001One, two, three. Test. Test. We'd like to go ahead and reconvene back to open session at this time on this evening's meeting. Would you all please be so kind to stand and join me in the flag slot? >> Ready, begin. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you very much everyone. We'll move to agenda item number one for um actually we'll start with roll call please. Uh Miss White >> here. >> Miss Bibbo >> here. >> Miss Hunter. Mr. Flity is not present with us today and our superintendent. Mr. Shimik >> here. >> Awesome. Thank you. Can I please get a motion to approve our agenda as is? >>
002Uh I move that we adopt the agenda as presented. >> Thank you. Is there a second? Motion made in second. All those in favor? I oppose. Great. Thank you very much. Motion passes. Um there is nothing to report out from close session. Therefore, we'll move on to our superintendent report. >> Yeah, good evening everyone. Thanks for being here. I got to meet some of the students while we were getting prepped. And Dustin's going to pull up my uh presentation. And I was I was sharing uh we're more nervous than students than you're going to be this evening because we usually don't have a very large audience in here. So it's fun to see everyone uh here today and and we're starting a new I didn't share with the board but we're starting a new platform
003this evening for our guests online. So Renee is here to make sure we execute completely. Let's see how this goes. I think I can jump in. Yeah, there we go. So, as you know, uh for uh the superintendent report, it's just tied to our our uh our six goals and I as always going to end with something to make you smile. So, as I shared with you, our staff, all 400 staff members in November uh and early December had an opportunity to provide feedback to all of our departments. So, nutrition services, the superintendent's office, transportation, every every department uh in the organization um people had an opportunity to provide us feedback on. And we just today in this room sat down as a team, as a leadership team, and every department was uh asked to
004share two of the glows that the report generated. Like what's what's going really well? Where are people telling us you're doing a really where are employees telling us you're doing a really good job? in these areas. And so each department was able to go around the room. It was it was very cool. Um out of the let's just say dozen departments that were able to present all but one the number one rated um attribute out of accessibility, accuracy, attitude, operations and timeliness. That was the those were the five areas where they can rank us on and then they can provide a narrative they want to give us some feedback. attitude was the number one on uh 95% of the departments and I for me it that just reflects this um that our that our employees
005are seeing like you yes you're stretched thin. Yes, the partner might not be available. Yes, I realize that HVAC technicians been sick for a week and my HVAC didn't get it. But you guys have a really you approach things from a very positive lens. you're always wanting to help and you're really good about telling us when they're when when it might be delayed or when we can get to you. So, it was it was fun to hear the glows that got shared around the room and then each department was asked to just share one area where people are telling them, hey, we could you that you could do a little better or there could there's room for improvement there. And that's why I thought this graph was our leaders are expected right now to take
006that arrow and start how do we just get a little bit better and that's got to come from leadership. So, I modeled for uh the superintendent's office my two glows and my grow and solicited feedback from the team like you told you told me that um that an area that I could work on was accuracy. Well, I don't know what that necessarily means like can we tease that out a little bit? So they were able to provide a couple areas where they thought, "Oh, this this is an area where you could work on." Another organization might have or another department might have had something related to timeliness and we were able to share from a leadership perspective. Well, I know exactly what that means because I experienced it that when I when I work with
007your department sometimes and here's where I think you could get better. Um, three years ago when we started this process, we did not share this data publicly. I met with each department. They didn't get to read the comments because some of them can be sometimes they can be hurtful. So I trying to be very create a safe environment, very protective of everyone. Last year I ran everything through AI and said take out anything that's negative and hurtful and remove any names from this. So there wasn't any names and I gave that to people and then this year we all agreed that everyone felt like this is a safe environment and no one's this is not to catch anyone um doing anything wrong. It's really just in the spirit of how do we just get better
008by listening to our employees. And so everyone got all of their feedback this year. And it was interesting. Uh it's hard to read that sometimes when someone says you you can have 20 really nice things and someone can make one comment about you and you're like, "Oh, I think that's all you think about." And so we we wrestled with that today and um they all agree that they would like to continue getting all of the feedback. So I thought that was a great step for our team today. So, um, uh, and then I I I love this. I was watching my wife, the thing she loves about the Super Bowl is all the stories the, you know, five hours before the Super Bowl starts. And they were interviewing Mike Vrabel, the head coach, and he
009was just talking about, hey, everyone's allowed to have a different different personality. Um, but we're going to have only one, there can't be different um, you can't have different mentalities. We're going to have one mentality on this team. And I thought that's so true about our team and just this continuous improvement piece. Like, you can come at it from a different way, but at the end of the day, we're all going to get better. We all need to agree on that. So, uh, oh, Pleasant Grove is here tonight. How fun is this? Uh, Pleasant Grove was just down at their, uh, Disneyland with the band. Um, hopefully you got to see the Monday memo that came out and see the video that, uh, the band produced while they're of the concert that while they were
010down there. Uh, that was really fun to see them. Welcome our culture of excellence, our staff support. If you have not heard and those of you in the audience have not, Michael was nominated for the Elorado County School Board Association Leader and Boardsmanship Award and we found out on Friday that you are the winner. So, congratulations, Michael. >> Thank you. And then uh we also nominated um we nominated our group for the Elor County School Board Association Community Partnership Award. Uh for those of you that are in the audience or watching online, uh once a month on Wednesday nights in our community, we have our community night and we've partnered with Bayside Church, the Flity Impact Foundation, and Aspire Kids along with our team that's uh led by uh Jennifer Lawson and Soul um where
011families can show up, they receive a meal from Aspire Kids. The Flity Impact Foundation has donated clothing and and so is Aspire clothing and provides a lot of the um activities for the evening that uh occur and then Bayside Church has their their portable food kitchen that comes and delivers an incredible amount of food. Families are able to leave literally with boxes of food that can sustain them for multiple weeks and the food is high quality. It's all from the Nugget and Trader Joe's. It's all fresh. Um and that partnership has been amazing. We have 80 to 90 families that come uh it's the second Wednesday of every I think it's the second or third Wednesday of every month and it rotates between our schools. We have an incredible output and so we were able
012to nominate that partnership with our district and and we're going to be a recipient for that award as well at the uh county school boards association awards night here in a couple two two and a half months away from now. So pretty fun to hear that news on Friday as well. Then the fiscal accountability um you know there's there's never I can never find a great picture for the fiscal uh part of this but we are in uh yeah there's not but I will tell you Lisa has been working without a fiscal analyst for too long since before Christmas um so really holding down two jobs on that and this is supposed to be a a picture of an interview tomorrow in this room we are going to be holding our fiscal analyst interviews we
013are uh been recruiting internally and externally we've got some great cand candidates that are going to be applying tomorrow. We're looking forward to hosting them here and ultimately hopefully identifying our next fiscal analyst and getting them stood up and running as quickly as possible because um uh that a lot of work sits on and it's a lot of technical work sits at that desk and Lisa has been uh very gracious with working very late evenings and the weekends while Tim's been out. So, I know she's probably more excited than anyone to get someone in that seat. And then uh on our facilities management, this is the field up here at Green Valley. I just learned this week, you've you knew that we I've showed you pictures of us redoing this field. This is one of
014those areas where like we can do better. And this was a field where if you looked at it uh five, six, seven months ago, you would have said we seriously we could do better. Um and our facilities team embraced that and has uh um completed this field and for the fir and the benefit of that is for the first time in eight years we rented the field this last weekend for the first time. We felt safe enough to rent it. You know people have wanted to use the field and we're like uh you should not use that field. Uh it's now in a spot where it's rentable. So not only is it look great, it's there for our children to use. It's really fun to go down and uh see them using that field during
015the day now. And the fact that we're also able to monetize it on behalf of our students in our district was really exciting. So, I'm happy for our team. And I'll have pictures of the Waterford Corner. I haven't been down there to see it completed yet, but I know that it turned out really beautiful there. >> Question. Yeah. What's going to go on that? >> There's gonna be some signage. Oh, Jamie, you want to tell us what's Yeah, go for it. >> Oh, yeah. Mike. Yeah. Sorry. He knew what it was going to say. Like if if it's gonna >> Lisa, do you recall what that's going to say? I don't either. >> Something amazing. I know that. >> Okay. And then our last uh something to make you smile. I got a kick out
016of this. This was the Jackson. They did their uh the first time they've done this, they did a glow night. I wish that picture turned out a little bit better. That is some type of glow robot that was at the at the event and the selfies that the kids and staff took and sent to me were uh amazing. I think Dustin, it was in the Monday memo. There's some better pictures in your email about this. But I just thought what a what a fun evening for our kids to be able to go to and do a glow night. And that robot I thought was really cool. So I think that's it for me. That's it for my superintendence report. >> Thank you. Uh any comments or questions for superintendent as report? >> Awesome. That then
017has us moving on to celebrating excellence. And this evening we are blessed to have Pleasant Grove Middle School here and principal Morris to provide us with a >> fantastic go on you guys. We're gonna walk around and kind of pass the mic between us all, >> right? >> Oh, what? We can click it now. >> Oh, okay. I feel like we should give this job to break. >> Which one's the >> I didn't pay attention to what you just said. I'm sorry. Which one? >> Yeah. >> Okay. Perfect. >> All right. So, as you guys know, I'm Ver Morris. I'm the principal. We're very excited to present tonight. >> And I am Greg Lambert, assistant principal. >> Um, and I'm Liz and I'm in seventh grade. >> I'm Javana Jones in eighth grader at Pleasant
018Grove. >> I'm Caitlyn Hendris. I'm in eighth grade and I'm the school's president. >> And I'm Javier Dafia and I'm in eighth grade and I'm the school spirit director. >> All right. All right. So, our first slide goes over the demographics of our school. So, I'll let you guys read over it. Some of the things we're proud of over the last few years, we've consistently increased our enrollment. We're also very proud of our diverse learners. We have a very diverse group at our school and we have experienced teachers who still dive into pedigogy and professional development. Thanks to Dustin and Lisa for sponsoring that. So, um very proud of all of our diverse learners at our school. So, one big emphasis that we have and not just coming from Miss Morris and myself is how
019do we connect to our school and our community, we think about our staff, we think about our students. Um, and one thing that we're very fortunate about as we think about the cupidity that is does is non-existent within our community. Um, it's very generous. It's very much about how do we support each other? How do we build each other up? Um, and in this presentation today, we're going to be covering just a bit of a fraction of the amazing things that we have with our partnerships and a lot of great things going on on our campus. >> This actually goes well with what Jim was talking about in partnerships. So, one of the partnerships we um pair with is the California PBIS. This year, we are evaluated on the five elements of PBIS, which are
020listed to the left, and we received the silver award this year. One of the things you guys know as well with PBS, it's huge on focusing on building relationships and positive connections. We had 95.8% of our students report that they feel connected to at least two students at school and two friends at school. >> On this slide, it shows an elective that helped raise money and food to feed on families on Thanksgiving. I was one of the students who helped raise money and I went in and out because I helped um next slide it shows um some of the turkeys using food packs collected for Thanksgiving meals. Also, this slide shows how much money we raised selling cookie dough. I sold a lot of cookie dough to power school for the epic heart lunch equipment
021and much more. >> Shout out to the parents as well for helping with that. And you can't see it up here, but this is huge for Mr. Lambert as well. As you can tell, he's got a very good voice public speaking. He gets on our intercom every day and advertise this and we raise $13,000. >> And that's profit, by the way. We actually raised 20 27 28,000. >> Yeah, we're really proud of that. >> All right. Oh, am I again? Sorry, that's me again. I was so busy focusing on Greg's amazingness. Our other um partnership is with the Lrobe Fund. Previously, the LRO Fund has funded our wellness center and given us grants to support that. But this year, the LROE fund partnership with us. They um granted our band program $11,000 to buy only
022two instruments. We still had to pitch in a little bit and they were used. So that shows you how much instruments cost. So it was the Berry saxophone and the tuba. One of our biggest partnerships is with Ponderosa High School. We partner with their wrestling program. Pleasant Grove shares their wrestling match with Ponderosa and Ponderosa has PG's wrestling practices on their site and our students work with their coaches. when I was in sixth grade as a wrestler. I really enjoyed going to the high school to practice. Ponderosa's cross country team also partners with our team, mentoring them. I'm really looking forward to attending Ponderosa and helping the team out. Uh our band program also partners with the high school playing during one of their football games. Lastly, we work closely with the Junior Bruins. So,
023in addition, we have uh three additional partnerships that we're very proud of. Um definitely a match made by Cupid that we're so so excited to celebrate. So, when we think about our partnership with the Rotary Club of Cameron Park, this is our first year of doing it. Um we've already had two students recognized. We have a third one that we'll be doing later in the year. Um but that's both for the outstanding work at Pleasant Grove, but also contributions to our community. Um Hands for Hope we're very proud of as well. We have over 10 active students in the organization. Uh in case you're unfamiliar with Hands for Hope. Um they're they specialize in local community service projects, really giving back um and providing opportunities for students to have really good leadership. In fact, Miss
024Morris and I uh just met with the entire team and they're super excited going into April. uh they're going to be putting on their big fundraiser and their um coordinator did such a good job, their coach really of empowering our students to be able to put that together from the planning, the advertisement, the collection, the logistics of it, just really really cool skills. Finally, we also have some of you that's a partnership that we've had for over three years now. We're very proud of that um because they provide mental health services as well as other supports to our students. Um so in the last three years we've had over 59 students supported and then this year alone we've had 18 students uh supported throughout uh some of you at our school we have many ways
025of recognizing students. Um one of the ways we rec celebrate students is um ones who maintain merit points throughout the year. These points are kept by demonstrating positive behavior or by completing merit recovery to earn back the points. Students who maintain 100 merit points are invited to special merit parties where they can enjoy fun activities and/or rewards for their hard work and dedication. The picture on the right shows students waiting in line to receive their special treat to recognize their outstanding behavior. We also have an exciting competition called Clash of the Classes where each grade level competes against each other every month with points added from taking AR quizzes, avoiding being tardy, positive referrals, and much more. The goal is to encourage students to actively be positive, respectful, inclusive, diligent, and engaged. All of which
026we call Puma Pride. Each month, the grade that shows the most pride gets rewards and recognition. Each trimester, staff selects a few students of the trimester who have consistently shown outstanding behavior and school spirit. These students are recognized for their hard work, positive attitude, and their commitment for helping others and contributing to the school community. We also have a system of positive referrals where teachers and staff can point out students who are going above and beyond in demonstrating positive actions. At our school, there are many ways we boost school spirit. One is through class colors days where each grade has its own color and we show off our class pride by wearing these colors. Um, sixth grade is red, seventh grade is blue, and eighth grade wears pink. Whoever has the most people dress up
027in that color for the day um they receive Clash of the Classes points as Caitlyn mentioned. Uh we also have spirit days and those are a favorite at our school where we dress up in themes like pajama day, twin day, or anything but a backpack day. Um another way we boost school spirit is through dances where students get to come together, have fun and celebrate with their friends. Uh, one of the favorite songs that we play during the dance is, uh, the Cupid Shuffle, and everyone joins in. It's just a lot of fun seeing everyone enjoying it. Um, we have three dances during the year, including the Halloween dance, winter formal or Valentine's Day dance, and the spring fling, which are always a hit and help bring everyone together. We also hold school rallies throughout
028the year. These are high energy events that bring students from all grades together. Rallies include games, music, and performances to help pump up the school spirit and get everyone excited about upcoming events. The grade level that wins each game also gets points for Clash of the Classes. This year, we also hosted a movie night where students could gather and watch the sand lot together in the school multi. It's a great way to unwind, have fun, and bond with classmates outside of class. Additionally, in leadership, we visit our first grade buddy class here at Green Valley, and we try to go monthly, sometimes every other month, and we do crafts with them. Most of our class has two buddies and it can be chaotic but it's so rewarding and they are always so happy to see
029us. This year we hosted a makers market where local vendors came into the m the multi-purpose room and sold handmade products. Uh we had many partnerships with outside businesses and it was a really great way to connect to the community. During my time at Pleasant Grove, I have participated in cross country, track and field, basketball, and wrestling. This year, I earned first place in the mile and a half for varsity cross country at the county fairgrounds. >> Thank you. Miss McClean taught me about how to breathe properly, and this helped with my stamina. She taught me how important it is to maintain your health and how important it is to take care of your body. When I was in sixth grade, we won the basketball championship. Mr. Mucky helped me to progress as an athlete
030and taught me that girls are just athletic as boys. Both coaches taught me a lot how to balance being an athlete and a student. I've been part of the basketball program for two years. During this time, my coach, Mr. Mleki, has taught me the importance of thinking before acting and to realize your actions affect the team. For example, if one person gets into trouble, the entire team runs to remind us to all be academically disciplined. This actually didn't happen this year. It just shows how diligent we are uh off the court. >> I personally have been a part of girls volleyball for three years, starting my sixth grade year on the seventh grade team. My coach was Miss Kerakov, and she taught me the importance of being an exceptional participant on and off the court.
031>> All right, that's our conclusion. Thank you guys so much. But we are going to end it on a note. Liz and I will be Cupid and we're gonna bring around little Valentine's for you guys. >> Yes. >> Thank you very much. >> Can Can we open this up to any >> Thank you guys. >> Yes. >> This more we might have some questions and comments if possible. Awesome. Thank you. Let me go and open it up to our trustees at this time. >> It Thank you. And I just wanted to compliment the student speakers. You you guys clearly were prepared and confident and clear and each one of you just added so much value. So, thank you very much. >> I'd like to echo what Michelle said. I I thought you guys were very
032very impressive and I wanted uh to thank um the administration for bringing them because I actually like having the students come and and talk to us. It just gives us more of a flavor of what the student experiences on your campus. So, we appreciate it. Thank you. Yeah, I would just like to add in I love the community engagement that your school in participates in. Um, in particular with your future high school, the metriculation there, the relationships that are developed, um, the joy that you're looking forward to going on to the the next institution for learning, that's invaluable stuff. So, that takes a lot of effort and to build that. Um, but there's great fruit from that labor. So, great job. We are hoping that they share this with the high school so that Jim
033gets a little or sorry Jeremy Hunt gets a little love too high school level. Great. >> My comment is very similar to what everyone else said. I love having the students here. I thought you guys really portrayed just love and happiness for your school and really that's why we're all here, right? So job well done. You made me so emotional during that. I also would like to echo that I did truthfully write down I love the partnership with the high school. I think that bridge is so important. I love your guys's work there. Good work. >> Thank you guys. >> This will have us moving on to um public comment which is um obviously the rest of our meeting is riveting. So if you'd like to stay, you're welcome to. Um but um if you
034have other things this evening that you need to get to, we totally understand and this would probably be the best time to um yeah gracefully exit. Yeah, absolutely. Thank you very much for coming. And for those in the chamber, if you found yourself in the back row because of the um crowds, you're of course welcome to move to the front at this time if you would like or not. Okay, totally understand. Um this has us moving then on to public comment for items not on this evening's agenda. Um the items not or sorry the item is placed on the agenda for the purpose of providing members of the public and bargaining unit representatives the opportunity to address the board on items um of business that does not appear on the formal agenda. Um each speaker
035will be given two minutes. The clock will countdown on the screen based on the Brown Act. The trustees are not allowed to comment on items that are not on the agenda, but um we can refer those questions or subjects to our superintendent and his cabinet and follow through with that. And for items that are on this evening's agenda, I'll identify the opportunity for our members in the chamber to um to address the board if if you have questions. This then has us moving to agenda item number two. This is midyear reporting LCAP. And Dustin Haley, our assistant superintendent of curriculum and instruction, has the podium. >> Good evening. Um, before I get started, I want to compliment those uh students that spoke. Several of them I had the privilege of seeing grow up from kindergarteners
036and some several of them are graduating this year, moving to high school. So, it's super exciting to watch them become these young adults. So, very cool stuff. Um that being said, um I am privileged to be able to present tonight on our midyear LCAP supplemental report to the board. And so, um this has been I think we've done this a few years now. And um the purpose of this as the board is aware is is that every June we adopt our um our LCAP plan that we have and we provide and gather a lot of input from uh from stakeholders from educational partners. Uh this board spends quite a bit of time looking at goals that align with uh board goals and along with trying to identify um what our areas of focus need to
037be. And so the LCAP is a three-year document that we create and then every year we get to update you in June on how that's going, those goals that we set, uh the expenditures that we make a priority in order to spend money to support those goals, and then where we are in that effort. This is year two of the LCAP, and so in June, we will in its totality be able to bring the LCAP to you. But we are required based on bill 130 uh by February 28th of every year to provide a mid-year update which is what I'm doing right now. Uh in your packet just um for just for the board's information there is a comprehensive plan of that update in there that speaks to u a lot of line items. And
038so the presentation I'm providing here is more of an overview. uh it will provide uh for each of the goals uh some strengths some highlights some areas that we will continue to focus on and then we'll have the entirety of that information in June. So just the impact to the the budget overview for educational partners here you can see listed there that uh those are the numbers and um that are listed and as the board's aware uh when the LCAP and the budget are brought to the board and approved uh it's always interesting because the state budget's not complete right so we're uh always making our best um approach at that as far as the budget goes and then as Lisa comes up here uh twice during first interim second interim she's able to update
039the board with how things are going and we're able to keep those moving parts kind of moving forward and to identify how the budget shifts and changes as we go. But at the same time, we do need to leave with a plan in place by the end of June. So there's two parts to the midyear update. Uh one of them is related to LCAP metrics. And so this graphic here speaks to uh what the update looks like. And so what you'll see in the plan there is there are some of the metrics that are unknown meaning that we have not yet assessed them because they're summitative assessments uh summitive metrics. Some of them are in progress meaning that we're in the progress of actually um focusing on what those are and some of them are
040known. Um I will share a little bit of what that looks like when we kind of go through the um like each goal specifically. But um the data that is for them in there what you'll see is you'll see data for example if I'm speaking to uh goal one there's a lot of academic metrics in there and so every trimester our teachers give assessments for example our uh diagnostic math assessment that provides where students are in terms of um at that time of year are they meeting standards for what they've been taught and so there's a percentage that they have and so as they go they take that every trimester and And then at the end of the year they will have done it three times which will speak to the entirety of what that
041goal is. So the second part of that is related to the expenditures and so if you look at each goal there's a list of metrics and then below that there are um expenditures or funds that are tied to what needs to be done in order to meet those goals and to focus on those metrics. And so again, similar circumstance where we have uh some that are not started, some that are in progress, and some that have been completed. Uh that's part of the whole process where you are spending funds throughout the year. And Lisa comes up here during those first and second interim presentations to share with the board where we are in that process. And so at the end in June, we will talk about the funds that we spent and then what that
042looks like moving forward for year three. So for mid-year progress of goal one uh the goal is that the district will provide quality educational services to maximize academic achievement for each student individual student and student groups. That is primarily our academic goal. Um I do want to speak to these goals. All of our um site leaders have provided in consent in the board packet their single plans for student achievements that are in there and their goals align with the goals of the LCAP. So, as I mentioned, uh, areas of strength, and some of these the board has heard in previous presentations that we've had, I think last month and the month prior to. Uh, there's definitely strengths in terms of how we're performing in language arts, math, and science, academic indicators that were in the,
043uh, the dashboard, California dashboard, as well as when we did our um, our CASP um, Smarter Balance Assessment presentation. There's continued improvement for chronic absenteeism. That number continues to to go down. Um, obviously, we talked last time about colors. We're not here to talk about colors tonight um in terms of the the dashboard, but at the same time, we are moving in the right direction regarding our our attendance. Um suspension percentages are fairly maintained and then all of our local indicators where we grade ourselves with how we provide uh materials for every student, how we involve the community, all of those indicators uh have met standard and we're proud of that. areas of focus uh and we mentioned this also previously is is focusing on our English learner progress indicators. Uh while we are making
044progress towards our absenteeism or um chronic absenteeism, we're still focused on that precoid number that we're trying to get to. So that is an area of continuous improvement and focus. And then student group data. So, as I mentioned at the last meeting that you have the the summitive scores or indicators, but then it also drills it down to our student groups and how those individual groups are performing. And so, those are groups that we're watching. There are certain ones that we're watching uh that are requiring um specific attention that we're focusing on. For goal two, uh this is the goal where uh essentially the district is providing safe student- centered learning environments that are responsive to social emotional needs of all children and families. And so the areas of strengths that you will see in
045the board packet speak to our culture and climate student survey results, which I will be speaking to later on this evening. Um, we also have our LCAP parent survey results that uh, Superintendent Shoemake shares with the board towards the end of the year so that we're able to get uh, feedback from our community as well as our um, again mentioning our chronic absenteeism indicator on the dashboard. areas of focus again uh chronic absenteeism and then listed on there as a focus is our suspension rate indicator and I know that we've spoken to that the percentage isn't high but at at the same time any time that that a student is suspended we're looking at not only a restorative process for that but how can we work with that student and students with uh behaviors that
046are exhibited that are similar to that to avoid those in the future. So that is always a goal. You want zero. When you have anything more than zero, we're looking at how can we improve what our practices to support kids and support make sure our school sites are safe. We are currently going to be administering in the spring the the LCAP parent survey and then uh Superintendent Shoemake is continuously speaking with students and student listening circles. I know that um that Kim, you've talked about being a part of that and what that's looked like. Um, but there's always opportunities to ask our students, our student councils, and then kiddos when uh we come and read to them, we always ask them what do they like about their school? What would they like to see improved?
047And is incredible no matter how young or old that they are that the feedback that the kids give. And then finally for goal three, uh this is our our technical infrastructure goal where our district will provide technical infrastructure and systems to support um excellent education and effective learning environments to flourish in all aspects. Areas of strength again um there are questions on our culture and climate student results survey uh that do speak to that. our parent survey, um our um stutter distort district services survey, our DSS results um that Jim spoke to earlier on in his report as well as we will be giving later on our employee experiences survey and the the results that we have for that show that a lot of good things are happening in our district. We always look at
048where are those glows and then those areas of continuous improvement. So listed there um for areas of focus um continually focusing on those DSS results and then developing those action plans for how can we continue to get better, what can we do to focus on for improvement and then same for the ESS survey. So that was a really uh quick presentation um on that. There's a lot of really positive things that are happening uh in our school district. When we come back in June, the board will get a comprehensive presentation about the LCAP that will have all metrics, all expenditures, reports because we will have completed the second year cycle of this LCAP and then focus on providing what does the third year look like and then lease will provide what that budget looks like
049for the board to consider in June. Any questions? >> Make sure there's any public comment on this. Seeing no public comment, let me go and open it up to any questions or discussion. trustees. Looks like a solid presentation. Thank you very much. >> Thank you. >> Um this then has us moving on to agenda item number three um for cultural and clinic survey climate survey report, pardon me. >> All right. Well, uh good evening again. Uh as I mentioned, it gives me pleasure actually to uh to present on our culture climate survey. Uh this is the our this is our year three of giving this survey ourselves. And so um for for those that may be listening uh historically we had utilized an outside service to provide our culture and climate survey to gather uh
050information. And uh three four years ago uh we had a really good conversation at this level uh for to provide uh our own survey so that we could ask the questions that we wanted to gather the information that we need. But what I really got out of that is just to be able to include more students. In the past, we only had fifth graders and seventh graders participate. And um as a board member member, there was an opportunity for us to gather more student feedback, which um in this presentation, as soon as we get started here, I'll be able to share uh not only the feedback from the students, but share some participation rates, uh some areas of strength, um and areas of focus. And so, um, just real quick, just as a highlight here,
051going to go through the the culture and climate descriptors, uh, what participation percentages and numbers looked like, looking at the data, the analysis there, and then talk about what are our next steps. And so, um, just as a reminder, looking at what the descriptors are, uh, it is a big focus of our district. And I I know Jim, I don't know if you mentioned this or not, Jim, but just in talking about our DSS survey, um when our our departments spoke and got to talk about their glows and grows, one of the highlighted things that were in there was just the attitude of our departments and our staff. People see that as a strength. They see that people like coming to work. Same when we talk to our kids, they love coming to school. And
052so I'm very proud just to be able to solicit feedback. And along here, these bullet points are the the various ways in which we identify feedback from our educational partners. This isn't just a check off compliance thing. This is us asking a variety of different uh members of our community and of our school district as well as utilizing data to really identify what's happening in our schools. And so, I'm super excited to be able to share just the culture and climate survey data results. So, as I mentioned, for participation, we had grades three through five. We had 637 elementary students participate. Um, for the board's information on that, there is an active consent component to this, meaning that parents have to sign a permission slip for students to participate. Um, and sometimes parents choose to
053not sign it. Sometimes it gets lost at home, it doesn't come back, whatever that looks like. But uh having 637 elementary students um I believe that that is comparable to what we did last year. It might be a little bit more by about 10 or 20 students more which is good. Um actually it's a little bit less actually six students less right. So right in there. Um the middle school students their uh consent is a passive consent meaning that parents have to submit something if they don't want their students to participate. So and the number was exactly the same. and we had 1128 students participate in grades 6 through 8 on their survey. So um quite a bit of students quite a bit of of participation. This listed here is our elementary key indicators from
054their survey. So as you can see there are two main areas of focus. There's the school culture and climate piece and then there's the health and safety piece of students. And so the board can see that the the percentages there. Um, I'm going to highlight a few of them uh that I think are important to take a look at. Um, okay. As we're resetting here, if you take a look at on um the right hand side as we get started on the health and safety piece, um you'll see with the percentages that are there that students are doing a pretty good job of taking care of themselves. They talk about that. Are they eating breakfast? Are they going to bed at a decent time? Um, do they feel safe at school? These are those those
055fundamental needs that we need our students to have in order to come prepared to learn. And so I look at those percentages uh and and feel pretty good about how the students themselves are feeling. Um, and so that that is a positive there. Um on the left side for school culture and climate um when we ask the questions in this survey they are um the percentages are are compiled if it's it's more of an agreement. So if it's all the time or most of the time that is a positive response. If it was a uh some of the time or none of the time we took that to be that's more closer on the the the no side of the question. And so if you see that students feel connected at school, 81% that means
056all of the time or most of the time, meaning that there were students that felt um that they're not necessarily connected. And so I'm going to talk about that in a little bit. But for the most part, that that was a a a strength that was listed there. And the reason I say that is because if you look down further on that students feel that their parents are involved. They feel that they know what the rules are. That students are treated with respect and that staff treat students with respect. And so those are areas where students are very aware of what's happening uh in their their schools on on campus in their classrooms and on the on the playground. Uh I always find it fascinating that they all know what the rules are. Um and
057uh when it comes to fairness because that is a huge component when you're when you're um when you're a kid or when you're a young adult is just that are students treated fairly. You know 72% eh you know it's fair sometimes things are not fair and it's kind of a matter of perspective. So I don't know I mean but I will say that our students are given a voice and they have a lot of opportunities to communicate if something's not fair or what their experiences are because we do need to have those. And so when we do have any discipline opportunities, there's always those restorative conversations, chances for students to share how they felt and hear how others felt so that we can obviously focus on what that looks like. The bright spots that uh
058we were able to take away from this survey is that the students are taking really good care of them. >> Sounds like that that should be a given, but out of COVID it wasn't. There were definitely a lot of um things that I think we just assume that students are doing, they weren't doing. They were staying up too late. They were on their computer overnight. They weren't eating breakfast. It was just those basic health needs. They weren't really taking care of themselves. And I just think that part of it was just that things had just kind of gotten like their their routine and rhythm had kind of gotten out of hand. And so there's definitely been some uh adjustments over the past few years. And so that is definitely a positive. uh academic motivation continues
059to be evident in students. They recognize that uh teachers provide high standards for them academically and that our schools provide high standards for their behavior as well. Students identify staff that care about them. Uh parents are involved, which is huge. We know that when parents are involved or when any uh adults are involved, the research says that students do better if they have a grown-up that's involved and cares about them. And then of course that students feel safe at school traveling to and from uh that that there's a safety component there. Areas of focus for us is continuing to monitor student engagement in academic and social opportunities to continue with universal design for learning work and the procedures that we're providing that we've been doing this year to focus on providing that universal access for
060students that have a variety of needs. That's what they're learning. That's what they're experiencing. We're trying to make sure that it's all available for kids. and then continuing to provide that social emotional support opportunities for students if we have students that aren't feeling connected, identifying those students. We have our our um our small groups that our counselors are working with. We have our wellness centers that are focusing on supporting students. We have our PBIS facilitators that we've added this year at two of our schools with the intent of adding more of them to support those students that are just having a difficult time. They're struggling with uh relationships. they're struggling with just overall um procedures and just trying to help them. For our middle school students, again, these are uh the students that s grades
0616 through 8 participated, 1128 responses, again, health and safety, and then school culture and climate. This survey um includes some information that's uh a little beyond those basic foundational skills that our uh elementary students um are asked about. And so just focusing first on the health and safety side. Again, there's those basic skills about eating breakfast, going to bed on time. I was proud to say that only 4% stay up until 12 or later. I'm like, that's really late. That's really late. Um um that students feel safe to and from school and perceive school to be safe. Uh I did dig into the harassment, bullying, 48% because I was like, wow, that that number on the surface seems like a lot. The way that that question is asked, it's a it's a battery of about
062five questions that we created that ask about things like um if um have you ever had a student look at you with a look that you didn't like? And it's how many times? Zero, one, two, three, or more than four times. Essentially, if it was more than zero, we counted it because anytime that a student maybe doesn't feel good about how somebody is either to them, is treating them, you know, that they feel that that's something that we dig into. Um, there could be some debate as to whether or not that's bullying or harassment. And so, some of those conversations, if it's multiple times, that's where the definition of bullying or harassment can live. Okay? If it's one time, if it's, you know, one of those sorts of things, then our um administrators have conversations
063and teachers with, "So, if you didn't like it, did you tell them to stop? What are those basic skills that you need to do to communicate how you're feeling when you're learning how to interact with?" And so, that's something that that was listed there. Um, that 48% included like a small to a a larger percentage of that. Um we have listed uh cyber bullying as one that is a a topic that is consistently you know discussed in terms of kids using social media uh using different ways to communicate. Um know I have three kids and they all live and die by that communication almost to a detriment. And there are those moments even as young adults where um there's only so much that technology can provide in terms of tone, in terms of things you
064would maybe type that you wouldn't say to somebody if they were facing right in front of you and all those conversations. And so, um, there is a huge push to make sure that our, um, that our students understand etiquette when it comes to utilizing, um, social media, um, their their phones with texting and communication, all of those things there. And last but not least, just at the bottom, looking at our current alcohol or drug use, marijuana use, uh, cigarette use, or vaping use. This is a question that's asked, there's multiple. are they currently doing these things or have they done them within the last 30 days? And so if you see a percentage 2% 1% it's very very small. Um anything that's above zero is something that obviously is something to consider and for us
065to focus on and as a as a school or as a district we do focus on those things but we do gather that information. I am actually proud that the students are honest enough to give us feedback on this. I think that's important. I mean because they could lie and not share that but I think the fact that they're sharing that this is anonymous and this is their feedback helps us to continue to evaluate our programs. On the left hand side you can see again similar categories to what the elementary focused on u including academic motivation being a real strength there that 95% feel motivated to do well and um I'm really encouraged by that because uh the level of rigor as the students move up just in their grade levels goes up a lot
066and there's a lot tugging at their time with sports and outside um um extracurricular activities things like like that. And so the kids have to manage their time. Parents aren't always able to help kids anymore with their work and with their math. And so the fact that the kids come in wanting to do well, they see that this is an area where they need to focus for their future. It's a really a really good thing. Um they definitely see high expectations that they u expect basically of themselves but also are put on to them as well. And that parents again high percentages of parent involvement. They say their parents care about how they're doing in school. They're asked when they get home, "How was school today? What did you do? Do you have any homework?"
067As our kids are older, we do um want to provide that um autonomy, but it's good that our parents have a pulse on how their kids are doing as far as that goes. And then I I I like that student responsibility is important. That that's something that our students are really living on. They definitely appreciate having the opportunity to be responsible for themselves and then when they succeed they're proud of their efforts. So bright spots uh for our middle schools particip participation rates remain high providing more confidence in our data. We have almost I want to say it's I think we had less than 10 between our two schools where we actually got an opt out and that was complete out of that that we had a a essentially everybody took this survey which is
068great. Normally surveys you're happy if you get 50%. So you know to get that that percentage is that's super big. Um attendance rates continue to improve. um academic motivation and connectedness continues to improve and again students are taking better care of themselves in terms of getting to bed on time, establishing routines, doing well, wanting to do well, all of those things. A continued focus for us is on um inappropriate behaviors at school, including bullying, spreading rumors, and cyber communication. So, um I talk about this with Jim all the time. any uh suspensions that are are issued from our sites. Um I read them all and so we have conversations with our principles regarding each incident um what it was, what are they doing for our restorative practice and what are we doing to focus on
069for the future. And so in our um again in the the consent agenda each site's uh single school plan they have in there how they are focusing on these areas in those site plans. They communicate with their um their site councils and they're able to get feedback from parents on their own local surveys on how they think things are going. And last but not least, emotional stress and support continue to be an area of concern. And I say that because as our kids are getting older, there's a lot of pressures for them. They're teenagers. Academic rigor is is a lot more challenging. They have a lot of social challenges that are kind of that they're going through as well. And so we're trying to really identify what are the ways to support kids as they're
070going through some of those challenges. Do they have people to talk to? Do they feel comfortable coming to somebody if they need help? Um our wellness centers on both of our middle schools are available and our students do utilize them if they need extra support, if they want to be a part of a group. We have our school counselors that are supporting them in those areas. But it's definitely um a pulse we're just keeping on and supporting. And again that that being said u our next steps for this and I mentioned our site councils but we have safety teams our student councils and other groups that our principles are working with and are um taking these sorts of things to them to get their feedback on how they can um improve student perceptions and outcome.
071And then Jen Lawson who is our MTSS coordinator has uh been supporting our staff and uh between she and I we've been providing our uh universal for design for learning um opportunities for our students. Uh staff have been trained and then some of our schools are starting to do more small group focused group studies on UDL and how they can work with their students. And so that is a huge support piece there. Uh with that PBIS, our tier 2 teams and what those are are every site has a tier 2 team where they meet every week to talk about individual students. If a teacher or a staff member has a concern about a student, they bring it to the team. They talk, it's almost like a wraparound service piece where they talk about what are
072their concerns, what do they need, how can we support them, and they talk about them on a very regular basis with the goal of hopefully when they come back getting uh updates and that that student's doing better and that we can exit them. But it's a continuous talk about them. And we even have our yard supervisors doing where they choose one to two students that are their students to focus on to check in with at recess. Make sure that they're have somebody to play with that they're going to do something fun. Ask them how their day is going. Just build those relationships and those connections. And so a lot there to support kids. And then we continue to uh promote our good attendance by monitoring reasons for absence and look for ways to improve those
073attendance in areas where it can be done safely. We have our district attendance review team where we are locally meeting with families if attendance is uh of a concern. Uh that way we can do it faster than our um school attendance review board at the at the county serve level and to be able to hopefully help. It's not a gotcha or a get in trouble. It's a hey, we missed you. How can we help make sure your child's at school and what do you need to do that? So that's it. Any questions? Um, I'm like I said at the beginning, I'm proud that we give this survey and it's our own survey and every year we take these questions back and go, was there something we missed? Is there something we need to add? Jim
074had brought to me that it was the board's um interest to have uh questions in there that related to um school connectedness as well as just some of the other categories that were listed there. And so we look at them and then we submit them out. And then when we get them, we provide each school site with their dedicated data that they then look at and that they include in their single school plans and focus on them. >> Yeah. Doesn't appear that there's any public comment. So, let me go ahead and open it up. Great presentation, Dustin. Thank you. >> Let me open it up to questions or comments. Trustees and proud that we created our own. >> No, sorry. Go for it. >> A couple things. one. Um, I just want to acknowledge the
075time and effort that it takes to go to put into these presentations, both you and Lisa. I can I can only imagine having to, you know, do these presentations twice a month and just the time and energy. So, I I appreciate that. And more importantly, I think that I appreciate that it's always seems to be narrative in nature. Like, it's not just a data review, right? You're not just spitting out results to us. So, I want to acknowledge that and I appreciate that kind of conversation. why I know we're not, you know, engaging in, but it does feels very conversational. And then I did have one question about is the emotional stress um is that parsed out in the question or is it just are you feeling stressed at school or you probably I know
076I know you probably don't have that exact wording, but is that just do you think that's just a general stress, internal, external? >> There's um the way that the questions are worded there there are a few questions. I know that one of them specifically speaks to um how do you feel when you're at school? Do you feel ready to learn? Do you feel tired? Um and there was a certain amount that identified I I feel a little stressed. I feel a little anxious. And that has been a common theme that that anxiety level and it's attributed to a variety of you can't put it on any one thing. Some of it it's for students that it's just the level of rigor. They just they have to get straight A's or they have to, you know,
077they have to do everything the best. you know, there's that kind of that external that internal external pressure. And then for some of them, uh, it's it's relationships. And so, they're kind of battling that. And so, uh, I know that that's why our goal too in the LCAP is really to focus on that social emotional piece because there's a wide, uh, range of needs that students have. the >> wellness centers. Have you seen is has there been a change in participation with the wellness centers or do they stay pretty consistent like in terms of just usage at those schools >> to speak? Um I don't have numbers in front of me but when we talk to our principles they're they're fairly busy. I mean they're being utilized. >> I'll I'll I can comment on that.
078Um, and I don't have the number memorized, but when we were doing our school connectedness, the wellness center was called out on there and it was quite quite busy and quite regular kind of like the library, you know, just like this consistent. >> Yeah, it was just anecdotally. I was just wondering if they were saying, "Yeah, we're still, you know, we're still >> and I will only speak to Pleasant Grove just because I this is one anecdotal story I can give. Uh, we had um opportunities before uh winter break where each of us got to help out. I I was principal for the day there and got to help out and um at lunchtime got to be there and the kids you know because you have to know where they're going and so uh there
079were as many kids that wanted to go to the library as many kids wanted to go to the wellness center so there was a definite desire to go there so it's definitely something that appeals to the students as well. >> Thank you. It was a great presentation. Um, I too I'm I'm really impressed with what we have crafted and I think it really reflects our district and what we want to find out, what we want to learn about our students. Um, I wonder if with the um >> with the bullying uh questions if we c because um I don't want to use the word alarming, but you know, I looked at those numbers. I'm like, wow. and then you gave me a little more context. But if we were like distributing, which we are, uh,
080that in that information, you know, as a parent or, you know, someone, I would say, "Oh, that's a little more concerning." So, I wonder if we can spend, you know, if we can relook at those questions and because even you were saying, um, even if there was one, we were counting it, but then you were saying too that that isn't really, um, our definition of bullying. It's more of a repeated. So I wonder if we could um you know just kind of tinker with those questions a little bit just to make them you know every just 10% better just on that just yeah because I because I I would I would like to know and and if those are the numbers and and and that is what it is well then obviously we have to
081you know address that but I just I think um to your point I think uh it may not be as accurate as we you know as we can get to. >> Thank you. >> Yes. I can I I just want to double down on something that Dustin said about the connectiveness part. I'm not sure if he highlighted it enough, but that we did add that question based on our on our board workshop there. And so to your point, Jamie, about our ability to have our own survey allows us to do something like that on the fly. And as soon as we had that um that study session, we sat down at the well Jen and Lisa or Jen and Dustin came back and said, "We think this is a good way to ask that question."
082So, I appreciate the fact that our team just in the spirit of getting better just responsive even just on one survey question. We'll certainly look into the bullying piece, too. >> Dustin, can I circle back to the UDL portion? Um, I don't think you necessarily need to pull it up, but um, I'm curious to to to implement um, a an approach to an additional a new a a different perspective approach in helping students learn, meeting students where they're at. I believe that's what UDL really focuses on. Do we have any measurements um any any systems or assessments that we are using to to analyze the impacts of UDL with our students of it it making a difference in learning for them. Um, and I don't necessarily need for you to to give me anything right
083now, but I'm just curious as we as we implement UDL, as we as we, you know, spend resources and training up our teachers to use this approach and I think it's a great one, by the way. Um, I'm just curious if we have anything in place for a pre and post to go UDL is in fact working. let us show you how >> and and because of it, let's see if we can get some more teachers trained to utilize that um approach in in learning. Um I was just curious. >> No, it's great. I and I I do have some things to share. Uh so, as you're you're aware, we've done some staff training on UDL and to be honest, uh it's been affirming to our staff because we're doing a lot of things already,
084good things already that do support student learning. Um, we did take a group uh to a showcase school called Star uh Learning Academy and Ntomus, which they are a UDL school. And we got a chance to actually watch and observe um these elementary teachers just provide this this UDL instruction, what that looked like for them. And we've been working on um providing with we already have our intervention programs at each of our school sites, but trying to to your point to identify what are those pre and posts to really measure are these effective programs. And so each school is kind of in a different place because their programs are a little bit different. And so we have recently purchased um a program called Edge Climber which is a data management program. You might be familiar
085with that. But um in that program, we're getting ready to upload um those trimester assessments, those um that beh those attendance data points, those behavior data points from ARIES. Um all these different cross-sections of areas that can be used by our teachers and our principles to focus on students, how they're doing, and then if we're creating any intervention subgroups, what is the what are we using to do that? And then when we give those trimester assessments, is there improvement? But also in those small intervention groups, what are those pre and post which we're identifying in some areas, you know, to be able to to deliver and to to show is this working. >> Awesome. Great. Thank you for sharing that. I appreciate it. >> Any other questions, >> comments? Okay. Thank you, Dustin. Fantastic. >>
086Thank you. >> Um, this then has us moving on to consent. We do have one item uniquely to be um pulled but in its verbiage um just to clarify number 13 it's the single plans for student achievements. All seven schools plans are in number 13. We're only pulling lake views of the seven schools if that makes sense. So you'll notice it says single plans plural. that includes seven sites and we only need Lake View's plan pulled in this. So with that being said, if I can get a motion to pull Lake View's plan in consent number 13, please >> Lake View's plan and consent number 13. >> Beautiful. Is there a second? >> Second. >> Motion made second. All in favor? I oppose. Wonderful. Great. With that being said, uh said said, then can I
087please get um a motion on consent? >> We approve consent items 4 through 12 and 14 through 18 >> and and 13. >> Oh, I'm sorry. >> Because it's now minus Lake View's >> and 13 minus Lake View's plan. >> Perfect. And we've already taken action on Lake View's plan inside of that. >> And I'll second it. >> Motion made in second. All in favor? I I >> oppose. The motion passes >> and then I move that we adjourn at 7:41. >> Wonderful. Thank you very much everyone.