001pledge so I'm going to call the meeting to order and would you all please rise for the Pledge of [Music] Allegiance well good morning everybody um we're looking forward to having our new board member um Dr Linda darling Hammond with us and she will join us tomorrow so I'll be um presiding over the meeting today so at this time um I'd like to open the meeting um with a very special and kind of moment um to acknowledge Carrick Ashley um this is his last meeting um and we want to thank him for all of his years of public service especially his leadership and partnership with the State Board during his tenure as the deputy superintendent of Public Instruction it's been a pleasure for the board to have worked with you Carrick we wish you really
002well and we'll follow your travels and your Pursuits um but we'd like to have you come up if you want to make a few comments to the board it's a very very special time working with [Applause] you thank you as you know I'm not very shy so I always have a few words to say uh so Carrick Ashley Deputy superintendent for a couple more days um you know 40 years is a long time to do anything um the last 25 in this building um and I and I've been blessed with a lot of people who have who have helped me along the way and have been good mentors and good leaders uh colleagues uh starting with my dad who was a principal and a assistant superintendent um and my brother who was a principal my
003master teacher Peggy eing who I still keep in contact with a retired first grade teacher in one semester she taught me everything I needed to know about teaching and that teaching was much more than than just a profession uh my wife Jan Mar Ashley just uh uh retired in December uh with little Fanfare but she helped an awful lot of kids especially uh English Learners uh since December she's been at home working on a dashboard for me [Music] um let me be clear she's expecting progress every year or I'll be facing some serious differentiated assistance um people in this building from the superintendent down to to the supervisors and colleagues I've had uh very talented and dedicated uh professionals um I will say that it's it's been uh it's been an amazing ride especially the
004last 10 years I get tired just thinking about all the work that we did in partnership with this board uh starting with uh new standards new assessment system uh new data system so that we could support lcff and lcap uh new accountability system a new system of support now uh so I've never I I have never been more positive or um or optimistic about the direction uh that California is going in education uh I think this board has also had great leadership uh among uh members as well as the president um I I do want to to single out Karen staff Walters she doesn't seek credit um and she doesn't get enough credit uh but she steers an awful steady ship uh behind the scenes so thank you Karen for being a good colleague and
005partner you know I've always tried to work by two philosophies one work hard and play hard uh this is really hard work and so you just have to find a way to do it with a smile with some laughs with have a little fun along the way uh the other is to uh hire good people give them just a little bit of leadership and then get out of their way so they can make you look good uh and so I do want to recognize the directors that I've had the pleasure uh of working with with because they've done a great job making me look good um and it's been really a pleasure uh to work with them so I'm going to leave it there we've got to get the show on the road as they
006say um so I will leave you with um keep the faith resist when necessary and always keep the kids of California as your guide thank you thanks so much Carrick so I'd like to announce uh some changes in the agenda um we're going to open up state board priorities item 15 this afternoon and at that time we'll take up the minutes and hear our lison reports from each of our board members and then we'll reopen the item tomorrow morning again to hold the officer elections um item 20 will has been postponed until the May 2019 state board meeting by the petitioner so it will not be heard tomorrow um we have Spanish interpreter Services um both for item 17 accountability and item 18 Magnolia Science Academy and that those will happen on Thursday tomorrow morning
007um there are three public hearings on our agenda one will be heard today and two will be heard tomorrow so item six um college preparatory Middle School La Mesa Spring Valley um and item 18 the renewal of the establishment of a charter school um that's for Magnolia Science Academy Santa Ana and then item 19 the renewal petition um considering Thrive public school so those three are public hearings one today and two tomorrow on the consent calendar there's a handout on the table in the lobby with the proposed regular consent items so regular consent items are 7 through 14 and waivers 1 W1 and then 3 through 13 on the waivers um so just to remind um board members if you wish to remove any items from proposed consent would you advise our executive director Karen
008staff Walters by noon today Wednesday um and then to board members um letters from the public on matters before the board were um aggregated and filed an electronic folder sent to you last week and by the way the uh new the Powerpoints were posted as well so if you need any of those um we appreciate the Public's continued cooperation and emailing all the meeting related um correspondents to the State Board office on the Friday immediately preceding the board meeting um the state board meeting can be accessed fully through an electronic agenda and there is one full print copy in the lobby an audience remember that speaker should sign up at the table just outside the room there's binders on the table for each item has a separate page so signing on the page is very
009helpful and we can keep track of the particular um speakers for each item item 16 is a general public comment item during which members of the public can provide comment out items not specifically listed on our board agenda those all public comment is list limited to one minute per speaker and so in order to ensure that everyone gets their minute the timer at the podium will flash a red signal when the one minute time limit has reached um audience if you want to submit any materials to the board um please submit 25 copies to Amy bbo who's sitting right there um and um present that just before um you speak um all speakers um please introduce yourself and tell us what organization you represent prior to speaking if that's applicable um and speakers reminding um
010also that brevity is really appreciated so you don't need to repeat the comments already made you can also um tell us that you agree with the comments made by the person and we'll understand that um there's additional seating with the TV monitors in room 11:03 down the hall and room 1801 around the corner so if we have overflow um which every day we do um there'll be some additional seating board members s to remember to turn off your microphones when you're speaking uh when you're not turn them on when you're speaking and off when you're not speaking and then speak into the microphone so we can properly record your comments and if you need to recuse yourself um please do so before the item of discussion um begins so um we are now um on
011to item number one um approval of indicator 17 of the annual performance report for special education good morning I'm Kristen Wright uh director of the special education division here at the Department of Education and before I start talking to you about our report with lots of words I wanted to share with you the spirit of how we see this report and today I'm going to ask you to um approve this report to move it along to the office of special education programs as part of our federal requirements but first I just want to talk for a minute about the spirit and really um I think we can all agree that um all the work we've been doing together is really grounded in the idea of equity and access and really um under the hypothesis that
012we're if we are committed to one coherent system of Education that really serves each and every student then we really have to cultivate that system um and set up the right conditions and I was asked by our chief Deputy yesterday how is this helping kids and it was a really important question because sometimes we're really busy working on the system and we think okay how is it really translating to help kids and it really got me thinking about what are we doing here and I believe what doing here is we are setting the conditions um to be able to create an environment all the way down to the classroom level to really think about how we include each and every student and ensure their great outcomes so as good parents in the system at the
013state um if we're setting up things down to our our templates and our paperwork and all those things each one of those things drives practice as we all know in our schools and districts and so as we're thinking about all the work that we're doing in the special ed division we're grounded in that idea that we are here to serve each and every student and how are we going to make our system the most coherent and aligned so that our districts are spending their time working on the student um student out so this particular um report is a continuation of last year of last month um when we were here together and that was around the indicators for the individ the individuals with disabilities Education Act um indicators 1 through 16 which you approved at
014your last meeting so this State systemic Improvement plan is um considered indicator 17 it's the last piece if you will um to the puzzle around what we send to the um US Department of Education and so it's really a multi-year plan we are in the very last part of that plan and this is really us sending an evaluation about what our progress looks like and I'm proud to say that we've made a great deal of progress in our state over the last few years around ensuring that we include students with disabilities and I like it's interesting that we are item one today um because when we're talking with our districts what we're hearing is when you intentionally plan for students with disabilities from the build even down to the master planning um districts are seeing
015better results so what is the annual performance report it requires that we send this um annual performance report every year about he how each individual Lea is doing in our state and it includes these indicators including least restrictive environment and some of the indicators that overlap with our current dashboard so the seven indicators in total um are what we report and those are posted online now what I will say is that some of those indicators which I'll show in a few minutes um use older data because that's what's required than our current dashboard and so we've worked really hard to try to L line those and I'll show you how we I I will show you how we do that in a moment so you approved the first 16 in January um this plan covers
016the six-year period so what we're getting ready to do is um create a new plan and we don't have the basics of what we'll have to have in that plan yet we'll wait for the US Department of Education to let us know that but it does provide a new opportunity to take stock in where we are and then move forward with a new plan so it's been developed in phases again we're in the last phase which is implementation and evaluation so I would say have we completed the plan no we're still working on alignment this is really the first year that we're actually in action with um aligning all of our monitoring activities to the dashboard um I will say that our County offices and our districts have been and charter schools have been very
017patient with us as we try to make that alignment as you know the first year of anything um doesn't always go without a hitch but um between our staff in the special ed division's patients and everyone really coming to the table knowing that we all want to do what's best for kids we're working through those things now so what I've been sharing with um many of our superintendents who've called and ask questions is that we will be working over the summer to improve all the processes we had this year in our own continuous Improvement so the the basis of setting up this plan was really grounded in the fact that our whole system was changing so this was before I got here but lcff was just being developed the local control academ ility plans everything
018was just being birthed and so this this plan became a way for special education to sort of integrate itself uh at the time special education funding was not folded into the formula it's still not but um this was a way for us to talk about how can we make sure to set up the perfect set of conditions in order for special ed to be at the table so the original theory of action was if accountability efforts and resources are aligned to ensure that evidence-based Improvement strategies are included in the lcap Improvement plans to meaningfully address students with disabilities then the performance would improve that was really grounded in the um in the realization that all students are general education students first and that many of them most of students with disabilities were in already in
019one or more of the lcff U student groups so these weren't a separate set of students these were the same students in fact 71% of them were already in the formula so they were earning the base as general ed students first maybe some supplemental and then in addition to that their students were disabilities so really this conversation is about the same kids and it's up to the adults which is why we're working on this to make it aligned and make sense so the system was in transition um the changes to the infrastructure were vast and really the task force on special education told us they really wanted one coherent system of education so we had a nice set of momentum as you know which has sort of brought us where we are today which is
020um really a with this report covering this last phase now I think you have a chance to go through and see how it's organized so I'm not going to go through that but I just want to give a few highlights because it's not just the work we do in the special ed division but it's really the work that we're doing across um all of our agencies and entities and we had some we've had some really nice signals from the governor's office and from finance and from others um policy makers um which resulted in bringing on uh not only the Sela leads as part of our system of support which is really exciting but also has some requirements now that um Sela plans be aligned to um to the rest of the system so that work
021is currently in process at in the division where we're working with um selfa and other agencies to set up more transparency around around um funding and and other things so what did we also do we also aligned our calculation methodologies for monitoring with the dashboard so like I told you in the past um it was different calculations and it was also different years so we aligned the calendar as well as the activities and this is kind of hard to see but what this shows you is where you see the only blue side that was um really how it was or that's how our um our federal requirements um lay out what we have to report but for our technical assistance and monitoring we're using the dashboard data so that it makes more sense for districts
022as they're walking through Improvement to be using current data um that has been a huge shift so again all the blue side that is what we have to report and that's what you see that's what districts will see in their APR but in terms of what we're monitoring for is all current data so in terms of monitoring we do have some very specific requirements under the idea related to monitoring um they call it a system of General supervision which mandates that the state ensure that every student with the disability is receiving their entitlement and so we do that through a variety of ways part of part of it's through um our monitoring activities I was just talking about the other is through our complaints and investigations process so you'll see on there that we currently
023have um six reviews that we do in order to walk districts through um basically our monitoring activities of General supervision now what we've done is we've integrated that monitoring within the system of support so this is fairly new this year where we're really trying to and many of you have heard about p and and asked questions about performance indicator review that's one of those activities that really takes the dashboard data and looks at it and really um requires districts to look at it from with a students with disability standpoint what we are allowing districts to do is use their lcap language so if they've already addressed these issues specifically in their lcap they're able to um use that or if they're doing a performance indicator plan they could also use that in their lcap so
024hopefully one day it'll all be completely integrated but we're again setting the conditions for that to occur so in terms of other things that we've done as a result of some of this work um we we conducted and Shiloh's out here in the audience you've met her before um a number of data training workshops um for local educational agencies that were selected for differentiated assistance and um that went over very well and that actually um cultivated a lot of the work that the selfa leads the capacity leads will be doing throughout the state um in terms of building capacity around data quality data analysis helping to integrate they've done a lot of crosswalks between the lcap process and the special ed process so those I I think we're moving in the right direction there um
025we also started to look at all of our uh contracts at CDE we have contracts that provide contract doors that provide technical assistance related to all of our um indicators um many of them are County offices that we contract with so we've started to have them meet together to really align what they're doing and for everyone to be sharing ideas and resources um in a greater attempt at alignment and no duplication and this is just a list of some of the contractors to give you an idea of some of the things that um that we're working on and every year we'll be um reviewing our data we review our data to see what areas are areas of need in the state and so um we've just moved some for next year and we'll work with
026stakeholders over the summer to determine what other areas we may want to have contractors to do some providing of technical assistance and and those contractors I'll just say are also aligned in terms of the state system of support so they're all being grounded in that state system of support so we're not having a a separate special ed ta system we really want that to be integrated in the work with Carla Estrada and CCE um they're also very aligned with this whole ideology so in partnership with the collect we've been working on all kinds of things um we have engaged in a lot of different work groups Carla and I have been um running the special special education stakeholder group um of many of the providers um to be able to start aligning and really uh
027getting our technical assistance up to par and in terms of the questions that we asked we used a cascading logic model um because I will say that many other states looked at this uh State systemic Improvement plan as a very different type of sort of research process so they may have specifically looked at seventh and eth grade boys in math of students with disabilities instead of the entire system which is kind of what California took on but we felt it was a wise choice because it was a moment in time to be able to really take advantage of that opportunity and so uh we believe it's definitely paid off and we've been speaking a lot um nationally to other with other states about our process and how we used this vehicle to really get uh
028push forward equity for students with disabilities so in terms of the data that we've been using we um because this is an alignment activity it's it's hard to track directly to student outcomes at this point we're still in the process of aligning um but our we're hedging our bets that this will result in not just um positive outcomes for students with disabilities but positive outcomes for students in general it's the all boats rise and part of that has been grounded in our California mtss efforts and um sort of accentuated with our supporting inclusive practices project which you heard I think you heard from them at last meeting so we continue to work on data quality because we are only as good as our data so for using that to inform all the activities that we're
029doing we want to make sure that it's valid and reliable we're really excited that next year um our speciala data system will be in fact part of the larger calpads data system that will allow us the opportunity to um be able to discover so much more and have such more depth around our data uh so kudos to both the calpads team and our own uh data team with Shiloh leading that we've been able to really make that happen and the state's really made that a priority um so we're looking forward to that integration so in terms of has this yielded any results yet we do see some fluctuation we had we did have some increases in um achievement last year and we had some decreases so I don't have any um you know we haven't
030researched exactly why that is but um we will continue to work on our students with disabilities and and really part of the hypothesis overall is that if we have if we have students that are receiving more access to Great tier one instruction then we will our students will do better um on assessment and we've seen that play out and I hope to bring back some additional research that some of our other folks have done um I know vur county has done a fairly large research study that's really shown the students that have more access to General Leed are are doing better they're having access to their grade level standards and being challenged and so that's what we'd like to see so if we have that Foundation of great General Ed great mtss then we can
031really build those great special ed programs alongside of that to really give students the accommodations that they need so for next year um we'll we're continuing to work with the self Elites to refine their role and um and we all continue to evolve together we will continue to build on our Partnerships we have a great partnership with CCE we also have great Partnerships with many of our other state agencies who really depend on in terms of encircling kind of that whole child model um that's Department of rehab Department of Developmental Services Department of Healthcare Services we interact with a with many many of them um and have developed great relationships to be able to serve our students well because again these are all the same kids so we will continue to work with our contractors
032and we will continue to use data to drive our continuous improvement process um I want to give a shout out to um my entire special ed team who's been working really hard to try to give good customer service in a time when everything is changing and so we're excited about what's to come um we will continue to align our monitoring processes again we will be on a continuous improvement process if you all hear things that we need to know um we are committed to Evolution and in terms of launching um so for the data system for next year we will have so much better data to provide to you um because we will have that integrated data and we won't have these two systems that could have opposing information about the same kid so I'm
033asking you to please approve this plan and move this forward so that we can get our $1.3 billion and that we can continue to serve children in California no pressure so Kristen let me just say thank you so much for your leadership in this work and for your effort to align I like the alignment and coherence which has I think been on the direction of this board of trying to connect all the pieces so I think we'll start first with board member comments and we'll start maybe and we'll go around if you have a clarifica clarifying question or a comment that you'd like to make take one and then we'll move on and then we'll come back and see if we have any more so member Rucker I'd like to start with you okay so
034Kristen I want to thank you for your presentation and I think you read my mind as you were putting the presentation together because the questions I had was about the alignment and the assumptions we have about what the what this new plan is going to mean as it relates to creating the alignment among all the elements in our system of support and the other the question I specifically had was um and I do have a second question but I'll just start with this one on the Assumption of the alignment for from the beginning when we started looking at these lcaps and I started reading them special education students were invisible in the con conversation that districts were having about improving student achievement and so what I just heard you say in putting this presentation to
035us for this plan was that between the work that's being done in your network and with your selfa leads and with the county office leads that there's a different conversation that is happening with leas and the co so my question is so for the county offices that are doing this work very directly with District as they look at and address their lcaps how much of this information in this plan are they aware of that actually is informing the conversations that counties are having right now with districts concerning their lcaps it's a great question um I would say that um they are absolutely using these data um to inform and I've been to a few um countywide convenings um where counties brought in all their eleas um to work on to look at their data together
036so maybe they brought their superintendent and some school principals and some of their leadership team which always included special ed and part of the activity is this crosswalk of making sure that they understand the relationship and are able to do that deeper dive around the data so I it's absolutely happening and the level of questions that we're getting are completely different now than they used to be in the past and are they being held accountable in some way for what is revised into their lcap yeah so as part of the um our performance indicator process we we receive evidence so part of our job under General supervision is to receive evidence from um from leas that this is actually occurring so like I said it can come either way they can use the P plan
037to inform their lcap which we hope they do which is why we actually even aligned all the data when the data comes out to align with the lcap process and then then some of the folks from my team are working with the lcap team to make sure that it's aligned at our level and it goes back to how does this help kids at the end of the day we're trying to set up the conditions for the conversations that you're talking about so um we see it happening and um we hear we're hearing from SAS and districts that it's happening and we're getting a whole new level of questions even from the superintendent about the special ed data member t con do you have comments I'm just going around okay fine member bur thank you um
038I also want to express my appreciation krisen um as you mentioned a number of times in there the um department is working very closely with the collaborative uh on many of these issues the collective is you know a very true partnership Kristen and Carla Estrada made a presentation to the collaborative at our last meeting that was very helpful along these same line so just an appreciation the other thing I would like to do is just highlight your slide like eight and nine or somewhere in that neighborhood I don't know how easy it is to get back there but I know we first talked about this as we were trying to talk about integrating and the first year we had dashboard data and by far the largest category of students who need that were causing leas
039to need differentiated assistance for students with disabilities and I think initially people went oh my gosh you know that's this very discret category of kids that we have to work on and I think unfortunately kind of perpet at this notion of oh my gosh you know if we could just figure out what to do with special ed kids we'd be better off but what this shows is those children and you said this very eloquently a number of times there are kids they're all the same kids they're not discreet kids that are struggling there's an overlap here it talks about based on the funding formula the next one which I thought was um about the the percent of students with disabilities who are in one or more LC FF student groups it's almost 3/4s of the
040students so we have to keep thinking about it that way and I and so the work that you're doing is so critical to align these systems to say we've got to focus on this these are not separate little kids that you know need separate little Services they need access to general education in the in the most profound ways so I just want to say how much I appreciate that and I think we have to keep this front and center when we're thinking about it thank you um member s um thank you Kristen I just want to also echo my colleagues comments as well that I this item was excellent I just loved how we are now really working on that alignment and coherence and so it makes a lot of sense um I just wanted
041to um also point out that as we're looking at data for student achievement I think it would be also helpful for us to look at um funding models for um for supporting special education students so we have a system of SAS right now that pull resources together on a regional basis and then we also have um districts who are also self um are also single District SAS and at this point in time when we know that um and the lcap is not just an uh a academic goals document it's also a fiscal document as well so kind of understanding how we're supporting special education students through the funding um pieces and then how some of the shared funding happens at a regional basis and how those are going to students and especially at this point
042in time when um we know that special education is very expensive and costs a lot of money um what what are some of the drivers um in in how we're pooling resources to be able to best support students and um and how does that impact on a regional basis versus a single District basis so I think it' just be good um to as we're looking at data to look into that a little bit more as well thank you member saal I want to thank you for a very clear uh report the way you framed the alignment and the coherence and then in your report now um the relationship between the work that's happening among um not just the department but all of these different entities so the collaborative as well as um the fact that
043you're working within curriculum and instruction in the department because all of these things fit together and it's about relationship and I think you're the right person at the right time um and I just want to acknowledge and celebrate your leadership because we're seeing in a very rapid time frame I think um some real results and improved systems that are benefiting kids and that's what this is all about and I also want to acknowledge the letter that we received from a advisory commission um on special education chair Gina plate uh just also supporting the report and the plan and um recommending approval which is something that I also am going to support and um I would be prepared to make a motion in support of this report so we can accept that member Cardis okay so
044um I think now we'll go to public comment and then we'll come back for board comments and clarification we have one public comment Michael Flores castan morning uh I was waiting for a longer list of names thank you uh good morning Michael Flores C on behalf of California Teachers Association uh I'm also an elementary special ed teacher in Arvin Kern County I teach moderate sever kindergarten through third grade um and and we see the data in our district and we already know that our students with disabilities are always the lowest performing of of the subgroups um and understandably and rightfully so right but like I asked my administrators what are we doing about that what are we going to do for them um we're concerned on behalf of CTA we're concerned about the concept submitted
045today that they don't appear to be connected to the rest of the work in Special A down at the local level um unique to California are our systems of SAS and and the role of the county offices and the support that they advise they monitor and advise to the districts um we don't feel that the concerted activities suggested here today seem to transcend to the um to to the district and the site level um that districts don't the district and sites don't understand the urgency of it and nor nor are they quite catching the linkage to the alcap for example in my district I remind my stud my administrators like I like I asked them what are we doing about this um but my students are also those um lowincome English Learners they are outc
046cap students but unfortunately when they said submit the plan anything that is designated for students with disabilities or you know for specialed students um the county kicks it back because it's not what alcap is intended for so if you all as the board could help us time make that link a little stronger we would greatly appreciate it thank you thank you so um if if there's no more comments then um let's go back to any board clarifications or additional comments um anybody else [Music] member um Kristen do you mind uh maybe addressing that public comment I also wonder I think this is great and and you have my support but I do have a question because I do wonder how we're there's obviously an overlap between our students with disabilities and our lcff groups uh
047student Target populations but we know that what's still unclear to me is how do we support and address somebody who's a student with disabilities who's lowincome who's an L student you know I I understand the multiple identities um but I also understand that there's a different approach to each of those identities the majority of our students with disabilities are Latinos just by virtue of the population right you would never we never really address or talk about uh students with disabilities as Latinos we always talk about them as students with disabilities so for me I understand wanting to align this there's economies of skill in in making sure that we address our students um through their multiple identities but I am a little um concerned that we may leave out some of their needs um because
048we're leading with students with disabilities versus an English learner and I think the public comment spoke to that right we were still very trained to think in silos y I think it's a great question and I appreciated Michael's comments too because I think that is our challenge is making this really relevant um at the local level and that's that's the point so again we are at that we are at this level right trying to do intentional activities to create the conditions for coherence the next the level the next level is to make sure that it's happening and then to to get that feedback when it's not and so we have gotten feedback already that there are things that don't make sense and so those are the things that we're working on to not have that
049occur next year we want this to we want this to make sense for our districts and our schools so that they're not spending all this time just doing activities around compliance this was the whole idea of why we're doing this but to your point about uh what I think of it as is the intersectionality between a student and all the things that they are right all their multiple identities and one of the things that the IEP process allows us to do at its fullest potential is it allows us this it's this entitlement that says let's focus on the whole child right so in in my perfect world of an IEP meeting you would have this incredible person- centered person-driven plan that takes into account all these things it's grounded in an entitlement around idea and
050making sure that they get their needs met as students with disabilities but it's recognizing that there needs to be other people at the table an ideal scenario for an a student who's an English learner would to be having that English learner expertise on that IEP team making sure that it's not instead of a uh some type of support for just their disability that they're getting their Eld and it's not one or the other right it's how do we wrap that around a student and create a plan it's not just a plan about special ed it's a plan for that student to make sure that all the right people are making sure have that lens around what their needs are so I would say that the the power and benefit of the I AP is to
051really use that to bring all the right people together and we've been trying to encourage that and actually you know the more that we think about providing the right kind of um temp at the state level to drive that conversation I think the more we'll see it at a local level but I think that's what we're working on you know I think a lot of this is a big culture shift right this is a big change in our system of having two systems we're trying to have one system and so you know I completely hear what he's saying I hear what you're saying too I don't disagree with it I think that's what we're working on yeah member record you a comment okay so this is what I was afraid of and this is what
052I was actually assuming was that we're going to have first of all I also support uh approving the plan but my concern has been better articulated by Michael than I actually was able to articulate when I asked my question to you my great concern is we're going to have this great plan we're going to have these great ideas that look good on paper but um the reality is County officers don't seem to get the point that when districts put information or plans or priorities about special education students in their lcaps they send the lcap back to the district and tell the districts to take the information about special education students out and so my concern is as has been pointed out again far more articulately than I um I was able to explain it special
053education students are those students who are covered also in the lcap yet we don't seem to be able to make that culture shift how many years have we been working now on writing lcaps and on making this transition and this culture shift from where we used to be and working in the silos to where we're supposed to be this year when is somebody actually where is the requirement or the impediment to tell counties stop that and here's what you need to do now because in giving your answer you were very articulate you even used a big seven syllable word that you know that I you know I people may tell me I'm well spoken but I don't use seven syllable words on a daily basis so I was very impressed by that but I think
054we need to get intersectionality yeah intersectionality um yeah my brain clicks those things off um so when we get to that moment where we stop talking about intersectionality and use two syllable words do it that's probably what we need to be doing now because we're not doing it at all according to what we just heard from uh CTA so that's my concern hear you thank you um member B um so this is a little bit of a preview to the next item I think item two which is the system of support and my dear friend Tom armino who's the executive director of the collaborative is here so no pressure Tom but this is the work that the collaborative is supposed to be coordinating and and when we get to item two I want to C
055to your attention attachment to because it talks about all of these leads agencies most of which if not all of them are County officers of education and it's the work of the collaborative along with the special ed Collective specifically with students with disabilities to pull all this together so while I hear Michael and I certainly understand and I'm with you Patricia that I am so frustrated by having had this conversation about students with disabilities at least for 40 years that Carrick and I have shared working in education policy why does it take us so long but I do think and I think Kristen mentioned this we are at a point in time led by folks who believe in this and know how to push the system to get where we need to go but it
056it's been a long time and I think Kristen acknowledged that in the talking about this report this has been you know six years in coming and included trying to get a data system that was a single system so that it's it's really hard work this is pushing the rock up the hill but I think we're there but what it takes now is to get that information and implementation down to the local level and to reinforce what we've been talking about for many many years and right now it is squarely on the shoulders of the collaborative with our partners the department the board all the county offices but we have to keep add it and I so I just want people to be on notied when you talk about item two we really need to hear
057how this is working and what kinds of training what kinds of conversations are going on with these lead agencies to get this message across so and I I just want to add and then I'll go to um we have a couple other board members um my my experience in the training of the 40 years of training it was a training initially um for traditionally two separate programs and even for English Learners another separate program and so we are really in transition about first core instruction for all kids the best instruction an integrated system but we still have people in the system who were trained in believe in separation and so it's and as you train people for a new approach first core instruction they're still driving the train with the best they know of the
058training they had so I do think it's a we work at the policy level but the transition to implementation in the classroom in the schools is much longer than most of us ever hope for and wish but it is CH shifting a whole generation of the way we operated in schools for so long and so I just admire the work I appreciate so much your leadership and your commitment to this work and I think just as um Mike C would say kind of persistence um and humility we have to stay the course and patience but we stay the course and so hearing continuous Improvement one integrated system is I think what we all believe in but again I would share the frustration that just takes a really long time and with that I think member
059Su and then I'll go to member sonol yeah just real just in reference to this conversation I wanted just point out in the item or in the application it does talk about AB 1808 um which requires the governing board of a district to consult with the Salpa administrators in their LC caps so it is weaving that back into yes you need to address this in the lcap okay memb SEL I move approval of the state systemic Improvement plan as recommended by the CDE I'll second any comments on the motion any public comments on the motion no public comments okay um all those in favor motion passes thank you so we're now on to item two um update on the development of the californi system of support for local education agencies and schools welcome we're excited
060to have you here this is a this is the delivery of the system pressure whatsoever there's right well good morning everyone my name is Stephanie greggson and I'm with the California Department of Education and I serve as one of the leads uh for the California system of support and joining me representing our partners the California collaborative for educational Excellence is Ronnie Jones over the past 18 months the state board has been receiving regular updates and presentations regarding the California system of support you may remember my former co-ag Melanie shuppy green as providing those updates and presentations so since she broke up with me over email I've moved from behind the scenes to the front working with our partners and I'm excited and energized by the powerful opportunity this work provides us so today's presentation has
061two parts the first part will focus on a County Office of education's work in coordinating multiple lead initiatives and the second part will be a deeper dive into mathematics I'd like to First remind us that the goal for the California system of support is focused on capacity building and addressing inequities and student opportunities to quote American Author Rob Robert Fritz the way to activate the seeds of our creation is by making choices about the results you want to create when you make a choice you activate the vast human energies and resources which otherwise go untapped we are striving for all of us to activate and re energized tapping into those energies and resources previously untapped Ronnie is going to now explain further how our County offices of Education are making choices to activate and re-energize
062their resources great thanks everybody um I'm very happy to be here representing CCE I do want to just um review a couple of things is that over the past six to eight months we have had uh elements of this system just coming into being and so as you take take a look at the graphic which I know that you have seen many times before um you will see um elements of the system of support represented and um in the past we've given a broad overview of this system and we also heard at the last board meeting that you wanted a deeper dive into several elements of the system and that's our hope today um with the presentation that we've created for you and so uh I think that um our colleague K Christen Wright really
063emphasized the fact that this system um is meant to en uh line many elements um that maybe seem desperate and and separate in the past and so we are bringing those together under the system of support um as you can see from the graphic um a couple of the elements that um we have talked about before are the geographic leads those are the lead agencies those are lead County offices that are coordinating um the the efforts of their County offices and building the capacity of the county offices within their Geographic areas um the geographic leads is one of the lead agencies that is coordinated and facilitated by CCE an additional element is the um Salpa initiatives and so the Salpa initiative and the selpa leads are also coordinated and facilitated by CCE um as well
064as the community engagement initiative the other leads that are represented the early math initiative the equity leads mtss and the uh Regional e Specialists are coordinated and facilitated by CDE staff um so just to help you understand that all of these elements are represented on one graphic but it's it's the two agencies really coming together to work collaboratively um we have been working over the past I just came uh on board with CCE in the past um several months and so we have been working to do exactly what you asked about to coordinate meetings and trainings and facilitate workshops with all of these lead agencies we had a kickoff lead agency meeting on February 12th with Representatives um from County superintendents to their assistant superintendents and those who are actually doing the work on the
065ground from all of these agencies and we have our second meeting coming up on April 9th where we'll be bringing them all together again um to really support them clarify roles understand what the work is share the work um to date across that uh those processes so today um the first perspective that we want to provide to you is one from a County Office of Education and so we have San Diego County Office of Education um who is here today in order to um provide you um with a perspective San Diego County Office of Education has multiple lead agencies that are organized under their structure and they've had to really think about the organizational structure of the agency in order to make sure that all of their systems are aligned in order to create the
066conditions um for success of students and so um we will be hearing from them talking about their Geographic leads as well as um understanding how the equity leads and the regional El uh specialist leads are fitting into that structure um and so I would uh really like to introduce to you uh Janette Rodriguez xen the assistant superintendent of learning leadership and learning and Leadership services from the San Diego County Office of Education good morning my name is Janette Rodriguez chin and I serve as the assistant superintendent of learning and Leadership at the San Diego County Office of Education and I was asked to come today to share with you how we're thinking about the system of support and I'm I'm very for to work with an incredible team that has a really open mindset around
067doing this work um trying to figure out where to advance the slides here thank you yeah okay thank you um so I wanted to talk to you about first of all the purpose and how we think about the work that we're doing at the San Diego County Office of Ed um in terms of the system of support we know that all that all of you and CDE CCE the people that we work with on a day-to-day basis have this understanding and have talked to us about what the purpose of the system of support is and what we've tried to do in our organization is is align our thinking with that system of support framework and so we've been talking a lot to our districts about moving away from compliance to being thought partners with our
068districts we want to make sure that they don't see the system of support as um a compliance piece we want them to really see us as partners where we're coming alongside them and doing the work doing the heavy thinking that they have to do to make changes in their system so we also are thinking about how do we do that differently compared to what the work that we used to do in the past and so some of the things that we're thinking about is how do we have conversations with our districts where we're looking at their context each district has a different culture a different set of needs a different way of looking at how they're doing their work and so we want to have conversations with them about their individual needs at their districts
069so that we can support them in a better way we also have been talking amongst our team around how do we do this more boots on the ground type of of um with a different type of approach so that we understand the complexity of each of the system uh we are also thinking about the purpose of the system of support in a way where we're customizing our support to the districts based on their individual needs and also based on the level of expertise that we have in our organization ation so and thinking about that we're thinking how how do we best meet the needs of the districts understanding again what their needs are understanding what our levels of support need to be look like and then what levels of expertise we have in our organization
070so that we can come together to leverage those um areas of expertise to work alongside the districts so um we're also thinking about how do we do this work because we just started as you heard um it's only been several months and we're thinking alongside with the implementation how do we sustain it because one thing is to start something off another thing is to have it be implemented and another thing is for it to take root and so those are all the things that we've been talking about in the organization and thinking about we've been having a lot of conversations around how do we do this differentiated assistance support work that again is Meaningful to the districts we've been doing this work now for a year and a half we did year one last year
071year two we're in the middle of doing this work now and so we T we talked a lot about how do we refine the the differentiated assistance process that we implemented last year knowing that there is some feedback and input from the districts again we want to make sure that this differentiated assistance work is Meaningful for districts that they see the value of the process that they understand that this is a continuous improvement process that that they're undertaking and so we we developed a process that took into account their feedback and their input and we also developed a process for this this particular year for year two so that we're moving districts from thinking about what their needs are to taking action and I heard very clearly like we need to do something and that's
072that's something that we've incorporated into this year 2 process that's one thing for districts to admire the problem and it's another thing for them to take root and to actually start taking action and so that's what we've been thinking thinking about and doing with our districts in year two this year is moving them away from just looking at the problem and identifying those needs to actually thinking about what do we need to do differently in our system um one way that we've been doing that is by implementing Improvement science as our our process and protocols that we use with our districts so that they're looking at the root causes but they're also looking at again what are they going to do differently and how are they going to scale up the changes in their system
073to make sure that it's sustainable over time another um piece of the differentiated assistance support is we've been looking at our teams across the organization I heard earlier the work or the word Silo and we've been trying to intentionally move away from those silos in our organization uh in the past we have been working in um our learning and Leadership Division and we know that our student Support Services Division has expertise that we weren't leveraging and so we started having these conversations about how do we bring those other areas of expertise to work alongside the team that's out uh providing differentiated assistance so this year we've broken down those silos in the organization we're working across divisions so that we're working as a multi-team or a mult multi-team um support where we're going out to
074districts and we're not looking at working um no in silos any longer we're working across the different divisions in our organization another important thing that we started um doing this year is we're assigning team leads that are working with districts who already have relationships with the districts we didn't want to have teams go out and do differentiated assistance with districts who with people who didn't have relationships with with them already we know the importance of trust and we know the importance of having districts look at us as thought partners and so we were very intentional about having leads that already had relationships with the districts so that they were more open and more vulnerable and having conversations and the last part of the differentiated assistance support that we started really um doing this year again
075is looking at a project management process um we have 22 districts in our um county office that are meting of support for differentiated assistance so you can imagine 22 districts is quite a number of of folks and so we have many many teams and what we wanted to do is keep consistency in how we're carrying out this process and so we are also having lots of meetings and lots of huddles and lots of organization meetings so that we make sure that we're serving the districts based on their context but also that we have some consistency around the process so that takes mind a shift in mindset right we I think I heard you all talking about how do we shift people's mindset to do this work differently and so that's something else that we've been
076really focusing in at at San Diego County Office of Ed is this shift of of mindset again going from this idea of being more supportive and having districts understand that that's what our role is is a support and that this process is not punitive and so we're trying to change not just the mindset of our internal organization team members but also our our districts in this way we're also focusing on systems rather than just isolated needs and I I I think one of the major differences is that we're looking at yes we have students who have very particular needs and we want to address those but we know that those needs live within a system and so we're focusing how do we look at our system at our district at our school site and how
077do we make changes at those two levels so that we address the needs of our students um and again looking more at adaptive changes or what are the big changes that need to happen in the system versus those technical more quick fix kinds of of um solutions to more the sustainable broad type of solutions um another mind shift and here's the word that um member rer brought up intersectionality so we're looking at the intersectionality of student groups we don't want our our districts to look at specialed students e students Hispanic students the different um student groups as isolated student groups because we know that many of those student groups live in different with within different student groups and so when we're having conversations with our districts and they're looking at data we don't want them
078to just say students with disabilities have a need we want them to say students with disabilities have a need but some of those students are also English Learners and they're also Hispanic or they're also um you know Foster youth so that they're not just addressing the individual student groups that's one one way of doing it but that we want them to look at how do we address the needs of the students based on all of their different identities again going back to um the coherent approach I know we' you've heard that in the presentation earlier but that's a mind shift how do we do this in the cohesive and coherent Manner and then how does that align to the alap and the other plans that the districts have to implement and have to write we
079want we don't want districts to look at the work that they're doing in differentiated Assistance or continuous Improvement separate from the documents that they have to be writing it really should be an outgrowth of the work that they're doing so I just wanted to share with you some successes that we've we found in this short amount of time in working with systems of as a system of support structure what we're finding as a success is the collaboration that we're having with other County offices of Ed I think for the very first time we're having a lot of conversations with other County offices of Ed around how they're doing their work we're picking each other's brains on how to do this work better and so that's that's a huge success for us in addition into the
080collaboration that we're having with other GE leads and the gead agencies like CCE and CDE another success that we found or we've been finding at San Diego County has been the development of the processes tools and the protocols that we're using with districts we have a comprehensive coherent way of doing our work and we're constantly refining it again we're also in our continuous Improvement type of mode and so we're developing some resources and tools that we hope can be used not just in our County office but that we can share with other County offices as a Geo lead and again across the state as being part of the system of support um another success that we found is that or has been that we're engaging our districts in a different way and the feedback that
081we're getting from the districts is that this is a much more meaningful process for them they're finding relevance and they're finding that this is the differentiate assistance process and the way that we're supporting them is a lot more meaningful thank you so I just wanted to share those are successes but there are also some challenges and so um these are some of the challenges and one of the I think biggest challenges that I just want to point out is aligning the work again it's new and we really trying to get people to be more coherent but the challenge is how do we change people's uh mindset and the way that we're doing our work and how do we build that coherence because we also have the sense of urgency to do things differently for for
082our students and lastly um how do we scale up this support I'd already talked about maybe uh the possibility of sharing resources across a gead region and agencies um developing networks of um districts and the work that we're doing together with our Cole uh geographical lead and um organizations and then also building the capacity of not not just our organization but building the capacity of the districts to do this work on their own really that's what the outcome for us is is that we're facilitating the support but we want them to be able to have their own um or for us to help them build their own capacity to look at this work in this manner okay and at this point I'm going to go ahead and introduce um Tony Mora and Tony MOA is
083part also of the San Diego County Office of Ed and he will be talking to you as the e specialist lead and he'll be sharing some of the work that he's doing in that work in that work good morning uh good morning vice president Strauss uh board members um Deputy superintendent Ashley uh my name is uh Tony Moore I'm one of the district advisers for the Sano County Office of Education I'm also a title 3 El specialist and title 3 uh lead s the clicker there U before I get started just want to kind of ground Us in some some data points here what you see on your screen is the 201718 enrollment by English language acquisition Statewide and what's important here is to look at the yellow and the green sections of the py
084graph which represent 38% of the English Learners and reclassified students in the state this shows why there is a need for title three English learn specialist to support teachers and elas out in the field on a personal note I at one time was an English learner so I know the struggles that one goes through require a second language additionally I'm a parent of an English learner who has reclassified title three English learner Specialists are part of the system of support Bo Sano County being the lead agency there are 11 title three English learner Specialists throughout the state that assist leas the purpose the title three English Learners leads provide technical assistance to the leas within each of the Le 11 County Superintendent regions um as mentioned previously in the previous slide we provide technical assistance
085and we could categorize those into three major buckets coaching and capacity building this is where we build the systemic level for continuous Improvement in data analysis and data based decision making high quality instruction program implementation as well as lcap and elcap federal addendum development the second bucket stakeholder engagement this is where we assist to promote parental involvement and community support and finally facilitation a resource connection where we effectively develop Partnerships and mobilize specialized resources and expertise in the previous slide I mentioned about the three categories here are some additional support that we as title 3 English Specialists provide to the field my colleagues do more than what I say and have shown here it all depends on the needs of the leas within the region it is very customiz support at times that we provide
086to those areas uh Janette mentioned in one of her slides the key piece of collaboration and I think that's one of the big pieces within the title 3 eel specialist that has come from this work is a collaboration and here are some the highlights that have occurred within the last year um the English learner road map presentation um title 3 elel specialist have presented on the English learner road map at the launch at the accountability Leadership Institute at the B coordinators Network meetings and this has now enabled the rest of the title 3 leads to take that information and take that back to the particular regions and disseminate that to the particular regions addition to that we have worked as a group to really focus on title 3 Program evaluation this is learning how to
087effectively evaluate a program addition to that we have worked on English learner Improvement collaborative this is bringing Improvement science and second language acquisition to improve the outcomes of English learners multi-lingual education and Global achievement dashboard I will show you the next slide a little bit more about that title three parent notification letter this is where we as a collective got together and saw the need of creating title three letters in multiple languages that the field needed so we as a collective work together to get those letters in various languages at different regions needed the last item that you see on your screen is reclassification parent infographic that's under current development this is a collaborative effort that the leads are working on to create a parent infographic to disseminate to the field on the reclassification process
088what is needed and what parents should be asking through the process as they get involved uh with their leas this is the Mega dashboard that I mentioned in the previous slide I know it's hard to see but I want you to uh look at and understand the the big concept here most dashboards include lpac data C data in our particular dashboard here and what you see here is what we called our reclassification analysis chart and what you see at the bottom quadrant is you see stars circles triangles and hexagons a star represents a student who has met the Lea's criteria for reclassification and should be looked at a circle represents a student who is progressing on the Continuum and needs attention a triangle represents a student who is progressing on the Continuum needs attention but
089is also at risk of becoming a long-term English learner and in hexagon represents a student who needs attention and is also a long-term English learner the color codes represent a student who blue who has standard exceeded green standard met yellow standard neity met and red standard not met what's important about this is not that the teacher could get that information and make the necessary adjustments to instruction for the particular student this system also enables you to enter local data from local assessments to make that power ful more of a a moving the needle for that particular student within that organization I was asked uh at the meeting for um system of support So as a lead how do you communicate with the rest of the leads um and I I answer answer them that it's
090at times it's challenging but I think we have a good structure we meet on a courtly basis face to face with the rest of the regions and the department uh we have established a standing agenda item with the Department where we are able to report out the information from uh the system of support leads meetings and the rest of the items that you see there on your screen as well tied to the title three English learner specialist funding is our effectivess on our work so as title 3 eel specialist we have metrics that the department is collecting the metrics are both quantitative and qualitative in nature and with that I conclude our section from San Diego and open up to any questions you may have with Janette or myself so um Dr shann and more
091thank you so much for helping us understand the complexities of San Diego and the area you serve I appreciated your um slides um particularly the slide that you had which was and I just wrote these words down because it is about what we're about collaboration integration engaged meaningful targeted change and capacity building that seems to be all the work we're talking about and I appreciate the ongoing work you're doing um we're going to um have clarification from our board members now before we move on so um we're going to start on this side over here um member Cardis do you have any clarification soval go ahead thank you thank you very much for sharing um your story it's always helpful to us to see how things are out living out in the field um one
092question I have is about materials and and resources that you're developing to help build capacity you mentioned um parent notification letters translated into different languages how are those materials made available to others in the field who may want to access those resources so those letters letter were actually created by all the other title three leads so the department actually created the title three sample letter and from that it got disseminated to the rest of the title three leads and depending on which region needed a particular language one particular region said I'll take the lead and have my County translated in X language and from there I kind of disseminated going forward so that's how we kind of work collaboratively okay okay thank you and then you also mentioned in your presentation the different buckets and
093one of them was stakeholder engagement if you just elaborate a little bit on some of the strategies that you're um helping uh to build with stakeholder engagement in these areas on on that one we're actually I know that uh San Bernardino has is the lead for parent involvement so we're working with them and and and kave has also has has reached out to us as citiz support support to actually kind of improve our our support to the field in that particular region and as well as system of support I know they've are part of our meetings going forward and system of support right thank you emberson no member B um thank you I just want to express my appreciation to um to try to sort of flush out what this all looks like on the
094ground is very helpful um I actually had two question questions one is um on the first presentation to what extent are you um training or assisting your leas with data analysis because that seems to be a big thing and I'll ask the second one the second one is if you could talk about the title 3 lead coordination with the other leads because I think title 3 at least in my view U is sort of seen again unfortunately as this outside thing it's Federal money we have to and I am not a fan of the Fed in case you don't know um but it's something we have to do and it's this you know compliance thing and but the presentation that data dashboard if you will that you showed is like wow that's fantastic but and
095I know my colleague wants to talk a lot about that but so I'd just like to know what's the coordination with the title three leads and these other leads um because I don't want us to fall into what we heard earlier from CTA that counties are saying well we're not going to approve your lcap or special ed kids don't belong in there or title 3 kids don't belong in there it's so important that all of this is seen as a seamless approach so those are my two questions so to answer your first question around data analysis I I think you hit the nail on the head we've been having the conversation across the state and most districts are really struggling struggling with how to look at data so we've we've implemented a whole day we
096what we call a data Institute where we're bringing our districts together to really walk through different protocols where we're looking at the data not just the system level data we want them to really drill down to the student level data but but you're right we're having a lot of uh feedback and a lot just a lot of observations around um this need for data analysis and more than just data analysis some of the districts especially our small school districts they don't they don't even have capacity to have the data that they need um you know the infrastructure that they need to look at the data so more than just the data analysis there's there's this need for um really creating a data culture and we've been talking a a lot about that in our organization
097is how do we as internal team members at the organization really understand our districts and the only way for us to do that is to analyze the district data but the districts are also struggling with with this data piece and so we're building out resources and protocols so that they have access to that and when we facilitate that we're building their capacity to do that we're in the midst of having conversations about how do we um again build the capacity through trainings for the districts and that's something that you're going to see at least from um I know in our region we're talking about that as a go lead not just in San Diego but Riverside Orange County and Imperial County like how do we come together to provide these trainings so that everyone across
098the region has these resources and that we're looking at data analysis in a very similar way in terms of the collaboration um besides meeting quarterly with the Department um we do Zoom calls as well we have established a a family um a real Familia where were're able to pick up the phone whether it's a text or was that email and say you know what I need assistance on this in my region I'm I'm looking for this or that and it has come to the point where they know that someone within the 11 leas I mean excuse me the 11 title 3 Els there's someone that's going to be able to support them because we have been doing the work and some of them will have the resource to support one another when we come here
099to Sacramento for our title three meetings we go to dinner together that's how tight closely we are because we have established that relationship some of us have been doing the work since title 3 back in 2007 to someone that just came on board a couple weeks ago but we've all take them in because we need each other to be able to move the work forward L sorry can I also just uh answer the question about how the work of the title three leads will then be spread to the other GE leads and the other leads because I think that was also part of the question um and um uh we actually just had our first uh All Leads meeting is what we're calling them on February 12th and we'll be having another All Leads meeting
100um on April 9th and those will most likely be quarterly we're still sort of working the schedule out for the rest of 2019 and we'll be scheduling those for 2020 and at those All Leads meetings that's the time where um again the word collaboration um the content leads will be collaborating with the geographic leads to understand um both the needs of the county offices and the districts as well as the resources and materials that have already been developed for some of these leads as Tony said over the last many years and um for the newer leads over the last several months um and we'll be talking about um how all of the leads can support the implementation um of these materials as well as how to scale those materials for the local context so that's
101really where that work will take place as at the All Leads meetings um thank you Janette and Tony for this presentation and the eel dashboard um does spark a lot of joy in me um and so thank you I've actually seen an interactive demo of it and there's a lot more that wasn't seen here but I like that we could see when a students started or entered at that particular school um many times that student has been in Kinder or at that school since Kinder and now he or she's a fifth grader and still has not reclassified right so it really gives teachers and principles and others a better understanding of the student and you're able to track them um so I'm wondering I don't I don't know that I saw this in the in
102the dashboard but if a student has reclassified can you continue monitoring their progress four years out is that something that is embedded in this dashboard yes yes um we only had a certain amount of time so many slides so I need oh I know I saw there saw eke keeper over there yes we had we had to just put one slide and I felt that that was the most powerful one because most dashboards don't have that but our great support staff at the county has that capability of now being able to monitor to that for four years I I actually went home with um the deck and I showed my husband who's a teacher and I said this is something that lomby jifi should consider but really this is something that should be scaled for
103the entire State and so I'm wondering what are the plans to make this a Statewide eel dashboard how do we plan to use the the CCE County offices CDE how are we going to use this tool because this is a very powerful tool and if we want to bring visibility to our students if we want to understand our students then we have a platform already we have something you know we don't need to try to figure out how to shed light on students that have been uh overlooked for so many years so I am excited to hear how we're going to use this as part of the systems of support and how we're going to scale this I think our it department or division would love hearing that right now they developed this this this
104is in conjunction obviously with our division they developed this tool um for our districts and right now we're piloting this platform with several of our districts and they are finding it very very helpful and meaningful I don't unfortunately have the answer on how we would scale that to the the state I think there's probably people behind me that can answer that a little bit yes and I do want an answer so step right up so I I know that we presented the dashboard at the accountabil leaders Institute and we've had interest from other counties as well and other school districts and it's simply having access to the LA's data to be able to introduce that into the dashboard itself so there's the capability of scaling out and just simply working with the department and other
105agencies to be able to scale that out right and it's causing a caucus back there so um if you know if if there is yeah phone a friend from the legislature I had a phone to I had a phone to are we making a bill here is this what's happening but we we can do you need to do you have an answer I have an answer okay great Stephanie all right that's why I phone two friends all right so one thing is that that's the power of the All Leads meetings is that Tony will be presenting this to all of our leads so that'll be a discussion that we'll have together about how do we scale up and then we can further discussion at the level of how we can incorporate you know there's a
106lot of complexities with incorporating something into our already existing dashboard so that is definitely a conversation that we can begin but I think for for right at this moment having Tony share this system with all of the leads so that they can see the power and see how we can tap into that across the counties it would be a great first step and and I just want to continue highlighting this because I think that if we leave it up to some who may a lot funding for this um we're going to have some disparities we're going to have some districts that really have a high concentration of Els who will not have the tools to monitor uh progress or identify students so ideally this would be a Statewide system because I understand starting with San
107Diego County Others May opt to to uh invest in this but some may not and we may be losing uh critical data and critical outcomes and of course students to because of that so just want to make sure we emphasize highlight and bold that the other thing that en enables you to do is to look at that duly defined student the student is special ed and English learned at the same time member Rucker okay so I want to continue on the conversation with this dashboard and I'm going to ask you a question and I'm going to tell you honestly I'm confused by this so the first time I saw the chart that showed and explained all the geographic leads all the county regional leads and all the content leads one of the things I heard
108very clearly was what the appropriation was to support particularly uh certain County offices who were the math leads or who were the English language arts leads how are you funded uh for as being the lead for eel at your county office in addition as a lead uhhuh uh no additional funding okay and what exactly is what exactly is the funding you receive so each title three English learner specialist uh gets a set amount of funding to be a title 3 lead agency there's no additional funding so as it falls inside the system of support are you receiving any additional funding to do the work that you're doing as a lead Agency on this element of English learner concern no ma'am okay well the first issue about talking about scalability and scaling up to make this
109a Statewide systemic uh activity is to make the commitment of funding to support the work that you're doing so I want to make sure that I say here that while the board doesn't have the authority to make the decision about funding but we do have the authority to recommend very strongly that the work and the research you have done with creating this particular dashboard and this to do this research is highly significant and very important to the students and to the and to the work that we're supposed to be doing to support other uh districts so I highly support not just scaling it up but making sure that all districts have access to it and that funding won't be an obstacle for doing it my second question is related to the work that San Diego
110County Office of Education does in their own lcap how much of your work informed what is been written into or revised into the lcap that the San Diego County Office of Education has written so one of the things that we're we're working with our districts is to again look at their system right and one of the one aspect of the system is their lcap really the lcap should be Drive the work should be driving what they're writing into the alcap as I mentioned earlier and so when we're looking at the approval process and we're working alongside the districts and developing their lcaps the conversations that we're having with them if they've been identified for differentiated assistance is showing I'm sorry I don't think I asked the question correctly I'm talking about the lcap for the
111San Diego County Office of Education not the lcap for the districts that you are working with okay so we're working with our alternative schools it's another division it's our student services division that oversees our alternative and continuation in Community Schools they're the ones that are writing their outat for their schools and so they are al they have also been identified um as needing differentiated assistance so in the conversations in the process that they're going undergoing right now they're using that information those conversations in the identification of their student needs um as a springboard to write um actions and services into their ALC cap does that make [Music] sense okay I'm not asking the question correctly your county office has written an lcap is that correct I'm not talking about your alternative schools I'm talking about
112the l cap for the County Office of Education written by the San Diego County Office of Education we we don't write an lcap at the County office it's our our schools that are in within our county office and so you're and so the work that you are doing informs what the alternative schools are writing in their lcap no they serve any of these El populations no so I I hear what your question is now okay yes I'm not asking the question I don't think I asked the question correctly I want to know because you are the county lead you are a geographic lead and the particular subject matter that you have developed some very clear and specific expertise on is English learner so I'm asking for the lcaps that you have direct influence over that
113you your county office is monitoring how has your work informed those lcaps so our the county offices don't write lcaps for the work that we do our work as a county office is to support districts and districts write outc caps for themselves our C the schools that live within the county offices are seen as our own Alia which is another district and so they write their own alap so that's where the confusion was for me but the answer to your question is County offices don't write out caps for for the county office work that they do okay okay bember Bur I'm G to try this member record um that I think the confusion is that county offices of Education serve students lots of different kinds of students students with severe disabilities students who are incarcerated
114I I've been to San Diego County many times and for under statute you are required to write LC caps for all those students that you serve and I I think what what's confusing here and and honestly I will say a little bit alarming that because you're housed in the same facility with those folks that are providing services to our most needy students we would hope and I think this is what member Rucker was getting at that all the work you're doing with the other leas not your Lea within the county office is spilling over and you're doing all of that work okay oh yeah it definitely is and and that's what I was trying to ex that's what I was trying to explain that is that the work that we're doing with the other districts
115The Continuous improvement process the root cause analysis the data anal analysis all of those pieces that we're doing with the other districts we are also doing with our own um District or our own a set of schools and what they're gleaning from those processes they're writing into their outc cap yeah okay I I'm sorry I I just wanted to help clarify for member Rucker because I was afraid we were getting a little derailed there that I didn't want that to happen um Ronnie or Stephanie could you go back and just show that like the first or second um slide that shows the graphic that I yeah the round circle ccle I'm Gonna Let You Go the right direction yeah sorry I'm I always want people to be on this it's okay thank you that one
116yeah yes um so one thing I I just want to because this is helpful to understand and honestly because I know all of you have heard me say this from the very beginning of this budget year when we created all of these leads I went oh my gosh how on Earth is all of this going to be coordinated and how our Lea is going to make sense of all this right because it's like we're from Sacramento and we're here to help and go you know please here let me show you our graphic it's very helpful to look at this picture not exactly but so the the couple things I wanted to to be clear because I think member Rucker was also asking this question especially around title three because we've we obviously have a very
117keen interest in support to English Learners and we know that title 3 has been around for many many years so I think we added that on here to say yes we do have Regional folks who are helping with English Learners been around for many many years and it's federally funded so that's different than what happened in the budget where we put a bunch of State money into these other leads so just to again I hope people can kind of wrap their head around this it t took me a long time um but the one question I want to go back to is again this question about the eel dashboard because I think we're all like wow this is fantastic and and maybe we need yet another friend and Veronica here to talk to us about
118um but I just my my impression of federal money and now they're going to be my best friends is that they provide funding to support English Learners across the state and there's a very consistent mechanism for doing that you you explained it very well and so I'm wondering why Federal money can't be used to make sure that that dashboard is available to every Lea um in the state because it seems like such a powerful tool yeah we're gonna need to maybe ask a friend phone a friend on that one who's not here right at the moment but I think that the question that we can answer is that um this also goes back to coherence and so when we started thinking about the the system of support we could identify the very specific initiatives that
119are funded by the state particularly under the system of support that could be on this graphic but we also know that these other initiatives like mtss like the eel um title 3 um like the math initiative that those things are also part of the system of support and we did not want to leave them out so if we only brought together those who are identified specifically under State funding for the system of support we would be missing large swaths and large elements of that so I just want to say yes we acknowledge that that's what we were doing was beginning to pull those elements together under this one system so that we do have more coherence um across the system and for example the dashboard um potentially in the past the dashboard could have been
120um developed for El's and then just stayed in that bubble of the El world and not been um shared and scaled across the state this system allows us regardless of funding because I can't answer that question um to really take that information and share it out with across the state so that we can begin to Envision how do we scale that at a state level um and then also work um some things when you scale them at a state level it takes a different lens in different parts of the state so I would say that in the very northern part of the state it's a slightly different lens around El's than it maybe is in some of the other regions so we can also bring that perspective back to the title three leads and it's
121an exchange of information going back and forth so let me just follow board members we'll get back to you on the funding issue there are a couple more clarifying questions I know we have some other presenters so hold on because we have a two more questions I believe for you so member Cardis thank you for your presentation I really appreciate the tools you guys are bringing to the community um I have a question can the dashboard that you have created um be accessed by like community members and families and also like how are you if you do how are you engaging families to understand the importance and how to navigate it at the present time it it's not accessible by parents but if it's tied into Parent Portal it might be able to it all
122depends on on the Lea but that's something that it would need to work with a particular um Lea to see if that's something that can be done so you I would need to check with it to see how that could could be done that's out of my real right now so it's not currently accessible that's correct it's it's a pilot okay yes well I just think it'll be something very powerful for like families to see how students are doing you know how their kids are doing just to see how the system work so I really appreciate that tool so really pushing for the families to have access to this please thank you member Cardis member ortis you had one more question I do uh you're also the equity lead and I know that's a one-time
123funding thing opportunity can you tell us what that entails and how you're using your Lessons Learned and practices to disseminate say you know this may be a onetime um funding opportunity but we're trying to institutionalize some of these practices and disseminate so tell me a little bit what does it mean to be the equity lead what are you looking at so the system of support and the way that the structure has has um kind of been rolling out is you're right is actually happening after the fact right the equity leads were established before the system of support leads and so the the equity Grant uh what we're working on doing right now is we're working with districts around Equity audits uh they're doing Equity walks they're really understanding who are the students in their schools
124who are the students in their districts we're looking at um obviously data and identify needs and um the districts in the schools are developing Equity plans for themselves so that they can really Implement um some actions and different ways of looking at their system so that they uh remove some institutional barriers that um again that are being revealed by the data and by these Equity um audits that have been taken place and so again we're working with districts as a pilot right now this is the first year of the implementation we're working alongside Kern County office ofet to do this work and the national Equity project next year will be year two of the grants and then the grant funding will go away so to your question about the Lessons Learned what we're doing is
125we're learning a lot about how to work with districts we're work we're learning a lot about the process in which we need to take them through so that they really understand their needs and they they do something about it right once they find out what their needs are again it's about taking that action and so what we're intending to do is we're going to scale up the equity work regardless if we have funding or not so we talked a little bit about um in the slides building networks and that's another way that we're thinking about doing the equity work across our county is that we're going to continue to build networks of districts and schools who want to be part of this Equity work and help them go through a process where we're helping them
126look at again their needs but more importantly what they're going to do about addressing inequities in their systems and are you bringing this information to the All Leads quarterly meetings I read your mind okay um yes so we're we're going to have San Diego County Office and Santa Clara County Office they're the two Equity leads and they've been to been doing two very different types of work around Equity we're going to have them present at the April 9th meeting to all of our leads and have a conversation and a collaboration time around how do we integrate this their work and their Lessons Learned into the Foundation of what all our leads are doing with our leas okay member recer had in one more question um I know that this the conversation about serving as the
127equity lead was not part of this item so I'm going to ask that uh a presentation concerning your work as the equity lead be considered for a future board item so I I have made an executive decision I'd like to share it with you I'd like to invite them to come back so they could make that presentation to us yes our plan was to have them working with all of our leads and being able to share not only their individual work as County offices but also what they'll be doing with all of our leads at a future board presentation yeah and so then when they come back can you please make sure they explain what an equity walk is and an equity audit yeah I would I'm very interested in understanding what that is absolutely
128thank you so first on behalf of the state board and the San Diego um and CCE pres Pres presenters thank you so much for your thoughtful presentation your present your outline for us to follow um we are not done with this item um members and public because we have two more parts but um we're going to take a 10-minute break okay so we'll come back at 10:30 and continue this um item so thank yous e for e for e for okay so we'll uh call uh everyone back to your seats here we are we got six team just walked in the room let's see remember Rucker where's Rucker I don't have Rucker Ting's Ting okay all right we're gonna call the meeting back to order we obviously all needed the morning break so we'll remember
129to build in stretch breaks for uh all of us for the audience as well as the board members so and the presenters so um we had a lot of good discussion on the first part this is a three part item um and so just thank you all as we continue okay okay so if everyone could come to order so this next part is a really significant component of the whole item is full of really deep rich conversation but this is about mathematics which is an area that we've been focused on and seriously concerned about um and so this early mathematics initiative is an important consideration starting early for kids so um well let's see I don't think okay I think I have enough people okay so Stephanie we'll turn it back over to you for
130this part oh sorry so last month we had we also talked about mathematics instruction I provided some updates around the math curriculum framework and our work on updating and revising that some current research and you also heard from Dr John franor from San unified you know I had to get that name right in there right and she's not here to hear it oh man so we're going to switch a little bit to the early math initiative because any in addition to the county offices of Education doing the outwork that they outlined today the California system of support is also focusing on supporting the integration of content areas across all leads and we kind of talked about that a little bit today but we are just getting started on this work so here to share with
131us on the early mathematics initiative is luupe haime and Matilda Soro from Fresno County Office of Education and their partner Paul Rymer from the aim Center good morning members of the State Board my name is Lupe haime milm I'm the senior director for early care and education for Fresno County Superintendent of Schools with me is my colleague Dr Matilda Soria also from the Fresno County Superintendent of Schools and Paul Rymer from Aim Center for Math and Science Education we've mentioned how we've seen the scores of early math um across all the different ages and we realize that were quite concerned about it um we were quite pleased when the state department released an RFA in regards to early math and thinking the math not only on day one that they are at a school system
132but even earlier and how we can make a difference with our early infants through the Continuum as a result then um Fresno County applied for the grant with numerous um with numerous partners and we were able to award we were able to be awarded this California Statewide early math initiative Grant um Fresno County Superintendent of Schools is currently implementing and with several other people or partnering up with several other individuals one aim Center for Math and Science Education which you'll hear from them today you'll also hear from um not today but also we have an independent evaluator westad and this was critical because we wanted to make sure that we had a formative and summative um evaluation of what we were doing to make sure that we um that it makes sense um for the
133state and also taking some opportunities to learn from it too and looking at scaling and then finally we also are um doing professional development Communications and resource to support the initiative um to ultimately decrease the achievement Gap in our California students there's three overarching components to the early math um one is the Innovative and demonstration lab that is um in Fresno County this is our site where we're testing and learning um the um Lighthouse for children serves children from birth as early as six weeks through preschool and we felt that it was important to also ensure that we're looking at early math as early as our little ones right including our pregnant mamas through our family engagements too that are coming through this Child Development Center um this is where agencies would be able to
134Across the state be able to observe the project competencies and component on in action in addition the Child Development Center will serve as an Innovative lab but we mentioned where teachers students parents commun members will have an opportunity to test the product and provide Insight um of how to improve across the duration of the lab um and the second component of this is the development of family and Community Resources which will be designated for parents community members teachers they include several things they include interactive lessons and activi ities that families can engage at home with their children so making sure that we demystify math and making sure that we're working through a strength base that every parent is a first teacher we truly believe that and we can um support them and also making sure
135they are able to um bring math to life um with their children um instructional videos a math app online math literature resources and finally rich and re uh research and resource review um the third component of this is the professional learning um and coaching in which there is two Pathways one is a trainer of trainer components for coaching and curriculum and instruction staff across the state um and that is a method that we're going to use to scale across the state and the second is training and coaching for teachers and practitioner who work directly with children from birth to eight years old I want to note that our approach is what we call a mixed delivery system meaning that we recognize that children are every where and therefore being able to tap into these trainer
136trainers across the state through different venues such as um a re childcare resource and referral for example um who may have access to family childcare homes as well as our districts as well as our TKS um and family friends and neighbors through other venues is important at the end of this project period the professional learning committee and coaching model and materials and supplies will be accessible free for on the California early math website um and furthermore I think I want to do add that the way we're also being able to connect this information is through our go leads meetings that that seems to be a standing um agenda item for us to continue to bring the information our superintendent is serving as a lead with the superintendent to continue to talk about the highlights of
137this initiative and then we've also been invited to several other locations to continue to spread the word and ensure that it is across the whole state um so I want to turn over the next piece for um Dr Matilda Soria and also Paul to continue to further expand on this on the early math all right thank you lupid so as Lupa shared Paul and I will provide an overview of the who what and why of the professional learning and coaching portion which is truly the core uh piece of our project we plan to select organizations across the state to per to participate in the professional learning and coaching piece and in addition to participation they'll also help us to test and refine the model before before scaling up we plan to Target organizations who are
138chartered to provide professional development for the early care and education Workforce specifically those who work with children from birth to third grade organizations may include for example County offices of Education school districts and as Lupin mentioned resource and referral agencies we want to ensure that our sample of participants is representative of our diverse State including geographic location rural and urban communities and also demographics of Children and Families including our dual language Learners and special needs students we also want to ensure as L as Lupin mentioned that our mixed delivery system within the early care and education field is also represented so for example we want to be inclusive of school districts in addition to family child care homes and family friend neighbor um our selection criteria will also include um prioritization with with CDE priorities
139for example um the local control funding formula and then also quality counts California participation uh participating organizations will be selected via an application process which will be released later in March and selections will be made in April and our independent evaluation partner westad will help us to um select participants again to make sure that that uh the participants are representative of the entire state so now Paul will share about the what and why of the of the professional learning and coaching piece thank you Matilda the professional learning and coaching U aspect of this project will be be uh done through the am Center in Fresno California ases has over 30 years of experience in producing materials and resources for for teachers and students and has also been developing professional learning and coaching around uh mathematics
140and science um the professional learning and coaching aspect of this project will be anchored around week-long trainings during the Summers for participants to develop leadership capacity to develop approaches to working with their Workforce and community members to uh underscore the importance of early mathematics based on on what we know about early start in mathematics and the the connections to later academic success and achievement in addition to that there will be then virtual coaching sessions that will happen with facilitators from ases throughout the course of the project to help participants develop site specific impact goals that align with the Project's outcomes uh throughout the project we intend to draw on and extend the research base around early mathematics what mathematics young children should be learning and how adults can best support them in that process so
141to do that we've also are working with a small group of doctoral students from our University of California several campuses across California to partner with Us in both implementing and studying particular aspects of this program and one of our goals there is to engage a a group of emerging scholars in planting their roots in early mathematics in the state to to develop research agendas and we can and and an enthusiasm about continuing this work um and then finally we hope to address perceptions and practices that shape early mathematics learning as Matilda and Lupe said to to demystify mathematics at early levels to to shape mindsets to to again acknowledge that every child is a mathematics learner and every parent can be a mathematics teacher so we want to work through uh improving developing new ways
142of thinking about early mathematics among all participants across the project resources and materials that are developed throughout will be then continuously improved throughout the process and shared on the early mathematics project website made available freely and um and we hope that those will be continually refined throughout the course of the project so thank you that that ends this part of the presentation and we'll open for any questions so um we'll go around and ask some clarifying questions or comments if we have them if not we can pass to the next one you don't have to comment but want to kind of give everybody a chance so I think actually I start on that side so I'll start on the side now remember recer did you have a comment well first of all thank you very
143much for the presentation here I have um had the pleasure of attending the early math conference each year since its Inception and you do some exceptional work not only providing the professional development but also in doing the explanation not about why this work is critical and critically important to the students and the teachers who are doing taking the leadership role and doing this work my one question on this again relates back to the Practical aspects what I've been hearing this morning so far in this item is a lot of cross talk at one particular level and I'm very concerned about how this is actually trickling down in a practical way um so that we see it not only in the planning that leas are doing but in a way that has a direct impact on
144what teachers are doing and I do want to say and commend your project because I've actually seen that work happening and having an impact in classroom room so thank you very much for the work you're doing you need to work the other way and go up and help to infect the conversation about planning and the focus of continuous Improvement in those school plans because what's happening is that a lot of the teachers who are participating in your network and engaging in the collaboration the professional development you're doing they are outliers and often on their own in doing this work without support in their own schools and so there has to be a way to support them and to build a network for them them to continue the work that you are doing and as a
145way of helping it to scale up not only in their schools but across the region and across your netw thank you Mar lone thank you for your presentation um it's my understanding if I I hope I didn't miss it you have you're in the process of releasing the RFA right so I would love for you to come back after your first year of implementation and let us know what you've learned what are some of the opportunities and challenges um that you've en countered and of course how we hope to scale this but um yeah good luck and thank you for for coming thanks thank you so much for the presentation and I love the notion of demystifying math for people um that's very important and uh I also want to applaud what I heard about
146linking with institutions of higher education and planting those seeds with our graduate students and um our teachers uh who are being trained right now so congratulations on this important work and I just think there's a longitudinal impact um that's I'm just we're seeing the foundations here but it's just smart to work that way and to connect with our institutions of higher education we should all be thinking in that way thank you member cnis so um we have other parts to this mathematics presentation let me just say we know that this is complicated and I think addressing it from all the different angles and beginning early with our youngsters before the Gap actually widens is a really important process and so I I think we look forward to the continued implementation of this and the continued
147work that I know Stephanie greggson and her team is working on with the update of our math framework and all the work that we're doing Statewide to try over time to really impact and improve math education so thank you all for our presenters we're not done yet we have another two parts to this math part so Stephanie please come back thank you yes so was it was one of the reasons that I was okay that the early imaginative stole one of my consultants for the power of their work so as the system of support is continually continually being built out we know that there are Lessons Learned and best practices that are happening across the state we also know there are great things happening in our schools and for our students but of the goal
148of the part of the goal of the system is support and something we need to work through is figuring out how the learning is happening across the state in those places are shared across our system so the California collaborative on District reform and Twin Rivers Unified School District is an example of that today the California collaborative District reform is here to share Lessons Learned From districts around mathematics and Lori Grace from Twin Rivers Unified School District will share their team's work on to improve mathematics instruction in the classroom so you remember last month we had Dr Jean Franco donor yes this month we have Twin Rivers so you know just to know we will continue to work with our Geographic leads on how to share these practices across our system and across the state so
149I'd like to introduce Joel nson from American institutes for research and Lori Grace the associate superintendent of Twin Rivers Unified School District good morning thank you for the opportunity to be here my name is Joel kud and it's not exciting to pronounce but I am a uh senior researcher at air and I'm the deputy director of the California collaborative on District reform and turning back to the graphic that Stephanie and Ronnie showed at the earlier in this in this item placing eleas at the center of improvement work I've been asked to share some strategies lessons and perspectives from the local level and to do that I'm going to drive primarily on a meeting that took place in December in Long Beach of the California collaborative on District reform uh that brought together district superintendent of
150math leaders researchers State policy actors support providers Advocates and others and the focus of that meeting was on addressing problems in mathematics performance both overall levels of achievement and persistent achievement gaps among subgroups of students so what I want to share is some lessons from that conversation that emerg from practice but also reflect lessons that we've learned from Decades of research on instructional Improvement particularly in the area of mathematics the the first area I want to draw attention to is the importance of exploring the problem in context uh part of that is looking at multiple sources of data so it's not just looking at achievement data on state and federal tests but also student performance throughout the school year and other information that sheds light on student experiences too could be survey results about seal
151learning competencies it could be empathy interviews that help us understand the experiences that students have in classroom schools and in their communities it could also be learning about teachers experiences with professional learning their strengths areas of discomfort and me it's not only multiple sources of data but also multiple angles into that data so we're looking not just as achievement data but also growth data that help us understand the context where learning is accelerating the most looking at subgroups of students to understand where the needs are most pronounced and also looking at things like school by school breakdowns so we can understand where pockets of Excellence exist that we can emulate and learn from as well as pockets of struggle that need more support and it's important to look at this evidence not just in isolation
152but also leveraging the expertise that comes from local knowledge so we're building on the knowledge that students and administrators have of their students sorry that teachers and administrators have of their students of the communities where they work and the context in which they learn and all of this together hopefully leads to more data informed context based strategies that understands and addresses the root causes of mathematics struggles and leads to more productive Solutions capacity is at the heart of a lot of the conversation that we've had around the Statewide system of support and I want to call attention to a few areas of capacity in particular as it relates to mathematics uh one of these is mathematics uh teacher content knowledge in the area of mathematics and I want to draw attention to work that's underway
153in Long Beach Unified where there's been an evolution of that approach over time so the district has recognized for a long time that teachers need the content knowledge to effectively lead student learning in classrooms but over time they've also realized that efforts that began with training at the Cent central office wasn't meeting their needs in the way that they needed so they transitioned to doing more sight level support through structured collaboration among teachers on things like unit study and lesson study that enable teachers to work together to understand the mathematics they're working with to plan units and lessons to execute those units and lessons and to debrief to make improvements in the practice and in doing that it's not just about improving the quality of tomorrow's lesson but also changing the way that teachers view
154math overall another type of capacity is around continuous Improvement knowledge and processes and here I'll draw on some work underway in Sacramento City Unified where there are teachers working in teams with the support of coaches from the central office and the core districts to use the tools of improvement science to improve what they're doing in classrooms so teachers are learning how to identify the key problems that they're wrestling with uh how to identify possible strategies to address those problems and to use the measures of student learning and instructional practice that can help them reflect on whether or not Improvement is taking place to refine their approaches moving forward and that work involves a balance both of work specific to content and Mathematics but also the kinds of Knowledge and Skills needed to embrace continuous Improvement
155processes overall and that kind of shift Al often involves a shift in roles especially from the support that districts provide from the central office as well as a culture in the way people view their their role as Learners and as educators finally I want to turn to leadership development and again I'll turn to work underway in Long Beach where the district has brought together cohorts of Administrators to help them understand what to look for in classrooms in terms of mathematics instruction and student learning and that kind of work helps them not only provide better support to teachers but also administrators to make better decisions about how to deploy resources to support the learning needs across a school district leaders are also attending to structural barriers tack and I want to call out work that's been
156going on for a few years in San Francisco Unified where after eight years sorry after years of 8th grade algebra 1 for all failed to reverse High coure failure rates or disparities among students District leaders consulted the research base they talked to experts within their District to craft a new approach and starting in 2014 all middle school students in the district take Common Core math 6 Common Core math 7 and Common Core math 8 during their middle school years when students train just into High School classes follow a traditional course sequence beginning with 9th grade uh where all students take Algebra 1 and there are opportunities for acceleration after that point so it's a pretty dramatic change from a from an approach that used to rely both on Algebra 1 for all and on a
157pretty heavily tracked system of course sequencing and placement that system just doesn't just turn to cor sequencing and placement it also builds professional learning opportunities for teachers to be able to deliver effective instruction in classrooms and curriculum that promotes and facilitates the kind of instruction and student learning that the district wants to promote early results of this effort have demonstrated lower Algebra 1 repeat rates increased enrollment in advanced courses and higher levels of college enrollment all with greater increases for traditionally underserved students the final topic I want to raise is the ways in which districts are ensuring systemic supports that can enable Improvement at the school and at the classroom level at the center of this work is a vision and culture centered on mathematic success for all students so it's no longer okay for
158a student or a teacher to say I'm not really a math person I'm not really good at math instead there's an understanding that everybody can and should succeed in terms of mathematics again that relies heavily on professional learning and leadership development not only through one-off trainings but supports that follow up throughout the school year often in the form of structured collaboration during the school day and pipelines for principal and teacher leadership all this work recognizing that opportunities to talk about math are opportunities to learn math not only for students but for educators as well we also see a careful balance between discretion and consistency consistency that so that there are high expectations for everyone across a district and that their efforts to ensure equity and opportunity and outcomes for all students at the same time
159understanding and respecting the discretion that local Educators need to use their own professional judgment to respond to the needs of the students in their classroom and the needs of their community so that balance of tight and loose needs to be carefully thought out and designed in a way that's appropriate to the context communication with parents and Community stakeholders is also important especially when practices math diverge from traditional approaches that people might be accustomed to from their own upbringing and their own experience with the education system it's important not only to make sure that people understand what's happening in schools and classrooms but the reasons why those things are happening especially if those things are different than what people are used to finally the discussion during the meeting in Janu sorry in December uh referred to
160potential State supports and I'll only refer to one of those here although there were several that came up out of the meeting that's the need for better teacher preparation again returning to this notion of teacher content knowledge one mathematics uh expert that joined us for the meeting estimated that teachers are about three courses behind in their teacher pre-service preparation what they need in order to have the Knowledge and Skills to effectively lead M MS Construction so how do we consider the preservice support that teachers have so that they when they walk into the profession they're able to lead instruction and student learning in the way that they need to so with that I'll turn it over to Lori Grace uh who will share some of the work underway in Twin ners good morning thank you
161for having me um I know my superintendent Dr Steve Martinez um regretfully could not be here due to illness but I'm happy to stand in in for him and talk a little bit about our work with um math so this is our theory of action that we utilize to really Define the steps that we needed to take to implement um our math initiative moving forward really identifying what our system priority was um looking to an external partner when we did not feel we had the resources internally to execute that and um really looking at powerful learning for our teachers for our administrators um and really how we as a district could help clear the path um and engage our parent and community and leverage our early results and and positive outcomes um so this was
162really how we identified the need first looking at our overall State results um as you can see are are not positive and and really seeing those Flatline and and these are our overall results so you can imagine our results for um some of our student subgroups who tend to struggle more um we we identified a number of data points that we looked into deeply not only our student performance results in many different ways but also through our classroom walkthrough data and what we were actually seeing in classrooms across the district as well as hearing voices from the building and our administrators um really feeling they didn't have the resources and the support and the capacity to to lead this work um as well as from our teachers and knowing how much support they felt they
163needed they desperately wanted to see approved outcomes for their students but didn't feel they had the capacity and and were begging for something to to Really support them in that work some of our challenges that we faced upon implementing um was really our our timeline we decided to implement in April um and we made the implementation in July so we had a relatively short time frame um and we we weren't able to process that through typical channels that we would through through a lot of meetings with um a lot of our Folks at that time our climate was a little rough as it is um in many districts throughout the state we were uh at impass in fact finding we had a new president um of our CTA or of our um our Union group
164and we had um some teachers on special assignment who had some philosophical differences about um how to get the work done um as well as we our capacity of our leaders um to really feel like they had the capacity to lead some of this work and we had just just adopted a new um English language arts curriculum in k6 and 912 uh so that complicated matters a little bit more for us these were the things that we had tried and why we decided to go with an external partner and Swan math um we had already adopted go maath uh in 1415 and we did all of the typical things that you do with an adoption you have the training from um the different curriculum provider we had clear clearly defined our scope and sequence we
165had even provided deconstructed standards for our teachers online that were easily accessible we had teachers on special assignment out there at every school working with teachers um helping them to implement we had provided lots of math um professional development math talks being just one of those we had strike teams of experts in the district who would go out and and go to our schools and work on professional developments um we had professional learning communities at every school site um we had had a whole task force come together to Define highquality first instruction lesson designs um and we had provided intensive professional development for our administrators around math and so there there is a lot definitely in this slide um to really look at but this is the basic Swan math model but but at its
166core is really the focus on teacher pedagogy and content knowledge and so they have very high quality coaches who were all teachers in the classroom and then had gone and received additional training um professional development and learning around not only coaching but around content knowledge for math um and so although you hear a lot of the things that that have already been described that are important in mathematics um that in this slide you see they include all of those things administrator walkthrough training of our administrators all of those pieces it's really grounded in that ongoing incremental professional development for our teachers with high quality coaches meeting with them every single month so as their content knowledge deepens the the instruction and the professional development around that content knowledge can also deepen with them so from
167a district perspective really um why we decided to fully Implement rather than go with a pilot of a few schools um one was really a moral imperative for us how we could um talk to our community and our parents um about why some schools were getting something and and why others would weren't we really just didn't have a good um reasoning behind that when we knew um the results around Swan math in other districts had been so positive um and we really wanted to have a large scale direct impact on our teachers and I think you've heard some of the presenters um speak before about you know isolated teachers who didn't find support within their buildings we we wanted to make sure that all of our teachers in our district had a Common Language and
168a common framework around math to talk about um and this really allowed us to have the same expectation for our leaders and allowed them to also collaborate and network together around the very same thing um and to build complete system coherence not only around expectation um but around expectations of our students in a coherent way and in the way we spoke about math um we also had lots of focused work around um establishing an urgency with our school board um and making sure that we really had a collaboration a lot of times when districts bring in an external partner they'll see that as okay the partner is going to go do this work and we're going to continue with our work over here this really is about a a partnership between Swan maath and and
169Twin Rivers um also how we managed and and enlisted our stakeholders so not only our Union and labor Partners um but also making sure that we had that deliberate teacher content support and cleared the way as well as for our principles and our side admin so our messaging was also very important for our stakeholders um not only our our teaching staff but our leaders helping our leaders understand why um we were implementing helping them um have meetings and walks and participate in all of the coaching session so they actually in the first year sat in and again into this year are sitting in every single coaching session with the teachers so they're hearing the same support and and the support that the teachers are getting so then when they walk classrooms they can follow up
170and continue to support teachers in between those coaching sessions um we had Parents uh parent letters that went out to um all of our parent Community as well as our superintendent um filming videos and we had a big social media campaign around Swan Mass showing it in classrooms showing kids engaging in it um helping to build um support around that so how do we know it is working so these are early results in in the first year of implementation and we know first years of implementation no matter how great um are not as good as what you should see in years two and three and that's how our data is trending now um but we do do show Positive Growth that that actually exceeds our County average um at 3% um and our data right
171now our early data is showing at least that if not doubling that growth for this year so we're hoping to see that realized for this year so this shows our individual sites and um previously our our previous results when you looked at the breakdown in insights we saw very very different results school to school whereas you can see across our 21 elementary schools we have much more a systemic impact in the first year of implementation as well as our K schools so what are the lessons that we learned for us we we absolutely learned that coherence in the system is essential um being able to focus on less um having critical feedback loops from the classroom to the boardroom um and back down so we are hearing from our teachers we're hearing from our site
172and building administrators um and we're communicating that to our board and Community as well as hearing what they're saying and bringing that back through the channels um making sure that we continue the focus for our teachers many times um we'll Implement an initiative and move too quickly onto the next area of work because there is so much critical work to be done um really understanding how we have to stay the course and keep that focus on on our math initiative teacher capacity the the key to teacher capacity is ongoing job embedded professional development um with expertise and quality versus internal familiarity I think um for us it was very important to recognize that if you don't have the resources internally that it's okay to go out to an external partner and look for expertise in
173math um it is rare and um it is important uh as you move the work forward um also building the collective efficacy of our teaching staff there there is no greater impact um that will have on students uh than to build our teachers Collective efficacy on teaching math and their ability to instruct students in a powerful way um to show gains and leadership development making sure that our administrators are developing along with them many of our site principles did not teach in the classroom during the Common Core era so helping them to really learn um the important things there and ongoing messaging of why why are we doing this why do we continue to do this especially early um before teachers can see results um I think now um we still message the why quite
174often but the teachers know the why because they're seeing the results and gains with their students and here's just one example of of how our teachers are beginning to feel about math um and this was a very early quote um so more of our teachers were hearing this echoed by more and more of our teachers and um the transformation in our classrooms um is is just staggering to see um our kids rejoicing in learning of math um and our teachers really feeling more confident about teaching math with that go ahead and take any questions so thank you so much I just I want to add a comment then I'll start on the side for the comments this time so I was at the December California collaborative my district reform and for those of you don't
175know they meet three times a year for a couple of days these are a lot of our district larger districts and are always around a problem of practice and based on some research they really get in reflective and what Joel shared with just kind of looking at practices it was very engaging and very thoughtful and Twin Rivers was there as well but at Long Beach and Garden Grove and districts that do continue to participate this this um process is over 10 years they've just stayed together to really look at problems of practice and so there is a place for people to come together and really think together about the common strategies and so I just want to thank both a who helps to facilitate this and Jennifer OD day who helps lead this over and
176the team over the period of 10 years and also the work that twin Wyer is highlighting what does this theory mean in actual practice in a district in a coherent focused way to actually improve capacity and I just appreciate the standard steering committee talks not just about teacher capacity but leader capacity that you can't get the change without helping support leaders to do the change as well so I appreciated you highlighting and for also the process that you're implementing in Twin Rivers so with that just um I'm going to start on this side and see if there's any questions or clarifying comments on this part of the math presentation from y Hemma thank you for your presentation I appreciate it um I like the social media piece that you guys are using and I was
177wondering if you will um start using Instagram in order to engage more young people because young people use Instagram a lot so that way students understand what's going on and also do you have the Twitter so I could follow we do have Twitter as well as um Swan math also has Twitter um and we're working towards Instagram our our folks in our Communications office are are working there we're getting there because you know there's an option on Instagram that if you put it on Instagram it goes on Facebook and Twitter so you could do it all at once suggestion thank you mem Cardis I really appreciate that voice and that sharing member sandal did you want to make any comments member sandal member sun no questions just a general comment how much I appreciate you
178all coming and presenting it's very inspiring to see how different um leas are approaching this in continuous improvement process and engaging all the stakeholders member member welome yeah thank you I'm looking at this as a parent who has two kids in elementary and at some time struggles with the way that math looks so differently now and so I was thinking God if I wasn't married to a teacher that was getting this training I don't know that we would know how to support our child um a lot of it is in class you know you you talked about ma ma math talks and I hear my daughter talking she was like well five it could be four plus one or it could be 5 plus Z and she's having her own conversations right so it's great
179I I actually have common core babies and I see the shifts in them um but I do know yeah it's a new thing Common Core babies you heard it here um um but I do also think how do how can parents support this I know we heard in earlier presentation I think it's it's critical for us to have the tools to also support our our students um so much of the math and these concepts are reinforced through programs like GG right and that assumes that people are connected or have access to technology at home um also Gigi that penguin needs to give instructions because it's really hard to understand what it's asking the kids to do so I'm looking at it through a parent lens I I appreciate the work that's being done with the
180teacher prep um which I think we still need a lot of work in that end but also just thinking as a parent how we could better support parents so they could support their child at home thanks actually one one aspect of of the program is um to provide parent informational meetings that gives them practical tools um that they can work on while they're cooking dinner with their child and and so that that is one piece that we've partnered together and they've been some of the most well attended parent meetings as well as parent videos with a coach actually instructing the lesson for that night so to your point we heard very much of the same thing so I I'm my questions are from the lens of a a educator who used to to teach in
181a district that's now part of the Twin River School District when they were unified um I want to ask you a question about three particular high schools and the information you shared about the change or the Improvement Grant High School Highlands High School and Foothill High School and I'm choosing those three high schools in particular because those are very specific but overlapping communities uh where the students come from to go to those high schools and the feeder pattern for those particular high schools changeed once the unification occurred and so I heard from the research that there is a difference in the level of teacher competence for teaching math as much as three courses behind is there a difference between the level of competence that elementary teachers have not for Content but for teaching math and
182what middle school and high school teachers have not for content for for teaching math between the elementary middle and high school and how does that inform the way ways that you approach implementing this professional development the reason I'm asking that question is because I do know I looked at your lcap and knowing that you were coming I do know that there's a specific difference in the performance among those high schools and among those schools that are in the feeder pattern for those high schools and they started in very very different levels of confidence based on what the scores say how did so I want to make sure I'm not hearing a one-size fits-all implementation but that there was some different differentiation that was purposefully planned for the professional development for the teachers in these schools
183so the the beauty of this coaching model is that it can be individualized um for not just every school it's by grade level so each coach meets with a grade level of teachers which is definitely three to four teachers in a group so you can actually individualized and I've watched them and had the benefit of watching them individualize based on the individual content knowledge and pedagogical skill of each teacher in that meeting so it it's not only demonstrating for teachers and then moving to a more c-plan co- te model with them it's actually breaking down the content where teachers are able to talk with the coach around the content around how to implement the lesson and it's teacher by teacher it it really is a good model that you can individualize and I heard you
184say during your presentation that the association was a partner as a stakeholder and a partner in doing this work that wasn't as clearly spelled out in your lcap can you give me can you elaborate a little bit more on what the role of the stakeholders all of the stakeholders were in putting this plan together and in going forward with the implementation I particularly want to hear about the association uh so actually you heard about the the short timeline so between April and July we actually met with the assoc association president of last year last year MH and we um sat down with her and looked at we did an initial training on the initiative for our teacher so initial training on Swan math and we sat down and Swan had taken surveys that were you
185know very paper pencil comment com cards on all of them and so we sat down and we looked at every single comment together and really collectively said is this something that our teachers appreciated and saw value in and um because that that was very apparent in the comments of our teachers we were able to write a joint communication moving forward so um to really endorse the model and so we sat down and talked about what the model was and and so she was able to write write a letter with us that we were able to send out to teachers thank you very much for coming today you so thank you both for sharing the continued work on mathematics both at the conceptual level around the community of practice around mathematics and the California collab District
186reform and then the actual implication of a district that's dealing with with implementation and sharing with us the specifics so we're not done yet um we have another section to this item on system of support so I want to thank you all and have Ronnie and um Stephanie come back and show us this amazing tool and then we'll have some public comments okay yeah great thank you so much uh for all of this time listening um as you can see from the um two slides that are here we really wanted to um provide you with details around the system of support we have heard your feedback that you would like additional um information about School boots on the ground implementation of the system and we'll take that into consideration moving forward as we plan um
187our presentations uh but what we really wanted to um reinforce is that each person that you heard from really talked about the collaborative nature of the work that they're doing within the system of support and so although the last presentation from Twin Rivers is a school district level we really see creating Collaborative Learning environments where we can learn from what T twin Rivers has done um from the work of the collaborative to really move that up through the system and use those as learning opportunities so that we have collaboration at all levels um of the system moving forward and so um the system in addition to these collaborative efforts also needs um some tools to support the work that they're doing and so now we're going to hear um from Cindy kazanis the director of
188um analysis measurement and accountability reporting division about some of the tools that they've been working on good morning Cindy kazanis with the analysis measurement and accountabil Reporting Division I am here to show you a mapping tool that we first showed you last year but we have um we're developing it out and we are ready I I think within the next um couple weeks if not month to make this available to the public what I'm showing you is a display we call this a a story map um this is a a mapping um uh software uh from from ezri um arcgis I have a staff person that is our arcgis specialist his name is Greg Dixon and he put this together with the help of several individuals in my division at the request of the system
189of support so what I wanted to walk through with you are some scenarios what we need to do over the next month is to make this um change this from a story map to something that can be publicly accessed and and queried um so geographically you can see across the state from this first map we are in the blue we are at level one support in yellow we're in level two support or differentiated assistance so you can see there's there's um not necessarily concentrations in certain areas it's it's it's geographically um all across the board we have districts in need of of assistance and keep in mind for 2018 we identified um you know a lot of our County offices of education so that's why you do see um entire counties um and being identified
190as well I'm going to walk through just a couple scenarios I think I have five minutes and I know you've been at this for for a while but but I just wanted to bring up um a couple of different views of the data so this is the college career indicator and the reason why you see a gray color right we don't have gray on on the dashboard but that is when we don't have um at least 30 students represented in uh the student group so obviously on the Far Eastern side of California where we have um uh very um limited populations we're not achieving um those those numbers I did want to drill into to Kar um because we do have one of our largest High School Districts and of course this is a high
191school indicator so for Kar what we are able to do by selecting um that particular district is we see um first of all we get uh get a link directly to their dashboard data so we can we can um go into the dashboard from there but we also know at a glance that they're in differentiated assistance we know their population and then we walk through each of the student group sizes so this is a flavor of uh you know again at a glance how we uh how our high schools are doing um across the state uh from a district perspective we've also had inquiries from the legislature and in fact um yesterday um Mr sap and I had the opportunity to go acoss the street and talk about the accountability system along with um Mr
192armino so we know that um by uh our Assembly District areas and our Senate District areas there's interest in knowing how their particular um population of uh districts that they're doing how how they're being served and how they're performing on the dashboard so just to um hone in I'm going to take you into San Diego and of course San Diego has a very large uh School District High School District Sweetwater I think I can get to Sweetwater over here um East like high as an example of Sweetwater but in order to also show you not only a school I can toggle into their Elementary School District their feeder District as well as the overall High School District results so again just another lens into the data I wanted to finish off with uh an indicator
193that is um that is a bit more built out because there was very few changes between last year and this year this is suspension rate and this is an overall glance uh of the state and how uh districts are performing on suspension rate but because we had the opportunity to hear from Twin Rivers just now I wanted to show you how we are displaying in this instance um a story between 2017 data and 2018 data now this isn't um possible for a lot of our indicators because we you you all helped us make a lot of changes to those indicators but for 2017 which is on the leth hand side of the screen we see that terse um this is at the school sites you know has has mixed um mixed suspension rate there are
194some some uh Greens in there and a blue but they do have a lot of Reds and and yellows and and oranges if I scroll over we're going to see how that changes for 2018 and I want to show you right here at the bottom what we do is we add schools so do you see here we're adding we're adding schools here because we added in our alternative schools so that's what this story story tells tells uh it tells tells a viewer now this is um software that some people in this room use on a daily basis I know Eric Crane's in the audience from the Comprehensive Center he serves on a on a work group with us but I think the general population probably needs um a little bit of introduction about how to
195use this and how to use this appropriately so we're going to take some time as I mentioned over the next several weeks and hopefully um you know within the month we'll have something that is available for the user to to pop into as opposed to doing a story map we would do um a user portal like what do you want to look at and there's things that you should look at geographically that that Mak sense and there's others that it's it's too it's too too overwhelming um but I did want to show you what we're able to do visually what you're able to see out a glance if you're interested in just the northern part of the state um maybe the areas that was affected by the fires you could you could go in there
196this year and look at results for this year compared to next year kind of thing so that's where we're um trying to um again take the data that we have made publicly available apply it um to other uh types of software platforms that we think will be helpful for the system of support so this is where um we are at this point I'm happy to respond to any uh questions regarding this tool so um we'll ask for some clarifying questions um thank you Cindy so much this is really impressive so I'll start a member record did you have a question or comment thank you very much for this is very impressive I think this is absolutely a great application I'm glad to see you're doing this member t con yeah same here I was excited
197I think you previewed this last year and I was super excited to see GIS as part of our system uh so I look forward to your timeline can you tell us again when this will be rolled out yeah so in order to prepare this presentation for you all um uh we we've realized that there are some some things in the data that we need to to make sure are are in place first um so uh I think we're we're close we're going to meet a couple more times internally um but what we need to do now is like I mentioned create a user portal so this story map is probably not helpful for the general public it may be helpful for you all going out and and doing presentations to um to various uh conferences
198and such but if I'm a parent and I want to look at you know the region um there it needs to be a different entrance to to this platform so that's what we're going to take the time to build out and and get some opinions from um others outside of the department that know this software well so Nikki yeah thank you so much this is wonderful and I think that um you're right there's more work of course that needs to be done and um how it's going to be useful but I think the visual elements are more accessible to people I can mine through lists of words I I'm good at that but it's wonderful to have another way to review the information so thank you for that member Cardis so um at this point
199um we're going to go to public comment and then we'll come back to oh one more I'm sorry Stephanie go ahead just want to close it out because this is important because of these so throughout the presentation you've seen these pictures these are my students from when I was a teacher in at Ethel Phillips Elementary in Oak Park and this is our anchor these are our wise and so I want us to constantly remember these are our wise and our work is about our students knowing that we are beside them behind them and in front of them enhancing their opportunities for Success so with that I'd like to thank you this is the power of our work these faces right here um so thank you for your time I'd also like to thank my co-presenters
200for sharing all their time and expertise much appreciated and we welcome any questions that you have so this really is about building capacity to districts to implement programs in classrooms and so I think we heard from the state State policy level from the county level from the district level um and so and from the CDE so thank you all in helping us continue to see how the system of support continues to build out we'll go to public comments now and then we'll come back to the board we have seven public speakers Nancy Brownell Sheila Whitley Angela D Ramos lorine Richards Brian Rivas Martha Diaz and Liz gulan please line up good morning all nice to see you uh my name is Nancy Brownell and I'm a director for the uh Western Association of schools and
201colleges now in my recent work with you I've tried to apply my learning in another context and I just wanted to give some brief comments about the evolving system of support in a little piece from the was land so as you know uh of the uh participation with the Department of Education both Lup and Tom and many of you may know was has been a partner with the department since the 90s when we were um much younger and had different color hair some of us uh but the notion really of a coherent integrated local state and federal accountability and continuous Improvement system that we've talked about for so long uh through the option now that the of the districts identified for differentiated support there were 190 schools in that first cohort that were in stage
202of midcycle full self-study uh part of their uh accreditation process so uh was has been partnering with cessa and the county offices uh to help them understand a little bit about what the dimensions of that are that that needs assessment might be a choice that a district makes as they build their school plan and uh we're partnering with the county offices particularly some of the big ones uh LA and Riverside who have a lot of schools to do some collaborative uh partnering to help their schools get better so uh it really is happening in some places and we hope to continue the uh building out uh the system in partnership with all the other agencies thank you Nancy thank you so much Sheila good morning Sheila Whitley speaking on behalf of California Teachers Association CTA
203believes there is confusion between the identification of schools and the identification of leas in particular uh what list that they are on we also think sites are unclear if the advisory if uh The Advisory role of the County Office of Education is still voluntary or if there's some required work from the county offices there seems to be a disconnect between the policy planning and the actual implementation in in terms of the documents and presentation for the public and how that system of support Works nowhere is there any explanation of the stakeholder involvement especially of classroom teachers the state board and the CDE needs to realize that we are in a collective bargaining State and craft the toolbox in ways that mention this stakeholders have the ability to bargain the effects of these plans specifically if
204anything that changes in working conditions or pertains to the collective bargaining agreement thank you good morning Martha Zer goad Diaz representing the California Association for bilingual education and Californians together first of all I'd like to thank the board for allowing the San Diego County Office of Education to present on their initiatives and specifically on the eel dashboard as you have heard and seen the elel dashboard is of great utility to the district with regards to their work on English Learners or for English Learners uh in addition to exploring how to scale the um elel dashboard we have two other recommendations that we would like the board to seriously consider the first is to incorporate the elel dashboard into the technical assistance protocol for the 59 districts currently identified for differentiated assistance for their EO subgroup
205the second is to have all of the C of County offices of Education incorporate the El dashboard in uh their work in support of districts and their El subgroup We Believe taking these two steps will re will provide effective um guidance and support for the districts with regards to their eel subgroup and support funding for the San Diego County Office of Ed title 3 lead agency thank Martha good morning Martha albertes on be behalf of a the association of California school administrators uh we are very encouraged by the collaboration that was exemplified in both item one and item two happening between the county offices the CCE um CDE divisions uh across the entire department and also with the State Board um staff um we at AXA uh really appreciate the the webinars that CDE and
206stateboard staff has conducted over the past two months around Essa and the California system of support to better allow School District administrators to understand that connection between the Statewide one system coherent single system um supporting both schools and districts um we are planning at AXA doing some networking events for school administrators around professional learning uh communities our first one will be on March 27th at Yolo County Office aved really trying to help administrators see that connection to what happens in the classroom every day and lastly we uh will be launching a webinar Series in the near future looking about providing uh practitioners the opportunity to highlight best prct practices thank you good morning Sarah Lis with teach plus um we also were very excited to hear much of the work that's going on particularly at
207the uh San Diego County and the work around the El dashboard and that support and and like uh our friends at cabin and California together look forward to talking about how we do scale that work and make sure it's reaching um communities throughout the state and also to the point that I think that board member Rucker made about making sure that as we're building this infrastructure we really are looking at both levels right they're making sure that we we're looking at the systems level but making sure it actually also makes it its way into the classroom because I think many of our teachers are excited about the found the policy Foundation but don't necessarily see the change happening in the ground in their classroom and in their schools um and then also as part of
208the lcff equity Coalition we also we want to reiterate our recommendation of incorporating a fourth principle um into the Statewide system of support which is engagement of local stakeholders so we've identified three uh uh foundational principles for the system of support and we think that the way we've talked about it the engagement of local stakeholders is really a driving force and we need to reiterate that thank you good morning uh Liz Guan with public Advocates um I'd like to Echo the comments made by the two previous speakers um the presentations this morning on the system of support were really eye openening and very uh inspiring um but they do underscore the need and importance of involving um all those who need to be part of continuous Improvement and that does include community so that I
209think reinforces our request to add the fourth principle of community stakeholder engagement thank you thanks Liz so um that concludes this item we don't have an action on this item so we're going to move to item three oh go ahead sorry member Ortiz lone sorry because I I know that that we a lot of the discussion has been based on the presentations but I do want to go back to the actual item um where we identify the leas as a primary unit of change and so my question is how are we supporting the ldas to be the primary unit of change and I know that we saw a lot of pieces of it but I'll give you a concrete example we released the bottom 7% the list of bottom the bottom 7% of schools that
210were identified um one I had a reach out to staff and ask do you have this list I heard from somebody identified that there was a list that was released um you know I assumed that because I sit on the State Board of Education perhaps I would have had access to this list before it went out and I had no idea that it had been released but the reason I heard about it is by a school that had been identified and this school that was identified received a forward message from CDE from their authorizer the Lea and um I don't know if because they were a charter school they sort of just forward the message uh 3 days before the the list was released but it really gave me pause because I thought if our
211schools are to look to their leas to provide support and they get a forward message saying you will be ident or you have been identified but no other indication of how they could receive support and technical assistance then we have a problem so again this could be because of the local tensions at times between authorizers and Charter Schools but I don't know that this was an isolated incident um so how are we informing our schools of the level of support or the supports that they're entitled to we heard from a a speaker that districts are confused am I on the list is it the Lea or just the school that was a previous conversation we had if we identify schools do we automatically identify the Lea clearly that's not that hasn't been uh communicated to
212the field build who's on this list what does it mean and so we could sit here and have great presentations and discussions about the system of support but if schools don't know how to access that or what that means um that's going to be a problem so can someone tell us how we are better preparing our leas to be that unit of change and support and how they they should be working with their schools thank you great thanks so much Carrick Ashley uh Deputy superintendent so um this was one of the the topics of discussion uh that we've had even from last year uh when we identified districts um for differentiated uh uh assistance uh in in identifying the schools that we just did in January that was also part of the discussion that we
213had in our February meeting with our our lead agencies so we don't as a practice um we do not by uh by normal practice communicate from the Department of educ education down to the schools our our our our point of communication is the district so um that's probably why that that communication happened that way uh uh we talk a lot about this communication that's the whole purpose of these lead agencies and the state level meetings that we have we talk a lot lot and we're very deliberate about the way that we communicate to schools and districts and county offices so we communicate separately with County offices to know which districts are in their differentiated assistance list uh we communicate with districts directly about what schools are are to be uh given assistance uh but we
214don't we don't normally communicate directly to schools I do want to make one point we have we really have um deemphasize the idea of a list and I know that there's interest in people having uh access to a list um but what my what my experience has has told us is that is that when you emphasize the list then it all becomes a part of being off the list how do I get off the list rather than how do I improve what's happening in my schools and quite quite frankly um what schools should be doing and what district should be doing and what county offices should be doing are all the same thing regardless of whether there's a list or not they should be looking at their dashboard they should be identifying services and actions
215uh they should that are addressed to to their strengths and areas of weakness and they should be addressing those this idea of a list are just eligible schools eligible districts to get some assistance in doing that but the process should be the same uh this is not about identifying the lowest 5% of schools that's only a phrase that's used in federal law 5% is not based on any evidence it's just a number a percentage that the that Congress Congress came up with and we're trying to deemphasize the idea that only 5% need to improve and 95% are off the hook everyone needs to improve everyone needs to engage in this in this process of continuous Improvement everyone has areas to improve and everyone needs to direct uh themselves to that Improvement knowing that that they're
216eligible for a list is important to the school because they'll they'll know that assistance is coming but to the general public it shouldn't make a difference as to what the school is doing what the district is doing and what stakeholders should be doing with those schools and districts which is engaging in the continuous improvement process um but but we do talk quite quite often about how we communicate with districts and we'll continue to do that to make sure that we don't have uh these areas of miscommunication thank you thank you go on Mr Ashley it's your last meeting so I'm G to let you go off real I I so fundamentally oppose what some of the last comments you made but I respect you enough because it's your last meeting to let that go however
217um I do think again we H we have this entire system of support and we need to make sure that the support reaches the schools that need it and my only concern is if we're getting a forward email that says you're identified but not one that says this is how we your Lea will support you in this Spirit of continuous support that is a problem and so I don't want us to march in place and call it progress right if we are not getting down to the local level I certainly don't think that we in Sacramento could do that but it is important for us to reinforce a message that the Lea has a responsibility to their schools and to their authorized charter schools to make sure they are aware of those resources available to
218them um so I'll leave it at that the other philosophical differences we will entertain at a later point Thank you agreed you want to make a comment remember Rucker you another comment yes okay so here's the thing from the beginning I have expressed my uh doubts about how this system of support was going to roll out particularly as Carrick explained uh we have had a significant we're supposed to have this significant shift in practice so that we are focused on this continuous Improvement so for that reason I agree that the emphasis is not supposed to be on publishing the list and on understanding whether you are or are not on the list list because your obligation your responsibility and the expectation at every level of the system is that you are continuously focused on understanding
219what your data says about what is going on at your school that said with each successive presentation that we have heard from County offices about the work that they are doing and I appreciate the fact that we have a variety of County offices coming up and talking to the board about the work that they are doing and I keep saying it at every meeting I hear a lot of conversations about what they are saying to themselves and the conversations they are having among themselves but I do not see where the support is in the system of support to the districts in other words I do not really see yet where districts are being included in this conversation and with recent changes in legislation I also don't see where the conversation has been expanded to include
220schoolside councils and the role that some schoolside councils that schools that have been identified for writing these plans or participating in this conversation should be so I'm going to repeat what I have been saying pretty consistently I am very clear that we are very very busy doing a lot of things but are we doing the right things if we continue to hear from locals that there is confusion not only about the role of stakeholders whether or not stakeholders are being talk to whether or not parents actually see their input being reflected in the lcap whether or not districts understand what their status and their responsibilities are for revising and updating and working on on their LC caps whether or not districts have even paid attention to the dashboard since it was published last December what
221have they done in the in the pre in the in the three months since the dashboard was published if it's still not clear that there's some urgent energy and activity around all of those work all of that work but what we're seeing is pockets of discussion and activity that never seems to overlap to other areas that we never actually accomplished this intersectionality that everybody is proud to talk about but is not apparent in the work that is going on we have a problem with the system of support so I do agree with Carrick it's not the list that's important it's the work that's important but I'm not clear and I've had conversations very recently with four different county office superintendant and they will break my legs if I name them but one of them was
222Nappa I you know I could take her I could take her so I will say that but one of them was Nappa and they are very clear that they understand they need to make progress but they're not willing to make like a turtle and stick their neck out because it's not clear that they actually have the authority or the autonomy to do the level of monitoring or engagement or direction to those districts that we think is supposed to be going on as part of this system of support so we do need need to while we're working on this collaboration we do need to be more particular about what they're supposed to be doing during those collaborative meetings and what those outcomes need to be because we are at an inflection point on the implementation of
223this system of support if it is not clear what not just what the activity should be going on but what the outcome should be among all these levels of collaboration and interaction if it's not clear that there should be some clear and apparent work as a result of it that's transparent to everyone we are not fully implementing this system of support thank you um we know that this the staff has worked really hard um to continue to bring us system of support updates and we know this is a process and a in a system in process so I want to thank the whole team that came forward today to present and to help us kind of look at the deeper issues of connect practice and we look forward to continuing to hear more on how
224these issues are being addressed in the future so thank you all who spent your morning with us to address this uh thank you board members for your thoughtful comments about areas we need to continue to consider and thank you for our public comments on the areas we're going to move on now to um item three on assessment good morning so let me go ahead and hold this up yeah so so I think I can still say good morning I have a few minutes left I can so uh Michelle Center Director of the assessment um division here um great to present to you uh this morning uh as I always do I have a rather lengthy information item that I provide you every time and I know you all find it engaging and read the entire
225thing so I'm not going to present on all of the topics that are within that item so I am going to go in depth into one of the areas in that which is really about reporting but I do want to do uh a couple shoutouts one thank goodness Carrick has know no longer there and he's sitting behind me so I won't actually tear up because this is a very hard week for me so I'm so glad he's back there uh and so just to honor Carrick and what a joy and honor it has been to to work for him thank you Carrick um also uh within the item we have to acknowledge um so many uh individuals and organizations that have assisted in some of the things that you saw um in the item and
226one of them is our science um specifications that were posted this week and the support that I have received as we develop the science test has just been amazing so I do want to call out some some individuals uh Helen Quinn and Jonathan Osborne from Stanford uh did assist us in reviewing those specifications uh Jim peligrino from the University of Chicago assisted Us in that review and the California Science Teachers Association also assisted both Jessica Sako as well as Jill Grace who is is the current president so thank you for that uh some of them are posted we'll continue to build out that and we have heard great things uh for the Educators that saw some early drafts of those as we did our trainings and they really thought those would be helpful um in
227terms of their classroom instruction so just wanted to take that moment to thank them before we talk about reporting so what I'm going to talk about in case you wanted to follow it all in your item is reference communicating results for the casanel pack but of course his title's a little jazzier transforming the the reporting of results for today's families and I think it really does call out uh what's important which is today's family so uh any of us that are out in the soccer field honestly that is not me but um you know watching your kids um doing gymnastics what are the parents doing uh um they're often on their phones and so uh we are meeting parents where they are and I hope uh that you can see that when we uh present
228our transition today so in addition to changing our Statewide assessments as we have been doing uh we've been busy improving how we report results to families and I've been providing you those periodic updates uh as I do as we've made changes and as we've uh modified our report over the years so that's no surprise to any of you we knew um that we needed to bring how we report to our families into the 21st century that was something that we acknowledged and wanted to improve upon and so we conducted targeted focus groups uh we were able to gather information uh from those focus groups on things that we needed to improve in terms of how we're reporting the feedback that we received on those focus groups indicated uh a desire for quicker and easier access
229uh to score reports they wanted more languages that should not be a surprise they wanted a more approachable uh way and they also specifically wanted it to be electronic um I remember one focus group uh this was one of the in-person ones and you know it's such a joy when you sit behind uh you know the glass and they don't know you're there and there was a father um in this focus group who um looked at our student score report that had a URL and he said what what do you want me to do with that you want me to type that in why can't I just click on that and so that was of course one of the Min aha moments of yeah they're not going to type that URL in they want to
230click they want it electronic and so that was uh one of the many pieces of feedback that we got from parents so um in response to that feedback we're making some changes the first and most significant change is the move to an electronic delivery of our student score reports essentially beginning this year leas will no longer receive boxes of paper reports at the end of the year uh instead they will access student score reports electronically um and they will be available you know um when students are done with all of the uh content areas for that particular report so I'm going to go ahead and show a video for you uh today it highlights the transition to electronic reporting and it features uh John Ike he is a parent and executive director of Westlake Charter
231School here in Sacramento so me go ahead um I think I hope that you find um what what John says technology is everywhere in education whether it's lab work in a classroom using the internet to do research for a class project or listening to music no matter what the subject technology plays a big role now families will receive an enhanced student score report and for the first time be able to receive the report electronically this change will offer a more Dynamic way of providing information about how students are progressing in their educational careers thanks to the help of parents teachers and School principles for providing their input so I'm a 20-year educator and I really watched the digital platform kind of change that communication piece between home and school it's really important conversation because I
232think 20 years ago you waited for the progress report or you waited for the report card um maybe there was an email that came from the teacher if there was a real problem uh or a phone call home but other than that it was kind of dark until the report came in the electronic score reports offer many benefits to parents students and school districts convenience now families will be able to easily and securely access current and historical electronic score reports from your school's student information system using a mobile device or through a computer receiving a child's test result will no longer rely on a one-time mailing that could easily get lost fast families will now have access to a child score earlier than ever the new reports will also be efficient the amount of money
233it cost school districts to ship paper student score reports will be greatly reduced or eliminated engaging and more contemporary the new reports will provide the opportunity to deliver more Dynamic and detailed information about a student's progress because they are no longer limited to one sheet of paper one of the real benefits it seems to me is that now when you uh get the school report uh it's online and that offers you know hyperlinks that are available to take you to other resources the new reports that can be delivered electronically will also encourage the use of a school district's Parent Portal as a One-Stop shop for families to access their child's information and progress talk to your school district about which parent portal they use I think with the online platform the the digital portal uh
234every format of assessment every quiz every homework assignment that's graded online and placed somewhere for the parent to see now the parent becomes a partner in that child's education the new reports are also more accessible they are available in five different languages and with more languages added in the future change takes time and there will be challenges along the way the California Department of Education along with educational testing service is working closely with all school districts to help support them with this change talk to your school administrators about how your school district plans to make these new school reports available to families and the use of parent portals this change is exciting and it's the right way for California to continue moving ahead our parents live in the digital world our students live in the
235digital world now their assessment results will kind of be in that world that they already live in I think it really will leverage parent participation in a student education so um the big takeaway is really in my mind what um what John said at the very end W which is leveraging existing systems for family engagement all year long and so I think that's what's exciting about this transition and that that really has an opportunity uh to change how our our districts and schools are communicating with their families and work that they've already uh started locally so uh laas will have the option to provide the student reports to families through their existing parent portals as you saw in the video those are the same applic that parents are using right now to access their students
236coursework uh to look at grades um and most of those applications you can access on your smartphone or your tablet as well as a computer uh the department as well as etss has already worked closely with the providers of those parent portals we've provided them resources and contact information and ability to check their system to make sure that their system and platforms are ready for this transition we also at the same time recognize that not all leas and not all parents are ready for uh Electronic Reporting so there are options for uh districts uh to continue to use paper um if that is what they need for certain parents or their entire community so in terms of accessibility I think that going electronic is a really big uh win for us we developed um these
237reports uh to make them more accessible uh what that means is we we had to modify colors so that the colors were accessible and we got to add more colors remember we had all those rules before since they were on paper we had to add more spacing we had to increase the font all of those things um that we did for accessibility also makes them more engaging looking right and and invites the parents to to look at the reports um the hyperlinks have been added so that you know that lovely father that spoke up can just click on it and not have to memorize a hyperlink um as was mentioned we get to add additional languages uh these mentioned in the video um and just want to point out that as uh funding is available
238um as we continue through the contract we will look at supporting uh additional languages and this is a huge win uh if you'll look at the column for elpac you'll see all of those are new um and um we are so proud that we are finally able to offer the languages that that particular assessment needs um but it's not just the the student report that we are making changes to in terms of our public web reporting uh we wanted to have a central place so that individuals in the general public uh as well as our parents um can get those results so we used to have two different sites one for elpac and one for Casp we will uh be transitioning to a Central Public web reporting site um so you don't have to go
239to two different places that uh will be going into effect later this year and I can go ahead and Dem that uh probably later in summer but you'll see it's set up by content area now in this little view um and I also mentioned that we have our hyperlinks on those reports so what what are those hyperlinks actually go to well one such resource is the starting smarter website starting smarter website is a replacement to the one and I'm going to blame Tony Alpert who I know is behind me somewhere for this horrible name of test scor guide. org we do remember that site not a very good name right um so starting smarter is a much better name and that's going to be that new website you can see here kind of the look
240that that website has uh so uh we partnered with smarter balance as well as HCM strategies who did quite a bit of work and um Outreach to uh develop the look of this site families will be able to walk through their student score report uh they will also be able to further support their child's learning uh the site will have a contemporary look and feel um fully accessible including availability in Spanish the entire site will be in Spanish um the content is um interactive there's dropdowns and selections and so forth so that you can have an interactive experience on the site uh through the smarter uh starting smarter site you can learn more about the content that is on the test you can find sample questions uh that are on there and those are all
241presented in a very parent friendly manner um I want to take this time another resource that you'll find on this site is called a guide to parent teacher conferences and a special thank you for the California PTA Who provided that resource for us so that we can have that up there for our for our parents and we are continuing to partner with smarter balance as well as with ETS to build this site out for uh our other tests so for our other California assessments that are in Casp as well as for elpac so we will launch this site in two phases the first is May of this year and that will include smarter balanced Ela and math uh the alternate assessments for ELA and math and the elpac assessments the second phase will be in
242October that includes our two science tests as well as our Spanish assessment so as we complete the roll out we will have information for all of our tests on this single place uh with a nice look and feel that matches the same look and feel of our student score reports and it'll look like nice cohesive system I'm not using that word member recer that was a trick for me to use that word and I'm not going to say it um as you see um our transition to electronic score reporting is just one way uh that we've been trying to make sure that the results are accessible as well as meaningful so as we finish today as I finish my presentation I want to introduce you to one other enhancement that we are um looking at
243in terms of finding ways to more effectively communicate with families and that is the use of video score reports so during the 171 18 school year ETF ETS and Spotlight education both of them are here today they conducted a pilot test of the video score uh reports um I have a short video I'm going to show you this is um what was used for that particular pilot so imagine this will probably have some changes as we think about the next pilot but I think it will give you a flavor of what they are and I did um just so you know um I actually uh Malang and uh ETS presented this presentation as well as a video score reports to our um special education um Advisory Group also hello last spring your child took the
244California assessment of student performance and progress they took it along with about 3 million other 3rd through e8th and 11th graders across the state and about 32,000 other students in Mount Diablo Valley Unified Mount Diablo's vision is that all students graduate prepared for college career and civic responsibility all students including your child Maria Casp is like a check-in point for them a chance to pause and see how they are progressing on their Journey Casp focuses on math in English language arts and literacy which we call Ela let's think of this progress as like riding a bike up a hill let's imagine this is your student Maria first they are riding up math Hill their score places them on this part of the hill in third grade they are in the middle of the standard met
245range that means they are on track for their grade of course they will be expected to learn more in fourth grade so getting to the standard exceeded range will require more effort it looks like they have a steep section in their way that's an area where they are experiencing a challenge relative to the other areas their steep section is problem solving and modeling that means that compared to the other areas in math they should work on using problem solving skills for example using math to solve everyday problems that a third grader might see this is a great topic to ask their teacher about here's a sample problem solving and modeling question for their grade if they can get past this steep section they should see their score improve for [Music] t with perseverance students can
246overcome just about any challenge we know that is true of your student Maria but sometimes they need help you can provide them with that help their teachers in their school district can support them as well at the end of this video you will see links to resources that are specific to their challenges with perseverance and support and by investing time and effort in areas that challenge them they can reach the top of the hill that may mean college or it may mean a meaningful career that is a long way off but with your support it is already in sight so um we obviously have a little work still to do on it but the interesting thing is that was Dynamic you saw Maria's name you saw Maria's score and you saw information about that school
247and that District so for a parent that's going to be a meaningful experience to them um how we actually utilize these um we're still having conversations um I don't think these take the place of the reports that we already have uh but there might be certain popul ations um of of families and parents that that need this type of display and maybe the fact that it's verble uh is also helpful for certain populations and so we're having those conversations thinking about um how they fit in thinking about um Are there specific languages that maybe this particular approach is uh a better fit than maybe a translation of the electronic report so those are all conversations as you can tell we are at the very uh beginning stages of that we'll be conducting another pilot um
248but there's definitely an interest from some districts um I think we have somewhere around seven who've volunteered for the next pilot um which they will send these in addition to uh the regular electronic uh report so that is all I had to report out on so I don't know if you want to take coms Michelle what great work you're doing and just I just want to thank you on behalf of the board for continuing to help this be really relevant we're going to listen to board members and we'll have some public comments so member Cardis would you like do you have any comments or clarifying questions um just that I'm excited to see this um I appreciate the work and I'm also happy we're saving paper yes yes me too me too member sval thank
249you so much for your work and your diligence and making sure that this data is Meaningful to people and actionable so thank you and also your ongoing uh consultation with individuals who are working with um spe students with disabilities so thank you very much M son yeah so Michelle thank you so much for the entire item it was very well put together and it's great to see the progress and I think I had mentioned to Michelle that um assessments was one of the first pieces that was rolled out in our larger uh U lcff System accountability system and so it is the more mature so we're at a point where we're Beyond refinement we're actually adding bells and whistles to it which is really awesome so it was great to see the video here and
250then I just want to hearken on our last conversation on the last item that um I am sure because I wasn't here at the very beginnings of assessment that some of the questions um that we had around the the system of support happened at that time and now when you see five six years later where we are with assessment I'm hoping that I'm hopeful that we will be in a in the same kind of place from a few years from now regarding the uh system of support as well thank you member B no I well put from my uh colleague liais on assessment I think this was an excellent item very well presented and um it is fantastic to see how far we've come and and it is really this is an example of something
251that is has reached maturity or is very close to it so we need to be be patient with everything else I'm excited by all the tools that you have brought uh forward not only your presentation but others as well um really like the smart the starting smarter project I look forward to diving into some of those videos and this last video you know I just felt like go Maria you know so I I think that it would be it's going to be great uh visually to tell parents like this is how it works so thank you member [Music] recer well first of all um thank you for bringing all this information to us and yeah I do appreciate that we're at the point in our assessment conversation that we can start looking at the bells
252and whistles Dr kirst had actually asked me to sit and meet with Spotlight when they started the pilot project so I got to see the original video and give some input along with some other stakeholders about what we saw uh in the video itself and what it suggested um and so it's exciting to see the video project itself moving along and moving to this point um my questions with them at the time were far more technical like how much information do you receive how long do you retain the students data and you know all of those types since it really does require a lot of information that's very specific and very particular about students that would go to a vendor outside of the district they have very clearly thought this out and what you see
253in that video uh requires a lot of human capital and a lot of collaboration among several reporting entities to make something so elegant and so simple uh work with a lot with a great level of sophistication so I want to give my kudos to you on that but as it relates to the work that's been done on the assessment system you know the metaphor that board member Burr used was about pushing a boulder up the hill I you know again the problem with being an English major is I know that story copits of Cor kept pushing that Boulder to the top of the hill and when he got to the top it went back down the bottom of the hill again so we don't want to keep pushing a boulder up the hill and keep
254failing and doing it for eternity so I am kind of hopeful that we will move uh with the system of support along the uh metrics along the trajectory that we have seen with assessment but the difference is with the assessment contractors when we you may I don't think you were on the board the time when we wrote the assessment contract with ETS we took parts of other systems and other contracts and put that into the ETS contract I I still remember the the look on the vendor's face when we did that during the board meeting but he may not have thought it was a good idea at the time but it has really worked out well so if I think that we have you know done a lot of out outside of the box thinking
255on implementing the assessment system and but U as a it comes to the system of support we are really putting our faith in trust and in the efficacy of those who are charged with responsibility to lead in the way that we've been able to lead on the assessment process itself so I I remain hopeful but I will you know I will wait and see thank you um we're going to go to public comments now we have two speakers Martha Diaz and Jessica Sako please come to the podium good excuse me good afternoon Martha zero Adas representing the California Association for bilingual education and Californians together we are very excited and pleased to see the creation of the electronic elpac and video student score reports as well as the parent portal we thank the department for
256creating these reports and translating them into other languages which we believe will be very helpful and useful to parents who don't speak English in better understanding and using these student reports we have one suggestion however and that is to consider putting these translated materials on cde's website so that other districts and parents can Avail Avail themselves of these student score reports thank you good afternoon Jessica s representing the California Science Teachers Association I'd like to thank the uh assessment division for um the uh opportunity to participate and for the shout out uh in the item uh it's clear that they have spent a great deal of time and and taken a lot of care with the development of the item specifications reached out to all the right folks um and found it to be a
257useful resource um I did want to clarify that the item specifications should actually not be used to inform classroom instruction um they are actually um rather uh better used as a tool um to better understand the cast The the California science test as well as when used in combination with the 2016 California Science framework um as a resource that could be used to uh inform the development of assessment items such as interim Benchmark or other Summit of Assessments that may be designed at the local level um I'd also like to T take this opportunity to really encourage the department um to um provide a professional development resource around how to properly use item specific ations perhaps a webinar um and we invite them to present a workshop at our conference if they are so inclined
258thank you thank you good afternoon leangela Reed on behalf of the small school districts Association um we are so excited about the parent reports and the interactivity um out of our 519 um small districts under 2500 roughly 270 have superintendent principles they don't have the capacity to have the trainings and the meetings that we would like to have having these kinds of tools is just fantastic and I think it will serve them well um both uh the department and um the stakeholder group conversation has been phenomenal about feedback and things like that and so I think it's just a really exciting time so thank you good afternoon Martha Alber with AA the association of California school administrators uh so we really want to acknowledge Michelle CER and her colleagues at CDE for all of the
259work U regarding um making these tools accessible to the communities both for um parents for the principles or the ones working with students to improve um outcomes uh we at AXA are part of a CDE monthly stakeholder meeting around assessments so we have really appreciated the work that has happens in between um stateboard meetings to provide updates to the field um and be able to know what's coming um our principles are really encouraged by this new reporting um system that we will have and accessibility to the information uh we look forward to to being a partner with this work and I heard earlier comments about how do we ensure that what happens here at the state level also impacts what's happening at the local level so to the extent we can collaborate with CDE and
260other um stateboard members uh to get the information out to the field we welcome the opportunity to provide a newsletter or any kind of content to get out this updates to the field thank you for all the work thank you so um I I want to thank again thank the team for the continued work and we'll continue to look forward to the continued update um the board is going to recess for a actual 45 minute lunch so we will a rare opportunity at a state board meeting I'm actually going to take a lunch break and we'll be back at 10:05 and we will start again with item four thank you so I'm going to reopen the meeting um after our lunch recess and and turn the meeting over to Tings for item four all right
261so we're going to start with item four approval of the Career Technical education incentive Grant including allocation formula specific funding amounts and the number of Grant Awards here to present on behalf of uh CDE is Michelle McIntosh and Tom Adams is there is that working okay I'm Tom Adams Deputy superintendent for the teaching and learning support Branch um as well as foot soldier of continuous Improvement um you guys haven't finished your lunch have you um okay um uh before we go on this presentation since um I won't be up here later I just I want to thank my colleague Carrick Ashley for his service to the department and as um someone uh whose work uh we all valued and treasured and we will certainly miss you and I promise not to cry unless my board
262item is in Jeopardy so but um in all seriousness um today we're going to be talking about um I think there we go um about the Career Technical education uh Grant um just some historical data uh at up to this point 900 million um in fund have been distributed between the years uh 2015 and 2018 uh with 400 million being distributed in 1516 300 million in 1617 and in 1718 200 million we were uh grateful that um the legislature decided to uh continue this program with uh 300 million for Career Technical education 150 million going to community colleges and the Chancellor's office for their K12 strong Workforce program and then the department continuing that 150 million for the Career Technical education grant um just some things to keep in mind in terms of this process
263um the department and its administration of it was very concerned about being timely to the field um we did uh begin the uh RFA process in December uh December 19th 2018 and uh closed it January 25th 2019 um some of the things to keep in mind is we all know about the importance of keeping good programs and Personnel in place and that's one of the reasons why our Target then was to actually bring it to you uh at the March meeting before March 15 and so that's why in part why we are here today um I'm happy to report that we are recommending 337 awardees and and you would find them in 54 counties in the state so given the uh limited amount of funds it is a reduction from the previous amount I think
264we did get some nice distribution and we will see um uh some good uh programs to keep going as well as some new ones and so this uh slide here is really just the statute and outlines the process here and what I call my existential slide for my board presentation and that we need your approval today on these things um and we look forward uh to uh presenting more details about this and here to do this is Michelle Macintosh okay thank you Tom okay so first of all uh through legislation there was 150 million totally allocated to this program um it's important to understand that there were three categories including the small medium and large categories as provided per statute the small category speaks to leas or consortia with under 1408 and that was equal
265to 4% or $6 million of the total $150 million Grant uh the medium category spoke to leas and consorti that are 141 between 54 9 Ada um and that was equal to 6% or $12 million of the total $150 million Grant and the large category is 550 or more Ada which was equal to 88% or $132 million of the total $150 million Grant oops okay so the allocation formula so the allocation formula we used um based on prior c um allocation and then also um in consultation with the Department of Finance what we did is we took 70% of each category that became your base grant funding and 30% became your positive consideration funding and there were eight areas or eight criteria for the positive consideration so what we did um for the base grants
266so for each categories of the small medium and large we took the total amount in that category timesed it by 70% that gave us a dollar amount we divided that by the total Ada uh in the uh category itself um from the proposed applicants and that gave us a per pupil dollar that per pupil dollar amount was then multiplied by each Lea's Ada and that provided their base Grant okay then the 30% positive consideration um that works similarly what we did is we had a total of eight criteria so each one of those eight criteria represented a percentage because in law there were three um criteria that actually were supposed to be weighted more heavily than the other five what we did is we weighted those as 5% and those the other five criteria were
267rated at 3% so what we did is we took that total toal amount in the category for positive consideration um each of the eight categories we multiplied that by either the 5% or the 3% from the total Grant um amount in that category that gave us a dollar amount then we took the the we took that dollar amount divided it by the total criteria so however many schools Ada were in that um criteria area and that gave us a per pupil amount that per pupil amount was then multip multiplied by the Lea number or the Ada depending on what was in that criteria and that put that gave us the Lea positive consideration amount so that was the dollar amount and that's how that was figured so then we took the base grant for each
268Lea we added that to all eight positive CR positive consideration criterias that they had and that gave us the total Lea allocation once we went through and we actually ran these allocations um we did notice that we still had about 17 million of the $150 million um still left on the table we didn't want to leave that money on the table so in consultation with the Department of Finance we spoke to them and said would you allow us to go back and reallocate additional funds so that way we could make the small category and medium category whole to either their full allocated amount what they would be allocated or their match amount and they said that they agreed with that so we did that then the next thing we did is we took the largest
269category we're going to call that's the big category and we broke that up into three we did large category a large category B and large category C and by doing that and refund and reallocating dollars there we were actually able to allocate more funding out to the schools and to the leas and that actually left us um with an amount of just over $800,000 left on the table and we're recommending that we take the those $800 some on, and reallocate those on a per pupil basis to the last funding group it's 137 leas in category C um to give them all a little tiny extra bump so what you see here um once we did this of course we went ahead and we posted the allocations we were excited to get the allocations posted and
270then we found out okay we have four um four eleas that were not in the correct category so because of that what we wanted to do it or what we did is we went through and we actually pulled it was in Cate large category B large category C we had three in large category C that belonged in category B one in category B that belonged in category C we ran those total allocations again and what that did is that actually changed the amounts in large category C and large category B okay so by doing that what it did is it actually gave everybody a little bit more funding um the majority I think there were a few um of the laas that will receive a slight bit less money like $5 or so but the
271majority of the leas went up in funding so purposes for which Grant funds may be used um so the C funds are used to encourage and maintain the delivery of high quality Career Technical education programs um this may include but not limited to is not limited to the items listed on pages three and four along with the non-allowable expenditures um allowable and non-allowable expenditures on pages four and five of the board item so the number of Grants were recommending is to provide 337 grants um 199 grantees were able to be allocated to either their full allocation amount or their match limit amount the application process again we know this was a tight timeline um our goal again was to ensure that we had some allocation numbers for our leas prior to the March 15th noticing
272happening um so yes the application was released December 19th it was due January 25th it was a two-part application part one of the application was um for leas it was just their basic information that they entered into our program grants management system so they went in filled out said how much um Ada they had and so forth um and then part two was the self- evaluation piece so the self- evaluation was a rubric that was based on the criteria as legislated it was worth 90 points um there was a six-page narrative that was that was worth two points was basically you've done your self- evaluation now tell us what you're going to do with the the funds and how you're going to spend your dollars there was a one-year budget for two points and a
273three-year budget for six points um for a total of 100 points for the total application and we did wait the self- evaluation more heavily um because we wanted this to be an opportunity for leas to really look at their programs and see what they could do in the spirit of continuous Improvement and building those highquality CTE programs and so finally um for the fiscal year 201819 CT Grant statistics I'd like to share that we are recommending 337 recommended grantees um there were 44 new Grant applicants compared to 17 only 17 Grant applicants this time around um and 34 are recommended for funding and then the leas represent 54 counties throughout the state so the 337 recommended grantees represent those 54 counties to give you an idea of of distribution what questions might you have I
274think we'll take public comment first we usually do just technical clarification first and then we take public comment so um anyone want to none I I just wanted to um step back a little bit and just um just I know that this item CT grants have come up before us before I think what makes this a little bit different is that this is now part of the ongo funding of um 50 million um but it is also to in while it is less than what has happened what we've received in the past it is meant to work in conjunction with the strong Workforce program for uh k12 and so the idea is that we have funding that um allocated from department and then funding that's allocated from community colleges and that they should be we
275talk about coherence um they should be also working together um and the just to put a plugin for our uh California Workforce Pathways joint advisory committee has been working with both community colleges and CDE in ensuring that there is as we grow in this program to have alignment so um we're hoping to see that you know we'll have um resources from both grants that are supporting high quality CDE programs okay so no questions from anyone around here all right then we will go to public comment we have one public commenter will Louis stus please come up to the podium good afternoon Lise stus from Sacramento County Office of Education um thank you all um for hearing this item today and I just want to give a a big huge thank you to um shell MacIntosh
276and her team because of the short timeline they did a tremendous amount of work to be able to get this on the agenda today before we go to layoff so um I know our districts really appreciate that and I wanted to make sure that they got that shout out and um we of course recommend that you pass this item today thank you okay no other public comments okay very good so we uh I will entertain a motion or can I make a motion if I'm okay so um this is an action item and uh the motion would be to um approve the allocation formula specific funding amounts the number of Grant Awards that's in attachment um to then purposes of which the grant funds may be used in allowable and non-allowable expenditure so I will
277um make a motion that we approve okay second by uh member police ortia lone all in favor I okay any opposed motion carries thank you good thank you so now we're um on to item five um and this is the approval of the California computer science strategic implementation plan and I believe Barbara merchon will be our presenter welcome Barbara never done this before but Patricia just it's pretty fun it's a good thing I didn't learn about this earlier no all right good morning feels like morning to me I'm still perky good good afternoon board members and Deputy superintendent Ashley wow I'm gonna say that much longer I'm Barbara merchison director of the educator excellence and Equity division here at the Department of Education this afternoon I will present to you the California computer science strategic
278implementation plan or CIP this is an action item the CDE recommends that the board approve the CIP today so California Education Code requires the state superintendent of Public Instruction to develop and the State Board of Education to consider adopting a computer science strategic implementation plan on or before July 15 2019 code also requires the superintendent to convene a su a computer science strategic implementation plan advisory panel to develop recommendations to inform the plan the statute which is relatively detailed calls for a two-part process first the development of recommendations by an appointed panel and then the development of a plan based upon those recommendations so to review the statute required the CIP which is the panel to develop a set of recommendations for a computer science strategic implementation plan that addresses at minimum the following topics
279broadening the pool of teach teers to teach computer science defining Computer Science Education principles that meet the needs of pupils in kindergarten through grades and grades 1 to 12 inclusive and ensuring that all pupils have access to Quality computer science courses the 23 panel members were appointed by the governor the board president the senate committee on rules the speaker of the assembly and the superintendent and were selected based on their expertise in computer science education once the panel was appointed the CDE convened three two-day public meetings of the panel in Sacramento in March April and June to inform the work of the panel the CDE invited experts to provide presentations on various topics including sessions on the draft well they were then draft computer science standards and the status of credentialing requirements for computer science
280Educators these were all public meetings and the CDE and CIP provided opportunities on each meeting day for public comment you'll recall that the CDE presented the panel's final recommendations to you as an information item in September 2018 also in September 2018 the CDE presented to the instructional quality commission or iqc a draft plan based on the recommendations of the panel so right after we left here a couple weeks later we went to the instructional quality commission with a draft plan based on those recommendations at that time the iqc recommended that the plan be put out for a 30-day public review and comment period which took place in October and November of last year the plan was posted from October 1st through November 9th and much of the comment requested that we received requested that we
281update data and statistics in the plan to be more current so we had a lot of experts weighing in and to be very um clear around our definition around computer science folks wanted to be very clear on what that was so staff analyzed the public comments and made recommendations to the iqc regarding appropriate revisions to the plan at its meeting just this past January at that time the iqc unanimously approved all of the cde's proposed revisions and all of those revisions have been made in the plan before you today so the plan is organized into the sections listed on this slide in the interest of time I will provide you with only a a brief overview of these sections today the plan includes the vision mission and principles is put forth by the panel I'm
282not going to review each of the nine principles you have them in the document itself but I think it's important to State the vision the vision is to ensure that all students develop foundational Knowledge and Skills in computer science to prepare them for college careers and Civic engagement and the mission is that all schools offer rigorous and relevant Computer Science Education equitably and sustainably throughout grades K through 12 and that all teachers are adequately prepared to teach rigorous and relevant computer science aligned with California's K12 computer science standards the expanding computer science course offering section of the plan contains a number of recommendations for local educational agencies to expand course offerings the plan recommends more robust offerings in kindergarten through grade eight so that students students are prepared for additional cours workk when they get
283to high school California's computer science standards are designed to promote integration of computer science throughout the curriculum so Lea should start by reviewing these new standards and identifying opportunities to infuse existing curriculum with computer science this section also provides information regarding expansion of course offerings in high schools including offering a through G approved course sequences in all high schools within the next five years the plan also suggests that leas consider leveraging their lcff funds to support implementation of Computer Science Education the improving access to Computer Science Education for all student section of the plan supports improving access to computer science for all students and contains activities for both leas and the state to consider the plan recommends that Partnerships with Community organizations be strengthened to create opportunities for expanded learning learning and scholarship internship and
284mentorship and that school and that tools be created for teachers and school counselors to help guide underrepresented students into various computer science Pathways the educator support section of the plan provides information regarding how to support computer science professional development for teachers counselors and administrators activities include working with institutions of higher education to recruit potential computer science educators and creating local communities of practice for computer science so that teachers working to implement computer science can all learn from one another consistent with our local control based education system most of the activities detailed in the previous three sections are intended to occur on local and Regional levels however there are some activities in the plan which are best completed at the state level so we have economies of scale these are captured in the systemic Improvement section
285of the plan for example the plan states that the state will provide guidance regarding instructional materials for computer science courses and will Design Systems to help leas evaluate how well local implementation is proceeding this section of the document also includes the state identifying successful early implementers so we can share those best practices from everyone to learn from so finally I want to bring your attention to appendix a recall that in September when presented the panel's recommendations to the board um several members expressed some concern regarding the costs associated with the panel's recommendations so to ensure that the board does not get Crossways with the budget process and in consultation with board staff we moved the panel recommendations that would require significant fiscal support into appendix a this way the expert advice of the panel remains
286as a resource to legisl legislators and philanthropists who seek to invest in supporting Computer Science Education but it is clear that in approving this plan the board is not requiring these Investments it's very exciting to note that some of the recommendations in appendix a are already making their way through the legislative process for example assembly Bill 20 calls for a computer science coordinator at CDE to support implementation of the CIP assembly Bill 52 calls for the plan to be updated periodically assembly bill 182 and assembly Bill 1410 both call for updates to teacher credentialing to allow more teachers to teach computer science and um Senate Bill 675 proposes that the board administer a grant program promoting the teaching of computer science courses so it's gratifying to see that the recommendations are already being picked up
287by the appropriate folks to to advance computer science education in California so additional information regarding the computer science plan development process including meeting agendas schedule of significant events is available on the CDE computer science strategic implementation plan web page and the link is provided on this slide so we did revise the motion since we've posted we've noticed a couple of little things that we think you continuous Improvement writing process you can always make it a little better before it's completely official um that we would like to make um before making the plan official moving it over to the legislature as required by Statute we notice that um the the pagination and the table of content somehow this 508 process is very challenging from one place to another the pages are fine the next time you
288see it everything's off by a page like right so we want to make sure we fix that we notice that we use the word indicator um in a couple of spots and we know indicator means something very specific here in California and we do not want there to be confusion about the word indicator we'd like to swap in the word metric instead we think that's more precise and will make it more clear what it is the plan is asking for folks to do so a couple of minor technical edits like that we want to make sure it's clean before we send it over to the legislature so here's the revised motion the CDE recommends that the board approve the California computer science strategic implementation plan pending board executive director approval of any Tech technical edits
289as you've seen in the letters that you've received around this item um both California and National stakeholders are very supportive of the plan if the board approves the plan today the superintendent will make all necessary revisions and present the plan to the legislature honor before July 15th per statute I want to take just a moment to thank you know takes a village to make a plan I want to take a moment to thank all of the people who played a part in developing this plan the members of the computer science strategic implementation plan panel the iqc the educator excellence and Equity division team our wested writing team board staff and a special shout out to former board member Trish Williams who supported this effort every step of the way and I think she's probably watching
290now from some place here she's in Sacramento so one of our writers Ivon cow is with us today and she and I are happy to take any questions you may have at this time but Barbara thank you so much for bringing this forward I know we have a a deadline to meet legislative requirement and I know you've worked really really hard um thoroughly with a lot of people to get it to where it is today so with that I'm going to turn over to board comments and so I ask each board member if you've got one comment or clarification we'll start on this side um member recer will start with you you don't a member ortis Leone that's that's great I do and and I want to start by saying that my heart is all
291in for this um I work with latino youth across the country and we're just getting ready to launch our first uh coding program and we're very excited um I remember reading how this is meant to narrow disparities um there was a lot of of figures shown how uh low-income students students of color tend to be excluded from this type of of programs and courses so I appreciate the intent um I do have questions about some of the recommendations however so when I scroll all the way down to the summary of the institutional or systemic improvements that will be needed there are some that I don't quite know these are outside of appendix a how they would be cost neutral so I'll give you an example the um online uh curriculum and instruction uh steering committee
292so it it talks about creating materials in instructional materials and developing an online platform so I'm not sure how that would be cause neutral I also feel that we're pushing some things down and expect the county offices and the leas to take on and I'm wondering how they they were part of the conversation did they say yes this is something we could totally do without additional resources and support um I'm looking at the idea of including CS education in the lcap and it's left to the leas and the county office so the template's up to us right if if it's not explicit in the template who knows it will happen at the local level but I also know that we've really hesitated to put placeholders on our template um so there I I'm more concerned
293about the actual implementation and what it means for us to approve this plan what are we saying that we are committing ourselves to doing as at the state level and what are we committing the logo on the county thank you thank you for that question so the curricul instr construction steering committee of cessa has had um I think they had a different name it's digital learning or something they already have a subcommittee that's that's somewhat dedicated to computer science we had a member of the cisk on our panel helping develop those recommendations so barely before we got the plan written they had already converted that subcommittee into this online committee where they're really looking to support Computer Science Education as all the subcommittees have their areas of expertise and we have a liaison at the
294CDE already supporting that work so again I don't think these are no cost but they costs that we can can can take on the provide evaluation criteria we're saying we're not um recommending the type of evaluation criteria that one would find in a framework that obviously is a a large investment of funds and time and resources to pull together a cfcc and come up with valuation criteria but we do believe what what the panel asked for is could the state help us to understand what features to look for in a highquality um curriculum that would support Computer Science Education rather than have each one of us figure that out for ourselves we're not proposing an adoption but I think we're suggesting that the state could pull together a group of smart and invested stakeholders talk
295that through and say here are some things you should think about when you're evaluating um curriculum for adoption um in terms of the lcff we're not requiring anyone to put computer science into their lcaps because we're this is none you know as with most things these are not requirements for leas this is just guidance we've heard from folks particularly folks on our panel that once you've got like some good Buy in at the local level this becomes a natural thing to do to include computer science and how do we resource computer science Ed education through our lcap so one of the things we're proposing to do is to identify and Elevate some of those practices for folks who are interested in learning how to do this how they might think about infusing Computer Science Education
296into their lcaps um here are some examples of other districts and leas who have done this successfully you might be able to learn from them something to think about because I think it's important and I know member Burr mentioned this in September we are not looking for another categorical program and I think folks are starting to really understand if something's important to us that the LC cap is the place where we make sure that that happens that's how we resource our priorities so it wasn't that anyone's required to put anything in their l cap it's just that's probably the best way of sustaining something in the long term is to really consider how do we weave this through our plan remember bur the bar Barra I'm going to push on that a little bit because
297and I I wasn't quite sure what page feliza was on but I'm looking at page 16 of 37 and this happens to be the summary of recommended strategies for K12 computer science course offerings and there in my view if I'm looking at this and I'm at an Lea I go oh you want me to develop Pathways to expose K8 students meaning in increase my instructional offerings you want if I have a high school me to develop course sequences to ensure computer science proficiency to offer additional approved computer science courses lots of things in there that are really expensive and in my old days working for the legislative analyst I would call all of these mandates meaning that if the state says we're going to do it then I'm going to be up here with the
298bill saying you told me I had to do this now you got to pay me and I'll just say for me while I think Compu computer science it it's so much a part of our lives and I get all of the the push toward it but there are a lot of other topics that I might as an Lea say I would really like to ramp up my Visual and Performing Arts I think that's the critical thing for my kid for my students and so I just worry about calling out a particular disciplinary and say and we want to build build our instructional program around it and that's the way this reads to me so I I just worry an awful lot about the signal that we send by adopting a plan like this that I
299I could you know start calculating it out but would be billions of dollars to truly implement the way that we're talking about it and candidly what's called out in appendix a is kind of around the edges for me you know develop a test for new teachers develop a new credential that that that's actually not that expensive but to do this where you're hiring teachers to do to implement a sustained program of multiple new courses that is out very expensive and again I don't know that it's my number one priority as a member of the board so I I guess I'm just I'm not comfortable adopting it the way it's written um if there's some way to um soften the language about this really is advisory um it's not that we're calling it out and then
300people are going to run across the street and and get people to introduce legislation to do it um because that's just the way I feel it's written to be a mandate Merson well my comments were just a little I it's great framework and it provides really strong guidance and it has also been my worry um along the lines of what um board member Burr is saying too reading it if I know I've been assured here that this is not a mandate it does you do feel the pressure as an operator like oh do I need to start doing this now and and what is that going to mean and yes the credentialing thing also heightens a little bit um as well so it's about stretching resources again great um framework and really applaud the work
301that's gone into this it provides great guidance and if I were to start um a computer um program I would I would definitely go to this it provides great um guidance on that so you know I would Echo um some of the concerns have been brought up and if there is a way to soften the language it would be helpful member sonal member Cardis um I want to say thank you for this work I really appreciate it especially the portion about students of color and women because women of color young um girls of color they don't have access as much like this year um from my high school is the first time I got access to AP Computer Science and that's a problem and so I really appreciate this because some of my friends just
302one year and she didn't even finish a year but she wants to major in it and so this is really going to engage a lot of girls of color and really change The Narrative of like you know these big companies like Google and those demographics are going to change so I really appreciate this and really pointing it out because it's very alarming but not surprising you know me going to my school is that um the highest percentage of under represented underrepresented students of color were half as likely to get any offer for a computer science course and so I really appreciate pointing that out and so I'm just looking forward to see how that is implemented in communities of color specifically and I hope that in a few years my sister could be like oh
303I already took a computer science class you know I really hope that okay member recer well I had originally planned not to speak on this item because I thought I was going to be the only one with a sour concern about the standards but now that I'm not let me add my two cents worth um my concern about the standards are similar to what board member Burr raised not just about the cost but about what the implementation of these standards or the adoption of these standards by this action today will mean uh last week I think it was last week um I attended the state of black California Forum that was sponsored by the California black legislative caucus and um one of the panels talked about this very issue and while we see a an
304increase overall in the number of African-American students who are getting the training and coding and other types of certification or degrees in computer science they are still not showing up in the workforce because employers are still not hiring them for a lot of reasons but beyond that there still exists inequities in the types of access that students particularly girls of color need to have I think that there's a disconnect between the recommendations that are shown in these recommendations and in this uh framework that is not really connected to the reasons why the access for students of color and and schools across the state is inequitable uh improving teacher certification is not going to improve uh access for students of color increasing and while I'm grateful to code.org for the work that they have done to
305bring attention to coding and the career development opportunities that coding creates my concern about adopting a computer science model that once again segregates computer science to a course instead of integration into all areas of a student's day in ways that are meaningful Beyond just coding um C creates a concern for me as well so I I agree with member Burr we need to take a look at the recommendations to make sure that they are truly connected to the intent for the reasons why we're we are being charged to adopt these standards and uh so I'm I'm actually relieved to hear that there are some concerns from other members on this panel today about what these recommendations actually say this is actually the first real opportunity that we as a board have had to talk about
306these recommendations and I have to tell you quite frankly I have some very serious concerns so um we're going to go to public comments and we'll come back for continued board discussion um so thank you stay close we'll see if we have any public comments first thank you okay the following individuals please come to the podium Alexis harrian Julie flappen good afternoon my name is Alexis menal herrian I'm with code.org code.org is a national nonprofit dedicated to expanding access of computer science and schools and increasing participation by women and underrepresented minorities we thank you for your leadership on computer science tion including last year's adoption of the K12 CS standards computer science opens more doors for students than any other discipline the average salary for a Computing occupation in California is $112,000 and the state
307currently has 75,000 open Computing jobs Computing occupations are the fastest growing and among the highest paying and yet only 32% of California high schools have access to computer science when we dive deeper into that 32% and you break it down by rural versus Urban free and reduced lunch and underrepresented minority populations it becomes clear that California is a state of haves and hav haves for computer science strategies within the plan are focused on closing these gaps and expanding access to CS for all students and in particular traditionally underrepresented students we strongly recommend you vote in favor for the adoption of the plan thank you for your consideration good afternoon esteemed members of the board my name is Julie flappen and I lead the Cs forca Coalition part of a which is a multi-stakeholder group advocating
308for Equity access and inclusion in computer science education in California with particular attention to the needs of low-income students and students of color as a Public School parent in La unified and also as an education Advocate I was appointed by Governor Brown to serve the Strategic plan panel we urge your approval of this plan because it will ensure California prioritizes these three goals one Equitable opportunities for teaching and learning rigorous and culturally responsive Computer Science Education that is integrated in other subjects and is also a standalone course at the high school level number two to ensure that computer science education is scaleable across the state and not just in certain zip codes which is what we know is happening now and number three make sure that computer science education is sustainable in the long term
309that we're providing a foundation that looks at the time um we we don't want computer science to be another flavor of the day but really have a systemic approach to building the foundation to provide Equitable access thank you thank you thanks so much so we're going to um come back to the board for any more clarifying comments um that we have um is there anybody other comments the board members would like to share so um I'm I'm wondering are actually believing that Barbara it might be the best to take the input from the comments from the board and from what you've heard and work with CDE and state board staff and do an updated edit and bring us bring it back to us in May um I know we have a a July deadline but
310that way would give time to hear what the board had to say today and try to edit to reflect those concerns that sounds great is that right y okay thank you thank you very much do that K did you want to make it another comment okay well if if you're going to do that these are the things that I would really ask the board to think about and consider and directing the staff on this activity there as Sue said um when you as I I agree with her comments that many of the recommendations are read as mandates there needs to be clarifying language added to this document that makes it clear that this is advisory and voluntary and that districts have options for how they choose to use use or work with these standards and
311to work with this document and implementing this plan I think it's also important to to understand the role of stakeholders in having these conversations the second piece and in the in the recommendations that are in appendix a uh having the conversation about the certification and those things the minute you start talking about teacher certification it starts to limit or even eliminate expertise and opport Unity for the types of Educators who can do this teaching and who cannot so we have to be clear uh in the recommendations on why the certification is necessary and at what level or what for what purpose the certification should be there I think that while I heard clearly from the speakers both from code.org and thank you for being here she's not code.org from I was speaking computer science for
312all from code.org as well as the other speaker concerning the computer science CF for what CS for all CS for all um I while I understand that you believe that the that the plan um is going to improve and increase access for all students the data I have in front of me says that's not the case and so we have to be careful in writing this plan that we are not over promising what the specific deliverables in this plan and implementing it actually are because as I said from the panels that were presented at the state of black California Forum the statements that both of those speakers made as it relates to the African-American Community are not true in reality today that may be at some point down the road but this plan ises not
313in the mega terms that are written into this plan right now those are clearly not the deliverables and I have a concern about that and then finally there are some terms of Art in the plan that are inconsistent with with other terms we are using for example Equity is discussed in this plan on the joint Workforce Pathways uh committee that we work on we have published a document with our general principles we have a different definition of what Equity is I think any document that's coming from this body that's being approved by this body needs to have some uniformity in some of the terms of art that are being used particularly the the conversation e explanation about equity so I'm sorry to sit here today to give you this information today but this is really
314and truly the first opportunity that we as a board have had to give you some input about our concerns so I have very very serious concerns about what's written in the document and some of the overstatements or over promises that are actually written into the document so I hope that I hope I've given you enough information to be helpful in that regard member card Dennis um really thinking about since you guys will be going back and taking that time to also talk to students that you guys want to engage to be um and ask them what does it look like to implement computer science in your District in your school especially young girls of color you know black students you know we want to make sure that they're heard because it's true like we can't
315really see the full story by only seeing data and so if we ask students how it looks like we could eliminate those things and I feel that a big part you need to add there is just when people are talking about curriculum and all those different factors there needs to be a part about what does it mean to be computer science that it is not white straight males that can be a computer science right and so and that's the reality so it's like the narrative needs to change all in all and so really implementing that into this because I feel that if we don't change that narrative then it's true when people go to their Workforce they're not going to hire them because of the racial bias you know and so really acknowledging that to
316actually you know it's one thing to get the education but to actually have that as a career is a whole different story thank thank you um member bur um so Barbara just along the lines of member Ruckers recommendations as you go back and look at what the recommendation is relative to the LC cap um I would just want you to flip it around and say what what what's the current statute for elcap because we already have eight priorities a bunch of sub things underneath it and I don't want this to be a backd door for trying to add things onto the elcap because then whatever other project someone might have that's the way they would try to do it and you know one of the things that the elcab does require is a broad course
317of study which is defined in statute does not include computer science to the best of my recollection so again I sort of see this as a backd door W so I want to make sure that we're we're aware of that as other things come up and that we're not creating a back door to add additional priorities under the elow so thank you for taking good notes Barbara um on the feedback from the board and so we understand that you'll go back and work with CD and state board staff to try to address the comments um member Ortiz lone you want to add one um yeah just to follow up with what boorn member Burr said when I saw that I was like oh well what if I wanted to include ethnic studies there be no
318seriously because I think that's from my perspective that's also something that would broaden and bring equity and what have you but I I do want to say this because I know that there may be a sense of disappointment um that this was and voted on today and for me um it it really is the language just finessing it because it does read like we're expecting leas and county offices to do ab and c and um I think it's it's a heavy lift working on a small scale coding project I could tell you that there's a lot to consider however that does not negate the need for something like this and I do think that the arguments made are very compelling I understand that in the workforce there may be other biases that are con considered
319but one of the things that that coding is not just the actual engaging of Technology there's ways that you it also is critical thinking we use it with Service Learning we use it to identify genuine needs in the Latino Community right and we're equipping our students to use um the the thinking and did I bring my own oh is that your phone ringer interesting um so I I want to say that there is a need for this I support the need for this and I understand why there is a call for for this uh to bring coding to our schools I do believe that it is one way to narrow achievement gaps and disparities right so I don't want the I I see the disappointment and I'm sorry that we do need to consider this
320I me see what happens when you give people technology though um so I look forward to to having this come back and Trish I know you're listening we're sorry we couldn't make this happen today but more importantly this is something that we really need to consider because at the end of the day we're doing it for our students well let me just say Barbara we know this is a long and um process take a while and we know that we're better for the process it just sometimes takes a little longer than some of us anticipate with all the public and board input but I we really believe that it will make the document a better document for us to move forward with so I think you've gotten a lot of specific feedback we know staff
321um and both in the department and state board staff are willing to continue to work with you on it and we'll look forward to seeing a revised update um for our March for our May meeting so thank you and your team very very much and for all the work we're committed to this and getting it right so I just I want to let you know that when we first convened the panel and was like we're going to have a plan and it's going to I'm like you know this isn't my first plan and it is not likely uh it would be amazing that the board will approve the plan the first time it is brought to them that has not been my experience that the board will approve the plan on the very first time
322they see it so although I think there are some folks who are like yay we are prepared that's why I'm here today instead of in July or instead of in May so we can begin the conversation so don't don't worry about hurting our feelings this was exactly what I needed and I appreciate it so thank you thank you Bara okay well thank you board members um for that we are going to move on to item six which is a public hearing um this item is a public hearing for college preparatory Middle School in lame Mesa Spring Valley and is to consider a material revision of the charter to change the admission preferences so um we're gonna have Lisa castano is going to present for us and then we will have our public hearing hi Lisa
323welcome hi good afternoon I'm not used to being here today it's an early day for me your warm up for tomorrow I'll be back tomorrow yes I yeah I do oh that's probably why it's not working there we go okay great good afternoon again everyone um I am here to present item number six for college preparatory Middle School La Mesa Spring Valley and it is a request for a material revision call college preparatory Middle School La Mesa Spring Valley was approved by the board back in March they were approved to serve grades 5 through eight for a 5-year term from July 1 of 2018 through June 30th of 2023 they are currently in their first year of operation serving 240 students they are in a least facility and are in the process of building a
324private facility that is planning to open here in April and they it is States tentative on the presentation because with all the rain they said they're still kind of anticipating whether that'll actually be a go date for them or not and they'll be here to speak to that too as well so for material revisions during the term of a charter the school May request an amendment of its current approved Charter may only be with the approval of the authority the granted the charter so in this case the state board and material revisions are governed by the standards and criteria in Ed code section 47605 and just as a refresher that's the area that does talk about the establishment of a charter school so we as staff will look at the educational program again we take
325a look at whether we feel that they are uh able to implement the program we'll look at the signatures the assumpt the assurances the charter elements in essence we do a full review again and we took take a look at the petition all over again December 3rd of 2018 we received a request for material revision to amend element 8 the admission preferences the mission requirements for college prep the admission preferences would need to be revised in order for the school to maintain eligibility for the charge of school facility grant program most popularly known still as s SP 740 this grant means approximately about $136,000 for the school if the material revision is not accepted or not approved by the board today the school will continue to operate because it is within its Charter term just
326without access to these Grant funds the CDE recommendation is the is that is that the State Board hold a public hearing to approve the request from college Pratt for a material revision under the oversight of the State Board and again the request is to amend element 8 for admission preferences the recommendation is based on a sound educational program demonstratively likely to successfully implement the program and a reasonable comprehensive description of the charter elements The Advisory Commission on Charter Schools met on February 5th 2019 and the advisory commission moved staff's recommendation to approve the request for material revision the motion passed unanimously by a vote of 6 to zero with two Commissioners being uh absent and we currently have one vacancy on the commission uh the little bit of background on the charter school facility grant
327program it is administered by the California state treasurer the California school Finance Authority it provides annual assist with facilities rent and lease expenditures to charter schools that meet the eligibility criteria charter schools are awarded 1,117 per unit of classroom-based ADA up to 75% of their annual facilities rent and lease costs for that school based on Ed code section 47614 do5 csfa the California school Finance Authority must determine upon receipt of an application eligibility based on the geographic location of the Charter School site pupil eligibility for free and reduced price meals and a preference in admissions as appropriate which is why the petitioners are before us today so a charter school is eligible for this program and eligible for funding if they meet either of the following conditions so the first one is that the Charter
328School site is physically located in the attendance area of the public elementary school in which 55% or more of the pupils are eligible for free and reduced price meals and that the charter school gives a preference in admissions to pupils Who currently are enrolled in that public elementary school and to pups who reside in the elementary school attendance area where the Charter School is located or 55% or more of the pupil enrollment at the Charter School site is eligible for free and reduced price meals so College Prep does not meet the Standalone criteria for 55 % or or for 55% free and reduced price meals at the Charter School site to qualify for the grant so in essence then they do have to qualify under the first criteria so they are requesting a material revision
329to amend their their admission preferences the petition will include a preference for pupils who are currently enrolled in or who who would reside in the elementary school attendance area of the public elementary school in which college prep is located as I mentioned the for the material revision CDE did do a full review again we took a look at the material revision request we took a look at the petition for the educational program including all of the charter elements and then we also did a multi-year budget plan to take a look at their fiscal viability we determined they did have a sound educational program based on the review of the educational program in the petition and a review of the charter elements and then we also took a look at their ability to implement we once
330again took a look at their multi-year financial plan also since this is their first year of operation we did have a first interim report that we could take a look at as well and uh that report indicated that they have a projected positive ending fund balance of about 320,000 bless you and reserves of a little over 14% that does include the s740 funds of about 136,000 they also have positive ending fund balances and adequate reserves for fiscal years 1920 to 2122 in summary CD staff is recommending approval of the material revision based on a sound educational program their ability to implement their fiscal viability and a reasonable comprehensive description of their Charter elements I'm here to answer any technical questions you have at this time and the petitioner here to present as well thank you
331Lisa so I think um we're going to have our public hearing um and then we'll get a chance after that okay so um I'm going to open the public hearing um so the hearing will not open let me explain that we're going to hear from the petitioners in favor of the proposed material evision revision and they'll have 10 minutes then after that we'll hear from the district regarding the material de revision and they'll have 10 minutes then after the presentations from both sides there'll be an opportunity for general or public comment for any individual who has not already presented and the public comment will be limited to one minute so so the public hearing is now open you don't okay do we need do we have a slide presentation she does not no okay good
332afternoon my name is Christina Callaway and I'm one of the directors of college prep Middle School L Mesa Spring Valley a proud SBE Charter One that was approved Right Here In This Very Room a year ago today and a grateful heartfelt thank you for that I'm here today to um without sounding too much like the department of redundancy Department to ask that you consider the approval of a change in element 8 of our Charter specifically the enrollment preferences which will enable us to meet the new requirements of the csfa to apply for s740 Grant those of you who are with us here last year know that we were very excited uh about our move from our current facility which is in the basement of a church with very limited space to a new facility a
333new modern facility that will allow us to grow and serve more students in the community and more families and of course those students who are on our weight list the s740 grant funds would be so helpful with the lease in our new facility and would allow us to direct more of our general funds to enhancing our program and preparing our students for high school and Beyond so in short on behalf of our tiger students families staff all of us back in San Diego we thank you so much for your time and for your consideration and ask that you uh approve our request thank you thank you very much much do we have the district here is the district here no do we have any public [Music] comment the following individuals please approach the podium Angela
334damos lurine Richards good afternoon Lorraine Richards California Teachers Association uh you are no under no oblig to recommend a material revision the the school has a history to play with authorization in order to be able to operate with in the m l Mesa Spring Valley do not allow this Charter to make a mockery of Charter law recommend denial of the material revision thank you do we have any other public comments no okay so um now we come back to board close the public hearing excuse me the public com public hearing is now closed now we're going to go back to the board for um clarification any questions for Lisa and any other discussion items just for clarification so um the school be fiscally viable with or without this s SP Grant it will be yes
335it is just helpful yes and as we as we continue to provide oversight for us the more fiscally solvent the school is the better for their term of their Charter term so I also have a question for um Lisa I just want to be clear about the the site or the location of the school so this is all this is a single campus or are there two sites for this authorizer under this proposal under our under the State Board school it's one single site so they would actually so if they're approved their the purpose of getting this approval is to get this grant so they can move to a larger site they would not continue operating their school at this other side so they're not going to be operating or expanding to operate or open
336another side is that correct that's correct and so the reason I'm not clear why we actually need to do the material revision for them to be able to apply I I I wasn't clear with your explanation could you review that sure um yes I can pull it back up too but since we consider a a change in admission preferences a material revision to their petition okay so because of that they do have to come back before the board because it is a change to what the board approved as their petition to move forward so we consider it material they have to come back before the board to request a revision to that a material revision to that Charter to then be able to move forward with that so to us it's considered a material change
337okay to the initial agreement agement which is the petition for us to provide oversight yeah because I wasn't clear on that because it sound as I read it and I was confused as I read it I I didn't know if there was a ghost school if there was an extra site if this was something new that they were doing that would be different at this new site that was different from what they were already doing I I appreciate your clarification on that okay great any more remember T lone um thank you so they currently have a student population of 234 or so based on grade schools and for 2019 2020 the a is 400 and so I I did hear that there was a weight list and I'm trying one of the conditions of this
338is to serve the attendance area of where this school will be located correct correct so then how many slots will actually one it it looks like they would have to recruit about 50% more of their student population um but but if they have a weight list how many slots does that really mean for students in that Community or in that attendance Zone let me ask to have the petitioner come up and answer that thank you for your question um currently we have about 235 students um what we have 60 students per each grade level when we make our move to our new facility we'll have room for 100 students per grade level so as our eighth graders leave us our seventh graders naturally grow so if we have 60 students say just for sake of
339Revenue um return to us that would mean that we would have 40 additional spots open and then completely open fifth grade with spots and I'm assuming you're recruiting in that particular attendance actually where the new location is is is right directly in that attendance area thank you any more clarifying questions from board members questions so I would entertain a motion I'll move to approve I take a vot okay um so all those in favor of the motion motion passes unanimously thank you okay so we are going to move to the waiver um consent vote first so on the waiver consent vote um we are going to vote on waiver one waiver three and waiver 5 through 13 so that means we are not voting on two or four this time okay so um are there
340any public comments on waiver 1 three and five through through 13 none okay do I have a motion do I have a and we have a second okay all those in [Music] favor okay got it okay so now we're going to um deal with waiver two um a request by Mammoth unified um so um okay presentation thank you good afternoon vice president straw the superintendent Thurman board members my name is Juan meles I'm the director of the school facilities and transportation services division here at the department uh waiver two is a request by B Mammoth Unified School District to wave the statutory requirements to use a defined skilled and trained Workforce as part of the leas Le back project delivery method uh um staff is recommending that the board deny the district's request on the
341grounds that the pupil or School Personnel protections are jeopardized and since the board has never considered a waiver of this type I'll be providing a little bit more background for your consideration the district had a successful local bond election in 2018 where voters approved measure B authorizing the issuance of $63 million for the construction reconstruction or replacement of school facilities the district is now engaging in the planning designing and constructing of their projects uh these elements are key components of taking a project idea and then moving it through the procurement process and ultimately uh building and finishing a project this is what's commonly referred to as project delivery uh there are several types of project deliveries in this particular case uh the district decided to use the lease leaseback delivery method for their projects in
342in simple terms or perhaps not so simple uh the lease leaseback method involves a district leasing its property to an entity that will be paid to build school facilities on that property once that project is complete then the entity leases it back to the district until the end of the lease term at the end of the term then title to those facilities is vested back to the district that's the the essence of the lease lease back delivery method uhic specifically the district is requesting to wave Ed code section 17475 which prohibits the use of the least leaseback delivery method unless the district's contractor and its subcontractors are obligated by the contract to use a skilled and trained Workforce so what is a skilled and trained Workforce you might ask uh fundamentally this phrase means that
343all the workers performing work in an apprentice occupation in the building construction Trace are either skilled Journey persons or apprentices registered in an apprentiship program as approved by the California Department of industrial Relations Division of apprenticeship standards skilled Journey person is further defined to be a worker that has either graduated from unapproved apprenticeship program or has at least as many hours of on the job experience as would be required to graduate from a program or has participated in an out of state program approved for federal purposes the law further requires that a certain percentage of the skilled Journey persons on the job are graduates of an apprenticeship program many trades such as Carpenters Brick Layers dryw stallers and roofers among others are capped at having 30% of those workers be graduates from an apprenticeship program
344uh other trades are required to have 50% of the workers be graduates this Year and that percentage increases to 60% next year again these are the percentage requirements for workers to be graduates uh all other workers can meet the criteria but one of the other factors that I mentioned such as having the on the job experience uh being part of an out of state program or being an apprentice Ed code section 17475 was added in 2015 by assembly Bill 566 legislative analysis for this bill noted that it was sponsored quote to address issues such as the sole sourcing of projects to less than qualified contractors and violations of labor laws for Public Works projects by significantly raising the standards for contractors increasing the quality of construction and protecting taxpayers and workers on lease leaseback construction
345projects uh additionally Senate Bill 693 chaptered in 2016 Consolidated several provisions of the law whenever a public entity is required to contract for a skilled and trained Workforce Force the district has stated that it cannot comply with the skill and trained Workforce requirements of lease leaseback because there are simply not enough of those workers uh in and around the district the district mentioned that the tri Count's building and construction trades council is based in Bakersville which is 260 miles away from Mammoth and that there are no active or applicable apprenticeship programs available to the district's contractor or subcontractors uh additionally the district has also stated that they have already engaged and contracted with the general contractor pursuant to the leas leas back procurement process uh which does include the use of a skill and train
346Workforce staff also contacted the building and construction trades Council to get its perspective on the district's assertions and as laid out in more detail in the item the trades Council advised that its Affiliated contractor associations have been previously involved with projects in Mammoth Lakes and that they represent many skilled workers and apprentices throughout the region in including Mammoth Lakes bishop and Bridgeport uh we do have representatives from both the district and the Building Trades Council here today to answer more specific questions that you may have and as I mentioned earlier the board may deny the district's request if it specifically finds that pupil or School protections are jeopardized but because the law doesn't Define what pupil or School Personnel protections or what it means to be jeopardized uh to jeopardize such a protection we looked
347at the plain and Ed meaning of the words we believe that pupil or School Personnel protection means a protection to students and school Personnel from some adverse risk or result and that to jeopardize something implies putting it in danger of being lost considering all of this we believe that the skill and trained Workforce requirement is a pupil or School Personnel protection because it is reasonably tied to safety adequacy or craftsmanship of classrooms and other school facilities we also believe that because a District's request would eliminate that protection entirely the protection is jeopardized by this request for all these reasons the department recognized that the board denied the requested waiver of Ed code section 174 7.5 on the ground that pup or School Personnel protections are jeopardized thank you with that be happy to answer any
348questions and again the district uh and the state building construction trades council is here to answer questions as well thanks so much so we're going to go to a public comment first and then we'll go to a board discussion okay the following individuals please approach the podium Brooke Bean Phil Henderson Lois Klein Caesar Diaz good afternoon my name is Brooke bienn CBO for Mammoth Unified School District thank you so much for having us today recent recently we passed a $ 63.1 million bond this Bond was the largest Bond our community has seen Mammoth is Unified School District is very unique in many ways number one our location and number two our weather we are currently we are located 3 hours away from many major city including Costco Target and Trader Joe's we also have very
349unique weather we currently have the most snow in the nation with that being said it creates a longer building environment as well currently we have a wonderful working relationship with the town of Mammoth Lakes um we have been working with them jointly they also have been working on projects and currently did a design bid build project where they had one responsive bidder with that being said we felt lease leaseback was the best for our community we hope um also have reached out to our local contractors Association Mammoth Lakes contractors Association and our local Chamber of Commerce so we hope that thank you good afternoon my name is Phil Henderson um I'm with orbak farz and Henderson we represent Mammoth Unified School District um here's the rub and um um Mr uh Juan pointed it out
350least factos require that those apprentices and skill Journey persons beond a project but the penalties to the contractor and the subcontractors for not meeting those requirements can be $5,000 to $10,000 a month and that means 60% of all those Journey persons must be graduates or else those contractors face those penalties in the staff report that was provided that we saw as well staff points out that they contacted the trades Council and I think absolutely the contractor and all the subcontractors that are going to be working on this project will absolutely be in contact with the trades Council and all the hiring Halls will try to get all those workers but the obligation still AR going to be on the contractor and all those contractors to hit those percentages and if not a report's going to
351go to the dir and they're going to assess up to $5,000 a month and $10,000 for each subsequent month so the risk right now even though we are under contract for preon Construction Services doesn't suddenly disappear because we've pushed it to the contractor the fact that we're under contract doesn't push the way the obligation thank you good afternoon I'm Lois Klein and I'm the superintendent from Mammoth UniFi school district and I'm here today because of the education of our Mammoth children our high school and our elementary school were built in the late 70s and the early 80s the high school built in the 70s has aging sheet plywood sighing both schools have single pane windows virtually no installation and roofs with patching on top of patching if we experience what our town has recently experienced
352our children will be short changed we did consult with many local and state experts the trades and construction management everyone who understands our unique situation agrees this is the best approach to get the biggest value for our children we are only asking for a waiver of the skilled Workforce requirement we do not want we do want to use as much local Workforce as possible they are trained and highly skilled just do not meet the Ed code definition I ask that you think about our students when you place your vote today please put children before bureaucracy thank you madam chair uh members SAS on behalf of the State Building Construction trade Council what's your name srds on behalf of the local Council as well uh we represent the construction work workers men and women who are
353graduates of state approved apprenticeship programs right now we have about 65,000 young men and women are apprenticeship 65 to 75% are in minorities what what this has done is allowed for more California workers that are highly qualified and and skilled to be able to access a lot of the Public Works projects by the way apprenticeship programs in the state of California are required to have Partnerships with Lea over half of the 360 programs are partnered with k through2 entities so there's a unique partnership here what we're saying here is that the leas lease back construction method has been abused and has been involved in fraud for a very long time there has been lawsuits there has been substandard uh work and and of course working conditions for the construction workers so the state of California
354and the legislature narrowly gave a provision to the school dist thank you thank you um I'm going to turn to member Rucker who's our lays on on this for comments and then for board discussion sure thank you very much um as we have this conversation you may be wondering for my colleagues on the board you may be wondering why would any kind of legislation or policy or mandate concerning construction and who works on construction at a school be contained in the Education Code well there's a specific reason for that not as I want to uh thank cardas from The Building Trades for being here today because he made an important Point part of the reason why the options that schools have currently for the way that they can choose to uh contract for bu for
355school Improvement and school building is because it's part of our Workforce Development process our apprenticeship programs are linked directly to our schools in collaboration and partnership with these programs not only to help develop the workforce but to create jobs and job opportunities for underserved populations in the state of California a waiver like this gives lip service to all the conversation we have been having today not only about collaboration inters segmental whatever that is now intersectionality as well as understanding what it means to provide service or to pay attention to underrepresented or under underserved students in our schools and communities the CDE is recommending denial not because it's a cost-saving issue for the district the CD is not recommending denial because they don't like the options that the district has had the district already has entered
356into a contract with a contractor and in the statement of that in the plain language of the contract it says that the contractor is to use a skilled and trained Workforce so what is the purpose of the waiver if there already exists a contract that requires the very thing that the waiver is requesting the board to relieve the District of the obligation 4 there's no evidence as a result that the waiver is actually necessary it's required in the education code and the CDE is recommending denial and I and in the conversations that I had with staff on work looking at this this is uh it's not just an issue about Workforce or protecting the safety conditions or the working conditions for the workforce this is about the students and the and the Educators who will
357be in these buildings once these buildings are completed the skilled Workforce requirement is intended to increase the safety of the facilities that are created for the students who will be housed there and the Personnel who will work there this was detailed in the letter I want to draw your attention to the letter you received in your red folder from assembly member Patrick odonnell um I do support the staff recommendation to deny this waiver not just because it is a protection for the workforce it is a support for our Apprentice programs but we have to remember these buildings need to be created by a skilled Workforce of construction workers so that the students who will sit in those buildings for another 40 or 50 years can be assured that the quality and care and standards that
358were required for the construction of that building actually we can assume that it actually was there because of who was in the room to do the work thank you do we have other board clarification questions for presenters or the petitioner anybody anybody have any questions I'd like to understand a little bit more of the actual this is is a fiscal impact this is like a major fiscal impact or you simply just cannot get U one would you come forward please so we can clarify a couple questions thanks so so this impacts the the the delivery method again this is one of several that are available to the district but um it's it's how they actually build a school and using the lease lease back which they selected requires this skill and trained Workforce uh the
359district is not obligated to use this delivery method there are other options available to the district but if they choose to use this one the law requires them to use a skill and train Workforce is that clarify member Sun um superintendent Thurman thank you madam chair I'd like to um acknowledge good work of our staff on this issue and just to add emphasis um school districts do not have to use lease lease back it is an option that is provided to allow the district to essentially not have to bid out the contract and so but in exchange for that option uh the legislation says You must use a skilled and trained Workforce so that there will be no concerns about the quality of the work as it relates to safety uh this district has said
360that for whatever reason uh they cannot meet that requirement within uh the skill the lease leaseback method um having said that if they are not able to Avail themselves to the requirements of lease leaseback they have the option to still pursue the work through other ways they just would have to bid it out for any company that wants to bid for the work thank you superintendent Thurman any other comments from board members member bur could I just ask a question then about that superintendent Thurman if they were required to bid it out would that then have a fiscal impact is it is it possible that it would cost more or less for that matter if they chose an alternative financing route super superintendent shaking her head yeah yeah can I I would like to ask
361the super or the C of the C you come I I'm trying I'm I'm I I understand both sides of the argument here but I'm sympathetic having been to Mammoth uh knowing how far away it is and what the sparsity is but so the question is what first of all why did you choose this mechanism and you find yourself in this conundrum um and what other options are available to you that would not cost you more so we looked at all the different options and we researched them very carefully Our Town recently did um bid out a project with a design bid method and it came in way over what was anticipated and very very expensive and if that happens to us frankly we're not going to be able to do all the work that's
362that's required to be done it does have a fiscal impact and also I'd like to address the workforce we are a small school district we have 1,200 students we have 350 students in our high school we struggle and and have worked really hard to provide um as good a CTE program as we possibly can we have work construction we're working on a welding program for our students but they don't have an opportunity to become certified the closest program for them to be certified is to go to ridgerest which is almost 300 miles away so um we don't have the availability of those Pathways that will lead to certification but many of our students go on to become skilled laborers within our community and to have jobs when they're finished um so we're doing the very
363best that we can for our children but we don't have all the available resources that you do other places CIA would you want to clarify anything based on the questions correct that would be great um yes currently our town went out they had one responsive bidder so in that in instance the cost does go significantly up and we would have a significant financial impact we have gone out on um the traditional design bid build on painting projects Roofing projects as well and we struggle um that is when we started to look at what are our options what else do we have that is out there we looked at um CM multiple prime which means we would have to manage all contracts anywhere from 20 to 40 contracts that come through individually you're looking at me
364it is just me that does the budget it's me that does all the mandated reporting we have one other person that assists with payroll and apy we are a very small District so for me to now manage 20 to 40 contracts would be a challenge um the other area we looked at was design um build and in that instance we would need to have multiple um Architects and contractors joined together to come in on the bidding process that's a struggle once again when we went out for RFP for Architects and we pushed it out to many we received two back so in order we thought to get the best um ability to have the most contractors have the ability to apply our local community out of our kids that have gone through our construction trades
365program we felt lease leaseback and we do still feel that lease leaseback is the best option m s you look like you ask so given that um this these um requirement is put in place to ensure the safety ultimately the safety and quality of what is going to be built how will you guarantee that if we were to wave this requir well if we went with the other three options that requirement is not in place and those are still very safe options to go with we would do our best to um pull forward on that and we would definitely make sure all the other requirements were met and we actually don't have a finish completed signed contract yet with the um contractor um in the contract for lease lease back we did put those requirements
366in that is a requirement for it that doesn't mean an amendment can't be done where that requirement could be pulled out of the contract but we wanted to make sure that everything was properly put into our contract at the time of the written contract thank you superintendent Thurman thank you madam chair members of the board like to ask a few questions that might be helpful for the board members to hear answers to as they um deliberate on this you said a minute ago that you couldn't manage a CM program did you mean a construction management program just want to CM multiple prime if we wanted to go CM multiple prime which is one of the four construction delivery methods that would become quite a challenge for a district of our size and I would agree
367with you I don't think we would ever ask the CBO of any District to have to manage all the contractors but I know that some districts are able to have a facilities manager who was a district employee employee who oversees essentially an agency that's like the construction manager who oversees the work is that an option for your District we currently have a construction manager on um if we were to switch that method the contract cost would go up significantly due to the lack of the work that needs to be involved got it would you say again for the board members the nature of the construction you gave examples where you've bid out for painting and other things what's the nature of the work that's at discussion at this time major um remodel so we looking
368at a major um remodel of our current elementary school along with a four classroom Edition we are hoping to get all the students housed Under One Roof mainly for safety currently we have students in Portables that have to walk through the snow with no running water so it takes them about 15 to 20 minutes just to go the bathroom so um and safety the stay and age is critical so we really want to make sure all the students are Under One Roof so we will be doing an addition along with heavy remodel Elementary as you pointed out when you all say students walk to school the snow that's not just a parent story that's a real story and right now we have leaking roofs into the classrooms likeed in not and thank you madam superintendent
369you all used lease lease back before how were you able to meet the provisions uh when you use lease lease back before we have not used lease lease back before this is our first Bond of this size that has hit our community in many years our last Bond was passed in '98 um I was not there at that time but that was not the delivery method that was used at that time What's the total size of the bond program 63.1 and that is for K12 million billion million million sorry I forgot we're not used to billions in our we aren't either but we like the billions when we can get them for schools we do like that too so $63 million 63 million yes and so if you did not use lease lease back you'd
370have to bid this out and essentially pay prevailing wages to whoever would do the work on the construction is that right correct got it so that would mean the difference between the weight wages that people would receive who are skilled um versus those who are not more or less we have to use prevailing wage even with least lease okay um the biggest difference being is that I think we would have a lot more people qualified to bid out the project so you know we're going to have people that are made we would have a lot more pool of people we could pull from if it wasn't just highly qualified I'm going to push just a little bit for the board would you share about your cost because you rais a concern about cost if you
371didn't usee if you didn't use lease leaseback and you have to bid it out and you have to pay prevailing wages anyway could you please enhance your answer about why the cost would be so uh uh detrimental or difficult and then in the context of a $63 million Bond just to provide the board as much context as you can correct I think our largest um issue if we have to go um design bid build is the fact that we could limit ourselves to potentially one bitter um currently when our town has gone through projects that's what they've received um also when we've gone through our projects getting qualified bids is a big challenge so I feel that LE leeb would open that opportunity up for more bids Madam chair and members of the board could
372we hear from our staff who want to add some emphasis here CD staff one thank you representa from Mama thank you so much we might ask you a few more thank you on uh a couple of points uh as it relates to cost um in terms of the bill we believe that cost was factored in in terms of a fiscal impact when the bill was originally approved and that's one of the reasons why the requirement was phased in um the initial requirement for many of the trades uh was 30% then the next year 40 right now we're at 50 and next year it's at 60 so we believe that that cost was factored in when the legislature considered the bill and and approved the the re requirement uh and then also if you know the
373district is seeking State reimbursement from the state school facilities program the program does give these types of districts additional funding because of their geographic location so they would be eligible to receive additional funding um because of the remoteness of the area so there two points that I wanted to make in terms of the cost but we think that it was considered when the when the when the law was initially elected and there be additional funding from the state program um for these kind of projects I want I wanted to ask uh Cesar has another question M Mr D would you come [Music] forward okay so I'm a little confused by what they explained about the issue about the availability of the workforce paying the prevailing wage and the difference between amending this contract if they
374get this waiver or putting this bid this project out to bid and coming back with only a single contract there were there were some things that were mixed in that conversation that didn't quite square with me my particular concern is uh I know that um in the conversations that the staff had they did not contact The Building Trades Council to get a scan or an audit of the workforce that's available to assist in doing this project that that or that would be available for a contractor is there anything that changes in looking for Workforce to do this work whether it's the lease lease or it goes out to bid for this contractor who will according to them pay prevailing wage either way yeah yes prevailing wage applies uh to all the Public Works projects um
375that the district would enter into for contracts um so there's not an increased cost about the workforce because they PR pay prevailing wage under either scheme there should not be an increased cost but I would warn the the board um that construction is inherently a a industry that's plagued by the underground economy and so when you have fixed contracts often what you see is the savings come off the workers backs it's the work that is getting the workers that is getting paid less than the prevailing wage and so in many respects um when often time when we go off and and see investigations it's the contractors underbidding law-abiding contractors that then are able to get the contracts because they plan on cheating workers from their wages one of the other things I would like to
376say and stress is that lease leaseback is giving the district ultimate flexibility they selected a contractor Soul Source contract they could have selected a contractor under lease leaseback with the qualifi qualifications per the contract there is nothing that stops them from going out and finding a qualified LLB contractor that meets all the qualifications we did some research from our database about the contracts that the district has put out in the past the district has always been rural as far as we went back we saw contractors that were going to work in Mammoth Lakes unified from Sacramento Redlands Auburn Woodland we see their pull contractors from all over the place the contractor that they selected here is from South Lake Taco we even have contractors that are qualified with the qualified Workforce that are in in
377South Lake Tahoe that are in Reno and that are also located all over the Bakersville area the local uh Building Trades Council there has 6,000 skilled and trained workers plus 1,000 apprentices per the division of apprenticeship standards okay so what what we have here the bottom line is the district has the flexibility already to craft or amend the contract in the way that they need to under the option they have chosen they don't need the waiver to make those amendments which is what the superintendent from the Lea said is the reason why they need the waiver so they can remove the skilled Workforce requirement but furthermore the state already provides additional funding because of the geographic location and the size of this rural District to help them and amend or add on to or supplement
378the funds that they're already receiving from the state fund so they would be able to get the support they need to move this contract forward so it's a it's a it's a revenue it's a revenue neutral issue if they go forward with the contract as provided and without using the waiver did I overstate or misstate anything no no okay thank you I'm recommending wait a minute member bur I just want to clarify same thing if they don't get the waiver and they have a contract with as I understand it maybe it's not completely executed but you're ready to go forward then they wouldn't be able to carry out the terms of the contract if I understand it right if they cannot get the skilled Workforce as defined by Statute right so they'd have to pursue
379a different alternative I just want to be clear what the consequences are contractor that's on the contractor not on the district well except if they have a contractor that can't fulfill the terms of this hold on let's let Juan would you clarify member Burr's question it's understand that the contract that they have entered does require the use of a skill and training Workforce okay so the the onus is on the contractor to execute that contract are you okay okay so I'd entertain a motion I will move the department recommendation to deny the waiver okay let's let's vote all those in support of the motion there were six motion passes no votes are there any no votes remember one um the motion passes to support the CD recommendation yes thank you okay we're going to move
380on to waiver number four under physical fitness testing good afternoon board members superintendent Thurman I'm Barbara merchison director of educator excellence and Equity division here at the Department of Education I'm here to present waiver 4 Washington Unified School District is seeking to wave Education Code section 51222 A the department is recommending approval with conditions section 51222 A establishes the statutory minimum requirement of 400 minutes of physical education each 10 school days for students in grade 7 through 12 the CDE conducts compliance monitoring to ensure that local educational agencies meet this requirement per Education Code section 33352 the CDE conducted a compliance monitoring review in February 2018 and found that River City High School was operating under a 4x4 block schedule in grades 9 through 12 that did not provide each student with PE instruction for
381a minimum of 400 minutes each 10 school days therefore Washington Unified School District received a compliance monitoring finding and was instructed to request State Board of Education waiver approval of Ed code section 51222 A in order to continue operating River City High School under a 4x4 block schedule Washington Unified School District's initial waiver application did not meet board waiver policy 99-03 the minimum required physical education inst structal minut minutes of 800 minutes every 10 days the department advised the District of the PE instructional minute discrepancy and provided technical assistance the district then determined that the best course of action would be to extend instructional minutes of each course period to meet the waiver policy requirement they amended the supporting doc documentation for their waiver request in December 2018 specifically Washington Unified application states that River
382City High School students will receive an average of 436 minutes each week of PE instruction in the fall term and on average 436 minutes each week of PE instruction in the spring term the actual time that River City High School students are enrolled in PE meets the minimum minute requirements if added on an annual basis of 7 200 minutes as background State Board of Education waiver policy 99-03 physical education requirements for Block schedules was last revised in July 2006 and establishes criteria for the State Board to Grant waivers related to PE instructional minutes for the purpose of implementing a block schedule the intention of this waiver policy is to ensure that students engage in consistent physical activity as required by Statute while also providing local educational agencies the flexibility to operate instructional settings under a
383block schedule when deemed necessary this policy requires that Lea's requesting a waiver provide evidence that the PE instructional program at each School requesting the waiver complies with all federal and state statutes the policy also requires that the district is monitored each cycle selected as part of the Department's program monitoring process the department is recommending approval of this waiver request under California Education Code section 33050 Education Code section 33051 B will not apply and the CDE recommends that the district be required to renew this waiver before August 13th 2021 this recommendation will allow the district time to implement and consider applying for permanent block waiver status and it also allows the department to monitor the alignment of Washington Unified with State Board of Education waiver policy 99-03 guidelines the district must also create a uniform way
384for the School site to document and Report the district evidence of compliance the district will collect documentation that provides evidence of compliance for each waiver criteria applicable to board waiver policy 99-03 each year this waiver request was supported by the local board and the district's Community Council the local teacher bargaining group has adoped adopted a neutral position on this matter so again we are um recommending that the board approve this wavel waiver with conditions thank you Barbara um do we have any public comments on the item yes um and then we'll go to board comment would Doug stoer come to the podium it's it's actually um Don stoffer and he had to return back to work so with your permission I'd like to speak on his behalf that's okay once again Michael Flores cated on
385behalf of CTA and here uh for Don staffer who is the president of the West Sacramento Teachers Association um which is also the exclusive uh bargaining agent agent for the certificated employees of the school district um and he says that the the he nor the association were a participant in the development of this waiver he says the district offered a specific proposal just two weeks ago and as any possible solution will entail us a change in their work day and or work year um both of which are subject to bargaining this needs to be negotiated he says that he has met with the bargaining team and has filed a demand to bargain but that negotiations have yet to take place um he says that he and the association both recognize that the PE minutes issue
386needs to be addressed and they're committed to making this happen quickly but at this time he's urging you to uh deny this waiver thank you thank you any more public comments so Barbara I have a question and then we'll have other questions from the board this a is this waiver my understanding is when districts go to block schedule this dilemma comes into play and so they need a waiver so they're not getting less minutes total they're just getting them more one part of the year than average over the whole time correct all right so they're still they're getting the Number yearly minutes they're just in great physical shape during one semester and then not so much it's the 10day requirement but it's but it's the right I mean it is the Dilemma block scheduling I
387think which I know people have kind of looked at okay so that's just I just want to clarify that so okay do we have other board comments um let's see M rer okay so I'm confused so when the staff and I looked at the this waiver and um we saw that the association had a neutral position for us that meant we assume that meant the district had consulted with the association and they didn't have an opinion so we're hearing something different at this exact moment why are we hearing something different do you have any I wish Don St for the first time I wish Don staer were here so I could understand but what he's what the statement was was that the district never consulted them or talked to them or involved them in the
388decision to develop an apply for this waiver he's also raising the point that this is a collective bargaining issue if my friend Ken if our friend Ken Bert were here by the way he has retired if our friend yes if our friend Ken Bert were here he would saer up to the microphone and he would remind the board in that very deep voice that a collective bargaining issue related is related to this waiver and the board should allow the local Association and the district to work out whatever Collective bargaining issues may be related to the issues of this waiver before the board issues the waiver and allows the district to unilaterally Implement something that might be a mandatory subject of bargaining now I rambled on and Ken would be far more iodite in explaining that
389but you know I'm telling you that's exactly what he would remind you of so the association president said and I heard clearly they did not know about the waiver the district didn't consult them and they have filed a demand to bar related to this issue I think we should wait and ask and get some clarification on exactly what's there's no harm in Waiting one more board meeting getting some clarification I recommend we table this this item get some clarification both from the district and the association on exactly what is going on would like an opinion from our legal council um yes you certainly can wait um the only there's no harm for waiting it just means under Ed code there are waivers have to be considered Within two meetings so at the next meeting if
390you wait this count is one so if we wait until May then a decision will need to be made one way or the other and if the board can't make a decision the waiver is automatically granted for one year I understand that but since the point was made by the Association that they didn't know about the waiver that they were not consulted we need to be clear on exactly what happened and what the concern is thank you member recer superintendent Thurman wants to make a comment of course I I I um I I would say that we will submit to the will of the board but having heard that there hasn't been dialogue in this area if there's no consequence to the board uh taking action at a later time um and assuming that the
391departmental staff feel that we can provide the same level of support to the board should the board um um choose to wait um we would recommend that uh that the board wait and we will provide you the support you need going forward absolutely thank you thank you um member ortis I think it totally makes sense to wait um I'm wondering from your end as you receive a waiver request is there something that there's a signature by the president of the collective bargaining unit that says yes I in agreement with this waiver how does that work um so you heard it from the district but is there a way that we could actually have a sign off that we could prevent this from there is I think there there is so somebody signed off on it
392signs off on it but the district but what about the representative Judy I said something what [Laughter] happened it's an on no no it's an online application so the district completes it and the district asserts and verifies that the information is accurate and generally we you know that is true so there seems to be a discrepancy here and that's fine we'll check um but the district has verified that it was accurate so we we'll find out what happened I just think that for future references it would be good to have a second check off because then we could say hey we took some time out of our board meeting to entertain your waiver and it turned out that actually there was some inaccuracies in the request that you submitted I I think it it would
393be fair for us uh because we did just a lot about 30 minutes of our time for this thank you certainly find out what happened yes so do we have an agreement by the board that we delay till May and we do invest a okay then we will delay this waiver and oh we do have another question you have asked all your questions okay thanks for this item okay thank you Barbara put that on for me okay so now we're going to go to regular consent okay so um this is regular consent for items 7 through 14 so do we have any public comments on the consent items yes we have a public comment on item nine okay would Kathy MC Knight please approach the podium so item nine is the health education materials [Music]
394adoption do we have our public comment here I guess not do you have any other comments okay all right so we have items seven through 14 do I have a motion thank you do I have a second thank you um all those in favor of consent items 7 through 14 unanimous okay thank you okay we are going to move up from Tomorrow item number 21 um and we're going to hear it today um and that is the par Paradise Unified School District request for a waiver of assessment requirements pursu to the every student succeeds act so this is our colleagues and families in paradise and then while she's getting ready um board members after this item we will take the SB lison reports okay good afternoon members of the board Chief Deputy my name is
395chenine coats federal policy liaison in the government Affairs and Charter Schools Branch so due to the destructive wildfires in November 2018 in bu County the paradise Unified School District has submitted a waiver of the federal assessment requirements of the every student succeeds Act for the 1819 school year an addendum to the item is posted which also contains additional information regarding the ongoing impact of the wildfires as well as student displacement the district is not present today as they are managing the recovery of the Wildfire Devastation the CDE recommends that the State Board of Education approve the submission of the waiver request to the US Department of Education on behalf of paradise it is always cde's intent to be helpful to our leas therefore we ask that you also authorize CDE staff to work with the
396district to make any necessary technical edits to the waiver request to ensure that all federal requirements are met prior to the submission to the Department of Education the CDE also recommends that the State Board of of Education delegate authority to the State Board president to approve submission to the Department of Education of requests by leas to wave provisions of Essa if the SB president determines there's not sufficient time to bring the request to the state board at a regularly scheduled meeting with sufficient staff analysis to support a reason recommendation thank you thank you so do we have public comment on this item yes do we have we have two speakers oh go ahead um would Angela Del Ramos and Michael Flores castan come to the podium Angela dur raml representing California Teachers Association and we
397just urge you to to approve on 21 because we think it's a good idea to support our teachers in Paradise thank you any um other public comments um do we have any board member comments at all do I have a a motion do I have a second second from okay um all those in favor of the motion to approve this waiver motion passes unanimously thank you okay so now we're going to um move to our board member leison reports and um I'll start um with member bur oh sorry thank you Judy um okay so we take action to approve the preliminary report of minutes for the January 9th and 10th 2019 meeting I have approval I have a motion to approve the minutes member Burr second member Rucker all those in favor of minutes member
398Rucker You voting okay just checking okay thanks unanimously approved thank you thank you Judy am I okay now Judy okay um so now we're going to do our lay on reports and we'll start with member Burr um thank you vice president Strauss um so my work revolves almost exclusively around CCE and you heard a lot about the work this morning um I think it's safe to say that we have a lot more work to do around refining the system of support um but I wanted to call to your attention um at our last meeting of CCE which was February 7th we had a really excellent presentation by Victor Valley Unified School District and the PowerPoint is is posted to the website so I'd encourage you to look at it um coincidentally they decided to work
399on math achievement and they talked a lot about short cycles of continuous Improvement review and and the kinds of improvements that they're seeing so um it's really a great opportunity at our collaborative meetings to get this sort of on the ground what's happening why is this helpful how is CCE providing assistance um and in this case how's the county office providing assistance as well so it gives a little bit more of a concrete example than what I think maybe we heard this morning although I thought Twin Rivers did a really nice job um so I just call to your attention that work um the other thing I would say is on the the CCE website is a calendar of all the work that they're doing and I talked to Tom armino the executive director this
400morning and ask him if I could invite you all to the next meeting of the leads you heard them talk about they had their first meeting of the leads trying to get everybody to figure out how to work together the next one is in April I believe April 9th I don't have the calendar right in front of me but if you're interested wait wait Dave is saying no I've got the WR there's a Bagley Keen issue what's it what's the Bagley Keen issue there would have to be a publicly noticed meeting if multiple board members are in attendance uh go watch it oh because I won't tell you that we have been attending but um [Music] anyway the uh so we can take care of that if we need to but anyway I just want
401you to know that we we want folks to be able to come and watch and participate and understand what's going on so we'll clarify that if you're interested and you want to avoid any legal issues um get in touch with Tom just send Tom aralo an email or or call him because I know they're very interested in having people um participate and our next the next meeting of the CCE is let me see if I've got it up here April 4th so if you're also interested we will be meeting here in Sacramento thank you member Cardis um thank you first I want to begin by saying May Stefan Clark rest in power and I'm asking for a moment of silence for him thank you we did this because we need to respect um Stefan Clark
402a young black man especially since we are in Sacramento the city in which on March 8 2018 Stefan Clark was killed in the hands of police officers his story is just one of many stories of young black men boys women and girls who have been unjustly killed due to systemic racism a story that communities of colors specifically primarily black communities are too familiar with so we always have to remind ourselves that black lives matter and this impacts our black students that attend public schools um aside from that in February I attended the Obama's Foundation My Brother's Keeper for launch event in Oakland a summit which young um men and boys of color came across from came across the country to com together and understand what my brother's keeper means um as well as seeing former
403president Obama speaks Stephen Curry Michael B Jordan Alicia gar Alicia garada um co-founder of the black lives matter movement Sabrina Fulton Trayvon mother's Mo Trayvon Martin's mother and many more these were um they were many of the um few speakers who spoke they did a lot of important conversations such as the importance of having Equitable education mentorship and how to dismantle toxic masculinity within all men and the impacts they have um on all different communities and so I bring this up because these are conversations we need to be having in the classroom and so how can we Implement that into history you know toxic masculinity has a history in our um in the United States and hurting folks so how do we have those conversations and as well as um in the grassroot organizing level
404district county and State and the national level I have seen and hear that people are not engaging young people people often want to make decisions for students without working in partnership with students this is a huge issue because we students get impacted by the every decision that adults make for us and we when we aren't being engaged and people don't try to engage with us guess what we think we think oh they don't care about student voice our voice doesn't matter and so when we engage folks we need to understand that we need to engage students who are being unders served engaging students who have been historically been ignored this means students of color students who are part of the lgbtq plus Community immigrant students students in low-income backgrounds and many more we also have
405to engage your parents and Guardians because they have a lot to do with how students are performing and are active when doing this work we need to understand that surveys test scores and other forms of data do not tell the whole narrative it only catches a small percentage of what is being told there's a difference between asking someone how can we improve the education versus how do you want to be engaged in that change and so I really want to ask the board that how are you engaging with students and parents and having these conversations some of us interact with students and parents more than others so I really encourage the board and the CED CDE to really engage students and parents and really have them on task force have them in the conversations because
406these meetings can be very inaccessible so how are we making that accessible and Equitable for people to have access cuz to be honest nothing's going to change in the education system if we're not uplifting the voices who impact the most thank you member cardus member ortis Le thank you I I just want to say to board member uh gardinas that I really appreciate um The Voice the voices that you bring to this board I think that we've often been criticized because we're in Sacramento we're not in the community um and that is something that you know it is unfortunate because we're not accessible to everyone but I think that you in particular have made it a point to bring the community to us and and the youth and social justice and and issues of equity
407and say with our filters and I appreciate that um so my le and assignments I have misspoke when I said that I was working with ethnic studies framework I think that was wishful thinking um it is called an ethnic studies model curriculum and there's a a huge difference again I I think I was just putting it out in the universe hoping that it would become true but the the committee had the first meeting last month uh there was a lot of calibration and discussion we have very passionate very passionate members and there was a lot of discussion about what does it mean to be Latina latinx Latino African-American Asia Native American and so uh they will continue having these conversations these are public so I I welcome you and others to to join uh HMA
408that's something that I think would be of interest to students because this is something that directly addresses our Stu our diverse student population the next meetings next week uh March 21st and 22nd here at the board uh room and the last meeting will be April 25th and 26th and so they will be uh working on some of these uh model curriculum so more to come it was a very interesting conversation and and I'm sure I'll have more in the next after the next meeting the health education framework yes this is coming to us in May so uh there will be a March iqc where they will vet through 2,000 public comments that were received during the 60-day comment uh public comment period so for more information feel free to visit the CDE website uh my
409page six e leason assignments I was part of a reception I was part of a panel with John King who's the president of UST uh former Secretary of of Education ELO orti Oakley the chancellor of the California Community College and I represented the the state board and we addressed the state of civil rights and education and my particular Focus was English Learners so that happened here in Sacramento I want to thank Eileen Strauss and David sap who stopped by the reception I will be presenting arave next week and I think I'm doing something uh with Lupita for sure Daisy Gonzalez uh who's uh at the Chancellor's office and I will be speaking on a panel on Latina and Leadership and of course a role with working with um diverse students in particular in my case
410English Learners I know Eileen will also be there and I think I'm also doing a little guest appearance with uh Tom Adams with the eel Ro map are you is it you it is [Applause] right you're like I think so um to be I guess to be confirmed uh so I look forward to seeing some of you in my hometown of Long Beach I'm very excited about having you all come to Playa um I lastly speaking of Long Beach I want to thank uh Mr Ashley one I want to wish you the best retirement life that you can have I'm sure that your wife will be excited to have you I love the idea of the Dashboard please have her send me the template my husband needs some summer projects as he's off from school
411um we we share the Long Beach Bond I I think that we're a small community in Long Beach where Mr Ashley's sister-in-law Ruth Ashley was my husband's first principal and and someone that he uh faed was a mentor so uh this man right here is part of the Ashley Dynasty that's a real thing in in Education Al lus unified and they're well respected uh in the community for being the Educators that that everybody wants in their system and I think you're doing a great job with the Legacy here in Sacramento thank you for your service thank you so much member rer it was a very brave but significant thing for you to say it but again I thank you for the role model that you have chosen to be not only as a latinx woman
412but also as a student because I have children who are my godchildren and they look up to you and appre you couldn't hear me okay and they and they look up to you and appreciate all the things that you do when you come to this board meeting so thank you very much um I'm just going to report on one item which was the IC meeting that was held for two days on January 24th and 25th I know that uh vice president Strauss when she speaks will probably give some more detail on it I'm just going to give you a quick overview of what we covered I want to give kudos to the Department of education staff who planned a very engaging and interactive orientation day on January 24th it was a way of inducting our
413new commission members uh I and I were both able to be there and participate in doing the training the members learned everything well not everything but they learned and received a very good introduction about their roles and responsibilities and understand their functions as a public member and as a public uh official they they got an overview about the iqc protocol calls and what their charge would be not only on doing adoption but on approving and making recommendations as an advisory body to the board on the second day they got down to business with the B with the work of the commission including looking at and reviewing appointments to new committees for the subject matter chairs assignments of the members to the sub various subject matter committees then they also turned to the work of um
414for the health subject matter committee they look at they looked at and reviewed the schedule of significant events and took a look at the online instruction reviewer materials application the education technology committee uh took a look at and recommended the draft computer science standards that came to the board for our meeting today the history social science committee uh in addition to their review of the activities that were going on they made a recommendation for their Le committee leadership and I'm happy to say I started on the board with and the first subject matter assignment I received was math so I'm excited to see the iqc now turn full circle and go back and take a look at and have an opportunity to have a conversation about math again I was there to participate at in
415that first conversation I learned a lot so I'm looking forward to working with the iqc again as we move forward on that I also want to take another moment just to turn my attention to Carrick Ashley you know there's a way to tell a story I could choose to be provocative and start a rumor or I could just or I could just tell the story straight you know Carrick and I went out drinking one evening so you see which way we I chose to go and we were not in California suy suie now we we were at a hotel in Houston Texas I learned what an oldfashioned is and he learned what an emeret sour is I like my choice of drink better than his that's all I'm going to say it's a wonderful opportunity
416to get to know any Department of Education staff but when I got a chance to meet both Carrick and Tom Adams they were in not only indelibly a team of Highly Educated very smart individuals but these are two individuals that I respect and admire for their collegial relationship that they model not only in the work that they do but in the way that they choose to support this board so Carrick and Carrick without Tom and Tom without Carrick that's going to be an interesting combination for me to deal with I'm having certain abandonment issues because they have always been there for this board and for me so Carrick I indelibly cannot tell I cannot tell you the fingerprint that you have left on the work we've done but um I hope that because of the
417work that we've gotten to do together I hope that I have picked up a friend and a lifelong drinking buddy that I can give that will enjoy emiro sour far better than you will enjoy in oldfashioned so I wish you good luck in your retirement and I'm looking forward to our lunch date okay member s ofal thanks thank you um so uh first thing special education um as a is onto that work uh The Advisory Commission on special education met last month and uh this commission works very hard over two days every other month and so um I'm just going to touch on a just a few highlights because they do a lot of work uh so when they met last month they discussed chronic absenteeism and then also the possibility of excluding medically fragile
418students from the calculation of chronic absenteeism uh they also addressed the health education framework and explored that and they obtained more detail on the multi-tiered system of support and they also heard from representatives from the Ventura County Office of Education who studied the relationship potential relationship between improved academic performance for students with disabilities and their increased participation in general education environments and then um they also discussed uh the efforts to improve reporting of assessment results to parents and families which we addressed today and uh also so I'm the liazon with Visual and Performing Arts and regarding the framework for Visual and Performing Arts that work is happening uh this year on the framework development so stay tuned for that for more updates and equity and access is a lens that um everyone working on on
419this framework is viewing the work through so that's really encouraging and the California state Summer School for the Arts the application uh period for this Summer's uh school closed uh late last month and the board of the California state Summer School for the Arts is actually meeting in Sacramento here tomorrow and um I can't be there because I'm here tomorrow and uh so stay tuned for the next time we meet because I'll share more information about who's applied how many applications how many acceptances and then um I also want to mention that uh on March 17th 18th and 19th here in Sacramento is the 42nd annual California Conference on American Indian education and I have to acknowledge the work of the Department of Education in helping facilitate and lead and make this possible it's really
420the premier professional learning opportunity for people working in American Indian education throughout the state it has been for more than 40 years so that's happening here in town uh starting Sunday and then going through Tuesday and then also I wanted to mention last year we had a visit from Judy Flores who's the county Office of Education for Chasta County and they were reviewing data and and how they're using that to improve uh their services for students and she had mentioned the performance of Native American students and I had said we'd had some learned some great lessons and I was happy to help share she called me up and um I've met with uh the superintendent in Chasta County virtually uh by conference call I volunteered my time to share Lessons Learned and then I also
421um met with the group I went to reading um again as a volunteer to help share what we've done with uh governance and systems to help improve our outcomes for Native students and I have to say it was wonderful to see superintendant um Native tribal leaders from different tribal nations in Chasta County parents grandparents it was just a really wonderful Gathering of people uh representatives from the public health department so they were really bringing all the stakeholders to uh the table in the same room and it was powerful and it was just the start of of making a difference for our native students so um I think wonderful things happen uh when we share information and tell our stories and I just um am happy to be a part of this work thank you thank
422you member s member Sun okay so where we are with Career Technical education um so many of you know that uh the Carl D Perkins career and Tech technical education Improvement Act was reauthorized in July um 2019 so um States had the two options one was to um create an entire plan for 2019 through 2024 or do a transition plan and then wait and do the larger plan um um a little bit later next year so we chose option one given of course this the short time so the uh California joint uh Workforce Pathways joint advisory committee has been working on that um transition plan or at least this where I should say the CDE staff Tom Adam staff has been working on the transition plan and so we met um The Joint Workforce Pathways
423committee met on Monday to review the First full draft of that transition plan and um provided lots of feedback and then we should be looking at it again in April and then this plan will be coming to this body um in May for approval so just wanted to give you guys a heads up on that um what is really um really nice about this developing of this development of this plan is that we have had our guiding principles that we developed um as part of this committee and so this is going to be the first step in really actualizing these um these uh criteria and these principles that we've been working on over the past two years and okay so that's sit for the CTE stuff um I I I want to say goodbye again
424to Carrick I feel like I've been saying goodbye to Carrick for the last three meetings in in in November when we were saying goodbye to Tom txen I was getting all nostalgic and so I said something very nice about carck and the work that he's done not knowing he was going to retire at the time and then in January when we were going through the transition with Mike and um I was feeling nostalgic again again and said something very nice about Carrick at this point and then I came for a meeting in January and here he was lurking the hallways of CDE and so here we are again in March and Carrick i' I meandered in and out of um my relationship with CD over the last gosh 30 years or so and uh you've
425always been there you've always been there in some way and so appreciate the work that you have done and the water you have carried and I talk about the time when Carrick had his little cubicle and I in the charter schools unit would walk over to him and ask him about data when we're under CIS so it's been gone a long long ways and uh and I was thinking about the next phase of California and our data systems and how there won't be a Carrick Ashley involved which is very very sad to me so thank you Carrick for everything you've done and we will miss you so thank you um so I have a few reports and I'll just say for I was very fortunate to go to a state meeting where Carrick got to
426do um presentation and he did if you haven't seen it ask him to do his Hamilton impersonation he's really really good so I'll just give him a special plug for that so with that um let me just um give you some quick um updates the math Committee of practice you might remember that as part of cess our County Schools they have some grants to bring together Regional representation around our state to build Regional capacity Implement standards so I is on to both science and math and then each time they meet a couple times a year and the job is to build capacity across the 100 people or so with the understanding that they will then go back to the region and build capacity in their local districts and touch the classroom practice taking a while
427to get going um as far as full implementation but it's really got a great energy around our state um you realize we have a huge state with a lot of lot of mileage to cover um and in MA in the math meeting at the the end of January covered differentiation with students with special needs in mathematics it was really exciting the speaker was so engaging that the science Community practi is going to have her come back now too so um it's an opportunity to really hear some of the work they do it here in Sacramento um so I'll let you know when that is but it was just really exciting and I just want to say about the iqc um training that um member Rucker and I both participate and we have four new members
428um we appoint the State Board appoints to iqc on a staggered basis so that we don't turn over the whole committee at one time but to Stephanie greggson and her team it was the I've been Patricia and I have been doing this since the be when iqc came back into being the training was so engaging about how Frameworks work how policies work when standards get adopted the hearing the public hearing process and I thought wow we're going to have a bunch of new board members on the state board and the training and some of the materials that Stephanie and her team developed would be great to share when you've come onto state board if you've not worked in this process before so hopefully you'll share um because I think it was invaluable and I think
429Patricia and I were incredibly engaged and we've done this a few times and it was really great so just a credit to that the concurrence commission is the commission that meets twice a year it's the subject matter projects that have been around in California for a long time they are going to do a sustainability Summit which is ucsu together working on sustainability around environmental climate change it's really been an issue that they're carrying on that's going to be in December at UCLA at the luskan center on December 12th so you'll hear more about it but there's a real commitment to bring the sectors together to talk about what we can do K12 through higher ed to help on environmental issues and um sustainability and climate change so um we did do a highlight the math
430project share their lesson study model which a lot of people are using to try to improve teacher practice and get in depth in mathematics so um anyway they meet twice a year um and then the science Community Practice as I said um met they met at the end of January um CTC met beginning of February and they dealt with their state priorities and what they're working on and what's interesting is they deal with lots of authorizations lots of certification lots of updates um and three in particular bilingual certification Child Development and pupil Services were talked about on that meeting all around performance expectations so you're really looking at ways you're going to be able to assess competency in these areas around the performance expectations so that's definitely a trend in the credentialing process and definitely
431spending a lot of time on that then on um in February I met with the AXA accountability task force and let me just say it's one we passed all these policies here at the board level with a lot of input but then listening to practitioners who live out in the field with the dashboard with the me how it impacts practice for example if you looked at the um the lowest performing schools on our state list you saw a majority of continuation high schools who serve a really challenging population at the secondary level with kids that need to graduate so listening to practitioners who have is issues with kids that can't graduate in four years because they're so far behind kids that have attendance issues kids that have suspension issues how they articulate continuation High School
432versus the direct Traditional High School because if the kid goes back to the traditional High School which you hope they do the traditional High School gets the graduation credit and the continuation High School doesn't get the graduation credit so one of the comments that I had asked CDE about was how do we check to see if the policies that we're implementing are getting the results we intend or are there other unintended consequences and the pr practioners voices are helpful to us because they tell us about the dashboard and what happened and the data and so I think the practitioners play an important voice and I know we reach out on a regular basis to our stakeholders and I believe that the technical design team is the one that looks and vets to um periodically to
433see what the consequences are so I just would encourage CDE to continue to do a regular check-in to make sure we're getting the results we mean to do and use our advisory groups that work together with us to make sure um that the consequences are intended and not unintended um was a highlight for me was um I'm in LA county and LA County had a engaging girls and stem at the Arboretum it was amazing it was such great energy and they create a structure where they have mentors for these girls to get them involved in stem when they're in high school going into college and a lot of these business professionals come in and Mentor girls it was a diverse group really exciting was an afternoon and evening with lots of breakout session and just
434a credit to LA county and our work in trying to further the science field last couple I'm almost done um through CTC there's some networks involved in trying to improve practice and one is the teacher education research Improvement network with several us involved with talking about data the data we collect at State CDE ctc's data and how we look at um retention of teachers where teachers get placed the diversity of the teacher Workforce and all it was a really wonderful engaging conversation about trying to further sharing of data when appropriate to look at how that impacts our teacher and leader Workforce so um we'll hear more about that and then there's another Advisory Group that deals with the advancement of instruction in quantitative reasoning it has to do with needing a fourth year of math
435in high school and kids not being ready for pre-calculus or calculus and all of those of us who've worked in high schools know how important it is to keep kids in math but know how some kids after their they finish the requirements either two or three years depending on the local requirement they stopped taking mathematics so csu's been doing a wonderful project it's quite a few CSUS to look at what this right appropriate senior level course would look like and there's a whole website on it and they've been kind of sharing their practices and they piloting with school districts a wonderful fourth year of math for kids so that they'll be successful in placing into college so it's a really wonderful project it's a connection through the CTC layson work that I do but um
436they're actually really um working hard on that and I think that will help to inform especially the revision of the math framework and maybe some examples of what that could be last thing is if you or I have two actually but if you look in the hallway you'll see the social emotional learning guiding principle that CD posted it's a beautiful wall out there that's a a result of a couple of years of work that started in 2016 led by CDE and a team that looked at social emotional learning and guiding principles though there's great website on that we have now with lots of resources and i' thank superintendent Thurman and his team who posted that and really advertised the resources that we're offering um it was a lot of work that committee worked on for
437we're on a national network for it but it's really exciting work and I had to highlight because it's out in the lobby so thank you for that the final thing is we have a standards implementation steering committee which is a group of CDE state board and um the county offices that are trying to figure out how do we further implementation of academic standards and we have come together around a key issue which is how do we support leaders to further the implementation work you can build capacity of teachers but we know the second important factor is the leader at the site and the district level pushing the work so we have a commitment to continue to look at building capacity of leaders we are all committed to continuing the implementation of standards and we know
438it's taking a while in many cases we have to build capacity across the system both in pre-service and those who are in our in our um pipeline for a long time in different places in their career but the standards implementation steering committee is really committed to that we meet quarterly um and it is a commitment of state board CDE and um cessa to try to do that so um we will hopefully hear more and more about it as we build out the system of support so that ends our leison comment or reports and at this point we have public comment general public comment we have one public commenter would Kathy mcnight please come to the podium good afternoon you hear me I I apologize in advance it's this is my first board meeting and um
439and I didn't completely um understand what was going to be happening under the topic that I signed up for which was um item nine so that's why I'm here during the public cont uh con can you introduce your name oh Kathy mcnight I'm sorry since she said are you from an organization um I'm uh the co-founder of an organization called citizens for parental rights um but I'm really mostly here just um I'm a parent a grandparent um I've um taught college level nutrition as well as Elementary School through grade seven and I've been following the health education framework and I'm I have a lot of concerns about it um and what I was hoping to do was um I came across an article recently um where there were five um mothers that um were offering
440their concerns about what's happened to their own daughters who decided that they were transgender and that they wanted to become a boy boys and um I thought it was um just something that might be really interesting for you folks to to hear um from a mother's point of view and um and to consider when you go through you know farther into this topic with considering um approving the framework so um this is what one of the mothers said she said in August of 2017 our seventh grade daughter came home from Sleepaway Camp believing she was a boy she had a new vocabulary and a strong desire to change her name and pronouns we never anticipated that we needed to ask the camp if she was going to be in a cabin with girls who were
441socially transitioning transitioning to live as boys we suspect that our daughter assumed that since my wife and I are lesbians and we're liberal in our politics we would support this new identity we may be lesbians but we are not confused about biology she tried to convince us with a very sound or scripted explanation that she had always felt like a boy but we had never once seen or heard from her any evidence of this feeling we listened to her gave her the space to talk about her feelings and tried hard not to convey to her that we were utterly horrified by this Revelation as we begin to try to find information makes sense oh how much time did I have I'm sorry just one minute yeah oh wow okay well I just wanted to wrap
442up by um just emphasizing that um a lot of a lot of people that are promoting the this framework seem to think that most parents and most people in the um LGBT community support this and this is an example of a lesbian couple that that did not support it and I just wanted to just thank you for sharing that and thanks for coming to our meeting and I hopefully know where to speak next time but I did want just want to mention it's super hard to uh work full-time and to try to time when to come to your meetings you also can write us letters too so yeah I could do that thank you so much thank you thank you for coming oh good okay I'm so glad to hear that so at this time
443we are going to adjourn we're not going to adjourn we're going to recess until tomorrow morning oh we are adjourning oh I get to do that okay we are going to adjourn the meeting today and we will reconvene tomorrow morning at 8:30 thank you everybody for a really good day