will supplement and not replace those existing district incentives and we really encourage local educational agencies to maintain their existing stipends in addition to what teachers will get through this program and also we very much encourage school districts to provide adequate release time to support teachers to complete their certification process and we just want to note um some really important research that i think most members of the board are probably pretty familiar with um but we thank our friends at national boards for providing this for us um that we know that students that are taught by national board certified teachers typically learn more than their peers

288and this can generate up to one or two months of additional instruction for students and the impact is even greater at high needs schools we also see that the research tells us that national board certified teachers remain in the profession longer which is you know critical in california where we're fighting to retain and recruit new teachers to the field and also new teachers that are mentored by national board certified teachers exhibit improvement in their practice and generate additional student learning so we're just very very pleased that this program has come back we can't wait to get started we have a lot of interest we held an initial webinar um just to say the program is coming and we were coming to the board today we had almost 700 people attend that webinar lots of questions

289about eligibility and and great excitement being generated out in the field and finally i just want to recognize sarah pinsky and stacy hicks with the national board who have been our absolute partners getting this going this program back in place they're here with us today in case we have some specific questions for them they've just been invaluable and i also want to recognize dr travis bristol we've worked with him through the diversifying the teacher workforce um as he has led the advisory board for the california department of education and his he was newly elected chairman of the national board of directors and we look forward to working with him in that capacity as well and i will hand it over to president darling hammond and there are any questions let's put up the public comment

290slide so that we can allow people to queue up those who would like to call in can use the numbers on the slide and the participant access code and while we're waiting for folks to form that cue i want to turn to idea rodriguez i want to also note that member rodriguez is a national board certified teacher and it's a very rigorous process to go through where you have to put together a portfolio of your practice with videotapes of your teaching showing how you plan for your classroom and think about the needs of all the students demonstrating that on the videotape commentary on that tracking student learning gains associated with it it's a very impressive process it's like board certification in medicine and the this policy could really help us make that possible from for

291many more teachers so member rodriguez thank you so much president darling hammond and yes i've been nationally board certified since 2006 and re-certified um i think six years ago and i i first of all i want to thank our state legislature and the governor for um making this possible because this is the you know like i'm looking at some items tomorrow the community schools where we've been talking about deeper learning reaching our students equity and national board certification is really kind of like the linchpin right because as teachers we're making it happen on making it happen with our students on a day-to-day basis and national board certification is by teachers and for teachers right you know i uh one of my first leadership opportunities after having certified was serving on the social studies standards committee

292right and rewriting the social studies standards and so you know here i am a national board certified teacher working with other teachers and it's teachers who get to look at at our practice because we open our classrooms via videotape and we get comments that aren't attached to you know if a personality they're not there they're you know as as objective as possible uh so it's wonderful to see this happening because i think our students will benefit immensely and especially as you know as we know with certification in california with students teaching i'm sorry teachers teaching out of their certification area or without licenses they're um our our students in the high needs schools are the ones that are suffering the most and we really want to make sure that they have the most reflective practitioners

293in front of them and the most teachers who have demonstrated uh accomplishment in this area and i say that i emphasize most reflective practitioners because being a national for board certified teacher doesn't make me better than a teacher next to me who isn't board certified it just means that i took some steps to open up my practice to other people and to myself and really examine you know and and and it's continuous because i do this all the time now and it's examining like did this work did i reach my students how did i do this and um you know this is this is a great step one's teacher certified because the the current standards for teaching are little baby um national board standards right you know i think there's a really nice transition to

294the updated um teacher standards uh from five years ago so uh i'm i'm very excited to see this here thank you i just want to draw a thread to some of the earlier items we had the concerns raised about whether uh the lcf you know dollars make their way within the school to all the students who need them that's off often about teacher assignment so whether the students with the greatest needs are getting assigned the teachers with the greatest capacity it's about teacher longevity and and stopping the churn that happens in a lot of schools and one of the things we know about the longevity and effectiveness of national board certified teachers as mentors as well as as individual practitioners is that they stabilize when you have enough such teachers in school they stabilize and

295then grow practice and expertise with their colleagues in the school we heard about the data that will be out regarding the access that students have to quote effective teachers and again the more experience the more stability the more expertise in a building the more students benefit so this is a really important way to transform the school environments in many schools and in some places entire faculties or grade levels or departments within schools have gone for board certification together reflecting on and sharing their practice so it is part of a much more systemic approach to strengthening practice and stabilizing the teaching workforce in the schools where we are i'm concerned to ensure that students are getting the benefits of the investments that are being made so uh with that i don't see any other clarifying questions

296i'm going to go to public comment and then we'll come back for discussion and action we currently have four speakers for item seven speaker please state your name and affiliation for the record your time starts now good afternoon state board education members my name is lorraine richards and i'm a classroom teacher representing the california teachers association cta appreciates that the 2021 budget act re-established the nb pts certification incentive program and increased the award amount to a total of 25 000 for teachers that have attained certification and commit to teaching at a high priority school for five years cta will always support efforts that provide teachers with an opportunity for professional learning and advancing their careers thank you very much thank you caller next caller please state your name and affiliation for the record your time

297starts now good afternoon president darling hammond and board members i'm tamara simpson california policy manager for teach plus our teacher leaders are thrilled that the state has revived the national board certification incentive grant program we provide a letter with some recommendations about implementation but i want to highlight a few of our recommendations here in developing a long-term rollout plan we encourage department staff to think about how these grants can incentivize educator behavior in efforts to facilitate smooth transfers to high priority schools for interested existing nbcts we recommend either a third application pathway this year or releasing the 2022-2023 application details early in 2022 with the goal of processing all such applications by june 2022 we strongly encourage the department to offer technical assistance to leas particularly those with several high priority schools finally if the

298department staff has not already done so we recommend instituting a teacher advisory process for developing and rolling out this grant program to make sure that it is responsive to teacher needs and that the grant has the greatest impact thank you for the opportunity to comment and we look forward to continuing our collaboration with the state board of education next caller please state your name and affiliation for the record your time starts now good afternoon this is shilpa ram with public advocates thank you for your presentation on this item on which our lcs equity coalition sent comments and support last week we believe that re-establishing this program and offering incentives for board certified teachers to teach and contribute to high priority schools is much needed to mitigate the widespread teacher shortage and support students in our

299letter we encourage the department to take the following next steps first market and publicize this program as broadly as possible and connect directly with teachers to ensure that their feedback is incorporated into the marketing materials second establish a third application process to pave the way for interested nbcts to transfer the high priority schools in the next application cycle and release details for that cyclist is possible and finally offer robust technical assistance to lea to support nbct's currently teaching to apply for the annual awards and facilitate the transfer of nbcps to high priority schools such guidance will be invaluable to lease in developing a strong infrastructure to welcome and support nbcts in their school communities our equity coalition will be happy to consult and offer support to the department thank you so much thank you this

300concludes public comment all right thank you very much a lot of enthusiasm about this new policy and i want to open this up to board discussion i see member burr you can start us off okay thank you so much um i too want to offer my um deep appreciation actually for bringing this program back having been there at the birth of it in 2000 under governor davis's major push to try to to provide resources to highly qualified teachers to teach in schools with the greatest need so i just but i had a question about the eligibility because i'm just a little bit confused so maybe either christian or monique you could put the slide up that talks about it um and it's really it's my understanding is that in this current year anyway and i

301think maybe next year that funding is provided for free lunch to all students and i know for years and lots of programs we've used this notion of students who qualify for free or reduced price lunch and i just i just wanted to know how that was going to work if i have a misunderstanding about who's eligible for that because again as as we've talked about this morning and in the comments that preceded me we want to make sure that this these funds are targeted to those schools most in need so i just wanted to clarify the um that's not the slide but it's a slide that talks about eligibility for people to apply for the incentive funding i think maybe it's though i just saw it there briefly i think yeah with the 55 here

302because i read that it says it's classified as english learner foster youth or eligible for a or reduced price meal and i didn't know again given the fact that we are providing and maybe it's a state program versus federal program but if you could clarify that for me i'd appreciate it that's a really good point um i know that the the list isn't exhaustive so obviously that everybody um was eligible for the free or reduced price meals this year it's not the list doesn't include all um lease in california and it was provided to us um by cindy kazanis's folks and then we went ahead and we filtered the information to find uh schools with 55 or more so it is posted online and i don't think we have cindy on board for this item

303to specify for you um the free or reduced luck price lunch piece and i apologize but i know that the data was provided by her office and then we um we made sure that we found which which sites were eligible from there and it it's six it's approximately 6725 schools that are um listed as high priority okay so if you could just clarify that because i think going forward especially if if we are fortunate enough to continue providing meals to all students right i would just want to know what metric or what what we're using here to make sure that again we're we are truly targeting high priority schools thank you thank you a good point remember escobado i want i want to share i believe there's less than three percent national nationally student i

304mean teachers who have this certification and probably less in these high priority schools so we'll love to see you know later on how we've improved the percentages in these high priority schools because i agree with president darling hammond that when you have a a significant number um you know you have that multiplier effect it could really enhance the ability to decrease the achievement gap so this is a great start a lot of work to be done and um i'm really really happy that this is uh up for approval yeah uh and i'll just note that when we had this program before back in the day as remember burr was recalling there was a study done that found that board certified teachers were much more equitably distributed across schools in california than they were in other

305states so it did have a positive effect uh and so we look forward to that um finding being replicated uh member glover woods and then member rucker just had a a question in regards to incentivizing teachers for the 2022-23 school year is the current application process that's being proposed taking that into consideration i know some of the comments talked about a third application wave but um if you could share a little bit about the conversation related to how we might be able to incentivize more teachers with this um in high priority schools for the 2022-23 school year well i know we have a shortened application window this year because actually national board their application process closes on february 28 2022 um so as monique stated we're gonna try and go live with our state application

306um as soon as the board acts um maybe tomorrow hopefully um and and make sure [Music] that we get things going so that they can meet the national board deadline but in the future we're going to make sure that we open our application much earlier so there's a lot more time for teachers to apply for the next school year and we also did consult with the national board on the length of their registration and although it does seem like a tight timeline this year we believe that the registration process will allow people to be able to apply so and we didn't want to hold the program a year due to this tight timeline we wanted to give as many much opportunity as possible so we're hoping for as christmas at a more robust timeline next

307year longer timeline and just to be clear there's some people who may be going for board certification now and using the resources to apply others already have it and they'll be eligible for the salary incentive right correct correct um i see member rucker thank you i was going to comment on the subsidy application timeline because it is very very tight and given everything else that districts are currently being tasked to do during the same time frame it can be problematic for districts that don't already have the infrastructure in place to support a professional development project of this scope and magnitude so i'm glad to hear monique say that um there's going to be some uh flexibility or a longer arc in the application uh going down the line so i appreciate that i was also

308going to talk to the report that board president hammond spoke about on the equitable distribution of board certified teachers across the state of california and california was unique not only at that time but i would suspect i would suspect and even assert that um status remains pretty much in place one of the things i did not see here in this report from you all is how you're going to monitor the net change or impact on the workforce or what the magnitude of impact for this project and this funding is going to be do you have some way or and is there a plan to come back and report to the board um you know a year down the road when you begin the new application timeline for the next funding cycle to report on what

309has happened where the schools are that are being funded and the types of programs or certifications that are being supported in this process we can definitely take that under advisement to bring that back and provide the information and the data surrounding the program next year at this time i think that's very important i'm surprised that that was not considered as part of this report and presentation to the board i think that's very very important to take a look at especially since we want to say that there is a magnitude of impact on having this level of expertise and this level of preparation and training in our workforce particularly in servicing the needs of underserved or students who are those high needs students i think it is important to have that information and to plan for

310it the other thing i want to say and it's not directly related to this item so i'm going to apologize up front i want to remind uh the i it's probably important especially given what we just finished doing with item with the previous item on the lcap that essa title ii funds also support this program and that districts are can be encouraged to use that as right that into their planning with their lcap as well and again for the districts whose lcaps i've read i i maybe this will be an opportunity as they begin updating their lcaps this year that they will consider using their title two funds there are very few lcaps i've read that even mention how they're using their title ii funds to support professional development they just list 47 different professional

311development activities that never seem to go anywhere from year to year and this might be an opportunity to create some priority in the use of those title ii funds to add additional support to this program as it rolls out and kristen it's been a long time since i've seen you it's good to see you thank you so much for being here today thank you and with that i see no other hands raised and i wonder if i could get a motion remember rodriguez it's appropriate for you to move this question uh and so i'll should i read the recommendation um the cde recommends that the state that we we the state board approve the program information criteria procedures and application for the mbpts certification incentive program all right drive a second a second i saw

312a member global woods a second name and remember wrecker you get a third okay you get to 30. uh with that is there any other discussion of the item all right um executive director alan can you call the role and the vote i vice president strauss aye member rucker yes remember rodriguez yes member patella bronson yes member mcquillen yes remember glover woods yes remember yes president darling hammond yes yes remember burr hi i'm bribanaka i passes unanimously all right and at this point we will take a break get that cup of tea or coffee or whatever you need to keep going thank you monique thank you kristen for this item presentation and let's come back around 2 25 you get 13 minutes all right welcome back uh brooks can you help us reestablish the quorum

313by calling the role of course member son president vice president strauss president number rucker yeah remember rodriguez here member patilla brownson here member mcquillen here amber glover woods here numbers cabello here president darling hammond here number burr here remember here everyone's present we have a quorum wonderful i will go to an agenda item eight which is a public hearing regarding the 2021 arts education adoption of k-8 instructional materials uh and the instructional quality commission's recommendations the cde recommends that the state board act on the following two recommendations to adopt the two visual arts and one music program recommended by the iqc and to direct cde staff in conjunction with members of the iqc and our content review experts as needed to work with publishers to ensure that the iqc recommended edits and corrections and other

314publisher errata and administrative updates adopted by the sbe have been made to their revised instructional materials in order to meet the requirement of ec section 6020 the cde recommends that the state board specifically find that fewer than five programs per grade level met the adopt criteria for the adoption and this item will be presented by mike torres of the cde mike take it away thank you so much uh president darling hammond i do want to pass it over to deputy superintendent cotton to introduce this item thank you dr torres i'll go ahead and get started it's great to join you today as we initiate the final step in this process of the 2021 arts education adoption for instructional materials for kindergarten through grade 8. i'd like to open with a quote from the california arts

315standards which the board adopted in january 2019 an arts education helps children and youth make sense of the world communicate their unique ideas across boundaries and discover who they are as individuals and as members of various groups students who experience a quality arts education have an opportunity to engage in complex and new and nuanced thinking around meaningful work these words from eliot eisner's 2002 book the arts and the creation of mind resonate differently with me now than they did when they were printed in the front matter of the standards in 2019 today students are making sense of a different dynamic world that continues to shift in the wake of what we've seen in the the two short years since the board's action now perhaps more than any time in our recent collective memory the need

316to communicate unique ideas across boundaries is of paramount importance not only eisner says to discover who they are but for students to lead the way in innovative approaches to complex modern problems arts education can embolden these approaches in short arts education is the meaningful work that begets the meaningful work california students will perform the art standards provide the outcomes or the what for 21st century arts learning the guidance in the board adopted 2020 arts education framework supports the foundational instruction and assessment to quality arts learning in schools or the how and specifies the evaluation criteria for the development of high quality instructional materials that accomplish those goals today we present the findings from the 2021 arts instructional materials adoption and the recommendations outlined in the instructional quality commission's advisory report and the recommendations for visual

317arts and music programs for the state level adoption i have with me dr dr mike torres the interim director of the curriculum frameworks and instructional resources division who will provide an overview of the process and the iqc's recommendations dr torres thank you so much deputy superintendent cotton for those words of introduction and thank you to the board members for this opportunity to share with you the results of this unique adoption process the completion of this project is a testament to the work of the instructional materials reviewers the content review experts the cde staff and the iqc facilitators including commissioners fairchild costa hernandez and jarvis who together engaged in the state's first entirely virtual adoption training and deliberations i also want to recognize commission chair rustin and subject matter chair astorga almanza for their work i'll

318share a bit more about this later but i'd like to provide an initial thank you to all those who helped ensure this process was efficient successful and aligned with the outcomes of state-led meetings so on this side we do have the provided cde recommendation based on the instructional quality commission's recommendation the cde does recommend that the state board act to adopt three instructional materials programs as recommended by the iqc and to direct cde staff in conjunction with members of the iqc and or content review experts as needed to work with publishers to ensure that the edits and corrections and other publisher errata and administrative updates adopted by the state board have been made to their revised instructional materials let me continue with a short recap of the steps that brought us here today the adoption

319of instructional materials is dictated both by statute and in the california code of regulations the next few slides will be an overview of those major milestones in that adoption process the adoption process officially began in july of 2020 specifically july 8-9 when the state board of education adopted the new arts education framework the new curriculum framework plays a fundamental role in the adoption process it elaborates on the philosophical foundations that underpin the standards including the national core art standards or ncaas it also articulates the evaluation criteria for instructional materials at that same meeting in july the board also approved the schedule of significant events and the reviewer application for the adoption and then on september 24th 2020 following the framework adoption the cde posted an initial bulletin for publishers interested in participating in the adoption

320on january 13 of 14 2021 the state board then appointed instructional materials reviewers and content review experts that were recommended by the instructional quality commission a total of 44 people were appointed to review the materials and that represents all five arts disciplines from dance media arts music theater and visual arts because at that time we didn't know which programs would be submitted title v regulations require a majority of instructional materials reviewers be classroom teachers in an arts discipline and per those regulations each of the review panels included at least one board appointed content review expert the panels also included board appointed curriculum leaders and community members on january 27 2021 the california department of education hosted the publisher's invitation to submit meeting where the statutory and regulatory requirements for participation in the adoption process were

321explained this meeting was open to the public and invited public comment ultimately five publishers submitted programs for review three of those for visual arts and two of those for music in february in february and march the cde designed an all virtual reviewer training utilizing resources and materials developed from board adopted content originally used for in-person trainings i'll talk a bit more about those trainings and subsequent deliberations later in this presentation reviewers had the privilege of being sworn in by member strauss and trained by cde staff with the support of the three aforementioned iqc facilitators may 7 2021 was the deadline for providing reviewers with access to the materials which in this adoption happened to be all digital programs may 7 also marked the beginning of the independent review period now this period of independent review

322lasted through july and included regular communication and timely reminders from cde project leads in this case for arts it was kyle petty the virtual deliberations began on july 19th with reviewers meeting and zoom in three panels to discuss and evaluate the five programs that were submitted these programs garnered no written public comment prior to the deliberations and during deliberations the panels took public comment twice daily after much discussion and consensus building panels formalized their recommendations and co-created an instructional material material reviewer content review expert or imr cre report of findings for each of those programs these reports were forwarded to the instructional quality commission and were also posted on the cde website i'd like to take a quick pause here on the timeline to take a moment to talk about the work that was completed

323by the staff in the curriculum frameworks and instructional resources division or seaford to prepare for and orchestrate this first ever virtual adoption process adoptions have until this point involved contracts with local hotels event spaces air travel event transportation on-site lodging for reviewers and the division has in the past transported materials including laptops printers projectors large screens folders reviewer materials and submitted programs to and from conference rooms each day of the training and each day of the deliberations the training involves a lot of whole group presentations individual and group reviewer work on specific board approved content and opportunities to establish a report with fellow panelists the deliberation days are full with iqc facilitators and cd staff and individual conference rooms working with reviewers to verbally and manually tally program alignment with each individual content standard and

324each evaluation criterion as indicated in the framework this process alone can take one to two days reviewers then draft questions deliberate on findings and ultimately co-write their reports of findings so as we all know the pandemic upended this entire in-person process and so and so with many others including our virtual state board meeting today yet the division staff worked tirelessly to ensure the process could be adapted to proceed in a virtual environment like many educators during the pandemic the project leads created google classrooms for the reviewers and used that platform to arrange materials to prepare reviewers for the training there were training requirements that reviewers completed prior to meeting in april including independent learning modules completion of the forum 700 and ethics training requirements they used google classroom to share sections of the framework and

325arts discipline standards and store and stored the zoom meeting information in any relevant files separated in tabs by day and each day the training reviewers attended synchronous sessions public meetings conducted by seaford staff and engaged in asynchronous modules that extended their learning on content covered or prepared them by front loading information that would then be covered on subsequent days each of the three panels necessitated one cde staff to act as a host for technology support and another to moderate in support of the iqc facilitator additional cde staff were on hand to land their expertise to panels on a full breadth of questions ranging from the process of adoptions to social content violations cde ensured we had backup staff for every role and staff were monitoring virtual back channels of communication which expedited requests of lead

326headquarters staff to jump into any zoom meeting to answer questions quickly and provide clarification as requested beyond seaford we would not have been able to execute the training and deliberations without the support of our amazing technology services division and our captioning partner reviewer materials remained in google classroom during the independent review as did access information for assigned programs the platform's synchronicity with google documents and google forms became a crucial step in the success of the deliberations process now we took what we learned from the virtual reviewer trainings that occurred in april and applied what we learned to the virtual deliberations three months later in july enter our newly developed summary tally sheet prior to day one of the deliberations week reviewers completed the initial tallies using google forms essentially each reviewer completed a form that

327asked if the program met or did not meet each of the listed evaluation criteria and standards the summary tally sheet then showed the ratio of yes to no then highlighting areas of consensus and disagreement among the reviewers these submissions allowed seaford staff to provide initial tally data at the outset on the first day of deliberations the process which i mentioned earlier once took one to two full days to complete the data provided a snapshot of the panel's overall findings and allowed facilitators to identify contentious points they could use to inform in-depth discussions again with a majority of reviewers submitting these initial tallies facilitators could provide a big picture perspective of the program in the eyes of the reviewers identifying these area of reviewer consensus and disagreement or what we call our hot spots help facilitators

328prioritize the in-depth discussions that took place around certain standards and or criteria the result was a faster smoother review process in some cases resulting in groups initiating the report of findings drafting process much earlier than had been done in the past the sharing of a digital template for these reports also allowed seaford staff to see the documents creation in real time vastly improving the feedback process and facilitating more productive revisions we have learned a tremendous amount in this process and we know different content area adoptions yield different amounts of publisher and public interest larger adoptions like say mathematics or english language arts may be as successful if they were held entirely in a virtual setting additionally we know most educators value in-person engagement and the kinds of learning and productivity that it creates with that

329said most reviewers lauded this adoption and the adapted virtual process we sought feedback from reviewers and their um if we fuss we sought feedback from the reviewers and their responses will not only improve our future virtual adoptions um if we do consider these in the future but greatly improve our ability to recruit engage with and support professional educators without compromising the work they're doing in their local contexts and classrooms and so now i take us back to the timeline of events the iqc hosted a meeting to take public comment on the adoption and the reports of findings on august 17 2021 all public comments received were submitted to the state board of education office the period between august 18th and september 22nd 2021 included the required 30-day period between the public hearing and the next

330iqc meeting to discuss the reports of findings on september 22nd to 23rd 2021 the members of the instructional quality commission considered the recommendations from the imr cre review panels public comments and individual commission review to determine whether each program satisfied or did not satisfy the sbe adopted evaluation criteria for this adoption prior to action the itc conducted two public hearings once during the arts subject matter committee on september 22nd and another time during the full iqc meeting on september 23rd at each step in the process the commissioners heard testimony from members of the public and from publishers and now here we are on this historic day for california arts educators and students before i share the recommendations of the iqc i do want to point out that the outcome of this adoption may result in

331the recommendation of fewer than five of the submitted programs the sbe's recommendations after consideration of the review panel's reports of findings the iqc advisory report and public comment and the aspects of this timeline related to notifying the public and soliciting publisher submissions does satisfy california education code section 60200 a which allows the state board to adopt fewer than five programs when fewer than five satisfy the state board adopted arts education framework and its approved evaluation criteria for instructional materials each meeting during this process did include opportunities to hear public comment in the virtual space of the meetings this included times certain agendized times during the facilitator and reviewer training and opportunities again twice each day during the deliberations no public comment was received during the facilitator training reviewer training or during the independent review period

332leading up to the deliberations i'll discuss the comments received during deliberations and at the itc meetings in in upcoming slides these documents are in the deliberations folder at box.com so now you must be thinking dr torres you've been talking all this time and we haven't heard any recommendations yet so here we go um the recommendations of the commission are in the iqc advisory report which was provided as an attachment to this item the commission is recommending three of the five programs that were submitted for this adoption so i'll start off with the discipline of visual arts the commission recommends the programs submitted by the art of education university and davis publications inc so that would be flex curriculum and explorations in art the second edition the commission is not recommending one visual arts program the

333one submitted by arts attack also named program title art to tech the reasons for this recommendation are included in the report but in short the commission felt that the program did not meet several of the criteria statements in categories 1 2 three and four and there are five categories mind you the art of education university responded to reviewer concerns raised during deliberations providing additional resources and standards alignment information arts attack and davis publications provided responses to the formal reviewer questions and discussed those responses in a session during the second day of deliberations arts attack did not provide additional comment even as the reviewers drafted a report indicating the program would not be recommended this includes opportunities at both iqc meetings davis publications has submitted publisher errata forms that have been accepted as a condition of

334the program's recommendation by the iqc so now let's talk about the music programs quaver ed inc for their program quaver ed music provided responses to questions posed during the deliberations it also submitted publisher errata which the iqc accepted as part of its recommendation as a reminder these components are all located in box.com the iqc is not recommending the music program submitted by opus u inc named opus u learning the reasons for this recommendation are also included in the iqc advisory report the commission felt that the program did not meet several of the criteria statements in categories 1 2 4 and 5. during the review panel's deliberations opus u provided responses to questions posed by the panel and was given an opportunity to address the panel regarding these concerns after those deliberations in advance of the

335august 17th ituc meeting the publisher did submit a lengthy letter in an attempt to rebuke the review panel's findings which was then provided to the iqc the arts subject matter committee took the matter up first and its meeting reflected that its members carefully reviewed the publisher's letter along with the program but nonetheless concluded that the program did not meet the conditions for adoption as you know those conditions require alignment with all criteria in category one of the board adopted evaluation criteria which includes full coverage of grade level standards additionally as i noted previously the report of findings did not indicate program strengths in categories 2 4 and 5 in which publishers must show strengths in order to meet adoption criteria ultimately both the arts smc and the full iqc unanimously decided not to recommend the

336program to the state board of education so let's talk about the iqc advisory report so in general these advisory reports include a detailed rationale for each decision to recommend or not recommend a program and include citations in each of the five categories of the state board adopted criteria these would be citations for or citations of why it doesn't mean the report also includes the recommended edits and corrections and social content for each program it is our recommendation that these recommended edits including the iqc accepted publisher errata be made as a condition for adoption if the state board elects to adopt these materials these recommended edits came from a combination of the reviewer panel reports errata submitted by the publishers and public comment made to the iqc the commissioners consider all of these sources of input

337when deciding which edits to add to their recommendation at this time i'd like to on behalf of the commission thank the board for its support throughout the adoption process and we hope that the materials you adopt today will provide support for districts existing and expanding visual arts and music learning aligned with the arts education framework i'd like to take a brief moment to talk about what the next steps will be after the board takes action following this meeting there will be a 60-day timeline for publishers of adopt state board adopted instructional material programs to submit all edits and corrections to be verified by the cde since digital programs linked to the cde website do not reflect any of these edits or corrections or those errata submitted by publishers since they're in the original format that

338reviewers use to conduct their review the final versions of instructional materials will not be available until the state board adopted edits and corrections have been made i'd also like to speak to the recommendations herein by reminding the board and those in attendance today that local control allows school districts to choose instructional materials that are in the best interest of their students and their community these choices also apply to adopting instructional materials the state's process is designed to offer districts choices of instructional materials to match the needs of their students now not all instructional materials are alike and that is a benefit for districts leas seeking to adopt visual arts and music materials need not restrict themselves to just the state board adopted list as they conduct their own review of instructional materials the state level

339review is a first level review to share with districts the materials that meet the content of the standards the framework and the criteria districts then engage in their own review of instructional materials to analyze which programs may best fit their students their programs and their pedagogical needs so to conclude the cd does recommend that the state board act to adopt the three instructional material programs recommended by the iqc and to direct cd staff to work with the iqc and content review experts as needed to work with publishers to ensure that the edits and corrections and other publisher errata and administrative updates adopted by the state board have been made to the revised instructional materials and with that i will yield the virtual floor to board president darling hammond for public comment and moderation of any

340questions that you may have all right thank you so much well this is a place where we need to open the floor for public hearing so i hereby open the public hearing at 2 51 pm and first we'll hear from any publisher who would like to comment on this item each publisher will have two minutes following comments from the publishers we will then move to common from other members of the public who will each have one minute and we'll open the phone line for comment from publishers by calling the telephone number and using the access code provided on the slide that is shown now please provide your name and the publisher you are representing for the record and please remember to turn down the speaker volume of your computers if you are following the live

341feed and you have two minutes are there any publishers in the queue yes we have one publisher please state your name and affiliation for the record uh your two minutes starts now my name is scott elloway president of opus u and i wish to comment on agenda item number eight in terms of my background i've worked for and submitted successful curriculums to this state board of education by mcgraw-hill and pearson i read music at oxford and i'm a fellow in music at yale university a digital k-8 music curriculum entitled opus u learning was submitted the curriculum rejected california public schools typically do not purchase curriculums that are rejected by the state board of education the issue for you to consider is that a full review was not carried out without a full review a week

342before deliberations is not enough according to our login matrix the process favors established publishers known to reviewers via brand awareness we urge you to consider this matter failure will deter other small and unknown publishers from submitting curriculums to you in the future a level playing field is not possible should you have doubt about the written public comment that we have submitted to you some 200 pages we would recommend that you seek counsel from an independent music educator before making a final judgment on whether we should be adopted or not thank you so much for your time thank you caller we we do have one caller from the public in the queue as well all right we'll go to that okay caller please state your name and affiliation for the record your time starts now good

343afternoon martha saragoza diaz representing the california music educators association cmea thanks cde and the iqc for their hard work and developing the instructionals for the visual arts and music program and the virtual and the virtual visual process used in developing them we believe the instructional materials are consistent with criteria and the standards of quality prescribed in the board's adopted curriculum framework and in an alignment with the content adopted by the board visual arts and music educators look forward to utilizing these materials in their work of providing standard based visual arts and music education cmea requests that the state board adopt the two virtual arts and one music program recommended by the iqc and staff thank you thank you this concludes public comment all right having heard all the public comment i hereby close the public

344hearing at 2 55 p.m and we'll now begin board discussion and i first would like to ask our liaison member rodriguez if she would like to make some initial comments yes hello everyone uh my comments are actually first of all complementary to um the team that put all of this uh virtual training and process in place i was incredibly impressed and i actually told dr torres that i used some of the uh some of their methods and links like not not related to the arts but the ideas for my classes in google classroom because it was just so easy to maneuver and understandable i was actually in between ctc meetings at one point and so like i'd go in the afternoon and i i could find exactly where they were and i really appreciate that

345and i want to particularly uh you know compliment um shanine coats cliff rednick mike torres kyle perry david amquist lit lettie krause aaron verticio i'm not sure if i pronounced her and last name correctly jennifer bentley ken mcdonald jennifer buzalic lisa leiplin ashley mitchell denise fierro and shawnee smedley because the virtual process even though it wasn't in person which i think would you know just upended everything but it just ran so smoothly and as as a person who was coming in and out i truly appreciate it you had all of the information that i needed to know what was happening and um the qc commissioners who trained reviewers and facilitated the deliberations also were incredibly impressive commissioner deborah costa hernandez commissioner lilly jarvis and commissioner shea fair shield thank you so much um and to

346the subject matter chair commissioner mariana stork almanza i really appreciate all of the work that you did because your process was very complete thank you terrific and at this point i'll open the floor to discussion from the board members is there any discussion member rucker i want to add my compliments to the staff for the work that they did on this i've had the opportunity to participate and support uh textbook adoption processes for history social science math and english language arts and i had the benefit of being able to participate in the face-to-face activity but watching how accomplished the process was to support this work and do it virtually it's just impressive what was considered to improve the process and to ensure to i'm sorry to assure the engagement of all of the members who

347were sitting on the panels i think it is important to note there was the comment from one of the speakers in the public comment about the relationship of our reviewers and the uh companies that participate in the process mike could you talk a little bit about how the department actually recruits and supports small publishers to be able to participate in the process yes that that is a great question and so we have um in the slide deck as i mentioned we do have a very public process to be able to share with publishers the entire process of start to finish um including all the requirements um to participate in a an adoption process um that uh that notification that bulletin if you will is made public in addition to that we do have an amazing

348publisher liaison who works in our division who has connections with publishers and at times sends out um sends out our communications to hundreds of publishers whether they've worked with cde or not um as as you may know it may be difficult to to find out all of the the different publishers that exist out there but there is outreach to figure out who who is developing what curriculum and to be able to reach out to them and let them know that this is the process this is when it starts and this is how you go about doing it and the first the first way in is through that publisher bulletin followed by the initial meeting um with with potential publishers to go over that information that's great because i do recall that there was a lot

349of conversation at the iqc about this process and the members were really looking forward to seeing this get underway because the development of the framework took quite some time and we were engaged being in um in developing the framework itself so i personally was looking forward to this process and what the outcome could be just based on listening to the conversation of the members of the iqc so mike i really do appreciate you uh taking the time to explain that process i do recall when i worked on the math adoption in particular there was an opportunity of a subsidy for some small publishers to use as a way of helping them to apply and participate in the adoption process is that something that was also made available for uh vendors uh for this process as

350well i'm sorry um i got distracted for a second can you repeat the question i said that i recall during the adoption for the math program there was an opportunity provided in the budget and by the legislature with a subsidy so that small publishers and vendors had an opportunity to be supported in their application to participate in the adoption was something similar to that also provided for the arts adoption so in in our regulations we do have a caveat to subsidize the the cost for small publishers and there are specific requirements for how a small publisher can qualify for that subsidy and we do have a history of small publishers being successful and adopted by the state board of education um for history social studies for example um there was a a one-man operation so

351to speak um sorry for the non-gender-neutral phrase there that did succeed in in getting adopted okay thank you very much i appreciate that thank you so much member rucker any other discussion from members of the board i think uh seeing none we could look for emotion all right may i make a motion you may make a motion okay all right um i was i was waiting for the screen to come back up but um let's see so i do have the let's see if we can put the motion on the screen and everyone will be able to see it but you can certainly move the recommendation while we're getting it up there okay so i moved the recommendation the california department of education cd recommends um uh the act to adopt the three instructional material

352programs recommended by the iqc and to direct cde staff in conjunction with members of the iqc and or content review experts as needed to work with publishers to ensure that the edits and corrections and other publisher errata and administrative updates adopted by the sve have been made to their revised instructional materials very good do i have a second i will second thank you very much uh let's call the roll for the vote member son i vice president strauss yes member rucker yes remember rodriguez yes member of patilla brownson member mcquillen yes amber glover woods yes all right let's move on to agenda item nine which is a public hearing regarding the 2021 world languages adoption of cade instructional materials and instructional quality commission recommendations um and there are ten programs that the cde recommends that

353we uh adopt uh except the publisher errata not considered by the iqc at its september 2021 meeting and direct the cde staff in conjunction with members of the iqc are content review experts as needed to work with publishers to ensure that the recommended edits and correctives and any other publisher errata and administrative updates have been made to their revised instructional materials given that the criteria for the world languages adoption categorizes programs by proficiency level rather than grade level and fewer than five basic instructional materials were submitted for each proficiency level in order to meet the requirement of ec section 6020e the cde recommends that the state board specifically find that more than five programs met the criteria for the adoption and the item is presented again by mike torres of the cde mike thank you

354so much thank you president darling hammond and i will again pass it over to deputy superintendent cheryl cotton to introduce this item thank you dr torres it is such a pleasure to stand before you to take the final step in this process of the 2021 world languages adoption of instructional materials for grades k-8 it is clear to me that california is ready to expand opportunities for its unique and diverse student population to acquire world languages develop intercultural competence and become global citizens students in the 21st century with all its technological developments live in a global society people all over the world can communicate in real time organizations and businesses are multinational and new professions are continually emerging students that are successful in the 21st century will be those who are proficient in more than just

355the course subjects these students will be global citizens with the ability to navigate the international marketplace communicate proficiently and interact meaningfully with understanding and awareness across cultures these skills understanding speaking reading writing and signing in world languages as well as in english are essential for students to effectively contribute to state and national efforts and succeed in business research and international relations in the 21st century the world languages standards are the board that the board adopted in 2019 set lofty goals and the world languages framework this board adopted in 2020 offer up to the minute suggestions and guidance for language teachers to help their students achieve these goals and today this board is considering the adoption of instructional materials that can support local educational agencies as they promote multilingual multilingualism for all students through access to

356high quality well-articulated world language programs today we present the findings from the world languages instructional materials adoption the recommendations outlined in the instructional quality commissions advisory report and the recommendations for world languages instructional programs for state-level adoption dr taurus will provide an overview of the process and the iqc's recommendations dr taurus thank you again deputy superintendent cotton i am i'm very pleased to join you here the completion of this project is the result of the admirable work of the educators who served as instructional material reviewers and content review experts the training and deliberations for this adoption was completed also entirely virtually and credit does go to the iqc facilitators and cde staff who innovated and worked tirelessly to ensure this adoption was successful i specifically want to take a moment to recognize iqc facilitators commissioners

357young fairchild and commissioner emeritus not natives not eats sorry i'd also like to recognize iqc chair rustin and subject matter committee chair renteria thank you to all as you helped ensure this process was efficient successful and aligned with our outcomes all right so for our recommendations um the cde recommends that the state board of education act to adopt the 10 instructional material programs recommended by the instructional quality commission except the publisher errata not considered by the iqc at its september 2021 meeting and direct cde staff in conjunction with members of the iqc and or content review experts as needed to work with publishers to ensure that the edits and corrections and other publisher errata and administrative updates adopted by the state board have been made to their revised instructional materials i'd like to provide an

358overview of the steps that brought us here today all of which will look very similar to you as these dates and events are very similar to the arts education presentation that you just witnessed we've referred to these internally as our dual adoptions since the cde the itc and the state board all have conducted these two at the same time under these same restraints and same uh same times and same meetings so the state board of education adopted the world languages framework in july eight through nine of 2020 this curriculum framework reflects significant shifts in instructional approaches intended to bring about optimal performance among students in world languages classrooms the world languages standards along with the guidance provided in this framework respond to a call to action to create a more inclusive learning environment in the

359world languages classroom the appendices in the world languages standards and the guidance in the world languages framework call attention to research-based practices that yield evidence of positive impact on world languages acquisition chapter 13 in the world languages framework articulates the evaluation criteria for instructional materials in july the board also approved the schedule of significant events and the reviewer applications for this adoption on september 24th 2020 the cde did post an initial bulletin for publishers who may be interested in participating in this adoption at the state board meeting on january 13-14 the sbe appointed instructional materials reviewers and content review experts that were recommended by the instructional quality commission there were a total of 42 people representing a range of world languages that were appointed to these review to review the materials now title 5 regulations

360require that a majority of instructional materials reviewers be classroom teachers in world languages and per those regulations each of the three panels included at least one board appointed content review expert subsequently the panels included board appointed curriculum leaders and community members on january 27 2021 the cde did host the publisher's invitation to submit meeting with the statutory and regulatory requirements for participation in the adoption process were explained this meeting was open to the public and invited public comment ultimately there were 11 publishers who submitted programs for review now as we did for the arts education the cde designed an all virtual reviewer training week where review reviewers were trained to evaluate the submitted programs for alignment with world languages standards and the framework and evaluation criteria that were all adopted by the board reviewers were

361sworn in by member strauss and trained by cde staff with the support of two current and one former iqc member as facilitators aforementioned in the earlier slide the entire reviewer training was open and transparent to the public including periods of public comment daily the deadline for providing reviewers with access to the materials for the world languages adoption was may 14 2021 may 14th also marked the beginning of that independent review period now that independent review period lasted through july and included communication and reminders from cde staff at this point it was led by aaron verticchio and currently being led by alejandro hernandez virtual deliberations began on july 26th with reviewers meeting and zoom in three panels to discuss and evaluate the 11 programs that were submitted these programs did not receive any written public comment

362prior to the deliberations and during the deliberations panels took public comment twice daily after much discussion and consensus building panels formalized their recommendations collaboratively created a report of findings for each program and these reports were also forwarded to the commission and were posted on the cde website so just as with the arts adoption the staff and the curriculum frameworks and instructional resources division or seaford prepared training and deliberations materials for the second ever virtual adoption process uh that the cd has ever conducted you might remember the first was the arts before this year adoptions have taken place at local hotels and event spaces these events involve complex contracts air travel on-site lodging the transport of all materials and equipment to the event location and oftentimes key staff would need to physically move from one room

363to another to share their expertise and answer any questions the attendees would have causing a delay in getting the needs of the reviewers met so as in the world the arts the world languages reviewer trainings were modified to be held virtually google classroom was used as the learning management system for the reviewers in order to arrange the materials to prepare reviewers for the training reviewers were given tasks to be completed prior to meeting in april including that independent front loading of learning modules and the required form 700 in ethics training requirements the world languages standards and organized zoom information the schedules and other relevant files were also made available to reviewers in google classroom the virtual format opened up some additional opportunities so for example participants were invited to complete daily surveys which allowed cd

364staff to revise slides and revit revisit any steps in the review process in real time based on need so it was an evolving training the training involved public synchronous sessions and asynchronous modules that extended their learning on content covered each of the three included two cde staff members one to act as a host and the other to act as support for the iqc facilitator to help moderate in addition additional cde staff were present to share their expertise answer questions on the review and deliberations process during the independent review the training materials and access information for assigned programs also remained in google classroom so this slide may look familiar because it's basically the arts summary telesheet but modified specifically for world languages you'll notice that instead of grade levels there are performance levels um everyone involved

365in the virtual training that took place in april learned quite a bit from the process which allowed facilitators and staff alike to apply their learning to streamline and strengthen the virtual deliberations that took place in july in the arts presentation i shared the huge time savings from collecting initial tally data digitally which helped identify evaluation criteria where the reviewers were in agreement and areas where there needed to be focused discussion the result was a faster smoother review process in some cases resulting in groups initiating that report of finance drafting much sooner than anticipated so once consensus reached for each criteria the digital template of the reports of findings placed in the digital collaborative environment for these reports allowed seaford staff to see the document creation in real time create opportunities for instant feedback streamlined the

366feedback process and lastly zoom features including reactions also facilitated and expedited the process to garner reactions from the reviewers all those involved in the process have learned so much about conducting our instructional materials adoptions virtually and seaford staff specifically envisioned that conducting training and deliberations in an adoption process virtually can benefit all future adoptions including those that are likely to involve a greater number of publisher submissions while we acknowledge that many educators do value those engagement activities the reviewers just applauded the the process and applauded how well things went um and we additionally sought feedback from reviewers to improve future adoptions and so that we can improve in real time so i'll continue now with our timeline of events the iqc did host a public meeting to take public comment on august 17th 2021 those

367public comments received for world languages were submitted to the state board of education the period between august 18 and september 22nd included that required 30-day period between the public hearing and the next iqc meeting in order to discuss the reports of findings and then in september 22nd to 23rd the members of the iqc considered the recommendations for the imr cre review panels the public comments and individual commission review to determine whether each program satisfied or did not satisfy the sbe adopted evaluation criteria for this adoption prior to taking action the iqc did conduct their public hearings uh one during the world languages subject matter committee on september 22nd and another during the full commission meeting on september 23rd over the entire process the commissioners provided opportunities for members of the public to provide testimony yet

368no testimony was provided so that brings us to this exciting day in california for world languages and the students and educators who will benefit from these instructional materials i would like to take a moment to highlight though that given the criteria for the world languages adoption how it categorizes programs by proficiency level rather than grade level fewer than five basic instructional materials were submitted for each proficiency level in order to meet the requirement of code section 60200e which allows the state board specifically find that more than five programs met the criteria for adoption as in the arts process the world languages um instructional materials adoption was a very very uh transparent process um we included um opportunities to hear verbal public comment similar to in-person deliberations each meeting day included time certain agendas public comments

369no public comment was received during the facilitator facilitator training during the reviewer training or during the independent review period that led up to the deliberations okay here we go so we have three slides of the iqc recommendations the recommendations of the iqc the commission is recommending 10 of the 11 programs submitted for this adoption the iqc has recommended for board approval the three instructional programs submitted by carnegie learning inc the commission recommends the three programs novice and intermediate levels the publishers have responded to the edits and corrections and the social content findings by in general accepting the suggestions from the reviewers i will discuss publishers submitted erada later in this presentation here i have the next four instructional programs that were reviewed the commission recommends the three programs submitted by clet usa inc alba e

370gael reporters and mappas all three in the novice level the publisher has responded to the edits and corrections and the social content findings accepting the suggestions from the reviewers clet usa has also submitted a short list of publisher errata the commission is not recommending one spanish program the one submitted by rosetta stone ltd the reasons for this recommendation are included in the iqc advisory report but in short the commission felt that the program did not meet several of the criteria statements in categories one two three four and five and mind you there are five categories for the world languages adoption during the deliberations process this publisher did inform seaford staff that they would not contest the findings and opted to withdraw from participating in the process further however since the reviewers had already conducted the

371review and deliberations had begun we continued with the process of continuing with with deliberations creating the report of findings and having the iqc make their recommendation so now i'm going to talk about the four remaining programs all of which were recommended by the iqc for board approval the commission recommends the four programs submitted by vista higher learning listos in the novice level sanderos in novice and intermediate levels and cuentros in novice and intermediate levels and dakot in the novice level the publishers have responded to the edits and corrections and the social content findings by in general accepting the suggestions from the reviewers vista higher learning also submitted additional errata and suggestions for addressing the social content concerns the reviewing panel raised now in general the iqc advisory report does include detailed rationale for each decision

372to recommend or not recommend and includes citations in each of the five categories either for or against of the state board adopted criteria the reports also include the recommended edits and corrections and social content citations for each of those programs it is cd's recommendation that these recommended edits be considered as a condition for adoption if the state board elects to adopt these materials these recommended edits came from a combination of the reports of the panels of reviewers that the board appointed to evaluate the materials comments from the public that requested that edits be made to the materials and some errata that was submitted by the publishers the commissioners considered these sources of input when discussing and deciding which edits to add to the recommendation so i do want to take a moment to talk about

373publisher submitted errata publishers are not allowed to make any changes to the program after they have submitted them for review there may be some situations where the publisher has identified edits and corrections beyond what was found by the review panel this may include the correction of typos or correction of factual errors the publisher may also submit responses and possible alternate suggestions to propose edits and corrections identified by the review panel excuse me lastly sorry the publisher may submit responses and possible suggestions for social content violations identified by the reviewers altogether these are called publisher errata so at their september 2021 meeting the instructional quality commission accepted the errata of some publishers that had been submitted today we would like to request that the board act by accepting the errata submitted by the remaining publishers which

374include carnegie learning vista higher learning and kled usa i would like to provide a quick summary of the errata these publishers have submitted as their inclusion stands to strengthen the instructional programs the reviewer panels recommended for adoption some publishers have submitted errata addressing findings in the edits and corrections section of the reports and findings to correct typos incorrect labels headings page numbers and similar errors importantly they have included additional corrections to errors the review panels did not identify in the reports of findings and it's totally understandable that the review panels might not have caught every single error this happens during every review of instructional materials in their errata the publishers have also provided responses to some of the reviewer findings while they accept the majority of the findings in some instances they do point out

375that changing certain terms would simply swap one acceptable term for another acceptable term here i would like to emphasize that the world languages standards promote the acceptance of all varieties of a given language as a result making the edit to a different term might actually limit students exposure to the richness of that target language the publishers also point out that they cannot make changes on to certain content as they do not have permission to alter primary source documents once again i would like to mention that the world languages standards and the guidance in the world languages framework both embrace the use of authentic materials lastly the publishers submitted errata to address some of the social content citations identified in the reports of findings so now i'll like to i'd like to remind everyone of the

376steps that occur after the state board takes action today so following this meeting there will be a 60-day timeline for publishers to submit all edits and corrections to be verified by the cde the final versions of instructional materials will not be available until the state board adopted edits and corrections have been made i'd also like to remind the board and those in attendance today that local control allows school districts to choose instructional materials that will meet the diverse needs of their local educational agencies so lea seeking world languages materials to adopt need not restrict themselves to the state board adopted list as they conduct their own review of instructional materials the state level review again is designed to be a first level review to share with districts the materials that meet the content of the

377standards the framework and the criteria districts then engage in their own local review of instructional materials to analyze which programs may best fit their needs so with all of that said on behalf of the commission i would like to thank the board for its support throughout the adoption process for world languages we hope that the materials you adopt today will provide support for districts and their expanding world languages programs aligned with the world languages framework i'd like to conclude with the cde recommendation the cd recommends that the state board act to adopt the 10 instructional materials programs recommended by the iqc except the publisher errata not considered by the iqc at its september 2021 meeting and direct the cde staff in conjunction with members of the iqc and or content review experts as needed to

378work with publishers to ensure that the edits and corrections and other publisher errata and administrative updates adopted by the state board have been made to their revised instructional materials that concludes my presentation i now turn things back over to board president darling hammond for public comment and moderation of any questions that you might have about world languages all right thank you so much we're going to go right to the public hearing and i open the public hearing at 3 29 pm first we'll hear from any publisher who would like to comment on this item each publisher will have two minutes following comments from the publishers we will then move to comment from other members of the public who will each have one minute we'll now open the phone line for comment from publishers by calling

379the phone number and using the access code provided on the slide that is shown now please provide your name and the publisher you are representing for the record and please remember to turn down the speaker volume of your computers if you are following the live feed uh you have two minutes thank you are there any publishers in the queue president darling hammond we have no publishers in the queue but we have one public commenter all right please speak your name and affiliation for the record your one minute starts now all right so sarah diaz representing the california association for bilingual education how they thank the iqc and staff from their hard work in developing these instructional materials and for the very transgender used cabe respectfully requests the board to approve the adoption of the 2021

380world languages through eight instructional materials these materials are consistent with the criteria and standards established in the board's adopted curriculum frameworks and in alignment to the content standards about the federal board the recommended instructional materials request innovative practices grounded in the use of the target language that are often faced and guided by the goals contained in the worldwide standards education educators tp world languages and our students will now have updated instructional materials for which they have weighted [Applause] thank you caller uh this concludes public comment very good um given that there's no other public comment i hereby close the public hearing at 3 32 p.m and we'll now begin board discussion and i'd like to ask our liaison member glover woods if she would like to make some initial comments yes i would um very

381briefly uh first would like to thank the seaford staff and other cde staff that organized a very thoughtful and a very organized review and deliberation process uh the time and sacrifice that was given by the content reviewers the expert reviewers as well as the iqc um just really allowed for us to have in front of us 10 very strong instructional material sets for students that are engaging in the world languages so a very appreciative of that and i do have to say having participated in this process for reading language arts over 10 years ago nothing was missed by the transfer to virtual every conversation that took place again was very thoughtful and very um well thought out which would be the same as thoughtful i'm sure so again thank you so very much to everyone

382who participated in the process and look forward to any additional board comment you may have discovered a new way to do these reviews a more uh economical fashion to do them i have uh with hands raised member rucker remember strauss i remember escobado member rucker first of all i want to thank you know even though this is the second uh hearing and the second process on adoption that we covered um and you essentially covered the basic outline of the process i do want to thank you for taking the time to take us again through this process world languages has garnered a lot of attention in the education community and for me sitting at the iqc meeting along with my state board colleagues and being led through this particular adoption it was very exciting to hear

383teachers talk about their own learning on world languages students and how it translated into what they think about and look at with their own students who are english learners and for the teachers who are language instructors what it meant and how it changes what they look at language learning instruction um so it was very enjoyable to me to sit and listen to the conversation and to watch this process unfold and i'm so happy to see this come to fruition now and we're ready to move this process forward so thank you and thank the seaford staff for all the work that they did to carry this forward and move this process awesome um vice president strauss so um mike i just want to thank you for a really thorough presentation to go through all the steps

384it's very complex i think the seaford team as everyone has said did an amazing job but to think about all the things that you plan for i've been in the materials adoptions when you went from room to room and to see that you could go from breakout room to breakout room that you could do a survey and get people's initial reactions and give everyone an opportunity to follow the process carefully i just want to thank you and the team that led this work and for all the reviewers who volunteer so much time to review it i think it will make a tremendous difference for students in california as we go forward and we know that districts then will have to go through their own a process to now evaluate materials and so i just want

385to thank you mike for that thorough presentation and for the process thank you very much uh and remember escobado i appreciate the presentation and just want to share that is more than transmitting language is transmitting culture and i've seen firsthand when students of variety of races learn a language there's a stickiness factor where they interconnect and it really breaks up so many racial barriers uh so i just applaud your efforts it's it has made a significant effect in the lives of so many children and and creating has created more racial harmony which is more we need more of that right i just want to add one one one thing is that um i know we focus more on spanish and french when you look at the dual emerging programs in our state yes spanish ranks

386one but second is mandarin i think french is third or fourth so hopefully in the future uh there might be some great publishers that uh may have mandarin as as a framework uh for instruction so hopefully i will be able to look at that material as well thank you i just wanna sort of add on to these comments and say first of all um you know we know so much now about the neuroscience of brain development and today we've been talking about music art and world language adoptions which at your moments in time have been considered sort of frills in the curriculum but they are fundamental to the development of the brain in fact symbol systems music and art world languages all develop neuron connections and the neurons that you know uh fire together wire

387together as they say and make us you know generally more flexible in our thinking more intelligent as well as more connected to other human beings as you said remember escobado and more connected culturally so it's a very important set of adoptions i hope that these are going to be central to students learning experiences in school i'll just one little fact on that point they found that when people have more than one language that even when there is in autopsies evidence of things like alzheimer's those who have multiple languages actually show the signs of that kind of degenerative disease five years later than people who are monolingual because they've got that many more connections wired with which to do their mental activity and so um as a former musician myself and someone who uh has many

388languages in the family i'm thrilled that we're you know really putting this kind of work um and these kind of materials uh you know available to our schools um the other thing i just like to note is that many of us have talked about how you know we shouldn't lose the um innovations that occurred during the pandemic i think this might be one of the innovations that occurred during the pandemic and that we ought to be mindful of taking advantage of what you've been able to accomplish here in a very complicated public process that may serve us in good stead as we go forward um if there's uh no more board discussion i see no other hands raised i think we can ask for a motion oh uh member mccullen did your hand go up

389yeah i'm sorry to drag this no that's okay but you know i i appreciate the presentation also in what was stated about local um efforts to accommodate languages offered in each area i mean we're such a diverse state in our neck of the woods up here in our high schools we offer the yurok language it's articulated to meet the world language criteria in four of our major high schools along with the talawah language so that local emphasis is so important and what was said earlier about communicating culture and helping us to bridge the divides of better understanding with our families and our communities is so important so such an important area so i appreciate the presentation and all the work thank you for that very important comment uh if there are no other comments i'll

390invite a motion i'd like to make the motion i move that we accept cde's recommendation which is inclusive of adopting the 10 instructional materials and the publisher errata that was not considered by the iqc at the september meeting as well as the process outlined on the slide to address any edits corrections publisher or writer or updates excellent do i have a second remember rodriguez get your head up first okay with that i will take a roll call vote member son hi vice president strauss yes member rucker okay remember rodriguez yes number c um member patello branson yes remember mcquillen e in the urak language yes ee remember glover woods yes members yes president darling [Music] unanimously terrific all right you've earned another 10 minute break so uh it is 3 41 and we'll reconnoiter at

391about well it's actually 3 42. we'll come back at 3 52. we'll see you then welcome back we're in the home stretch uh brooks would please call the roll to establish the quorum first member son here vice president strauss here member rucker here remember rodriguez here remember patilla brownson here member mcquillen here member glover woods here members cabello here president darling hammond here remember burr here amber monaka here everyone's present we have a quorum all right we are going to move on to our waiver consent calendar waiver items one through eleven i will open up the phone line for the public common queue members of the public wishing to provide comment on this item should do so by calling the telephone number and using the access code provided on the slide that is shown now

392are there any public comments on any waiver items one through 11. i am so sorry there are no public comments ok um after the public comment i guess i'll ask for a motion on waivers 1 through 11. i'll move approval of those waivers i will second thank you very much will now hold a roll call vote brooks please call the roll number son aye vice president strauss aye member rucker hi mr rodriguez yes member patilla brownson yes member mcquillen yeah hamburglar woods yes nebraska battle yes president darling hammond yes number burr hi how's it going okay so now we'll take up the regular consent items 10 through 15. because we have two recusals we will need to take the consent items up in two votes first item 10. um remember son and remember strauss i

393understand you must recuse yourselves from this item and they seem to be gone please turn off your cameras as they did and after brooks calls the role week they can come back in uh we'll now open the phone line for the queue for public comment on consent items 11-15 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 we encourage you if you are calling to state your name and affiliation for the record i'll state the item you're commenting on remember to turn down the speaker volume on your computers if you're following the live feed and uh speak for one minute each are there any public comments there are no public comments at

394this time okay given that there's no further public comment i'll ask for a motion on consent items i would move 11-15 of the consent thank you may have a second excuse me uh member darlingham and this was a my mistake we're just taking a vote on consent item 10 right now because yes now that was my mistake in the script i'm sorry yeah okay so first we're going to ask for a motion on item 10. i will amend my motion to move a playing card item 10. okay that was a friendly amendment and from from you to you is there a second i'll second thank you so much uh now we'll go ahead and um take a roll call vote remember rucker yes remember rodriguez yes remember patilla brownson yes remember mcquillen yes remember glover

395woods yes i'm brusca yes president darling hammond yes member burr hi member banaca hi listen passes all right uh and we can welcome back vice president strauss and uh member sun there we go uh you didn't miss much now we're going to go on to public comments uh for consent items 11 to 15 and we'll encourage anyone who's calling in for public comment let's put that slide back up to state your name and affiliation for the record use that phone number and access code on the slide please state which item you're commenting on remember to turn down the speaker volume on your computers if you are following the live feed and speak for one minute each are there public comments on items 11 to 15. yes we do have one in public comment in the

396queue caller please state your name and affiliation for the record your time starts now good afternoon my name is michael juba and i'm a classroom teacher representing the california teachers association commenting on item 13. cta would like to express our continued concerns with the funding determination process for non-classroom-based charters process is broken and does not provide the level of transparency that's needed for the commissioners of the advisory commission on charter schools nor the members of the state board of education to provide appropriate public oversight on these funding determinations moratorium on new ncbs has been extended until 2025 and this is a time for the california department of ed and the state board of ed to begin to renew and update the regulations that govern this process thank you for your time thank you caller this

397concludes public comment thank you very much given that there's no further public comment i will ask if there is a motion on consent items 11 to 15. do i have a motion remove approval of the consent items for a second second it thank you um we'll now hold a roll call vote brooks call the roll number son aye vice president strauss hi amber rucker yes remember rodriguez member patilla brownson yes member mcquillen yes remember glover woods yes members yes president darling hammond yes amber burr aye member bernanke i remember rodriguez aye motion passes unanimously all right agenda item one is our state board priorities item and we're reopening item one to take action on the preliminary report of actions the draft september 2021 meeting minutes the sbe screening committee recommendations for appointments to the accs

398cpag and iqc and to report on our liaison assignments the first of those is the sbe draft preliminary report of actions in minutes for the september 9 2021 meeting while i am we're waiting for any members of the public to call in i do have a motion from a board member or may i have a motion from a board member to approve the september 9th 2021 state board of education draft preliminary report of action meeting minutes that was a long-winded way of asking for a motion i move that we accept the minutes thank you very much can i have a second i will second that thank you very much are there any public comments there is one in public comment caller please state your name and affiliation for the record your time starts now my

399name is david page and i'm calling on behalf of parents and teachers and community members of lincoln high school community in san diego unified school district on the on 325 of 21 we filed a complaint directly excuse me uh we'll need you to call back during uh the final public comment period uh you can you may only speak to the item at hand at this time thank you i thought this was it thank you all right any further public comment no no more for no more public comment okay we'll now hold a roll call vote uh brooks can you please call the roll member son aye vice president strauss hi number rucker yes member rodriguez yes remember patilla brownson yes remember mcquillen yes remember glover woods yes members cabello president darling hammond yes remember burr

400hi i'm biba naka hi motion passage now terrific we'll go on to um the state board screening committee recommendations for appointments to the accs the cpeg and the iqc we've got a lot of acronyms here um and uh if we can get the public's comments slide up again we will open the phone line for public comment and 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 and while we're waiting for any members of the public to call in i'll ask vice president strauss who has chaired this year's process to share the recommendations from the state board screening committee regarding appointments to the advisory commission on charter schools the california practitioners advisory group

401and the instructional quality commission thank you president darling hammond so first i have to completely thank our screening committee members ting tsung and cynthia glover woods um we all together we reviewed almost 100 applications for the different um screenings that we did we do have two more screenings that are getting posted one for the advisory commission on special ed and one for these um two positions on instructional quality commission but um we reviewed this the applications we had a separate meeting to decide who we were going to interview and then separate interviews um for each of the commissions let me just say um since um we've gone remote the interviews are done by zoom now not by telephone and it is really actually this is an improvement in the process because we can see people

402we can talk and introduce ourselves it felt really personal and connected so with that i'm going to give you a summary of our recommendations the advisory commission on charter schools this is an addendum that's been posted we are recommending a reappointment to a two-year term and as chair of accs as specified in the agenda mike walsh currently member of the butte county board of education he's the co-founder and ceo of beacon results he represents governing boards of school districts we're recommending reappointment of a one-year term as a specified in the addendum for gail garberlino placer county superintendent of schools for placer county office of education representing the county superintendents also jared austin for a one-year term he's the executive director and co-founder of carroll's public schools he represents parents and guardians of charter school students

403and appointed for a two-year term as specified in the addendum derrick king superintendent of excelsior charter schools representing charter schools so that's for accs for the california practitioners advisory group we're recommending reappointment for a one-year term we have four re-appointments as specified in the addendum bootsy battlehold teacher in los angeles unified school district representing teachers from a traditional public school diane grote-john an accountability administrator for a lifelong learning administration representing charter school leaders tarina small a teacher at sciatech representing teachers from a charter school and janelle woodward who's assistant superintendent of teaching and learning division of pleasant unified school district pleasanton representing principals and other school leaders so those four are reappointed for a one-year term appointed for a three-year term as specified in the addendum babatunde a laurier executive director of accountability and communications

404from dara unified school district representing parents of students currently enrolled in k-12 schools gabriella tavitian the assistant superintendent of educational support services from east whittier city school district she's representing superintendents or other administrators and amy wynne hernandez superintendent of central school district representing superintendents or other administrators todd collins who's self-employed he's a member of the palo alto unified school district governing board and he's representing members of local school boards those uh three those four were for a three-year term now these two are represented for a two-year term we try to balance the terms so we rotate some off each year as specified in the addendum sunya wrote rhodey boonchoy he's the associate superintendent of instructional services for davis joint unified school district he represents superintendents and other administrators and sheila nin gonzalez she's currently the

405deputy director of californians together and a member of the azusa unified school district governing board she's represent representing members of local school boards so we had a lot of appointments to cpac for the instructional quality commission we appointed for a four-year term as specified in the addendum marcy winower an instructional support teacher she has specialists in math and science computer science los altos high school district representing teachers and our student member for a one year term is specified in the addendum mira chacardeo she's from northgate high school mount diablo unified school district representing students so those are the recommendations by the screening committee for appointments um to the commissions that was a mouthful it was a lot of work a lot of work i want to thank the members of those committees uh and ask

406if member glover woods or remember sun uh may also want to add any comments since they participated in all of that well i think that uh vice chair strau is amazing getting us through all of those interviews she's she's got the process down and she got us through all of the screening of the paperwork and the interviews um so thank you very much vice chair stroud and also just um looking at the applicants i think that it's um it's wonderful to see that educators from throughout california and their interest in serving on these committees and so it was a fabulous experience it's my second year in a row and enjoyed both times thoroughly thank you remember glover woods just a thank you to everyone who applied for all of the different commissions just really appreciate

407the time that was put forward in completing applications and for those who participated in the interviews again just very great educators and community members that have an interest to serve at this level terrific are there any clarifying questions before we go to public comment seeing none we'll see if there's any public comment there are no public commenters all right um so we can uh see if there's any other board discussion and if not i'll invite a motion um so i move um approval of the screening committee appointments and reappointments to the accs cpag and iqc thank you very much enjoy have a second i'll second thank you very much any further more discussion okay um i'm instructed to ask you to raise your hand in the participant panel of zoom so this is a different

408way of doing this i'm not sure why we're varying our process but i'm trying to find out how to raise my hand too [Laughter] if you are um okay we're all here and uh brooks it says you still have to call the roll yes i'll still do a roll call vote the thought of that all right so remember everybody's learning how to use them so that's good this is a lesson every day remember son hi chris president strauss hi number rocker yes liber rodriguez hi member patilla brownson yep remember mcquillen yes remember glover woods yes members yes president darling hammond yes remember aye motion passes unanimously all right now you can all lower your hands this is a performance task let's see if we can all get ourselves back to where we were all right

409thank you so much vice president strauss for all your work and that of the committee and getting us all these wonderful members of these committees we appreciate them as well they have a lot of work ahead of them some of them have already been involved and they know that and others will find it out and they give us a lot of great and important advice so we appreciate the process i'm now going to go to our board member liaison reports um any leads and activities that were not related to any items on our november agenda and um we'll go again in reverse uh alphabetical order uh member sun okay thank you so um most of the work for a state board this month has been on the screening committee um as we just went over

410um also you saw the assessment item and the federal essa item were also items um that were covered in today's agenda um just wanted to report that california workforce pathways joint advisory committee met last month on the 20 no september 29th we are continuing our work on the state plan for cte the career technical education and cde um has engaged jobs for the future an organization that will help us through that work oh and our next meeting is on the 19th of december and that's it all right um vice president strauss so i do have a few things to share um in addition to screening so um when the iqc met in september uh 22nd 23rd we had our new iqc student commissioner juliana garcia she's a senior at john f kennedy middle college high

411school in coroner corona norco unified school district and she's talked we had her introduce herself and she talked about seeking changes in instruction and curriculum for her peers advocating for curriculum that deals with um that addresses non-diverse issues and wants to have changes and she's been involved in nationwide youth organization to communicate and to advocate so i think we're very very fortunate as she said she wants to diversify our narrative so she will be an important student voice on our iqc um as well there was a wonderful presentation at that meeting on specialized media and technology for braille audiobooks i don't think all of us realize the whole department at cde that deals with that so if you're interested you can go back to the iqc um recording of the meeting but i just wanted

412to highlight that um and then as i said the iqc will we're going to be screening in december for two more iqc members and one member of the advisory equipment commission on special ed so please look for that if that's a relevant of your interest um both member record and i attended the nazbe the national association of state school boards of education and a couple highlights um they really want to they recognize obviously this is a really pivotal time in public education and that state boards can address policy during these this time and um looking at the state board role in leveraging policies so just so you know if you're interested it's free you can go on the website for the nasby 2021 conference and um there's some plenary sessions were recorded that talked about

413leading in the time of uncertainty digital access for students with disabilities policy levers for teacher education programs renewing the promise of equity and excellence supporting school leaders through the pandemic recovery and beyond and that's important i know they are exhausted as well as teachers as well and then the final one finding joy in public service so i thought you know you might want to just kind of look at a recording on that um i also represent california for the western region and the delegate assembly and then the special ed advisory commission did meet on the 27th of october and um that's also taped if you're interested but the iep program template and alternative pathways to to diploma there was an update on that it's uh funded in a 2021 california state budget act um to

414take a look at that uh really important that's being handled by sacramento county office and west ed very interesting presentation and then special ed funding system study update that's a process that's also going on that i think um i wanted to share a couple key findings those of us who look at funding issues with special ed no here are some key findings that won't surprise you but the cost of achievement increases as students have multiple needs that english learners represent a larger proportion of students with disabilities later in k-12 education that our statewide cost high-cost pools to support leas with high-cost special education programs are among the lowest-funded pools in the nation and that the non-public school placement patterns that the current funding formula actually incentivized placement in non-public schools which i thought was really

415interesting and that white students were more likely to be placed in non-public school settings um and so and that students with emotional determine disturbance autism specific learning disability other health impairment are the ones more likely so i thought that would be interesting to share they did talk a lot about promoting inclusive practices appropriate early intervention and identification and making the right sure that the funds get to the students who have the greatest need also there was a discussion about the family empowerment center expansion was part of a budget program as well um enhancement program um and there was like five million dollars to increase um the the family empowerment center so that was important um that's that's a budget enhancement and then i just wanted to talk quickly about the universe csu has a committee

416called closing the center to close the opportunity gap and their work um which was also funded by a budget trailer item also links very much with the work we're doing and i think francisco actually knows some about it because there's a partnership with chula vista elementary as one of their partners they talked about but they're talking about looking at professional preparation of educators talking a lot about schools that serve high concentrations of black black latinx and socioeconomically disadvantaged students looking at models that um that blends practitioners and interest holders from across the state and they've done a lot of review they're starting a website they're curating some materials they've had an education summit and they're going to be disseminating materials i think it might be really relevant i know certainly with superintendents thurman's task force

417as well the equity issues they're looking at um resources and then how do we build capacity which all of us are talking about for both pre-service teachers and teachers in the field and so i just think this opportunity for regional hubs they have one at san diego state and at um cal state fullerton um will be really helpful in sharing practices to um close the opportunity gap so i just wanted to share that as well but that ends my report thank you very much thank you uh member rucker i'll begin my report by saying i got a text message from board member king song asking me to make a correction so uh november 19th is an important day in history that was the day the beatles released their album the magical mystery tour was also

418the day abraham lincoln delivered his gettysburg address it's my birthday but that's also the day the california workforce pathways joint advisory committee will be meeting not on december 19th but on november 19th so i want to make sure i did that um board member strauss talked a lot about the work that's going on with the iqc so i don't need to comment on that but i do want to draw attention to something that i think is a pretty big deal for the workforce pathways joint advisory committee we have been spending quite some time as a group having meetings to take a look at data and doing a really in-depth data study as a matter of fact a joint study session with our community partner groups to look at the development of the new california state

419plan for career technical education so i really do want to take a moment just to congratulate the work that's being developed by department staff in preparation for this meeting they have pulled together a lot of data not only from our state's data system for accountability but they have framed and recalibrated some of the data points that we have required as part of the work uh for the applications for the two funding streams that we use for that we are primarily responsible for overseeing and monitoring at this next upcoming meeting we're actually going to see a data report that's looking at state accountability assessment data at the claims level what really makes this what i'm really looking forward to in that conversation is it's at the date it's the data that's reported at the claims level

420that's most directly related to what we hold these programs accountable for in the performance of students who come through their programs so we'll have an opportunity to really look at what is the instructional impact of these programs on moving students toward proficiency on those standards so it promises to be a very promising meeting not only the joint study session with our community partners but the work that's going to take a look at how to frame that discussion on accountability so i think that's going to be a very exciting meeting and that ends my report thank you ting for giving me the chance to say that happy birthday in advance um member rodriguez yes thank you um so the california summer school for the arts uh we had a board meeting on october 21st and um

421i want to share a few of the highlights and there the new executive well he's not that new anymore matthew gallagher has come in with a lot of enthusiasm and has has demonstrated his enthusiasm with a lot of work he completed a six-year dashboard so that there's data to show our student demographics who's participating the race ethnicity demographics financial aid student enrollment and so he has put together a report which i am happy to share in an email with brooks and so he can pass on to all of you and also prompted from some of those conversations is the strengthening development of a dei committee which was established in spring of 2021 i alluded to it a little bit in my last um update but the uh the committee has been very active they're really

422looking at not only geographic uh socioeconomic uh racial and ethnic representation from throughout the state because as you'll see in the dashboard a lot of the representation it's really heavy in the los angeles area and one of the things that i mentioned to matthew when i went through the board um uh what do you call that the like when you're introduced i'm completely blank before yes uh when i and i was talking to him and i said you know i was the visual and performing arts coordinator at my former school and i had never heard of the um california summer school for the arts and we have a lot of stu very talented students down here and so anyway he and i will be meeting uh next week to talk about ideas on how to

423reach more rural more um you know areas that are that that are a little further removed from the cities and to be able to recruit students from communities like ours as well um they're also looking for a location um the calarts responded to the request for proposal but they're looking at the whole money situation and and that's that's in the works right now so and i believe that the uh summer school has met at cal arts um all of the time in the past and so i think it's it's a bit of an economic and visiting various other sites so um that is my and there's also a student survey sorry that was conducted by uh professor emeritus of uc santa cruz david harrington um and he surveyed students over the past several years and

424the you know 97 percent of the students believe that the summer school helped them uh a lot with their educational and career goals we all know how important the arts are for development for humanity uh right you know building those neural pathways and also careers we're in california where there are a lot of opportunities for whether it's visual and performing arts or animation and a lot of these students actually go into careers like that you know and there's and there's one of the responses to the young lady who spoke this morning um who was talking about the preparation once students graduate right we can there there are definitely a lot of opportunities here with the summer school for the arts for our students and i will move on i'm trying to rush through this to

425the ctc meeting we only met for one day and moved the october meeting into september so an announcement teacher residency capacity grant request for applications is now open the governor signed the budget in uh july 2021 and it includes 350 million dollars in funding for competitive grants to support a collaborative partnership between an eligible allie or a consortium with one or more commission approved teacher preparation programs offered by a regionally accredited institution for more information visit the ctc's website the um rfa is due to the commission by 5 pm on february 14th uh and there are some wonderful residency models that um you know happening at the state where teachers are really uh benefiting from the experiences um and also there's a the local solutions to this shortage of special education teachers local solutions is

426it's called grants uh we're included in the 2018-19 state budget and the commission reviewed the report as of now how things are going there were some narrative comments in the annual reports uh some of the some of the participants were a little disappointed about not being able to complete um what they set out to do because of the distance learning right you know so that interrupted their plans a little bit but they will continue in the narrative comments included in the annual report and emails received the grantees expressed overwhelming enthusiasm and gratitude for the local solutions grant program and the opportunities that the funds have provided them many programs have identified promising practices such as signing bonuses tuition reimbursement payment and strong mentoring programs that are already improving special education in the grantee lea so

427i wanted to highlight that and also the commission has been working so this is a member patil bronson towards transformative work in early childhood education over the past several years to set the foundation in the context for the work proposed there are an array of credentials and assignments that could be adjusted uh and repurposed to meet the changing workforce needs and so this was only an information item uh but you know there was a lot of talk about the possibilities on how to either laterally move or best prepare teachers or use already existing credentials to support the opportunities for preparation of the ece workforce and that is that is all those were the highlights thank you thank you thank you member patil bronson i'm going to pick up on um the last committee report around

428ctc and talk a little bit about a um emerging or actually now well well underway effort um which cde has undertaken and really also just start by commending the leadership of sarah neville morgan who has been convening a series of working groups between cde ctc and a variety of other stakeholders across educational partners excuse me across state agencies community organizations and different representatives from both leas as well as community-based organizations in the early learning space all of this is um focused on what is the implementation effort necessary in order to properly launch the upk universal preschool and universal transitional kindergarten um investments that were approved budget which were exciting scientists and are going to be birthed and need the full implementation resources to be successful as they're brought in into stricts this means in part

429thinking about local implementation practices leveraged research that we know of best practices from other states and what actually drives fair and just child outcomes across um and also that provides for integrated learning environments and then to the last point that board member rodriguez was just describing around workforce thinking about how do we leverage the incredible asset that we have in that the early learning teacher community has tended to be more socioeconomically and racially diverse and how do we help folks come into the tk space who have bas who are in line or are alluded to a multiple subject credential already have the 24 units of ece specific education similarly how do we actually make sure that state preschool programs are also well launched and have the workforce that they need in order to continue that

430pipeline of education so that in in the best forecast of what we would want as kids enter the k to 12 system tk-12 system in california they'll have had the benefit for low-income kids of a widely expanded state preschool program as well as a universal transitional kindergarten program for fours there's also been a lot of discussion about sort of what are the communication vehicles that are necessary in order to share broadly and i think this is really just an exciting space for being able to bring to bear the best learnings that we've seen from so many other states that have gone down this also figure out what is the california way in the space to make it successful lastly i'll just mention that later this month we'll also be had the early childhood policy council

431meetup initially in two weeks and that will be likely focused a little bit more on zero to three and thinking about how do we ensure that learning um knowing that learning begins at birth how do we leverage the possibilities um to actually ensure that that pipeline of learning continues um in the full zero to five space and then is continued in the p to three align space and that concludes my report terrific thank you remember mcquillen not as much as others to report on it's probably thankful at this hour of the day but um as we heard this morning the students that uh reported out on the from the sa sabe the student advisory board on education i had the pleasure of working with them and preparing them for those presentations it was fantastic it

432was just a pleasure to work directly with the students and my goal is to see some representation from above san francisco from districts up here uh at that student conference and maybe applying next year to be our student representative but there were definitely some bay area reps that made the application process that was a real pleasure um we also heard this morning in the superintendent's report that uh assemblyman ramos has been very busy and he's sponsoring some new legislation on american indian education in california it's really exciting it's early in the process he took a lot of input on that and also the governor signed a task force that's rather unique that is going to look at protecting [Music] items worn at graduation by american indians and making recommendations of what those items are if

433a student wanted to wear a feather or something representing their tribal tribe in california that they can do so during graduation there's a task force that will be set up to do that looking forward to having some input on that and then uh i'm also looking forward to the big day on november 19th for the joint task force on cte coming back together and a birthday i guess too so thank you that's all thank you so much and thanks for all the support you gave the students that was wonderful and i'm sure all that coaching really made them more confident and and ready to do this uh presentation so that was terrific remember glover woods i don't have anything additional to a report both items i would have shared were on today's agenda world languages

434and the work of the screening committee so nothing else to report at this time well job well done because we got both of those over the finish line so thank you member escobado yes um been part of the west ed group for the last year or so it's been an impressive group they've facilitated an intersegmental working group that develop a comprehensive technical and legal framework for the new cradle to career public data system to provide information on students as they progress from early education to college and into california's labor market now this system will allow for linking data on academic success persistence school quality and socio-economic indicators and will enable state regions and state educational systems to better understand how educational programs contribute to student learning and and work force preparedness uh this new cradle

435to career uh data system was funded by the california legislature i believe it was in the summer of 2021 the system is um is is being built that's underway and really looking forward to seeing it in place we had our first in-person board meeting for over almost two years it was great to see everyone actually i'm looking forward to seeing everyone this board as well we had our meeting about a week ago in phoenix and we were hosted by the helios uh education foundation which is one of the largest found the educational foundations um uh in in the uh in arizona they um support some of west ed's work for example helios recently published a brief on college access entertainment strategies and programs for men of color one of the features that really struck me

436was the decision theater in uh in this building and this i felt like i was like in an epcot venue i mean i was surrounded by screens and it was probably the most interactive data visualization um experience i've ever seen so we had two superintendents i was able to highlight their districts in one screen and then another screen we're able to see the amount of violence students are are exposed to lead content air quality another screen you got to see some of the social economic indicators in another screen you might have been able to see the work and industrial profile of that area the beauty of this this experience was that the superintendents were able to manipulate some of the data by by saying what would happen if i increased my graduation rate by 10

437and how would that affect crime and how that would affect um taxes for example the amount of taxes the city uh is able to to gain it was remarkable i've never seen how data could create a story so visually a great experience a lot to learn on and i think it's is very powerful not only for districts but also for mayors and decision makers to really see that education is an investment it is not an expense it isn't an investment because it affects every facet of our society so that was that was a great experience the decision theater and and that is my report and i will report again tomorrow uh with the community school uh agenda item which will be right number one uh you know that sounds like something that would be such

438a huge uh benefit for civic engagement and policy making generally so thank you for describing that i'm going to find out more remember burr thank you president darling hammond i was also thinking as member escobar was reporting that it could be perfect for the next lcap iteration there you go verb will remember son's recommendation this morning that we do something that is engaging and is meaningful to the participants so we would love to learn more about that my report on accountability took place this morning about the lcap template i'm just going to talk briefly about the california collaborative for educational excellence board met last week we also met in person it's quite the opportunity people are elated to see each other in person we were able to meet at the sacramento city unified school district

439and we thank superintendent aguilar for that opportunity um so just a few highlights as you all know our former colleague many of our former co many of our former colleagues matt nava was appointed as executive director of the collaborative and he not surprisingly hit the ground running as he told us in the interview he was going to do a 90-day plan he's been actively engaged in an engagement and strategic planning effort i think he's interviewed more than 140 of our educational partners to identify the sort of classic strengths weaknesses opportunities and threats to the ccee it's sort of a perfect time to reflect back we've been in existence six or seven years and as he said we're we're now in our teenage phase i hope not the unruly teenagers but we you know are certainly

440in a place where we have a pretty good idea about what we should be doing we've been given lots of tasks by the legislature and the governor but we need to step back and say are we really being responsive to the folks who were supposed to be assisting so from that work he's going to be developing a mission vision and values statement we have the mission statement already but doing some refinement there there's a two-page presentation that's on our website if you're interested in looking in more detail we also had a very robust uh presentation by the professional learning team at ccee they're also doing they're part of this strategic engagement and strategic planning and they're developing their objectives going forward especially around professional learning that's based on evidence and best practice that is a

441rapid response to support teaching and learning and to be sure that they increase accessibility to and the use of all of the resources we had a really nice presentation from the los angeles county office of education on how they have actually been using one of the sort of centerpieces of work that was created in response to the pandemic the field guide for accelerating learning so it was great to hear how the folks on the ground are actually using this just vast wealth of materials that cce created in response to needs of the pandemic going forward in with respect to the professional learning unit they're really going to be focusing on universal design for learning and making sure that all of our leas have access to those approaches and are able to implement the universal design

442for learning we had a big presentation on the budget and the trailer bill lots of responsibilities for ccee but the one i'll highlight is the 50 million dollar grant program that is provided for professional learning uh to support again learning acceleration in the main areas of math literacy and language development and the c they're busy the cze steps busy working on the rfp for that those grants go out to leas so i'll keep you updated on that and then finally we just spent some time acknowledging our former executive director tom armalino and again want to congratulate tom on his retirement um our next meeting will be december 2nd and that will be a virtual meeting that completes my report perfect uh and member uh bananka thank you um recently i've been attending and speaking at

443quite a few student advocacy conferences so in late september i was a speaker at the san benito cast conference with their stu superintendents student advisory council where i talked about ways that students can engage in statewide advocacy and heard some of their ideas for changes in education i was also a panelist at the stockton student advisory conference and the cask region 10 conference where i heard student proposals on issues relating to education and gave feedback i really enjoyed being at these conferences and hearing so many different student perspectives on issues ranging from mental health to equity to curriculum because it really helps inform my perspective and and helps me understand what students in the the state are feeling and what they're thinking about our education system um and then last but definitely not least over

444this past weekend i attended the student advisory board on education and helped facilitate the selection process for the upcoming student board member and i know we already went over this but i just wanted to reiterate how talented and accomplished every single one of these semi-finalists are and i think that we're really lucky to have these students be in the running for our next student board member and that will be all for my liaison report terrific thank you and i'll just add a couple of things i mean a lot of ground has been covered but part of what's going on now of course is that we had this uh amazing budget last year with so much investment in education and we've heard about tk and about investments in the teaching force uh in special education and

445the community schools we'll hear about tomorrow so there's been a lot going on to sort of figure out how to implement all of this work in a way that will actually be effective that will get to the people who need it in ways that they can use it and i think that's going to continue to be a part of our challenge um over the next you know several years much of this funding is expected to play out over the next five years and so there's a there's a lot to figure out in terms of how people can take it up integrate it uh i think the board has been very mindful about all the ways in which we can be sensitive to the uh overwhelming experience that it is to be in a school district

446right now uh as a leader as a teacher and so on and then uh well you know these changes are important you know adding another grade adding tk uh and with the infrastructure bill that's about to pass uh in washington uh there'll be uh significant resources for three and four-year-old universal pre-k so if we just you know want to think even a little bit more aspirationally you know redesigning schools to be community schools uh so that they can integrate these services so i'm just saying that that's going to be an ongoing thread of work for for us i would just add a couple of points that um to what's already been mentioned uh on the investments in the teaching force um i day talked about the residencies funding for teacher residency programs which a number

447of districts have found has really helped them in the pandemic to have programs of teacher education that are bringing people in training them for a year bringing them ready to start uh at the district as well prepared as a teacher with a couple of years of experience because they've been rooted in a very integrated approach to their training from excellent mentor teachers that's supplemented also by golden state scholarships which uh have a significant amount of money will support uh people coming into teaching for up to twenty thousand dollars in scholarship support if they teach in the fields and places where they're most needed uh and all of these things are kind of getting off the ground we want people to be able to know about them use them address the shortages that they may be

448experiencing of teachers in that process and so that's going to be another big part of the process coming up the ets of negotiations we already heard about community schools we'll hear about tomorrow so i'll save comments for that i'll just add on the special education front that in the budget was in addition to some funding for the special education functions themselves uh expectations for redesign of funding and governance that are part of the anticipated activity this coming year for additional investment in special education work has been going on in the alternative diploma many of our students with special education programs particularly those who are taking the alternative assessments have not had a pathway to a diploma that holds up their ability to access jobs and go forward in their life in many cases so that's

449another thing that's being worked on and thought about and talked about to get to the place where many other states are where we do have an alternative diploma that allows students to meet the standards in ways that are appropriate for their learning differences and finally i would just note that in the work on pre-k and thank you very much member patio bronson for helping us get so excited about what's coming down the pike there there is a lot of work going on i'm part of the kitchen cabinet that sarah neville morgan has convened she's got the most amazing set of interactive collaborative partnerships to bring many people around the state researchers from various places and folks who are working on the ground together to get this right and subsidies for training the workforce credentialing and

450collaboration with the future credentialing commission and rethinking or extending elaborating the pre-k foundations into a framework that goes from early childhood all the way through the primary grades are part of that activity so we've got a wonderful start on a very coherent approach there that we're all looking forward to seeing unfold and giving all of our learners such a good start on their educational careers with that this concludes item one we're going to take up item 16 general public comment a public comment is invited on any matter that's not included on the printed agenda we'll open up the phone line for the public comment queue and members of the public uh within we want to see the slide there it comes members of the public wishing to provide comments on this item may do so

451by calling the numbers shown on the public comments slide by using the access that is shown there and we'll give it a moment for folks who may want to comment to get themselves organized and in the queue i will encourage anyone who is wanting to comment to state their name and affiliation for the record turn down the volume on their computer if they're following the live feed and limit their comments to a minute each do we have any further public comments there are no public comment at this time and this is the sound of the south officially signing off thank you very much we appreciate that you do such a good job with that in such a polite and uh and supportive way to our callers um so this ends today's session and we'll continue

452our meeting beginning with the closed session tomorrow morning to discuss or take action on the following legal matters ee at all disability rights education and defense fund versus state and related university of uh you know the united states department of justice complaint and office of administrative hearing complaints and california's for equal rights foundation at all versus the state and with that i bid you a fun did you and we'll see you early tomorrow morning at 8 30 pm