Apr 26, 2022 Study Session

[00:00:08]

GOOD EVENING, EVERYONE. WE'RE GOING TO CALL THE MEETING TONIGHT TO ORDER AT FIVE PM, UM

[REGULAR SESSION]

[APPROVAL OF AGENDA]

[PUBLIC COMMENT ANNOUNCEMENT]

NATIONALITY RACER, ETHNICITY, RELIGION, SEXUAL ORIENTATION OR ANY OTHER CHARACTERISTICS THAT IS CONTAINED IN THE DEFINITION OF HATE CRIMES SET FORTH IN SECTION 54 TO 2.55 OF THE PENAL CODE. INCLUDING IMMIGRATION STATUS. UM, SO THAT NOW BRINGS US TO PUBLIC COMMENT. AND WE HAVE TWO SPEAKERS. AND SO I'LL CALL THEM IN ORDER. LINDA COHN AND SHANNON MURRAY. AND YOU TWO ARE THE LUCKY ONES THAT GET MORE THAN A MINUTE SO TECHNICALLY, YOU HAVE FIVE MINUTES. YEAH I HOPE I DON'T NEED ALL FIVE. WELL, HERE HERE GOES FIRST. I REALLY WANT TO CONVINCE COMMEND DR ADAMSON. I KNOW SHE WORKED WITH STAFF ON THE ETHNIC STUDIES PROPOSAL, ELECTIVE. I'VE READ THE ENTIRE SAYING I THINK THERE ARE PARTS OF IT THAT ARE JUST FLAT OUT OUTSTANDING. I DO HAVE SOME CONCERNS, BUT I GUESS I'LL GET A CHANCE TO SHARE THOSE WITH YOU. UM MAIN REASON I'M HERE TONIGHT IS I WOULD LIKE FOR YOU IF THIS IS APPROPRIATE TO SOMEHOW INCORPORATE INTO THE EL CAP PROPOSAL, UM, A TEACHING. I'M NOT TALKING ABOUT A HUGE THING. I'M TALKING ABOUT A LESSON. UH THAT WILL EDUCATE OUR CHILDREN ON CRITICAL RACE THEORY. I KNOW THAT MAY SOUND SURPRISING COMING FROM ME BECAUSE BOTH THROUGH YOU KNOW, I STRONGLY SUPPORTED THE, UH, THE RECENT RESOLUTION 21 12. BUT HERE'S THE PROBLEM. THIS RESOLUTION IS MASSIVELY MISREPRESENTED. FOR EXAMPLE, THE LOS ANGELES TIMES AND I QUOTE, SAID THEY YOU PASSED A RESOLUTION BANNING THE TEACHING OF CRT IN THE CLASSROOMS. THAT'S NOT TRUE. MOST OF YOU KNOW, THAT'S NOT TRUE. WHAT THE RESOLUTION INTENDED TO DO WAS BANNED CRT AS A FRAMEWORK FOR TEACHING RACIAL ISSUES. THE DIFFERENCE BETWEEN THOSE TWO POSITIONS IS HUGE. I THINK ANY TEACHER KNOWS ANY PERSON KNOWS THE DIFFERENCE BETWEEN EDUCATION AND INDOCTRINATION. WE CERTAINLY SAY THAT OFTEN ENOUGH, LET ME PUT IT IN SLIGHTLY DIFFERENT TERMS. AND THIS IS HOW I DREW THE LINE MYSELF. I KNEW INDOCTRINATION WAS ABSOLUTELY UNACCEPTABLE IN THE CLASSROOM. I WAS THERE TO INSTRUCT MY STUDENTS. I BECAME AN ADVOCATE, PARTICULARLY ON A CONTROVERSIAL ISSUE. I HAD CROSSED THE LINE. AND I CHOSE NOT TO EVER CROSS THAT LINE. IF I WERE ASKED A

[00:05:03]

THIRD WE SHOULD FINALLY TEACH WHY C R T. IS IT ODDS WITH OUR AMERICAN CONSTITUTION? IN OUR JUDEO CHRISTIAN ETHICS. THE MEDIA, AND THE REASON IS VERY SIMPLE. I'M GOING TO TRY TO MAKE WHAT I CONSIDER TO BE A FACTUAL STATEMENT. CRTS MARXISM. PERIOD. THERE IS ABUNDANT, CLEAR PROOF THAT THERE IS A AN INEXORABLE LINK BETWEEN CRT AND MARXISM. AND PERHAPS THE MOST FUNDAMENTAL REASON THAT I STATE THAT, AS FACT IS SIMPLY BECAUSE EVERY SINGLE PROPONENT OF C R T, BEGINNING WITH HERBERT, MARK KUSA AND A WHOLE BUNCH OF PEOPLE A FEW YEARS BACK TO THE PRESENT.

IS PRETTY MUCH A MARK, IF NOT ABOUT. AND I'M REMINDED OF THE OLD SAYING IF IT TALKS AND WALKS AND QUACKS IT MUST BE A DUCK. C R T IS MARXISM IN IN MY OPINION , THAT IS PRETTY MUCH UNDENIABLE . ANYONE WANTS TO DEBATE ME ON THAT ISSUE. ANYWHERE ANYTIME. WE'VE GOT A DIVIDED COMMUNITY.

BUT I'M TELLING YOU, I DON'T THINK THIS COMMUNITY IS DIVIDED ON THE ISSUE OF CRT OTHER ISSUES. BUT NOT ON CRT BECAUSE EVERY TIME I HAD THE OPPORTUNITY TO TALK TO SOMEBODY ABOUT WHAT CRT REALLY IS AND WHAT ITS FUNDAMENTAL TENANTS ARE, AND WHO IS REALLY PROPOSING IT. AND WHAT THE END GOAL OF CRTS. THEY SAY. OH, I DON'T WANT THAT. I'VE HAD THIS EXPERIENCE SEVERAL TIMES, AND I'M NOT THE ONLY ONE. MY TIME IS UP. THANK YOU FOR THE FIVE. MINISTER TALK. SHINY MURRAY, YOU'RE NEXT. HI. I'M SHANI MURRAY AND I JUST HAD A QUICK STATEMENT. UM FOR MY FIRST ELK UP. I'M NOT SURE WHAT'S GOING TO HAPPEN, BUT ANYWAY, I JUST WANTED TO SAY, OF COURSE, WE NEED TO FOCUS ON ACADEMICS. THAT'S CRITICAL. BUT WE ALSO MUST RECOGNIZE HOW ACADEMIC SUCCESS IS TIED TO SO MANY OTHER FACTORS, INCLUDING THE MENTAL HEALTH AND WELL BEING OF BOTH OUR STUDENTS. AND TEACHERS AND P Y EL STAFF. SO PLEASE PROVIDE THE TRAINING TOOLS RESOURCES PROGRAMS NEEDED TO ENSURE ALL STUDENTS IN THE DISTRICT THRIVE ACADEMICALLY BY BUILDING A STRONG FOUNDATION FOR THEIR PHYSICAL AND EMOTIONAL WELL BEING. MAKING THEM FEEL NOTICE NEEDED AND NURTURED. AND JUST ONE OTHER COMMENT IN RESPONSE TO, UM MRS COHEN. I THINK CONE UM. I WOULD SAY THAT THE CONTROVERSIAL ISSUES CLAUSE WITH ADDRESS IF IT WERE PASSED THE EXACT ISSUE WE'RE TALKING ABOUT, BECAUSE THEN YOU COULD HAVE THESE DISCUSSIONS. THAT WERE BASED ON FACT AND EVIDENCE BASED OPINION AND THE TEACHER COULD LEAD THE DISCUSSION WITHOUT GIVING THEIR OWN PERSONAL OPINIONS AT ALL. SO I KNOW THAT THE RESOLUTION HAS ALREADY PASSED, BUT I WOULD VOTE FOR REPEALING THE RESOLUTION, AND INSTEAD GOING WITH THAT CONTROVERSIAL ISSUES, CLOTS, WHICH I THINK ADDRESSES THE ISSUE. THANK YOU. OKAY, THAT'S IT FOR PUBLIC COMMENT. THAT'S THE SHORTEST PUBLIC COMMENT WE'VE HAD IN A REALLY LONG TIME.

[BUSINESS AND FINANCIAL]

[00:10:04]

IT'S REALLY IMPRESSIVE. SO, UM, I THINK IT'LL BE GREAT. UM, ANYWAY, SO ON THAT WILL TAKE A VOTE. ALL THOSE IN FAVOR I MOTION CARRIES 40. AND IF I COULD HAVE A MOTION FOR THE NEXT ONE, AND THEN I'LL HAVE MR GIORDANO ADDRESS. SURE I WILL GO AHEAD AND MAKE A MOTION THAT WE CERTIFY A B 1200 ALSO 27 56 REPORT FOR THE ASSOCIATION OF PLACENTIA, LINDA EDUCATORS. AS PROPOSED IN THE 2021 22 COLLECTIVE BARGAINING AGREEMENT. I'LL SECOND. MR CARDONA. THANK

[HUMAN RESOURCES]

S T. OKAY? ANYBODY HAVE ANY COMMENTS? PLEASE NO, PLEASE DON'T PLEASE. YES IT'S NICE THAT THAT'S NOW COMPLETE. SO THANK YOU TO EVERYBODY THAT WAS ON THE TEAM. THE WHOLE TEAM. WELL THAT WOULD TAKE A VOTE. ALL THOSE IN FAVOR I OPPOSED. MOTION CARRIES 40. OKAY UM, UM, MR LOPEZ, IF YOU'LL, UM MAYBE, ACTUALLY, THAT'S I'M SUPPOSED TO DO THIS PART. IF YOU WANT TO DO THAT ONE AND THEN OKAY, PERFECT. THANK YOU. I'M PLEASED TO BRING FORWARD THE PROPOSAL FOR THE PLACENTIA. LINDA UNIFIED MANAGERS. I WOULD LIKE TO THANK OUR DISTRICTS DEDICATED LEADERS WHO FAITHFULLY SERVE THE STUDENTS, STAFF AND COMMUNITY OF EL USD. THIS PROPOSAL INCLUDES A COMPENSATION INCREASE ALIGNED WITH THOSE APPROVED FOR APPLE. THANK YOU FOR YOUR CONSIDERATION. WE NEED A MOTION . OKAY. UM LET'S SAY EMOTIONS BE RIGHT OUT. THERE'S A SPECIFIC SCRIPT. SO, UM SO WE READ THE SCRIPT. YES YES, I THINK TO COMPLETE THIS ONE. IT WOULD BE A

[00:15:05]

SASSER, A SUPERINTENDENT. PROVIDING UM, ONE PARAGRAPH FOUR OF THE CONTRACT IS HEREBY AMENDED TO READ AS FOLLOWS. RETROACTIVE TO JULY, 1 2021 BOARD SHALL PAY THE SUPERINTENDENT, A MINIMUM SALARY OF $347,000 500 OR 347 $532. FOR EACH COMPLETE YEAR DURING THE TERM OF HIS CONTRACT PAYABLE IN 12 EQUAL MONTHLY PAYMENTS. THE SUPERINTENDENT SHALL ALSO RECEIVE A ONE TIME OFF SCHEDULE. PAYMENT OF $5213 FOR THE 2021 22 SCHOOL YEAR. EXCEPT AS MODIFIED HERE IN ALL REMAINING TERMS AND CONDITIONS FOR THE CONTRACT SHALL REMAIN IN FULL FORCE AND EFFECT. SO I NEED A MOTION AND A SECOND FOR THAT. I WILL BE HAPPY TO MAKE A MOTION. HOWEVER DO YOU WISH ME SINCE YOU'VE SAID WHAT YOU DID YOU WANT ME TO CONTINUE AND READ WHAT IS PRESENT IN OUR WRITTEN AGENDA, WHICH I WILL DO IF YOU LIKE. I DIFFER. PERHAPS TO ASSIST. I THINK THAT IT'S PROBABLY IS ALL SPELLED OUT THERE. SO IF WE JUST MOTION AND APPROVED, OKAY. GONNA MAKE A MOTION TO APPROVE THE INFORMATION TO THE SALARY CHANGE FOR DR L. SASSER. A SECOND. AND THAT DOLLAR AMOUNT IS I THINK YOU KNOW, INSTEAD OF HAVING THE PERCENTAGE IT'S ACTUALLY RIGHT NOW. OKAY UM, ANY OTHER COME BACK UP INFORMATION? OF COURSE. YES. OKAY. ALL THOSE IN FAVOR BY OPPOSED. MOTION CARRIES 40. OKAY, NUMBER FOUR. SO I'LL READ ANOTHER PARAGRAPH. UM MAY I HAVE A MOTION PURSUANT TO GOVERNMENT CODE SECTIONS 54953 TO APPROVE AMENDMENT NUMBER THREE OF THE EMPLOYMENT CONTRACT FOR DR LINDA ADAMSON AS ASSISTANT SUPERINTENDENT. EDUCATIONAL SERVICES, PROVIDING ONE PARAGRAPH THREE OF THE CONTRACT IS HEREBY AMENDED TO READ AS FOLLOWS RETROACTIVE TO JULY. 1 2021 TO PAY THE ASSISTANT SUPERINTENDENT. A MINIMUM SALARY OF 207 $943 FOR EACH COMPLETE YEAR. DURING THE TERM OF THIS CONTRACT PAYABLE IN 12 EQUAL MONTHLY PAYMENTS. THE ASSISTANT SUPERINTENDENT SHALL ALSO RECEIVE A ONE TIME OFF SCHEDULE.

PAYMENT OF $3119 FOR THE 21 22 SCHOOL YEAR. EXCEPT AS MODIFIED HERE AND ALL REMAINING TERMS AND CONDITIONS OF THE CONTRACT SHALL REMAIN IN FULL FORCE AND EFFECT NEED A MOTION AND A SECOND. I'LL MAKE A MOTION. OKAY? ANY COMMENTS. OKAY. AND WITH THAT, WE'LL TAKE A VOTE. ALL THOSE IN FAVOR, AYE. MOTION CARRIES FOR ZERO. OKAY NEXT. MAY I HAVE A MOTION PURSUANT TO GOVERNMENT CODE 54953 TO APPROVE AMENDMENT NUMBER FIVE OF THE EMPLOYMENT CONTRACT FOR MR DAVID GIORDANO AS ASSISTANT SUPERINTENDENT. BUSINESS SERVICES. PROVIDING ONE PARAGRAPH THREE OF THE CONTRACT IS HEREBY AMENDED TO READ AS FOLLOWS. RETROACTIVE TO JULY, 1 2021 BOARD SHALL PAY THE ASSISTANT SUPERINTENDENT, A MINIMUM SALARY OF 207 $943 FOR EACH COMPLETE YEAR DURING THE TERM OF THIS CONTRACT. PAYABLE IN 12 EQUAL MONTHLY PAYMENTS. THE ASSISTANT SUPERINTENDENT SHALL ALSO RECEIVE A ONE TIME OFF SCHEDULE. PAYMENT OF $3119 FOR THE 21 22 SCHOOL YEAR EXCEPT AS MODIFIED HERE IN ALL REMAINING TERMS, AND CONDITIONS OF THE CONTRACT SHALL REMAIN IN FULL FORCE AND EFFECT. MOTION AND SECOND PLACE. SECOND MOTION BY MRS BLADES AND SECOND BY MRS FREEMAN. ALL THOSE IN FAVOR HIGH MOTION CARRIES FOR ZERO. OKAY? NUMBER SIX. MAY I HAVE A MOTION

[00:20:07]

I'LL MAKE THE MOTION SECOND. THANK YOU. SEEING NO COMMENT. TAKE A VOTE ALL THOSE IN FAVOR.

I MOTION CARRIES 40. AND LASTLY , MAY I HAVE A MOTION PURSUANT TO GOVERNMENT CODE SECTION 54953 TO APPROVE AMENDMENT NUMBER ONE OF THE EMPLOYMENT CONTRACT FOR RICH MR RICHARD MCALINDEN AS ASSISTANT SUPERINTENDENT, EXECUTIVE SERVICES PROVIDING ONE PARAGRAPH THREE OF THE CONTRACT IS HEREBY AMENDED AND READ AS FOLLOWS. RETROACTIVE TO JULY. 1 2021 BOARD SHOPPING THE ASSISTANT SUPERINTENDENT, A MINIMUM SALARY OF 207 $943 FOR EACH COMPLETE YEAR DURING THE TERM OF HIS CONTRACT PAYABLE IN 12 EQUAL MONTHLY PAYMENTS. THE ASSISTANT SUPERINTENDENT SHALL ALSO RECEIVE A ONE TIME OFF SCHEDULE. PAYMENT OF $3119 FOR THE 21 22 SCHOOL YEAR. EXCEPT AS MODIFIED HERE, AND ALL REMAINING TERMS AND CONDITIONS OF THE CONTRACT SHALL REMAIN IN FULL FORCE AND EFFECT. I'LL MAKE A MOTION. OKAY. ALL THOSE IN FAVOR. I MOTION CARRIES 40. SO THIS CONCLUDES THIS PORTION OF THE AGENDA. THANK YOU VERY MUCH, AND WE WILL NOW MOVE LIGHTS ON ITS OWN. ALRIGHT NOW WE'RE BACK DOWN AT THE TABLES. UM AND DR ALSACE, SIR, ARE YOU

[STUDY SESSION]

KEY SHOULD BRUSH WYLER, KEITH CARMONA. LENNY WILSON LIVES LEONA MARTHA SUAREZ, RENE GRAY, RICHARD MCALINDEN, RICK LOPEZ, ROB CASSAVA. SEAN BELMONT, SUZANNE MORALES. EXCUSE ME, TRINA GONZALEZ. VICKIE CASTRO. AND OUR STAFF IN THE PRINT SHOP, INCLUDING ROBERT ARAZ, CRAIG RIBEIRO. AND ANDREA AYALA, WHO WORKED OVER SPRING BREAK TO ENSURE ALL OF OUR MATERIALS WERE READY FOR TONIGHT'S MEETING. AND OF COURSE, THIS EXTENSIVE PROCESS TAKES PLACE UNDER THE

[00:25:01]

WELL, THANK YOU SO MUCH. DOCTOR ASSESSOR. GOOD EVENING, PRESIDENT BECK, TRUSTEES, EXECUTIVE CABINET AND MEMBERS OF THE COMMUNITY AND DR OFFICER. IT'S MY PLEASURE TO BE HERE WITH ALL OF YOU THIS EVENING AND TO BE ABLE TO REVIEW THE DRAFT AND OUR LOCAL CONTROL AND ACCOUNTABILITY PLAN. OKAY WHICH YOU BY NOW KNOW IS DESIGNED TO COMMUNICATE BOTH ACTIONS AND EXPENDITURES TO SUPPORT STUDENT OUTCOMES AND OVERALL PERFORMANCE FOR A THREE YEAR PERIOD.

ESSENTIALLY IT PROVIDES THE VEHICLE FOR US PLACENTA YORBA LINDA TO ENGAGE IN THREE DISTINCT FUNCTIONS, COMPREHENSIVE STRATEGIC PLANNING AS A MEANS TO ESTABLISH ACTIONS AND GOALS. TWO. STAKEHOLDER ENGAGEMENT AND THREE ACCOUNTABILITY AND COMPLIANCE.

THE COMPLIANCE. PEACE REQUIRES THAT WE UPDATE OUR PLAN ANNUALLY TO REFLECT PROGRESS TOWARDS OUR ESTABLISHED GOALS. IN OTHER WORDS, THE OLD CAP IS A ROADMAP FOR CONTINUOUS IMPROVEMENT.

THAT'S A TERM THAT YOU'LL HEAR REPEATED A LOT THROUGHOUT THE EVENING AND THERE IN LIES ITS VALUE. IN ADDITION, THERE ARE A VARIETY OF REQUIREMENTS SPECIFIED IN THE LOCAL CONTROL ACCOUNTABILITY FUNDING FORMULA, OTHERWISE KNOWN AS THE L C. F F THAT ENSURE WE ARE ASSIGNING FUNDS TOWARDS INCREASING OR IMPROVING SERVICES. TO MAKE IT MORE MEANINGFUL. WE HAVE ALIGNED AND BASED RL CAP ON OUR PERCENT OF YOUR BELINDA STRATEGIC PLAN. AND EACH OF YOU HAVE A COPY OF THAT WITH YOU TONIGHT BECAUSE AGAIN WILL BE REFERENCING THAT IT'S CALLED THE ADVANTAGE. EACH GOAL OF THE EL CAP IS ALIGNED TO ONE OF THE ADVANTAGE PLANS, FOCUS AREAS AND STRATEGIES THAT WE IDENTIFIED BACK IN 2019 TO HELP GUIDE DECISION MAKING OR TO ENSURE THAT EACH ONE OF OUR STUDENTS HAVE THE ADVANTAGE OF AN OUTSTANDING EDUCATION. THE MAIN PURPOSE OF TONIGHT, THEREFORE IS TO SEEK YOUR INPUT AND REVIEW WITH YOU. THE DRAFT ACTIONS FOR THE 22 23 AL CAPP.

AS A REMINDER. THE OLD CAP IS A THREE YEAR PLAN THAT OUTLINES PROGRESS AND AREAS FOR IMPROVEMENT. WE'RE MOVING INTO YEAR TWO OF THE CURRENT THREE YEAR PLAN, MEANING ALL THE FEEDBACK THAT WE'VE GATHERED FROM OUR COMMUNITY WILL SERVE TO INFORM THE SECOND YEAR OF THIS PLAN. THE INPUT PROCESS PROCESS IS CYCLICAL AND REPEATED ANNUALLY AT THIS TIME OF YEAR.

AS A MEANS OF PROVIDING YOU WITH THE DATA AND BACKGROUND THAT YOU NEED. WE WILL BEGIN TONIGHT'S SESSION WITH AN OVERVIEW OF OUR AREAS OF GREATEST PROGRESS. TO HELP PARENTS AND EDUCATORS IDENTIFY STRENGTHS AND AREAS FOR IMPROVEMENT. THE CALIFORNIA DASHBOARD REPORTS HOW DISTRICT SCHOOLS AND STUDENT GROUPS ARE PERFORMING ACROSS STATE AND LOCAL MEASURES. WE'RE REQUIRED TO MEASURE OUR GREATEST STRENGTHS AND NEEDS BASED ON THE DASHBOARD, BUT CAN ALSO INCLUDE EITHER LOCAL MEASURES OF OUR CHOOSING. THE COLORS BEFORE YOU INDICATE OUR AREAS OF STRENGTH AS WELL AS THOSE OF NEED, WITH BLUE SHOWING AREAS OF HIGHEST ACHIEVEMENT AND RED AREAS OF HIGHEST NEED. FOR EACH OF THE IDENTIFIED STATE MEASURES. PERFORMANCE IS BASED ON TWO FACTORS NUMBER ONE I'LL CURRENTLY RESULTS AND TO WHERE THE RESULTS IMPROVED FROM THE PRIOR YEAR. A REMINDER THAT SCORES FOR BOTH ENGLISH LANGUAGE ARTS AND MATH ARE TWO YEARS OLD, GIVEN ALL STUDENTS DID NOT PARTICIPATE IN THE STATE CASPER TASTING LAST YEAR, ALL AS A RESULT OF THE PANDEMIC. THE LATEST DASHBOARD IS PUBLISHED IN 2000 AND 19, WITH AN UPDATE EXPECTED THIS YEAR IN THE IN THE SUMMER OF 2022. SO THE FIRST FOCUS AREA COVERS THAT OF ACADEMIC ACHIEVEMENT. THE SLIDED RACES. SOME OF OUR ACTIONS THAT WE TOOK THIS PAST YEAR IS A MEANS OF ADDRESSING STUDENT AND FAMILY NEEDS DURING THE PANDEMIC. THIS INCLUDED THE PROVISION AND DEVELOPMENT OF A VARIETY OF OPTIONS IN ORDER TO ADDRESS INDIVIDUAL NEEDS. AS YOU'LL RECALL. WE STARTED THE YEAR OUT IN DISTANCE LEARNING AND THEN TRANSITION TO HYBRID LEARNING TO ACCOMMODATE OUR FAMILY'S UNIQUE AND EVER CHANGING NEEDS DURING THAT TIME PERIOD. FOR THOSE FAMILIES REQUIRING A FORM OF REMOTE LEARNING FOR THE DURATION OF THE YEAR, BUENA VISTA VIRTUAL ACADEMY PROVIDED A LONG TERM SOLUTION, WHILE AL CAMINO REAL CONTINUED TO OFFER A CONTINUATION HIGH SCHOOL OPTION AND PARKVIEW SCHOOL. HOME SCHOOL OPTION FOR THOSE STUDENTS SEEKING EITHER IN ADDITION, WE CONTINUE TO SEEK MULTIPLE WAYS TO PROVIDE INTERVENTIONS TO HELP ADDRESS AND FINISHED LEARNING FOR ALL STUDENTS. THE NEXT THREE SLIDES WILL SUMMARIZE SOME ABOUT AREAS OF GREATEST ACHIEVEMENT FOR FOCUS AREA ONE WHICH ADDRESSES ACADEMIC ACHIEVEMENT IN THREE AREAS. ENGLISH LANGUAGE, ARTS, MATH IN COLLEGE AND CAREER READINESS. IN THE AREA OF ENGLISH LANGUAGE ARTS. WE ARE PLEASED TO REPORT THAT THE DISTRICT SCORED GREEN THAT WOULD BE PROFICIENT ON THE LATEST CALIFORNIA DASHBOARD. WE WERE PROUD TO REPORT THAT NO STUDENT GROUPS SCORED TWO OR MORE LEVELS BELOW THAT OF ALL

[00:30:02]

AND THEN AMONGST OUR STUDENTS, 91% REPORTED THEIR LEARNING NEW THINGS IN 92% OF STUDENTS REPORTED THAT THEIR SCHOOL EXPECTS GOOD WORK. I WILL SAY THAT WE ARE EVEN YOU KNOW, WE ARE PLEASED TO SEE THAT THESE RESULTS AND COLLECTED THEIR EXCEEDING THE RESULTS WE RECEIVED LAST YEAR, EVEN DURING HYBRID AND REMOTE LEARNING. WE WERE PLEASED TO SEE YOU KNOW, HIGHER THAN TYPICAL RESULTS LAST YEAR, BUT IT ONCE AGAIN, THESE HAVE EXCEEDED AND SO YOU KNOW, WE'RE VERY ENCOURAGED TO SEE THAT THAT GROWING PERCENTAGE NUMBER MOVING ON NOW TO FOCUS AREA THREE POINT. OH, THIS COVERS THE CONCEPT OF ENGAGED COMMUNITY FOR OUR COMMUNITY TO BE ENGAGED. THAT MEANS WE NEED TO PROVIDE OPPORTUNITIES FOR OUR MEMBERS TO INTERACT PERSONALLY

[00:35:04]

[00:40:03]

TRAINING CENTERS ON HELPING TEACHERS UTILIZE VARIOUS CLASSROOM MANAGEMENT TECHNIQUES SUCH AS STUDENTS, SELF REGULATION, REDIRECTION AND RELATIONSHIP BUILDING TO HELP MITIGATE BEHAVIORS THAT ADVERSELY AFFECT LEARNING. THESE TECHNIQUES ARE EFFECTIVE FOR ALL STUDENTS, BUT PARTICULARLY FOR STUDENTS HAVE EXPERIENCED TRAUMA OR IN NEED OF ASSISTANCE WITH MOTIVATION, FOCUS AND RESILIENCE BUILDING. FINALLY WE'RE PLEASED TO REPORT THAT WE DID MEET THE STATE MANDATED LOCAL INDICATOR WHICH REPORTS ON POSITIVE SCHOOL CLIMATE AND YES, HERE TO MEET IS THE HIGHEST RATING. SO CONTINUING ON WITH FOCUS AREA FOUR POINT OH, WE ARE PROUD HERE ABOUT THE TO SHARE THE IMPROVEMENT WE'VE SEEN IN THE AREA OF SUSPENSION. PERCENT OF YOUR BELINDA REDUCED OUR NUMBER OF OVERALL SUSPENSIONS AND WAS ABLE TO MOVE UP TO LEVELS FROM ORANGE TO GREEN. THIS WAS IDENTIFIED AS THE GREATEST AREA OF NEED IN OUR PREVIOUS AL CAPP , ENGLISH LEARNER, STUDENT GROUP, HISPANIC HOMELESS PACIFIC ISLANDER AND LOW INCOME STUDENT GROUP AS WELL AS OUR STUDENTS WITH DISABILITIES OR MOVED UP TWO LEVELS FROM ORANGE TO GREEN IN THE AREA OF SUSPENSIONS. A PACIFIC ISLANDERS MOVED UP THREE LEVELS FROM ORANGE TO BLUE HERE TO THIS WAS A GROUP THAT WAS IDENTIFIED AS AN AREA OF NEED IN OUR PREVIOUS EL CAP. ARE FASTER YOUTH STUDENT GROUP MOVED FROM RED TO ORANGE OR WHITE STUDENT GROUP FROM YELLOW TO GREEN. AND THEN UM, AND THOSE WERE THAT WAS THE GROWTH THAT WE SAW AMONGST LAST STUDENT GROUPS. BUT I WANT TO MENTION THAT WE DON'T FEEL AS IMPROVEMENT IS BY CHANCE. WE BELIEVE IT'S DEFINITELY A DIRECT RESULT OF THE INITIATIVES THAT WE'VE BEEN ABLE TO SET TO IMPLEMENT IN THE LAST TWO YEARS, INCLUDING A SHIFT IN OUR APPROACH. FROM A PUNITIVE FROM PUNITIVE TO MORE RESTORATIVE STRATEGIES BY PROVIDING FOR SUPPORT FOR OUR STUDENTS AND SKILLS TO HELP THEM ACHIEVE SUCCESS IN THE CLASSROOM. THE DEVELOPMENT OF THAT ALTERNATIVE TO SUSPENSION, OR 80 S PROGRAM AT THE SECONDARY LEVEL IS ANOTHER REASON TO WHICH WE ATTRIBUTE THE IMPROVEMENT THAT WE'VE SEEN. THE RESEARCH REPEATEDLY SHOWS SUSPENSION TO BE AN INEFFECTUAL STRATEGY THAT AS A LONG TERM IMPROVEMENT OF BEHAVIORS WE KNOW NOW INSTEAD THAT IT DEPENDS LARGELY ON HOW PROACTIVE WE CAN BE IN ADDRESSING THE ROOT CAUSE, UTILIZING A COLLECTIVE EFFORT THAT INCLUDES RESTORATIVE STRATEGIES SUCH AS P. B S AND TRAUMA INFORMED PRACTICES. YES SUSPENSION STILL REMAINS AN OPTION FOR US WHEN IT IS NEEDED . BUT AGAIN, IT'S A LAST RESORT . GIVEN ITS MY MORE WE SEE IT AS A MORE REACTIVE RESPONSE, AS OPPOSED TO MORE PREFERRED, PROACTIVE AND RESTORATIVE, WIDEN. EXTRA. CAN YOU TALK ABOUT THE DATE OF THIS? UM ARE WE LOOKING AT 2019 20 OR REALLY? WHAT IS THE DATE ON THE SUSPENSION? THIS THIS IS CLOSEST TO YEARS OLD. SO THIS IS STILL FROM THE 18TH 2019 CALIFORNIA DASHBOARD. SO IT WAS THE END OF COVID. SO THAT WAS PROBABLY, YOU KNOW, I MEAN, IT GAVE US A GOOD UNDERSTANDING. IT WAS ALMOST A FULL YEAR, SO I MEAN, LOOKING AT 21 PRIOR TO COVID OBVIOUSLY WOULD BE A SHORTER AMOUNT OF SUSPENSIONS BECAUSE WE WEREN'T ON CAMPUS AS MUCH, BUT THIS IS PRIOR TO COVID PRIOR TO COVER, CORRECT. YES YEAH, SO IT'LL BE. YOU KNOW, WE'RE EAGER TO SEE WHAT THOSE RESULTS ARE THIS YEAR, BECAUSE AGAIN THIS WILL GIVE US YOU KNOW, A FULL YEAR IN COMPARISON TO WHERE WE WERE.

PRIOR TO, BUT WE DEFINITELY DID SEE THAT GROWTH OF A REGULAR YEAR. PRIOR TO REMOTE AND HYBRID LEARNING. CAN I, UM, THERE'S SOME OF OUR DATA THAT WE RECEIVED. IT WAS PAGE 34. WE HAVE A FEW OF THE ELEMENTARY SCHOOLS THAT SHOWED ON THIS. THIS DATA, AND I KNOW IT'S GOING TO BE DIFFERENT FROM NOW. BUT SOME OF THE ELEMENTARY SCHOOLS HAD SOME SUSPENSIONS. AND WHAT WOULD THAT LOOK LIKE FOR AN ELEMENTARY SCHOOL? WHY WOULD STUDENTS AT CAPE FIVE BE SUSPENDED? TYPICALLY AND WITHOUT HAVING THE DATA IN FRONT OF ME, BUT KNOWING YOU KNOW WHAT SOME OF THE SITUATIONS THAT WE'VE HAD TO ADDRESS IN THE PAST, IT WOULD POSSIBLY BE A STUDENT WHO'S MAYBE BROUGHT SOME KIND OF A WHAT WOULD BE IDENTIFIED AS A WEAPON TO SCHOOL. VERY AGGRESSIVE BEHAVIOR WHERE THEY MAY BE, YOU KNOW, INFLICTED HARM ON ANOTHER STUDENT OR EVEN AN ADULT. IT WOULD BE YOU KNOW, TYPICALLY, IT WOULDN'T IT'S MORE AGREE GIS EVENTS AND YOU KNOW BEHAVIORS THAT ARE MORE ONGOING IN NATURE. WHERE YOU KNOW WE'VE TRY TO INTERVENE AND RESTORE, BUT TYPICALLY AT THE ELEMENTARY LEVEL THAT'S GOING TO BE ONE OF THOSE TWO EXAMPLES THAT I CHAIRED. IS THERE ANY ALTERNATIVE JUST TO SUSPENSION AT AN ELEMENTARY LEVEL? I MEAN, WE LOOK AT MIDDLE AND HIGH SCHOOLS, BUT WHAT WOULD BE APPROPRIATE. WE DON'T HAVE THE ACTUAL PROGRAM THE ALTERNATIVE TO SUSPENSION AT THE ELEMENTARY LEVEL MAINLY BECAUSE YOU KNOW AT THAT LEVEL WE FEEL THAT WE COULD WE CAN HAVE THE STUDENTS EVEN YOU KNOW, DOING AN ON SITE.

SUSPENSION WHERE THEY REMAIN AT SCHOOL AND MAYBE HAVE THEM IN ANOTHER CLASSROOM, WHICH I KNOW WE CAN OFFER THAT AT THE MIDDLE AND HIGH SCHOOL LEVEL, BUT TYPICALLY, IT'S NOT YOU KNOW

[00:45:02]

PARENT GROUPS. VARIETY OF PARTNERSHIPS, INCLUDING P Y. O U C AND ARE RICH FOUNDATION. AND A VARIETY OF TEACHERS, MANAGERS AND STUDENTS. THE INPUT THAT WE GATHERED DURING THESE EDUCATIONAL PARTNER SESSIONS SESSIONS WAS UTILIZED IN THE FOLLOWING WAYS WAS BOTH ANALYZED AND ALIGNED TO EACH OF OUR P Y EL AREAS ARE FOCUSED. A COMPREHENSIVE DATA ANALYSIS WAS CONDUCTED TO ENSURE THAT SUGGESTIONS WERE BASED ON A SPECIFIC AND RECENT DATA AND RESULTS WHICH ARE SHOWN IN OUR DATA PROFILE. UPON IDENTIFYING THE TRENDS. WE THEN TOOK THE

[00:50:01]

IS THAT ORANGE ON THE FAR RIGHT OR IS THAT RED BECAUSE, AS I WAS TRYING TO TAKE IT ALL IN. WE OBVIOUSLY HAVE I, OUR LOWEST LEVELS, THE LOW AND VERY LOW HAVEN'T BEEN ORANGE AND RED AND THIS HANDOUT WHICH I GOT IN ADVANCE AS WE ALL DID. IT LOOKS MORE RED. IS IT ORANGE? AND IS IT CAPTURING ALL OF BOTH OF THOSE SERIES OR WHAT? AND YOU'RE JUST IN. IT'S A GREAT QUESTION, MRS FREEMAN, IT IS RED IS HOW WE INTENDED IT. I THINK THE TRICKY THING WITH THAT PARTICULAR GRAPH IS THAT THE COLORS DON'T CORRELATE WITH THE YOU KNOW, CALIFORNIA ON THE DASHBOARD, RIGHT? THIS IS THE ALREADY DATA ALREADY ONLY REPORTED IN THE FOUR COLORS. OKAY, REALLY, THE WHOLE REASON EVEN YOU KNOW, WE COMBINED THE 76.7. BECAUSE THAT'S ALSO THE WAY THE DASHBOARD REPORTS THE RESULTS THEY TALK ABOUT EITHER AT ABOVE, OR NEO GRADE LEVEL. SO YOU KNOW, WE TRIED TO I DON'T KNOW. ALIGN IT AS MUCH AS POSSIBLE. BUT OF COURSE YOU YOU CAUGHT THAT AND NO, IT'S NOT. IT'S JUST IT'S JUST I WAS TRYING TO THINK. HOW DO I WANT TO RELATE TO THIS? THANK YOU QUESTION. TWO OR THREE SLIDES. BEYOND THAT YOU HAD SOME INFORMATION UNDER GREATEST PROGRESS ABOUT FILIPINO STUDENTS AND HOW THEY MOVED THREE LEVELS. UM NOT TO BOGUS DOWN BECAUSE WE HAVE SO MUCH AHEAD OF US, BUT I WAS JUST RATHER CURIOUS. UM SINCE THEY MOVED SO DRAMATICALLY IF I MIGHT SAY UM HAS TIME BEEN SPENT TO ANALYZE WHETHER THOSE UNIQUE STRATEGIES OR WHATEVER THAT WERE DONE, UM, ARE IDENTIFIABLE EASILY. UM AND IF THEY TRANSLATE TO SOMETHING THAT WE'RE SEEING A VALUE TO SERVE OTHER STUDENT POPULATIONS. I WAS JUST CURIOUS AT SOME POINT ISN'T HAVE TO BE RIGHT NOW. BUT I JUST RATHER CURIOUS ABOUT THAT. SO I DON'T KNOW IF ANYONE HAD ANY COMMENTS AND AGAIN IF SOMEONE CAN SHARE IT AT ANOTHER TIME, I JUST NOTED THREE LEVELS IS SUBSTANTIAL, RIGHT. AND SINCE, UM WE OBVIOUSLY HAVE PUT FOCUS THERE. I JUST WOULD LIKE TO AT A TIME IN THE FUTURE. NO, A LITTLE BIT MORE OF THAT. AGAIN WAS INSTRUCTIVE TO US AS WE DO WHAT WE CAN FOR OTHERS GROUPS. WE CAN ABSOLUTELY, YOU KNOW, SHARE THIS THIS SPECIFIC, YOU KNOW, DETAILS ON THAT, BUT I THINK JUST WHAT WE TEND TO SEE. THE WHOLE, YOU KNOW THE WONDERFUL PART OF THE PROCESS OF THE AL CAPP IS THAT WHEN WE SEE A NEED, IT REQUIRES US AND WE ARE, YOU KNOW, IN A WAY, FORCED TO GO AHEAD AND IDENTIFY SUPPORTS FOR THAT PERCENTAGE ER STUDENT GROUP. AND SO WHAT? I BELIEVE IT DOES. IT REALLY JUST BUILDS THAT AWARENESS ON THAT GROUP, AND THEN WE BUILD THOSE ACTIONS INTO THE OLD CAP, AND WE'RE ACCOUNTABLE TO THOSE ACTIONS.

AND SO AS A RESULT OF THAT, IT'S SOMETHING THAT WE ARE. WE MEASURE WE PROGRESS MONITOR. AND SO THERE'S JUST BEEN THAT YOU KNOW MORE. THERE'S AWARENESS AND TARGETED FOCUS. YOU KNOW, ON ON THEIR PROGRESS THROUGHOUT THE YEAR, AND I THINK THAT'S REALLY THE BEAUTY OF YOU KNOW THE FACT THAT WE ARE ABLE TO BREAK DOWN OUR ACHIEVEMENT BY STUDENT GROUP BECAUSE IT JUST ALLOWS US TO LOOK AT EACH OF THOSE INDIVIDUAL GROUPS AND WHICH ONES ARE REQUIRING MORE SUPPORT AND IN THAT PARTICULAR CASE. WE WILL FOLLOW UP AND SHARE SOME OF THE EXACT SUPPORTS THAT WE WERE ABLE TO PROVIDE AND THEN SHOW YOU KNOW THAT PROGRESS AND IMPROVEMENT THEY MADE. BUT AGAIN, I THINK IT WAS REALLY ULTIMATELY AS A RESULT OF THOSE SUPPORTS AND ACTIONS WE PUT INTO

[00:55:05]

SO THAT'S JUST A PLACEHOLDER AND THOUGHT. SO THAT'S THAT'S ALL THEY HAVE. THANK YOU. THAT ACTUALLY MIRRORS THE CONVERSATION THAT WE HAD AS PART OF OUR EDUCATIONAL SERVICES TEAM ON MONDAY, SO AND GINA UGGLA SPOKE VERY PASSIONATELY ABOUT THAT. AND IN FACT, WE HAVE SOME ACTIONS IN THE EL CAP THAT SPEAK TO THAT SPECIFICALLY AS WELL. SO ABSOLUTELY ALRIGHT, SO I THINK BEFORE WE BEGIN, I'M JUST GOING TO DO A VERY QUICK OVERVIEW OF THE BOUNDER ITSELF AND THEN JUST SOME LOGISTICAL, YOU KNOW DIRECTIONS FOR US AS A TEAM ON HOW WE'RE GOING TO, YOU KNOW, GO THROUGH THIS. THERE'S A LOT OF INFORMATION IN HERE. I PROMISE. WE'RE NOT GOING TO GO THROUGH IT PAGE BY PAGE. MOST OF OUR ATTENTION IS GOING TO BE ON THE BLUE TAB, SO WE'LL DO IT BY FOCUS AREA. FOCUS AREA ONE POINT OH, YOU'LL RECALL FROM LAST YEAR TOOK US THE LONGEST TIME. THE GOOD NEWS I'M GOING TO SAY TO ALL OF YOU IS THAT YOU KNOW, I REALLY WE WENT INTO A LOT OF DEPTH INTO A LOT OF DETAIL. YOU KNOW OF ALL OF THE DIFFERENT ACTIONS AND THE VARIOUS, YOU KNOW, SUB ACTIONS IF YOU WILL, THAT, YOU KNOW, GO ALONG WITH EACH ONE LAST YEAR. MAINLY BECAUSE I GET FOR MANY OF YOU. YOU WERE, YOU KNOW, SO NEW TO THE PROCESS, REALLY? MY GOAL TONIGHT IS GOING TO BE TO GIVE MORE OF A SUMMARIZED SUMMARY OF EACH ONE AND THEN REALLY ALLOW FOR QUESTIONS FROM EACH OF YOU TO GUIDE THAT PROCESS. BUT REALLY, WHAT I YOU KNOW, DO WANT TO POINT TO IS THE FACT THAT WE ARE AS WE'RE GOING THROUGH THIS PROCESS WE HAVE, AS YOU CAN SEE UP IN FRONT OF US. MRS YANG, OUR DIRECTOR OF HR IS GOING TO BE TAKING NOTES FOR US ON THE EASEL. AND THEN ALSO BEHIND ME IS DR BONNIE BELL. WHO I WOULD JUST LIKE TO SAY YOU WOULD HAVE HEARD HER NAME BEING CALLED OUT WHEN DR PROCESSOR, YOU KNOW, GAVE SOME WORDS OF THANKS AT THE BEGINNING OF THIS MEETING. SHE HAS BEEN INSTRUMENTAL IN HELPING, YOU KNOW, AS THROUGH THIS PROCESS, AND YOU KNOW, JUST HELPING, YOU KNOW, PUTTING TOGETHER THE ACTUAL CAP AND THE PLAN ITSELF. AND SO WE'RE JUST REALLY GRATEFUL FOR THAT. BUT TONIGHT SHE'S HERE JUST CREDIBILITY TO BE ABLE TO CAPTURE NOTES AS WE GO TO ENSURE THAT WE CAPTURE ALL THE QUESTIONS, SUGGESTIONS AND INPUT FROM EACH OF YOU. THAT WE CAN ADEQUATELY AND ACCURATELY FOLLOW UP. LET'S SEE. SO THAT IS OUR NOTE TAKERS. WE'RE GONNA GO THROUGH A QUICK REVIEW OF THE TABS AND THEN THE FOCUS AREAS. SO IF YOU WANT TO JUST GO AHEAD AND OPEN UP YOUR BINDERS, WHICH I SEE YOU ALL HAVE UM, LISTEN TO TRY TO FIGURE OUT HOW I'M GONNA DO THIS WITH THE MICROPHONE AND OPEN UP MY BIG BINDER. ALRIGHT SO AT THE BEGINNING OF THE BIND YOU HAVE THE ANNUAL THE SUPPLEMENTAL ANNUAL UPDATE AND THIS IS SOMETHING THAT WE PRESENTED TO YOU AT AN EARLIER BOARD MEETING THIS YEAR, AND THIS IS REALLY JUST A SUMMARY OF ALL OF THE ADDITIONAL FUNDING THAT WE USED. THAT IS NOT, YOU KNOW, NECESSARY IN THE AL CAPP, AS YOU KNOW, WE'VE RECEIVED A LOT OF ONE TIME FUNDING THIS YEAR. SO REALLY, THIS IS WHERE WE CAPTURE HOW WE SPEND AND HOW WE ASSIGNED THOSE FUNDS. YES, THIS IS BACK. CAN I JUST WANT? I WANT TO JUST ADD ONE THING, UM, IN THE SECTION, WHERE IT TALKS ABOUT. WE ARE NOT ELIGIBLE TO RECEIVE CONCENTRATION CONCENTRATION GRANT FUNDS. CAN WE ADD OUR PERCENTAGE IN THERE? BECAUSE WE'RE AT 42, EVEN THOUGH WE'RE NOT AT 55. CAN WE JUST ADD IT TOGETHER? ALWAYS UP THERE DRUMMING ALONG, SAYING WE NEED MORE. UM SO THAT MIGHT HELP JUST BECAUSE WE'RE SO CLOSE AND WE COULD BENEFIT FROM THAT CORRECT . WE WERE ABSOLUTELY GREAT SUGGESTION. THANK YOU. THE NEXT ? YES. GO AHEAD, MR MRS RAYMOND.

WAS THAT A QUESTION OUT OF THE WHITE SECTION, THE WHITE TYPES OR THAT'S OKAY. OKAY? YOU'VE GOT MANY, MANY PAGES TABBED ON THAT FIRST GOING TO DO THAT, BUT I'M JUST TRYING TO UNDERSTAND HOW WE'RE FLOWING THROUGH THIS, SO WE'RE GOING RIGHT TO BLUE. CORRECT BUT I'M JUST GONNA DO A QUICK SUMMARY OF EACH OF THE OTHER TWO. ABSOLUTELY AND WE EXPECT YOU TO MRS FREEMAN AND WE ENCOURAGE IT, AND WE'RE REALLY GRATEFUL FOR THAT. THANK YOU. ARE YOU REALLY IT'S YOU CAN BE

[01:00:04]

AND THEN WE HAVE THE EXPENDITURE TABLES OFF TO THAT, AND THAT JUST REALLY GIVES YOU A NICE BREAKDOWN OF ALL OF THE YOU KNOW THE DIFFERENT LINE ITEM BY, YOU KNOW BY ACTION AND FOCUS AREA AND SHOWS. YOU KNOW THE TOTAL AMOUNT THAT WE'RE SPENDING THAT ASSIGNS TO EACH OF THOSE ACTIONS, AND EACH OF THOSE ARE VARIOUS TITLES AS WELL. AND THEN REALLY THAT NEXT TAB IS JUST A COPY OF THE AL CAPP INSTRUCTIONS. YOU KNOW, JUST THAT REMINDER. WE DON'T SELECT.

YOU KNOW WHAT THIS TEMPLATE LOOKS LIKE. WE ARE REQUIRED TO USE THE TYPE ATTEMPT THAT IS PROVIDED TO US THAT WE ULTIMATELY END UP SUBMITTING TO THE STATE AND SO AGAIN, YOU KNOW IF YOU EVER ARE INTERESTED IN KIND OF JUST LOOKING AT A SENSE OF, YOU KNOW WHAT WE NEED TO COMPLY WITH ITS ALL LISTED THERE. THE DOCUMENT THAT YOU KNOW HOLDS ALL OF OUR OUR DATA FOR IT AS A DISTRICT SHOWS ALL OF THE VARIOUS INDICATORS BOTH STATE AND LOCAL THAT WE ARE MEASURED BY ON THE CALIFORNIA DASHBOARD, SO IT'S A REALLY NICE SUMMARY A LOT OF THAT INFORMATION. YOU CAN ALSO GO AND ACCESS YOURSELF AND ANYONE OF THE PUBLIC. ANY OF OUR COMMUNITY MEMBERS ARE ABLE TO GO TO THE CALIFORNIA DASHBOARD AND SEE THE SAME INFORMATION RAN. REALLY YOU KNOW, GREAT REPORTS, BUT IT'S ALSO A GREAT MEANS OF BEING ABLE TO COMPARE. YOU KNOW HOW OUR DISTRICT IS DOING ON IN COMPARISON TO OTHER DISTRICTS ACROSS THE STATE. I WILL JUST MAKE MENTION THAT THERE WERE A FEW PIECES THAT WE NEEDED TO UPDATE. WE HAD A BOARD MEMBER WHO HAD NOTICED JUST, YOU KNOW, SOME MISSING INFORMATION FOR THE 1920 SCHOOL YEAR, AND SO WE HAVE SINCE GONE AHEAD AND UPDATED SOME OF THAT INFORMATION. IT WAS THE GRADUATION RATES WE HAD WAS SO MISSING FROM OUR AND DEMOGRAPHICS TABLE ON PAGE SEVEN WAS OUR HOMELESS STUDENT POPULATION, SO WE HAVE PRINTED ADDITIONAL PAGES THAT YOU CAN JUST GO AHEAD AND, YOU KNOW, REPLACE AS PART OF YOUR DATA PROFILE, AND I THINK THERE WAS ONE OTHER, UH, PAGE THERE AS WELL. BUT I ONLY MENTION OF THAT IS THAT WE ACTUALLY DID A HARD COPY OF THIS PARTICULAR OF THE DATA PROFILE A COUPLE WEEKS AGO . AND YET THE WE CONTINUE TO UPDATE IT AS AN ELECTRONIC I DOCUMENT AND SO WHAT WE FAILED TO DO WAS JUST, YOU KNOW, PRINTERS MORE RECENTLY. SO THAT WAY YOU HAVE IT. SO I THINK AT THIS POINT IT IS, YOU KNOW, MOST CURRENT AND UP TO DATE THAT YOU HAVE ALL THAT INFORMATION THAT YOU NEED. ALRIGHT THIS TIME WE'RE GOING TO GO AHEAD AND MOVE NOW TO FOCUS AREA ONE POINT. OH, IF YOU WANT TO OPEN UP TO THAT FIRST TAB. AND THEN AS I SAID, THE WAY I'M GOING TO, YOU KNOW, WALK US THROUGH. THIS IS I WILL GO THROUGH EACH EACH ACTION OUR, YOU KNOW, READ THE OVERARCHING ACTION. BUT THEN THERE ARE A LOT OF BULLETS THAT GO ALONG WITH EACH OF THOSE. I'M NOT GOING TO GO THROUGH EVERY SINGLE BULLET. JUST GIVE A LITTLE SUMMARY.

WE'LL TAKE QUESTIONS AND THEN RADIO WILL BE A MATTER OF MY BEING ABLE TO RESPOND. AND WE

[01:05:04]

[01:10:07]

TEACH THOSE CLASSES AT THE TK LEVEL AND KINDERGARTEN LEVEL. IT'S ABOUT COMMITMENT WE HAVE TO MAINTAINING SMALLER CLASS SIZES AND THEN THE PROVISION OF MATERIALS TO ENSURE THAT WE'RE ABLE TO PROVIDE THESE THESE PROGRAMS. ANY QUESTIONS FOR THAT. YEAH, I HAVE A QUESTION ABOUT THE TRANSITIONAL KINDERGARTEN. I KNOW THIS DATE IS EXPANDING IT. AND, UM, I JUST WONDERING. UM WITH THIS GOAL. IS THAT GOING TO BE PART OF IT THE EXPANSION AND MAKING SURE IT'S THAT MAKES SENSE THAT WE WERE KEEPING UP WITH WHAT THE STATE IS ASKING AND PROVIDING THAT FOR OUR STUDENTS, AND I'M ALSO, UM I DO HAVE A CONCERN THAT RIGHT NOW THERE'S NOT NOT A DIRECTOR OVER THIS AREA, AND I JUST I THINK THIS IS FOR THIS AND THE STATE PRESCHOOL THAT THESE ARE REALLY KEY PROGRAMS. AND I JUST WANT TO MAKE SURE THAT WE'RE KEEPING ON IT. ALRIGHT TWO QUESTIONS INVOLVED IN THAT. I THINK THE FIRST PART OF IT IS ABSOLUTELY YES. I MEAN, IT'S A REQUIREMENT FOR US. YOU KNOW, WE'RE IN A REALLY GOOD PLACE A PERCENTAGE OR BELINDA BECAUSE WE HAVE PROVIDED TRANSITIONAL KINDERGARTEN FOR SO MANY YEARS. WE HAD A REALLY SILENT PROGRAM IN PLACE ALREADY, SO THE ONLY PIECE THAT WE'RE GOING TO HAVE TO BE SURE AND COMPLIANCE WITH IS THE RATIOS THAT ARE BEING MET MANDATED. AND SO, YES, WE HAVE A PLAN IN PLACE THAT WE ARE ENSURING THAT WE'RE ABLE TO ABIDE BY THAT AND THAT WE ARE LOOKING AT ADDITIONAL STAFF TO BE ABLE TO HIRE FOR THE FOUR TO ENSURE THAT WE CAN ENSURE THAT RATIO OF YOU KNOW, ESSENTIALLY 1 TO 15 IS WHAT THE REQUIREMENTS HOLD. OUT. AND SO THAT'S THAT'S WHERE WE ARE FOR THAT. ARE YOU GONNA KEEP WITH THE EARLY BIRD LABORED KIND OF AT THIS TIME WE ABSOLUTELY ARE, EVEN THOUGH I KNOW YOU KNOW, A LOT OF DISTRICTS ARE PUSHING TOWARDS A FULL DAY. BUT YOU KNOW OUR THAT THAT PROGRAM WAS WAS GROWING OUT OF THE NEED TO BE DEVELOPMENTALLY APPROPRIATE, AND WE TRULY CONTINUE TO BELIEVE THAT FOUR YEAR OLDS FULL DAY IS , YOU KNOW THAT THAT'S A LONG

[01:15:09]

MRS FREEMAN. OKAY? OKAY? THING. I WOULD LIKE TO, UM, SUPPORT WHAT MRS ANDERSON SAID AND GO A LITTLE BIT FURTHER. UM ARE E D I DATA FOR? PY ELSE SHOWS THAT 42% OF OUR STUDENTS AREN'T READY FOR KINDERGARTEN. AND WHEN YOU LOOK AT THAT, THAT AS THEY GROW UP 75% OR LESS LIKELY TO DROP OUT OF HIGH SCHOOL 60% OR LESS LIKELY TO BECOME TEENAGE PARENTS AND 40% ARE MORE LIKELY TO GO TO COLLEGE. AND 90% OF PEOPLE'S CHILDREN'S BRAINS DEVELOPED BY THE AGE OF FIVE. AND IF WE DON'T DO MORE FOR PRESCHOOL THAN WERE MISSING THE OPPORTUNITY TO CATCH THAT ACHIEVEMENT GAP. UM IT'S JUST SO INCREDIBLY IMPORTANT AND I AGREE THAT WE NEED SOMEBODY IN THAT POSITION, AND WE NEED SOMEBODY IN THAT POSITION THAT IS EDUCATED IN EARLY CHILDHOOD, NOT SOMEBODY THAT DOES K 12.

EARLY CHILDHOOD IS SO MUCH DIFFERENT AND IT'S INCREDIBLY IMPORTANT. SO I THINK THAT AS YOU LOOK AT RESTRUCTURING THAT YOU LOOK AT SOMEBODY WHO'S VERY QUALIFIED, EDUCATED DOCTORATE DEGREE, MAYBE EVEN IN EARLY CHILDHOOD, BECAUSE IT'S VERY DIFFERENT. UM AND I KNOW THAT RIGHT NOW WE KIND OF HAVE IT OVER EARLY CHILDHOOD AND AFTER SCHOOL CARE, BUT THEY'RE SO DIFFERENT. AND WE REALLY HAVE TO FOCUS ON I THINK IN THAT EARLY CHILDHOOD UM, IF I HAD ANY MORE NOTES, THEY THING I WANT TO JUST ALSO SHOW HERE IS BECAUSE WE'RE LOOKING AT ST PRESCHOOLS. IF WE LOOK AT THE TITLE, ONE SCHOOLS THAT'S REALLY WHERE OUR MAJOR GAP IS. AND SO IF WE COULD DO SOMETHING MORE TO MAKE SURE THAT WE HAVE PRESCHOOL AVAILABLE FOR OUR TITLE, ONE SCHOOLS, THAT WOULD BE A WONDERFUL START, EVEN WITH LEARNING LIKE THAT. I KNOW WE'RE KIND OF ROLLING OUT JUST ONE. BUT MAYBE THAT WILL BE SOMETHING THAT TAKES OFF. THANK YOU. ABSOLUTELY. THANK YOU FOR THAT PRESIDENT BACK. MY SECOND EVERYTHING, SHE JUST SAID. GOOD WE'RE RIGHT. I LOVE IT. AND THIS IS JUST ACTION. 1.1 ON FOCUS AREA ONE POINT. OH OH, HERE WE GO. YEAH. VERY GOOD. ALRIGHT, SO WE'RE MOVING ON TO ACTION 1.2. AND THIS IS SPECIFIC FOR OUR MUSIC PROGRAMS, WHICH I HAVE SERVED OUR CORRAL STUDENTS IN GRADES FOUR THROUGH 12. AND REALLY, THE FUNDING HERE GOES SPECIFICALLY TOWARDS ENSURING THAT WE CAN CONTINUE TO OFFER THAT AS A PROGRAM TO ALL OF OUR ALL OF OUR STUDENTS. SO MATERIALS UH, THE ABILITY FOR US TO HAVE AIDS TO SUPPORT THE TEACHERS IN ALL OF THOSE CLASSROOMS AND AGAIN, JUST UM IT'S A WONDERFUL PROGRAM WE'VE BEEN ABLE TO OFFER FOR MANY YEARS IN PLACENTIA, YORBA LINDA. I HAVE TO ADD WHEN I CAME INTO

[01:20:04]

AND YOU KNOW, THERE'S A PIECE OF THAT WAY. IT REQUIRES OUR TEACHERS TO BE ABLE TO COME TOGETHER CONSTANTLY TO COLLABORATE TO SHARE AND LOOK AT DATA AND LOOK AT BEST PRACTICES AND IDENTIFY. YOU KNOW WHAT DO THEY DOING WITH THAT DATA RIGHT? IT'S OFTEN GOING TO TELL US WHERE OUR STUDENTS NEEDS ARE HIGHEST. AND SO REALLY, THAT COLLABORATION PIECE IS REALLY ABOUT TEACHERS TO BE ABLE TO COME TOGETHER AND IDENTIFY BEST PRACTICES AS A GREAT LEVEL TEAM AS A DEPARTMENT AND TO, YOU KNOW, IDENTIFY YOU KNOW HOW THEY'RE GOING TO MOVE FORWARD AND HOW THEY'RE GOING TO USE THAT DATA TO INFORM THE INSTRUCTION. ANY QUESTIONS ON THAT. I HAVE ONE. CAN YOU TELL ME WHAT I'VE NEVER? I HAVEN'T SEEN INTERIM ASSESSMENT BLOCKS BEFORE THE EBS, AND THERE'S ALSO THE INCREASE OF USE OF FORMATIVE ASSESSMENTS. I JUST WANT TO MAKE SURE THAT WE'RE NOT ADDING MORE ASSESSMENTS. UM THAT MAYBE THAT IF WE'RE LOOKING AT ASSESSMENTS THAT IT'S SOMETHING THAT YOU CAN TAKE A SHORTER AMOUNT OF TIME TO GET IMMEDIATE RESULTS AND THEN ALLOW MORE TIME FOR THE CLASSROOM. BUT I HAVEN'T SEEN THAT RIGHT SO AND THE FIRST QUESTION THAT THE INTERIM ASSESSMENT BLOCKS OF THOSE EITHER ASSESSMENTS THAT ARE PRODUCED BY THE CASK ASSESSMENT DATABASE AS THEY ARE AVAILABLE THROUGH THE TIMES ASSESSMENT SO THAT THE GREAT THING ABOUT THEM IS THAT THEY ARE. THEY ARE VERY MUCH ALIGNED TO THE CAST AND THE SMARTER, BALANCED TESTS. AND SO WHEN TEACHERS UTILIZE THEM AND WE HAVE A STRONG, YOU KNOW, INTERESTED IN POSSIBLY OUR MATH AND EVEN AN ENGLISH LANGUAGE ARTS TEACHERS FOR NEXT YEAR THEM AT THE MIDDLE AND HIGH SCHOOL LEVEL. DEFINITELY HIGH SCHOOL, YOU KNOW, POSSIBLY UTILIZING THEM BECAUSE THEY ARE ALIGNED TO THE CAST TESTING. IT REALLY GIVES A STUDENTS THAT PRACTICE THAT THEY'RE, YOU KNOW, BEING EXPOSED TO, YOU KNOW, VERY SIMILAR. I HAVE QUESTIONS THAT

[01:25:04]

YOU ARE GOING TO BE LOOKING AT SALARIES TO COVER OUR INSTRUCTIONAL COACHES WHO SERVED HERE AT THE DISTRICT LEVEL, BUT THEIR WHOLE PURPOSE AND FOCUS IS TO BE ABLE TO PROVIDE SUPPORT TO OUR CLASSROOM TEACHERS. AND SO A LOT OF THAT IS GIVING AN INSTRUCTION IN THE VARIOUS CONTENT AREAS TO ENSURE THAT OUR YOU KNOW, TEACHERS CONTINUE TO HAVE THAT TRAINING AVAILABLE TO THEM ADDITIONAL STAFF. SOME OF THAT ADDITIONAL FUNDING GOES TO ADDITIONAL STAFF TO PROVIDE. UH UM TARGETED SUPPORT AND TO REDUCE CLASS SIZE AS SIZES. IT'S PARTICULARLY THE MIDDLE AND HIGH SCHOOL LEVELS. SO YOU KNOW, WE'LL ALSO IDENTIFIED BE ABLE TO OFFER ADDITIONAL SECTIONS AT THE SECONDARY LEVEL. TO ALLOW FOR SMALLER CLASS SIZES THAT'S ALL ABOUT, YOU KNOW, PROVIDING THAT DIRECT SUPPORT TO OUR STUDENTS. LET'S SEE MATERIALSHIS IS REALLY THE PART WE WERE PAYING FOR IRANIAN VIVID JEWEL IZED LESSONS. AND SO YOU KNOW WHAT I REALLY IT'S ABOUT THE DIAGNOSTIC PIECE TO ASSESS BUT THEN THOSE INDIVIDUALIZED LESSONS ALLOW FOR YOU KNOW THE STUDENTS TO BE WORKING AT THEIR SPECIFIC TARGETED NEED, AND SO IT'S ALIGNING THE LESSONS THAT DOING SPECIFIC TO THE DIAGNOSTIC THAT SHOWS YOU KNOW WHERE THEY ARE. AREAS OF HIGHEST NEED ARE METH 1 80 IS AN INTERVENTION MATH PROGRAM THAT WE UTILIZE AT THE MIDDLE SCHOOL. UM AND SO REALLY A BIG PIECE OF THIS, TOO. IT'S THE STAFFING. BUT THEN ALSO THAT THE TRAINING PIECE SO YOU KNOW ALL OF THOSE THINGS THAT I'VE REFERRED TO AND TALK TO YOU ABOUT NOW, FOR OUR TEACHERS TO BECOME CONTINUE TO BE EXPERTS AND THEIR ABILITY TO SUPPORT AND INTERVENE AND PROVIDE INTERVENTIONS FOR THEIR STUDENTS , IT REQUIRES ONGOING PROCESS OF TRAINING. UM AND THAT IS A BIG PART OF THIS PARTICULAR ACTION AS WELL. ANY QUESTIONS FOR THIS ONE? I HAVE A COUPLE I HAVE A QUESTION OR TWO AND COMMENT. LET ME START FIRST WITH THE COMMON. I WAS VERY PLEASED WHEN I SAW THE MENTIONED HERE OF ADDITIONAL SUPPORT FOR LANCIA. PARTICULARLY PARTICULARLY FOR ENGLISH LEARNERS, LOW INCOME AND FOSTER. UM IT'S THE LARGEST HIGH SCHOOL WE HAVE, AND I'M VERY GLAD TO SAY THAT THAT FOCUSES BEING THAT IT'S SEEN AS SOMETHING TO REALLY DEFINITELY DO THERE BECAUSE ALL THE MORE TO BECOME I'LL SAY A LAW STUDENT IN THE MIDST OF MANY, UM WE DON'T WANT THAT TO HAPPEN ANYWHERE, BUT PARTICULARLY KNOWING IT'S A LARGE CAMPUS. I'M VERY PLEASED TO SEE THAT THE QUESTION SLASH COMMENT. AH PRETENDING TO O CAMINO. UM AND I KNOW SO MUCH IS ALREADY UNDERWAY THERE. UM WE PROBABLY ALSO THE EMAIL THAT CAME IN BECAUSE IT WAS NEAR AND DEAR TO MY HEART WHEN I SAW IT. ABOUT WE IN THE SAME LIST WE TALKED ABOUT. CONTINUE TO SUPPORT STUDENTS BY EXTENDING LIBRARY MEDIA TECHNICIAN HOURS, ETCETERA. EL CAMINO WHEN I CAME HERE DIDN'T HAVE A LIBRARY. IT WAS VERY DECENTRALIZED. EACH CLASS HAD A SET OF BOOKS, AND THAT WAS IT. BUT BOOKS MEETING WHETHER IT WAS A PLEASURE READING RESOURCE. WHAT HAVE YOU I REMEMBER ONE OF THE FIRST TEACHERS I MET. THERE WAS GEORGE HAMMOND. UM AND HE WAS PASSIONATE ABOUT HAVING A LIBRARY THERE. ONE EVENTUALLY DID COME THERE. BUT THEN WHEN THE I THINK STUDENT LOAD INCREASED, AND THE NEED FOR A COMPUTER LAB AND THINGS LIKE

[01:30:05]

UM IT IS SOMETHING THAT I WOULD LIKE NO. WHAT WE MAY SEE AS HOW WE CAN BETTER SERVE OUR STUDENTS IN TERMS OF UM, SUITABLE MATERIALS IN A CENTRALIZED LOCATION. IF THAT CAN INDEED DO THE BEST BUY OUR STUDENTS THERE. UM I KNOW THAT THEY HAVE WORKED AND I'VE SEEN WHAT THEY HAVE THERE. HAVEN'T BEEN THERE IN THE LAST I WAS THERE, BUT I DIDN'T GO BACK TO SEE IT ABOUT A WEEK AGO, BUT THEY PUT THE WELLNESS CENTER IN THERE AND SO FORTH. THEY'RE DOING A LOT, AND THERE ARE READING MATERIALS IN THERE, BUT IT'S MORE FOR PLEASURE READING ITSELF. UM I WOULD LIKE TO KNOW WHAT THE FUTURE PLANS MIGHT BE. FORCE SERVING OUT CAMINO. UH, AND ITS STUDENTS. IN WAYS THAT MAYBE WE'RE NOT ABLE TO SERVE THEM CURRENTLY AS WE MIGHT SERVE. HIGH SCHOOL STUDENTS ELSEWHERE IN OUR OTHER SCHOOLS, SO I'LL JUST LEAVE THAT AS A QUESTION, BUT I UNDERSTAND THE HISTORY AND WHY THINGS HAVE CHANGED THROUGH HISTORY. BUT THAT DOESN'T MEAN WE KEEP GOING THAT WAY. SO IF WE CAN GET MORE INFORMATION ON THAT I WOULD BE INTERESTED. THANK YOU CAN ABSOLUTELY PROVIDE ADDITIONAL AND SPECIFIC INFORMATION. UM I THINK THAT'S ALSO JUST WHERE WE'RE SO YOU KNOW, IN A WAY FORTUNATE WE HAVE THAT ADDITIONAL FUNDING. YOU KNOW THE PLAN THAT YOU KNOW, PRINCIPAL AIELLO PUTS TOGETHER EACH YEAR. AND THEN CURRENTLY SHE IS IN THE THROES OF DOING THAT FOR THE END OF THIS YEAR AND THEN LOOKING AHEAD TO NEXT YEAR AS WELL. AND SO IT REALLY IS ABOUT, YOU KNOW, LOOKING AT PROVIDING THAT ADDITIONAL THE WELLNESS, YOU KNOW, SUPPORT FOR THOSE STUDENTS. BUT THEN YOU KNOW, EVEN JUST ACCESS AND TRANSPORTATION. YOU KNOW, WE'RE REALIZING, AND SO THAT'S SOMETHING WE'RE EXPLORING RIGHT NOW AS A TEAM IN SUPPORTING HER THROUGH THOSE AVENUES, BUT WE WILL FOLLOW UP WITH SOME MORE SPECIFIC. INFORMATION ON WAYS THAT WE'RE LOOKING AT CREATIVELY , YOU KNOW, TRYING TO PROVIDE THAT SUPPORT FOR THOSE STUDENTS. THANK YOU, OF COURSE. I HAVE SOME QUESTIONS BEFORE WE TURN THE PAGE AHEAD. UM I KNOW THERE'S BEEN. AND YOU'LL HAVE TO REFRESH MY MEMORY BECAUSE I READ SO MUCH, BUT I KNOW THERE'S BEEN SOME CHANGES TO THE ALGEBRA ONE A ONE B PROGRAM. AND IS IT I THOUGHT IT WAS GOING TO BE A ONE YEAR PROGRAM. WE WELL, WE PILOT THIS YEAR IN REDUCING JUST THE ONE A CLASS SIZES AND WE'VE SEEN REALLY PROMISING RESULTS. WITH THE WITH THE STUDENTS HAVE BEEN ABLE TO ADD GROWTH AND IMPROVEMENT. THEY'VE SHOWN AS A RESULT OF THAT, AND SO WE ARE GOING TO SECTION IS IT GOING TO BE ABLE TO FOLLOW THROUGH ONE B? THAT IS OUR GOAL FOR NEXT YEAR.

YES WE WILL BE EXTENDING IT TO M B. DO WE HAVE TO CALL IT REMEDIAL? THAT TECHNICALLY, IS IT A REMEDIAL CLASS? WELL, IT I MEAN, IF THEY MEET ON THE SENSE THAT IT'S JUST, YOU KNOW, STUDENTS ARE TAKING TWO YEARS TO COMPLETE A ONE YEAR COURSE. I JUST DON'T WANT TO HAVE A NEGATIVE CONNOTATION. DID WE REFER TO IT AS REMEDIAL IN EUROPE THAT WE DO NOT HAVE TO KNOW? ABSOLUTELY. NO, THANK YOU LIKE THAT THINKING. AND THEN MY NEXT QUESTION HAS TO DO TOWARDS THE BOTTOM. IT TALKS ABOUT SATURDAY SCHOOL AND I KNOW THAT WE WEREN'T ABLE TO OFFER THAT THIS YEAR. DO WE SEE THAT AS A GOFER NEXT YEAR? YES, DEFINITELY GIVE SOME EXAMPLES OF WHAT IT WOULD LOOK LIKE MR MCALINDEN, I THINK HAS GOT THAT ANSWER. DO INDEED. YES YEAH. NO WE DO WANT TO RETURN BACK TO WHAT WE HAVE HISTORICALLY OFFERED THROUGH SATURDAY SCHOOL. NOW THAT WE'RE HOPEFULLY, ON THE OTHER SIDE OF THINGS WHERE WE'RE ALLOWED TO BRING KIDS BACK AND FIND TEACHERS WHO ARE WILLING TO TEACH THAT ON SATURDAY, BUT IT'S AVAILABLE K 12 AND WE WOULD LOOK TO OFFER THAT AGAIN IN THE FALL. IS IT OFFERED AT LIKE A CERTAIN LOCATION, OR IS IT THROUGHOUT THE DISTRICT OF ITS K 12 THROUGHOUT THE DISTRICT USUALLY CENTERED WHEREVER THE TEACHERS TEACHING WHO'S OFFERING THE SATURDAY ON THAT GIVEN DAY THERE, IT'S USUALLY AT THEIR SCHOOL SITE. I KNOW. FOR EXAMPLE, WE OFFER OUR OFFERING SOME SATURDAY SCHOOLS, UM, PROGRAMS THIS YEAR FOR AP PREP SO OUR COMPREHENSIVE HIGH SCHOOLS ARE BRINGING STUDENTS IN ON A SATURDAY YEAR FOR PREPARATION FOR THE AP EXAMS. AND THAT'S TAKING PLACE AT THE SCHOOLS WHERE THEY DO TEACH. OKAY. AND ONE LAST COMMENT, UM I KNOW THAT WE TALKED ABOUT, UM, DOING INTERVENTION FOR READING AND I JUST WANT TO GO BACK TO THE MIDDLE SCHOOLS AND MAKING SURE THAT WE ARE FOCUSING OUR ENERGY ON THEM AS WELL. AND IT'S NOT JUST NOT THE ELEMENTARY LEVEL THAT THOSE MIDDLE SCHOOL KIDS ARE BEING REACHED. THAT WE'RE IN THE RED. THAT OUR

[01:35:05]

ANDERSON. YES, THANK YOU. RIGHT SO WE'RE GOING TO MOVE ON TO ACTION 1.5 AND THIS IS TO DEVELOP CULTURAL COMPETENCE. THIS IS ACCESS AND INCLUSION TO DEVELOP CULTURAL COMPETENCE AND ELIMINATE BARRIERS AS A MEANS OF BUILDING AWARENESS REGARDING PRACTICES AND TOOLS THAT PROMOTE INCLUSION, ADDRESSED AUTOMATIC PATTERNS OF THINKING AND ENCOURAGE A TARGETED FOCUS ON IMPROVING ACHIEVEMENT AND ENGAGEMENT. AMONGST UNDERPERFORMING STUDENT GROUPS.

AND I THINK THE BIGGEST PIECE HOW YOU LOOK AT WHERE YOU LOOK AT THE DIFFERENT EIGHT BULLETS THAT ARE MENTIONED WE'VE GOT, YOU KNOW A SIGNIFICANT AMOUNT OF FUNDING THAT'S ASSIGNED TO THIS THAT WE'RE IT IS ABOUT BUILDING AWARENESS. AND, YOU KNOW, MRS FREEMAN, YOU USED THAT EXAMPLE ABOUT A FILIPINO STUDENT GROUP IN THE GROWTH THAT THEY HAD SHOWN AND YOU KNOW WHAT RESEARCH SHOWS IS THAT WHEN WE WHEN WE TAKE THAT TIME TO LOOK AT THE DATA AND THEN YOU KNOW IT TARGET. OUR PRACTICE IS TO BRING ABOUT CHANGE. AS A RESULT OF WHAT WE SEE AND WHAT WE'RE LEARNING. WE SEE THE RESULTS. AND SO WHEN YOU WERE TALKING ACCESS AND INCLUSION, IT REALLY IS ABOUT JUST ENSURING ACCESS FOR ALL OF OUR STUDENTS. ALL OF OUR STUDENT GROUPS TO ENSURE THEY'VE GOT ACCESS TO A BROAD COURSE OF STUDIES. SO YOU KNOW THE SAME SUBJECTS THAT ALL STUDENTS HAVE GOT ACCESS TO, UM AND SO I THINK IT'S NUMBER ONE ABOUT BUILDING AWARENESS, ENSURING THAT WE'RE BUILDING THAT AWARENESS AND EX PRACTICES THAT ENSURE THAT ACCESS TO BROAD TO THE ABROAD COURSE OF STUDY. ENSURING THAT WE'RE PROVIDING TRAINING FOR INSTRUCTIONAL PRACTICES FOR OUR TEACHERS THAT ALLOW FOR THEM TO YOU KNOW YOU D L UNIVERSALISM, DESIGNED FOR LEARNING IS AN EXAMPLE OF A STRATEGY THAT AN APPROACH THAT WE CAN YOU KNOW AND INFORM AND IN ALLOW FOR OUR TEACHERS TO BECOME EXPERTS IN THAT RADIOS. IT'S A SIMPLE APPROACH IS PART OF THEIR REGULAR LEARNING THAT ALLOWS FOR THEM TO ALLOW FOR FLEXIBILITY AND ACCOMMODATIONS.

BUT I DON'T EVEN KNOW IF THAT'S I SHOULDN'T USE THE WORD ACCOMMODATIONS BUT REALLY JUST FLEXIBILITY THAT STUDENTS ARE LEARNING IN ACCORDANCE WITH THEIR SKILLS. SO YOU KNOW IF ONE IS MORE OF A VISUAL LEARNER VERSUS STRENGTH SPACE THANK YOU . IT WAS MORE OF A VISUAL LEARNER VERSUS YOU KNOW, AN AUDIBLE SOMEONE WHO IS, YOU KNOW , LEARNING DIFFERENTLY THAT WAY THEY CAN. THE TEACHER CAN ALLOW FOR THOSE DIFFERENT OPPORTUNITIES FOR STUDENTS TO LEARN DIFFERENTLY. AND AT THE SAME POINT, YOU KNOW, HAVE ACCESS TO THE SAME LESSON. BUT JUST IN A VARIETY OF WAYS, MAYBE THEY'RE ASSESSING THEM SLIGHTLY DIFFERENTLY. STUDENTS ARE TURNING, YOU KNOW TO DOING A FLIP GRID AS AN EXAMPLE VERSUS A WRITING ACTIVITY FOR A STUDENT TO YOU KNOW, THAT'S WHERE THEIR STRENGTH COMES IN SO AGAIN THAT REQUIRES TRAINING JUST TO ENSURE THAT ALL OF OUR STUDENTS NEEDS ARE BEING MET. A MULTICULTURAL STUDIES. ADOPTION OBVIOUSLY FALLS IN HERE SO IF IT IS APPROVED AND MOVES FORWARD FOR IMPLEMENTATION, THEN THAT WOULD ENTAIL. YOU KNOW FOR US TO OBVIOUSLY HAVE TRAINING FOR OUR TEACHERS WILL BE TEACHING THAT AND THAT WILL BE ONGOING TRAINING THROUGHOUT THE YEAR AND THEN BECAUSE WE CREATED THAT MATERIAL OURSELVES THAT WOULD ENTAIL OUR ABILITY TO, YOU KNOW, OBVIOUSLY AND, YOU KNOW, MAKE COPIES OF AND DISTRIBUTE THOSE COPIES OF MATERIAL FOR THE TEACHERS AND THE STUDENTS AS WELL. AND THEN I THINK JUST A BIGGER PIECE OF THIS AS WELL AS A TALKING TRAINING, REALLY, AND ACCESS AND INCLUSION. A BIG PART OF THAT IS ABOUT TEACHERS COMING TOGETHER. THEY'RE LOOKING AT THE DATA AND IDENTIFYING, YOU KNOW THOSE STUDENTS AND STUDENT GROUPS WHO YOU KNOW THEY NEED TO PAY MORE ATTENTION TO BASED ON WHAT THE ASSESSMENT DATA IS TELLING THEM. THAT'S REALLY THERE ANY QUESTIONS THAT COME UP FROM THAT PARTICULAR ACTION? IS THERE ROOM TO HIRE THE INCLUSION SPECIALIST? UM LIANE YOUNG ON ANY OF THIS STUFF OR TO LOOK INTO IT FAR AS YOU MEAN FOR CONSEQUENCE FOR TRAINING AND CONSULTANTS. ABSOLUTELY THERE IS AND IN FACT, THIS IS GREAT. YOU WANT TO SPEAK TO AN EXCITING WEBINAR? WE HAVE COMING UP. THAT'S YES. UM WE'RE ACTUALLY, UM, NEXT WEEK GOING TO BE MEETING WITH ONE OF OUR MIDDLE SCHOOL PRINCIPALS. ALONG WITH DR ADAMSON. UM AND I FEEL REALLY PRIVILEGED TO BE ABLE TO MEET WITH HER BECAUSE SHE'S SORT OF A PIONEER AND A GURU IN THE FIELD . AND SO SHE'S GOING TO BE TALKING TO US ABOUT A LOT OF WHAT WE JUST DISCUSSED, AS WELL AS LOOKING AT SPECIAL ED DELIVERY MODELS, SO WE'RE EXCITED AND SHE'S KIND OF CUTTING EDGE, SO I THINK SHE'S GOING TO BRING A LOT TO HER DISTRICT. ABSOLUTELY AND THAT IS THE AREA CONSULTANTS COMING IN, YOU KNOW, LEARNING FROM THE EXPERTS IN THEIR FIELDS. THAT'S EXACTLY WHAT THE MONEY IS INTENDED FOR. SO YES, PRESIDENT BACK. TWO THINGS. UM ONE UM, THE TRAIN THE SITE ADMINISTRATORS AND RESTORATIVE PRACTICES, I THINK IS GREAT. COULD WE EXPAND THAT? MAYBE TO, UM, LEAD TEACHERS TO, UM, JUST SO THAT IT'S A LITTLE BIT MORE BROAD SO THAT DISAGREEMENTS BETWEEN KIDS ARE HANDLED. AND A SIMPLER, EASIER CLICKED. AND ABSOLUTELY YES, SECOND, UM, MRS GRAY, AND I HAD A CONVERSATION. IT'S BEEN AWHILE, BUT IT KIND OF PIQUED MY INTEREST, AND I WOULD LOVE TO SEE US INVESTIGATED A LITTLE MORE, AND IT WAS ABOUT STUDENT LED I E. P S AND SHE AND I TALKED ABOUT SHE'D SEEN THAT

[01:40:02]

UM. HAS WAS THIS PART OF ANY DISCUSSION. UM. WHEN CONSIDERING THE IMPLICATIONS FOR TRANSPORTATION PURPOSES. I DON'T KNOW HOW MANY STUDENTS THIS WOULD EQUATE TO BUT WAS THIS PART OF OR WILL IT BE IN THE FUTURE? PART OF ANY DISCUSSION AS WE FINE TUNE AND GET CLOSER AND CLOSER AND CLOSER TO THE IMPLEMENTATION? OF NEW SCHEDULES THIS COMING FALL. IT ABSOLUTELY WAS. MRS FREEMAN. WE ACTUALLY HAD A WHOLE COMMITTEE WITH, YOU KNOW, INDIVIDUALS AND REPRESENTATIVES. REPRESENTATIVES FROM EVERY DEPARTMENT AND YOUR TRANSPORTATION WAS A BIG COMPONENT OF THAT. UM AND YOU KNOW, IN ALL OF THOSE DISCUSSIONS, AND AS WE LOOKED AT THE FINALIZED TIMES, NONE OF THEM WOULD HAVE MOVED FORWARD IF YOU KNOW NOT FOR THE FACT THAT WE WERE ABLE TO ACCOMMODATE, YOU KNOW THE TRANSPORTATION SCHEDULES? ABSOLUTELY. THANK YOU. ALRIGHT AND THEN REALLY THE NEXT 11.7. YOU KNOW, AS I SAID, UM, THAT'S THE TITLE IS HOMELESS STUDENTS AND TO PROVIDE ACCESS TO SCHOOL SERVICES IN ENRICHMENT ACTIVITIES TO SUPPORT THE ATTENDANCE AND ACHIEVEMENT OF OUR HOMELESS STUDENTS. AND THIS IS SPECIFIC. YOU KNOW, I THINK WE ALSO RECEIVED MCKINNEY VENTO FUNDING. WE HAVE A AH LIAISON, A TOSA, WHO WORKS AT OUR FAMILY RESOURCE CENTER, WHO YOU KNOW, REALLY IS VERY MUCH ASSIGNED TO OVERSEEING THIS PARTICULAR STUDENT GROUP AS WELL, BUT THEY'RE TOO IT'S REALLY JUST ABOUT, YOU KNOW, PROVIDING AND ENSURING THAT THEY HAVE THOSE RESOURCES AND FUNDS TO ACCESS LEARNING. ON A REGULAR BASIS.

ALRIGHT WE'RE MOVING ON TO ACTION 1.8, AND THIS IS SPECIFIC TO OUR TITLE. ONE PROGRAM, YOU WILL SEE THERE IS A SIGNIFICANT LITTLE ALMOST UNIT LITTLE UNDER $4 MILLION THAT'S ASSIGNED TO THIS AND THIS IS SPECIFIC TARGETED FINDING THAT WE RECEIVE SPECIFICALLY FOR OUR TITLE, ONE SCHOOLS AND OUR YOU KNOW STUDENTS WHO OBVIOUSLY ARE ELIGIBLE AS WELL. AND REALLY, THE WAY THAT WORKS IS WE GET A CERTAIN AMOUNT THAT WE THEN DIVIDE UP THAT'S IS GIVEN SPECIFICALLY TO EACH SCHOOL SITE . SO PRINCIPLES AND A LEADERSHIP TEAMS ARE ABLE TO IDENTIFY HOW THEY ARE GOING TO UTILIZE THAT FUNDING. BUT IT'S ALSO IT'S VERY MUCH TARGETED AND IT'S WE HAVE

[01:45:05]

THERE'S A BIG COMPONENT OF TRAINING THAT'S IMBEDDED HERE AGAIN BECAUSE SO MANY OF OUR TITLE ONE'S STUDENTS ARE ENGLISH LEARNERS, OUR ABILITY TO BE ABLE TO TRAIN OUR TEACHERS IN BASIC PRACTICES, TOO. REALLY BE ABLE TO, UM, YOU KNOW, PROVIDE THAT INSTRUCTION TO OUR STUDENTS IN SUCH A WAY THAT THEY CAN, YOU KNOW, OBVIOUSLY LEARN ENGLISH BECOME MORE PROFICIENT. AND THEN ANOTHER PIECE TO THIS IS OBVIOUSLY OUR ABILITY TO CONTINUE TO ASSESS AND PROGRESS MONITOR OUR STUDENTS. BECAUSE ENGLISH LEARNERS YOU KNOW THEY WHEN THEY ARRIVE WITH US IN THE DISTRICT THEY OBVIOUSLY NEED TO TAKE AND THEY'RE IDENTIFIED AS AN ENGLISH LEARNER. THEY TAKE THAT INITIAL AL PACK TEST, WHICH IS OUR ENGLISH LANGUAGE PROFICIENCY ASSESSMENT, AND THEN EVERY YEAR THEY REMAIN. YOU KNOW, WITHIN THAT ELIGIBILITY CRITERIA. THEY HAVE TO CONTINUE TO TAKE THAT ALPACA UNTIL THEY'RE ABLE TO RECLASSIFY. AND SO THERE'S A SIGNIFICANT COMPONENT OF THE FUNDING THAT GOES TOWARDS ENSURING ABILITY TO ADMINISTER THE TASTE. AND YOU KNOW PAYOFF STAFF WHO ARE ABLE TO ADMINISTER AND THEN YOU KNOW PROGRESS MONITOR THOSE STUDENTS.

I JUST HAVE A QUICK QUESTION ABOUT FUNDING. THIS MONEY ONLY GOES TO TITLE ONE SCHOOLS CORRECT AND IF THERE'S TECHNICALLY A TITLE ONE STUDENT AT ANOTHER SCHOOL, THERE'S NO ADDITIONAL FUNDING. THAT GOES THERE IS THAT CORRECT? THAT IS CORRECT. YES. WE ARE. WE ARE ALSO ALLOCATED. I KNOW. I SAID THAT WE ASSIGNED SOME OF THAT FUNDING DIRECTLY TO THE TITLE ONE SCHOOLS, BUT THEN WE ALSO MAINTAIN A CERTAIN AMOUNT OF THE DISTRICT LEVEL AND WHAT WE WERE ABLE TO DO THIS YEAR AND THAT'S GOING TO CONTINUE INTO NEXT YEAR IS ABLE TO I USE THAT FUNDING TO PROVIDE ADDITIONAL WELLNESS COUNSELOR SPECIFICALLY TO OUR TITLE ONE SCHOOLS. SO AGAIN, THAT'S ANOTHER WAY THAT THEY CAN BENEFIT. THANK YOU. ANY OTHER QUESTIONS. ON THE ENGLISH LEARNERS. JUMP AHEAD. I THINK YOU'VE JUMPED AHEAD. WHISTLE ENTITLED ONE. YES I DO THAT. I APOLOGIZE. OKAY? OKAY, HOLD. THANK YOU. WONDERFUL. THANK YOU. ALL RIGHT. BUT THAT DOES LEAD INTO THE NEXT TITLE, WHICH IS ACTUALLY 1.9 AND THAT IS SPECIFICALLY SPECIFIC TYPE ENGLISH LEARNERS. AND SO ONCE AGAIN, THIS IS AN AREA OF IDENTIFIED NEED. IT'S ONE OF OUR YOU KNOW, SEVEN IDENTIFIED NEEDS. A STUDENT SUSTAIN AND ENHANCE A COMPREHENSIVE ENGLISH LANGUAGE DEVELOPMENT, ALSO KNOWN AS AN ELD PROGRAM, DESIGNED FOR ENGLISH LEARNERS, ALSO KNOWN AS OUR YELLS TO DEVELOP ENGLISH AS RAPIDLY AND EFFECTIVELY AS POSSIBLE AND MEET ACADEMIC STANDARDS. AND SO REALLY HERE, YOU KNOW, WE UTILIZE THIS FINDING AGAIN. IT'S A SIGNIFICANT AMOUNT TO HIRE HOURLY E L D TEACHERS AT ALL OF OUR ELEMENTARY SCHOOLS AND THEN ALSO, YOU KNOW THAT GOES TOWARDS OUR YIELD TEACHERS AT THE SECONDARY LEVEL AS WELL, OUR ABILITY TO THE SECONDARY LEVEL OF AD ADDITIONAL SECTIONS TO PROVIDE FOR TARGETED INSTRUCTION FOR OUR ENGLISH LEARNERS AT THE MIDDLE AND HIGH SCHOOL LEVELS. AND ALSO, YOU KNOW, JUST SMALLER CLASS SIZES BECAUSE WE KNOW THAT IN PARTICULAR WITH ENGLISH LEARNERS THAT THAT'S HOW THEY LEARN BEST. MM. AS WE HAVE BEEN ABLE TO HIRE A TEACHER AT OUR YOU KNOW, WAS ONE PARTICULAR HIGH SCHOOL VALENCIA, WHERE WE HAVE A HIGH NUMBER OF A LONG TERM ENGLISH LEARNERS, AND SO AGAIN, THAT'S DIRECT SERVICES ABILITY TO PROVIDE THAT INSTRUCTION IN A SMALLER CLASS SETTING. ONCE AGAIN FOCUS ON PROFESSIONAL DEVELOPMENT SPECIFICALLY FOR OUR TEACHERS IN THE AREA OF ENGLAND OF YIELD, AND THEN A BIG PORTION HERE REALLY GOES TOWARDS THE ADMINISTRATION OF THAT ALPACA TESTING TO BE ABLE TO SERVE THAT PART OF THE ASSESSMENT OF PROGRESS MONITORING PIECE IN THAT CONTINUOUS LEARNING CYCLE. ANY QUESTIONS? YES PLEASE. THE BOTTOM OF PAGE 52. UM IT SAYS IMPLEMENTED ENGLISH LEARNER. ACADEMY. UM CAN YOU DESCRIBE THAT FURTHER, PLEASE? SOMEONE. SO IT'S INTERESTING THAT YOU MADE MADE MENTION OF THAT BECAUSE I ACTUALLY HAD A QUESTION MARK NEXT TO THAT ONE MYSELF, MRS FREEMAN. AND SO, UM , I'M WONDERING IF THAT YOU KNOW, I KNOW THAT WE YOU KNOW, WE OBVIOUSLY ARE, YOU KNOW, FOCUSED ON, YOU KNOW, PROVIDING THAT ABILITY FOR OUR INSTRUCTION FOR OUR STUDENTS AND PROGRAMS FOR OUR STUDENTS. BUT I'M NOT SURE IF THAT AND MR COMMON I THINK THAT IS ONE THAT WE FAILED TO DISCUSS YESTERDAY WHEN WE'RE REVIEWING EVERYTHING, BUT CAN YOU SPEAK MORE TO THAT ONE

[01:50:03]

SO WOULD IT BE? OFFERING CLASSES IN THE. QUESTS WAS YOU JUST MENTIONED AT A LOCATION OR WOULD IT BE GIVING THEM THE VOCABULARY SUITABLE TO UNDERSTAND THEIR COURSES AT THEIR HOME CAMPUS? I'M. OKAY? THANK YOU. I LOOK FORWARD TO WE LEARNED ABOUT THAT MORE. YOU KNOW, IT'S DIFFERENT PROGRAMS ELSEWHERE. THANK YOU. CAN I ASK A FOLLOW UP? QUESTION ABOUT THAT? AND I'M NOT SURE WHERE IT IS IN THIS GIANT NOTEBOOK, BUT I THINK I READ IT UNDER THE AVID SECTION, WE TALKED ABOUT THE AVID EXCEL PROGRAM, AND THAT WAS A SUMMER PROGRAM AND THAT'S WHERE I KIND OF THINK THE ACADEMY CAME IN. AND I COULD BE TOTALLY OFF BASE. BUT THAT'S WHAT MY BRAIN TIED THE TWO TOGETHER WHERE THEY WOULD GO TO THE SUMMER PROGRAM AND WORK ON VOCABULARY AND THINGS LIKE THAT IS THAT PART OF THIS OR AM I DID I DRAW CONCLUSIONS THAT ARE NOT CORRECT. I'M GONNA BORROW A MICROPHONE. NO YOU'RE MAKING YOU'RE MAKING, UM SOLID CONNECTIONS. SO LET ME JUST LET ME SPEAK TO THE ABOUT EXCEL PIECE AND I'LL SPEAK TO THE SUMMER PROGRAM. THAT'S CONNECTED TO AN EXCEL. SO AVID XL IS A MIDDLE SCHOOL PROGRAM, UM, USING THE ABBOT PHILOSOPHIES FOR MIDDLE SCHOOL STUDENTS WHO ARE LONG TERM ENGLISH LANGUAGE LEARNERS, SO IT'S REALLY TAKING THE CORE OF WHAT AVID IS AND, UM ALLOWING THOSE STRATEGIES TO REALLY HELP EXPEDITE RECLASSIFICATION FOR LONG TERM ENGLISH LEARNERS AT THE 6TH, 7TH AND 8TH GRADE LEVEL, PARTICULARLY THIS THAT PROGRAM EXISTS AT KRAMER AND VALADEZ. THE SUMMER, AND THAT'S A THAT'S A CLASS THAT THE KIDS TAKE. SO IT'S IN THEIR DAY. IT'S NOT THERE. L'D CLASS THEY TAKE. THEY STILL TAKEN L D CLASS. IN ADDITION TO THAT. THIS SUMMER PROGRAM THAT YOU'RE REFERRING TO IS KIND OF INCORPORATED INTO AVID EXCEL. SO ONE OF THE HALLMARKS OF THAT PROGRAM IS THAT KIDS COME OVER THE SUMMER AND, UM IT'S KIND OF LIKE A SUMMER BOOT CAMP. IF YOU WILL, WHERE KIDS ARE BECOMING FAMILIAR WITH THE SCHOOL CAMPUS. THEY START IN WITH A LOT OF THE LESSONS AND LITERACY THAT THEY'LL CONTINUE ON THROUGH THE SCHOOL YEAR. AND WE DO A ANNUAL FIELD TRIP FOR THOSE STUDENTS, TOO. SO IT'S THERE'S A LOT OF FUN THAT'S BUILT INTO IT. UM, AND SO THE ABOUT EXCEL PROGRAM IS SEEKING TO AT THE MIDDLE SCHOOL LEVEL KIND OF REMEDY SOME OF THE ISSUES THAT WE SEE WITH OUR LONG TERM ENGLISH LANGUAGE LEARNERS USING AVID STRATEGIES.

I'LL JUMP IN. ALSO YOU MAY HAVE BEEN REFERENCING SOMETHING YOU SAW ON THE 80 G GRANT PROPOSAL ALSO BECAUSE WE TALKED ABOUT DOING SOMETHING I KNOW THERE'S SO MANY PLACES WHERE THERE'S INFORMATION, BUT, UM, IN THAT WE MENTIONED DOING SOMETHING SIMILAR FOR HIGH SCHOOL STUDENTS. WITH THE INTENT OF HELPING THEM BE PREPARED TO COMPLETE A DEGREE REQUIREMENTS BY GIVING THEM SOME OF THOSE SUMMER OPPORTUNITIES. AND SO THAT'S IN ADDITION TO WHAT YOU SEE HERE. ONE FOLLOW UP. THIS HAS BEEN AT THE RL TELLS HAVE BEEN SOMETHING THAT WE'VE BEEN WANTING TO FOCUS ON FOR A LONG TIME, AND WE ACTUALLY HAVE ONCE WE GOT TO THIS HIGH NUMBER AT 18 19. IT BECAME REALLY IMPORTANT AND WE SAW IT DECLINE, WHICH WAS GREAT, BUT NOW IT'S BOOSTED RIGHT BACK UP. SO I'M GLAD. AND EVEN THOUGH IT'S SIMILAR TO THE COUNTY IN THE STATE. UM I'M GLAD THAT WE'RE MAKING SURE AND ADDING MORE FOCUS ONTO THIS BECAUSE WE HAD HAD SOME MOMENTUM GOING AND IT SLOWED DOWN, SO THANK YOU. VERY GOOD POINT. YOU'RE RIGHT. RIGHT SO WE'RE GOING TO MOVE ON TO ACTION 1.10 . AND THIS IS OUR SPECIAL EDUCATION. THIS SPECIFIC DESCRIPTION HERE IS TO PROVIDE INSTRUCTIONAL PLANS AND CURRICULA MATERIALS TO MEET THE ASSESSED LEARNING NEEDS OF STUDENTS WITH DISABILITIES, AND WE HAVE SEVEN INDIVIDUAL BULLETS THAT PERTAINED TO THIS PARTICULAR ACTION. I THINK YOU HAVE A BIG PIECE HERE. YOU'LL SEE THAT. YOU KNOW THE FUNDING THAT THAT'S A SIGNED THERE'S A PORTION THAT WE ONE OF THE BULLETS SPEAKS TO TWO. WE KNOW THAT IN PARTICULAR FOR OUR STUDENTS WITH DISABILITIES THAT THEIR ABILITY TO BE ABLE TO ACCESS THEIR INSTRUCTION DURING CLASS IF THERE ARE BEHAVIOR

[01:55:05]

THERE'S A BIG PIECE HERE WHEN WE'RE TALKING ABOUT TRAINING IS THAT WHEN WE'RE TALKING STUDENTS WITH SPECIAL WITH STUDENTS WITH SPECIAL NEEDS THAN NOT NECESSARILY IN STC CLASSES, YOU KNOW THEY ARE GENERAL EDUCATION STUDENTS FIRST, IN MANY CASES, AND SO THAT NEED AN ABILITY FOR US TO BE ABLE TO FOCUS ON TRAINING OUR GENERAL ED TEACHERS AS WELL IN THOSE BASED PRACTICES AND ENSURING THAT EQUIPPED WITH THOSE STRATEGIES TO BE ABLE TO REALLY MEET THE NEEDS AND BE ABLE TO PULL OUT, YOU KNOW THE BEST OUT OF THE STUDENTS THAT ARE FINDING IN THEIR CLASSES TO ENSURE THAT THEY CAN SUCCEED IS CRITICAL. THAT'S REALLY WHERE OUR FOCUS IS THERE ANY QUESTIONS ON THAT ONE? UM THE HYBRID COURSES. WE NEXT YEAR WILL BE THE FIRST YEAR THAT WE PILOT THAT IS THAT CORRECT? WELL RIGHT , CORRECT. RIGHT? THAT WILL BE THE FIRST YEAR THAT WE PLANTED.

CAN YOU JUST INDULGE ME AND TELL ME A LITTLE BIT MORE ABOUT IT AND HOW YOU SEE IT WORKING AND WHAT IT'S GONNA LOOK LIKE WE'RE REALLY LOOKING AT, AS DR ADAMSON ALLUDED TO INCREASING OUR STUDENTS IN GENERAL EDUCATION. THERE'S SOMETHING CALLED THE LEAST RESTRICTIVE ENVIRONMENT, AND IT IS THROUGHOUT THE RESEARCH PROVEN THAT WHEN STUDENTS HAVE MORE ACCESS TO CLASSROOMS, WITH THEIR TYPICALLY DEVELOPING PEERS THAT THEY PERFORM BETTER, AND THEY JUST BECOME MORE SUCCESSFUL ADULTS, SO AS A RESULT, WE'VE BEEN DOING THIS AS KIDS AGE UP, BUT WE'RE REALLY WORKING. I WOULD SAY AT THE PRESCHOOL LEVEL AND AT THE HIGH SCHOOL LEVEL, AND WE'RE KIND OF DOING THIS AND SANDWICHING IT. SO WHEN WE TALK ABOUT BRINGING LIANE YOUNG IN AND WE TALKED ABOUT LOOKING AT EL RE PRACTICES. WE TALK ABOUT CO TEACHING WE TALK ABOUT EVEN I LOVE THAT YOU BROUGHT UP STUDENT LED TYPES BECAUSE THAT'S VERY SIMILAR TO PERSON CENTERED APPROACH. SO ALL OF THIS IS KIND OF UNDER THE SAME UMBRELLA, SO I'M GINA AGUILAR AND I ARE WORKING TOGETHER TO SEE HOW WE CAN DO SOME SORT OF HYBRID IN IT SORT OF LOOKS LIKE CO TEACHING AT THE HIGH SCHOOL LEVEL. BUT LOOKING AT THAT, SO THAT OUR HIGH SCHOOL STUDENTS, AND THE DATA SHOWS THAT THE L R E GETS A LITTLE BIT WORSE WHEN THEY GO TO HIGH SCHOOL, AND THAT'S PRIMARILY DUE TO SCHEDULING SO WE CAN IN ELEMENTARY BEFORE THEY GET TO SECONDARY. WE CAN ADJUST THE MINUTES THAT THEY'RE IN GENERAL ED AND ALL OF A SUDDEN YOU GET TO SECONDARY AND YOU'RE BOUND BY PERIODS. RIGHT AND SO YOU SAY, OKAY, YOU'RE GOING TO BE IN TWO PERIODS OR THREE PERIODS WERE IN ELEMENTARY YOU COULD HAVE SAID 45 MINUTES, BUT IF IT'S TWO PERIODS IN ITS WAY OVER 45 MINUTES, SO WE'VE GOT TO LOOK AT HOW WE DO THIS. IT'S A LOT OF WORK. AND SO WE'RE TALKING TO OTHER DISTRICTS. WE'RE GOING TO BRING LIANE YOUNG IN. HOW DO WE LOOK AT A SERVICE DELIVERY MODEL? THAT MEETS STUDENTS NEEDS AND THEN LOOKS AT LEAST RESTRICTIVE ENVIRONMENT.

SO IT'S A IT'S A IT'S A PROJECT. THAT WE'RE GOING TO BE WORKING ON COLLABORATIVELY. I LOOK FORWARD TO HEARING MORE ABOUT IT AND SEEING THE RESULTS NEXT YEAR AT THIS TIME. AND I ALSO WANT TO FOLLOW UP ON THE CO TEACHING BECAUSE THAT IS RIGHT HERE OBVIOUSLY EXPANDED. WAS THAT REFERENCING WHAT YOU JUST TOUCHED ON? YES SO, YES, THAT'S EXACTLY IT. SO I THINK I THINK WHAT HAPPENS IS WE WANT TO TRY TO DIVERSIFY AND NOT JUST DEPEND ON ONE MODEL. SO CO TEACHING IS ONE MODEL. BUT ONE THING ABOUT CO TEACHING IS YOU. YOU END UP HIRING MORE TEACHERS TO COME IN AND HAVE THAT WE CALL IT A MARRIAGE BETWEEN A GENERAL ED IN A SPECIAL EDUCATION TEACHER, BUT THERE ARE OTHER WAYS TO DELIVER SERVICES. AND SO I THINK WE'RE TRYING TO LOOK AT A CONTINUUM OF HOW TO DO THAT. SO CO TEACHING IS ONE WAY HYBRID MODEL IS ONE WAY LOOKING AT SERVICE DELIVERY MODEL LOOKING AT HOW WE DO DIFFERENT PERIODS. IT'S REALLY EXAMINING THE WAY SPECIAL ED HAS BEEN KIND OF, UM, PRACTICED OVER YEAH, OVER YEARS, SO IT'S KIND OF AN EXCITING TIME, BUT IT'S A LOT OF IT'S A LOT OF ROLLING UP YOUR SLEEVES AND REALLY INVESTIGATING TO SEE WHAT WORKS BEST FOR OUR STUDENTS. THANK. THANK YOU FOR THAT MRS GRAY. IT WAS PERFECTLY DESCRIBED. ALRIGHT 1.11 IS SPECIFIC TO CT, AND I'LL JUST READ THE DESCRIPTION TO ENHANCE AND EXPAND KOREA.

TECHNICAL EDUCATION WAS KNOWN AS CTE PATHWAYS TO PREPARE STUDENTS FOR POST SCHOOL. SUCCESS THERE'S A SIGNIFICANT AMOUNT OF FUNDING HERE WE ARE SO FORTUNATE ENOUGH TO BE ABLE TO HAVE APPLIED IN THE PAST FOR A CTE GRANT, WHICH WE HAVE BEEN AFFORDED AND BEING ABLE TO UTILIZE MANY OF THOSE FANS TO CONTINUE TO SUPPORT THIS PARTICULAR PROGRAM. THAT WE WERE LOOKING AT HOW WE'RE ASSIGNING THE FANS. A BIG PART OF THAT IS GOING TOWARDS WE ARE ABLE TO HIRE COLLEGE COLLEGE AND CAREER

[02:00:06]

USA FUTURE BUSINESS LEADERS OF AMERICA HOSTS. ALL OF THOSE ARE THE STUDENT ORGANIZATIONS THAT ARE AFFILIATED WITH SOME OF OUR SETI PROGRAMS WE OFFER AT THE CAMPUSES. I WILL NOTE THAT BECAUSE I SEE THIS EVERY SINGLE MONTH AND MY ROP MEETING BUT OUR HOSTS THAT ORGANIZATION IT ESPERANZA. FAR AND AWAY IS THE BIGGEST COMPARED TO ANY OTHER HOST SO THAT WE HAVE IN NORTH ORANGE COUNTY. IT'S IMPRESSIVE, BUT THAT'S GOOD TO HEAR. BECAUSE SOME DISTRICTS I KNOW HAS SKILLS USA SEVERAL DO I THINK FULLERTON SO FORTH? GOOD TO HEAR, AND WE'RE CONTINUING TO LOOK AT HOW WE CAN EXPAND THOSE PROGRAMS TO SOME OF THE PROGRAMS WE ALREADY HAVE ON OUR CAMPUSES. OKAY I ACTUALLY GOT FROM OUR SUPERINTENDENT ROP TODAY AND I HAVE IT AVAILABLE AND IF ANYONE WANTS IT, BUT I GOT THE PATHWAYS THAT WE HAVE FOR OUR DISTRICT RIGHT NOW. WAS INTERESTING, AND THEN LATER WHEN WE TALK ABOUT A THROUGH G O MAKE MENTION OF SOMETHING ELSE I BROUGHT, BUT, UM, VERY ENCOURAGED BECAUSE PUTTING TOGETHER SOMETHING IN HIS HANDS ON UM EXPLAINS SO VIVIDLY AND RIGHT AWAY, USUALLY WHY YOU'RE STUDYING THE COURSES YOU'RE STUDYING. IT PUTS TOGETHER BEAUTIFULLY. THANK YOU FOR THE ANSWER ON SKILLS USA. RIGHT AND THEN WE'RE MOVING ON TO OUR LAST ONE IN FOCUS AREA. ONE POINT. OH AND THAT'S ACTION. 1.12 THIS IS UNDER THE TITLE, GRADUATION AND COLLEGE AND CAREER READINESS. THE STRATEGY HERE AND AGAIN. THIS IS AN IDENTIFIED NEED, PARTICULARLY WITH OUR STUDENTS WITH DISABILITIES. IS TO PROMOTE COLLEGE AND CAREER READINESS THROUGH INQUIRY AND PROBLEM SOLVING AND ENGAGED, LEARNING ENVIRONMENT, THE RIGOROUS EXPECTATIONS AND APPROPRIATE SUPPORT FOR ALL STUDENTS, AND I'M JUST THINKING BACK TO SO MANY THINGS THAT HAVE ALREADY BEEN SAID THAT REALLY, YOU KNOW TIES INTO THIS PARTICULAR ACTION. YOU KNOW, MRS GRAY AND MRS AKILA TALKED A LOT ABOUT THE COLLABORATION. THEY'VE ALREADY BEEN WORKING TOWARDS AGAIN, TOO. ENSURE THAT ACCESS OF OUR STUDENTS, STUDENTS WITH SPECIAL NEEDS AND DISABILITIES TO BE ABLE TO SHOW THAT THEY'RE YOU KNOW, WE HAVE A HIGHER PERCENTAGE WHO ARE BEING ABLE TO GRADUATE COLLEGE AND CAREER READY. AND THEN I THINK IT WAS YOU MRS FREEMAN, WHO JUST TALK SPECIFICALLY TO THE FACT THAT ENSURING THAT YOU KNOW, COLLEGE AND CAREER READY. IT'S NOT JUST ABOUT YOU KNOW THOSE A THROUGH G CLASSES. IT'S NOT JUST ABOUT IF YOU'RE WANTING TO ATTEND A YOU SEE, YOU KNOW, COLLEGE IS AN EXAMPLE OF UNIVERSITY IT REALLY IS ABOUT. YOU KNOW, THOSE ARE AVAILABLE AND REALLY, WE SHOULD BE ENCOURAGING ALL OF OUR STUDENTS TO GOING TO BE IN ENROLLING IN THOSE COURSES SPECIFICALLY BECAUSE THEY YOU KNOW WHEN THEY DO GRADUATE. IT GIVES THEM THAT OPPORTUNITY, AND THAT'S WHAT YOU KNOW MISENGA LAURA TALKED ABOUT EARLIER THIS WEEK TO REALLY BE ABLE TO ACCESS AND AVAILABLE AND PICK WHATEVER THEY WANT TO DO AT THAT POINT, AND SO YOU KNOW, HAVING THAT STUFF AND HAVING THOSE COLLEGE IN KOREA TAKES ON ON SITE COUNSELORS TO REALLY BE ABLE TO TARGET THOSE CONVERSATIONS AND DISCUSSIONS AND WORK WITH THE STUDENTS TO ENSURE THAT THEY'RE MAKING THOSE CHOICES AND INFORMED CHOICES. EARLIER TO ENSURE THAT GIVING GIVEN THAT ACCESS MORE THAN ANYTHING IF I MAY ADD. EVERY COURSE. AND I BROUGHT THAT THE OTHER THING I BROUGHT WAS THE LATEST PRINT OUT OF ALL THE COURSES WE OFFER THAT WE HAVE THEM ALL IN OUR DISTRICT. BUT EVERY ONE OF THEM SATISFIES THE A THROUGH G. 100% OF OUR ROP COURSES SATISFIED A

[02:05:06]

WE'VE ALREADY YOU KNOW, COMMITTED TO OUR RESIDENT SUB PROGRAM, WHICH HAS BEEN HIGHLY SUCCESSFUL AND SO THAT WILL CONTINUE ON AND IT GIVES US A GREAT START EVERY MORNING AS WE LOOK TO ADDRESS OUR SUB NEEDS, KNOWING THAT WE HAVE A TEAM OF TRAINED AND QUALIFIED SUBSTITUTES WHO KNOW THEIR SCHOOLS AND THEN WE'LL BUILD FROM THERE, SO IT'LL BE A FOCUS FOR THE SUMMER TO OPEN THE YEAR WITH A STRONG PULL. HOW MIGHT THAT RESIDENTS SUB. STATUS BE DIFFERENT THAN SOME DISTRICTS AND I WANT TO SAY WHAT'S IT BUENA PARK AT ONE OF OUR DELEGATE MEETINGS? WE HAD ONE DISTRICT I KNOW OF AT LEAST HERE IN THE COUNTY. THEY'VE ACTUALLY HIRED THEIR SUBS. WASN'T GOING TO PARK I DON'T KNOW HOW THIS IS NOT THE TIME, BUT BUT, UM, I WAS

[02:10:03]

I'M IN A OH, THAT'S REALLY LOUD . SORRY ABOUT THAT, UM, GIVE US ABOUT 10. SECONDS AS YOU GUYS FIND YOUR SEATS, AND THEN WE'LL GET STARTED. HMM. ALL RIGHT, SO WE ARE MOVING STRAIGHT INTO FOCUS AREA 2.0, AND THIS FOCUSES ON EFFECTIVE INSTRUCTION AND LEADERSHIP, AND I'LL JUST GO AHEAD AND READ THE ACTUAL GOAL ITSELF. DYNAMIC HIGH QUALITY INSTRUCTIONAL PROGRAM FACILITATES LIFELONG HABITS OF INTELLECTUAL INQUIRY. WE ACTIVELY ENGAGE EACH STUDENT IN THE LEARNING PROCESS THROUGH THE IMPLEMENTATION OF THE CORE CURRICULUM AND EFFECTIVE INSTRUCTIONAL STRATEGIES. INCLUDING THE USE OF TECHNOLOGY . TO THIS END, WE STRIVE TO ATTRACT TRAIN AND RETAIN EMPLOYEES AS WELL AS DEVELOP STRATEGIC LEADERS WHO EMBRACE THE VISION AND VALUES. OF OUR DISTRICT. SO YOU'RE THE FIRST PIECE OF IT WAS REALLY SPECIFIC ABOUT YOU KNOW THE INSTRUCTION OF THE ACADEMIC ACHIEVEMENT, PEACE AND HOW WE'RE ENSURING THAT OUR STUDENTS ARE MAKING THAT PROGRESS. AND NOW WE'RE FOCUSING IT ON THE DELIVERY. HOW WE ARE DELIVERING THAT INSTRUCTION AND THEN THE LEADERSHIP COMPONENT OF THAT SO HERE INVOLVING THE COACHING AND YOU KNOW, ADMINISTRATION WHO OBVIOUSLY, YOU KNOW, GUIDE OUR TEACHERS THROUGH THAT PROCESS. SO ONCE AGAIN, IT'S THE SAME STRUCTURE. YOU'RE GOING TO SEE THE MEASURING AND REPORTING RESULTS. ONCE AGAIN, YOU'LL SEE THE VARIOUS METRICS THAT WE IDENTIFIED LAST YEAR THAT WE'RE USING TO MEASURE OUR PROGRESS SHOWING OUR BASELINE DATA AND THEN YOU KNOW, YEAR ONE YEAR, TWO YEAR THREE OUTCOMES AND OBVIOUSLY OR SO, OUR, UM, DESIRED OUTCOMES FOR THE 23 24 YEARS. SO I'M GONNA MOVE US ALL DOWN TO PAGE 64 WHERE WE START WITH OUR FIRST ACTION, WHICH IS 2.1, AND I'M GONNA GO AHEAD AND JUST ADDRESS 2.1 AND 2.2 TOGETHER BECAUSE THEY BOTH SPEAK TO AVID AND THEN AVID EXCEL. I'LL READ 2.1, WHICH STRESSES OUR ABILITY TO FURTHER THE USE OF ADVANCEMENT VIA INDIVIDUAL DETERMINATION, WHICH IS STRATEGIES. IN ORDER TO EQUITABLY PREPARES STUDENTS FOR COLLEGE, KOREA AND SUCCESS IN A GLOBAL SOCIETY AND ITS WE'RE FORTUNATE. I THINK, YOU KNOW, MR CARMONA WAS ABLE TO SPEAK QUITE A BIT EARLIER ON AND VERY PASSIONATELY AND VERY INFORMATIVE LEE ABOUT, YOU KNOW, A LITTLE BIT OF WHAT IT IS AND WHAT YOU KNOW. AS A RESULT, WE BE ABLE TO BE ABLE TO DO FOR OUR STUDENTS. UM AND AVID EXCEL, YOU KNOW, IN LOOKS AT ENHANCING THE USE OF A BIT EXCEL AS A MEANS OF PROVIDING MIDDLE SCHOOL ENGLISH LEARNERS TARGETED CRITICAL READING SKILLS AND ACADEMIC VOCABULARY DEVELOPMENT. TOP ACCELERATE ACADEMIC LANGUAGE ACQUISITION AND IN SO DOING, PROMOTE COLLEGE READINESS. BUT I THINK HOW WE ARE LOOKING AT THAT 1.128 MILLION $MILLION MILLION THAT'S BEEN ASSIGNED TO THIS STRATEGY AND THEN THE 112,000 FOR AVONEX SELL READY. THE PREDOMINANCE OF THIS FINDING IS GOING TO GO SPECIFICALLY TOWARDS THE PROVISION OF ADDITIONAL SECTIONS FOR OUR SECONDARY TEACHERS, MIDDLE AND HIGH SCHOOL TO TEACH THOSE THOSE ARE AVID SECTIONS AND THOSE CLASSES. OUR ABILITY TO A BIG PART OF EVIDENCE. I PROVIDING TUTORS FOR OUR STUDENTS. AND THEN OBVIOUSLY THE TRAINING COMPONENT. YOU KNOW, IN A SCHOOL, THERE'S DECIDED TO BECOME AN AVID SCHOOL . THERE REALLY IS THAT REQUIREMENT AND ACCOUNTABILITY FOR ALL OF THE TEACHERS TO BE TRAINED IN THE STRATEGIES, AND THEN, OF COURSE, THERE'S AN ONGOING COMPONENT OF THAT TO ENSURE THAT YOU WILL CONTINUE CONTINUING TO IMPLEMENT OTHERS RESEARCH BASED STRATEGIES AS A MEANS TO MEET THE NEEDS OF OUR STUDENTS AND CONTINUE TO SEE THAT STUDENT GROWTH AND IMPROVEMENT. SO THAT'S READY FOR THOSE 2.1 AND TWO POINT TO ANY QUESTIONS. FOR EITHER ONE OF THOSE. OKAY WONDERFUL. SO THE NEXT ONE, WE'RE GOING TO MOVE ON TO HIS 2.3. AND THIS IS CURRICULUM INSTRUCTION SPECIFICALLY WITH THE AREA OF METH. AND AS YOU KNOW, THIS IS AN IDENTIFIED NEED. WE REALLY TALKED A LOT ABOUT OUR OUR PLAN FOR THIS WHEN WE PRESENTED OUR DATA AT LAST MONTH'S BOARD MEETING, AND WE TALKED A LITTLE BIT ABOUT OUR THREE YEAR PLAN AND JUST YOU KNOW SOME OF THE STRATEGIES AND AREAS OF FOCUS WE'RE GOING TO BE IMPLEMENTING OVER THE NEXT THREE YEARS. AND SO I'LL JUST READ THE ACTUAL DESCRIPTION TO ENHANCE OUR MATHEMATICS, CURRICULUM AND INSTRUCTION BY PROVIDING PROFESSIONAL DEVELOPMENT, WHICH IS ALSO KNOWN AS PD WITH A FOCUS ON STRATEGIES THAT A STUDENT

[02:15:01]

WHILE IT'S A DEEPENING STUDENT UNDERSTANDING THROUGH THE EXPLORATION OF MULTIPLE WAYS TO THINK ABOUT A CONCEPT OR SKILL AND SO REALLY HERE YOU'RE LOOKING AT, YOU KNOW, IT'S A $837,000 THAT WE'VE ASSIGNED AND A BIG PART OF THIS, YOU KNOW, IT'S REALLY GOING TO GO TOWARDS TRAINING. YOU KNOW, WE KNOW THAT YOU KNOW IF WE'RE FOCUSING ON YOU KNOW ANY SPECIFIC STRATEGIES THAT WE KNOW ARE RESEARCH BASED NOT GOING TO YIELD THE RESULTS THAT WERE WANTING TO SEE AMONGST OUR STUDENTS. WE KNOW THAT WE HAVE TO PROVIDE THAT THOSE OPPORTUNITIES FOR OUR TEACHERS TO BE TRAINED IN THOSE BEST PRACTICES IN THE STRATEGIES THAT WE KNOW. WORK BASED UM AND SO REALLY HERE WE'RE LOOKING AT, YOU KNOW PRACTICES THAT ARE EVIDENCE BASED, ALLOWING FOR THAT SMALL GROUP AND DIFFERENTIATED INSTRUCTION IN EACH OF OUR CLASSES THAT ABILITY FOR NO MATTER WHAT THE APPROACH WE TALK A LOT ABOUT COGNITIVE GUIDED INSTRUCTION AT THE YOUNGER GRADE LEVELS. BUT EVEN UTILIZING THE STRATEGY OF METH TALKS AT THE MIDDLE AT THE MIDDLE AND HIGH SCHOOL LEVELS, IT'S ALL ABOUT THAT ABILITY FOR STUDENTS TO SHARE THEIR THINKING TO DEFEND THEIR IDEAS. YOU KNOW WHEN THEY'RE COLLABORATING WITH ONE ANOTHER. TO LOOK FOR MULTIPLE WAYS TO SOLVE A PROBLEM AND THEN TO ANALYZE ONE ANOTHER'S THINKING AND REASONING AS WELL. AND SO THAT'S A REALLY BIG COMPONENT OF THAT. AND SO AGAIN WHEN WE'RE TALKING ABOUT, YOU KNOW STRATEGIES AND HOW THAT'S IMPLEMENTED. IT'S REALLY ABOUT TRAINING OUR TEACHERS. OUR INSTRUCTIONAL COACHES CAME IN, YOU KNOW, VERY THERE ARE A CRITICAL COMPONENT OF THAT AS WELL TO BE ABLE TO ALSO HELP DESIGN AND ADMINISTER. YOU KNOW THAT THAT PROFESSIONAL DEVELOPMENT AND THERE'S ALSO A COMPONENT IN PEACE AND HAVE TALKED A LOT ABOUT OUR PLC PROCESS AND JUST THAT ABILITY FOR TO HAVE TEACHERS COME TOGETHER CONSTANTLY TO ANALYZE THE INSTRUCTION. LOOK AT THE DATA, YOU KNOW SHAPE BASED PRACTICES WITH ONE ANOTHER, BECAUSE THAT'S A CONTINUAL PART OF THEIR CONTINUAL IMPROVEMENT AND THAT CYCLE OF LEARNING AND WE TALK. YEAH. WHERE THERE'S A SPECIFIC, YOU KNOW, BULLET IN HERE THAT TALKS ABOUT A GUARANTEED VIABLE CURRICULUM, AND THAT IS A YOU KNOW A SPECIFIC PART OF THE PLC PROCESSING THE PLC TRAINING. THAT WE'VE YOU KNOW, UNDER UNDERGONE OVER THE LAST FEW YEARS AND RADIO WERE WANTING TO DO A REFRESHER COURSE OF THAT. BECAUSE WE KNOW THAT YOU KNOW WHEN WE, YOU KNOW, FOLLOW THE PLC PROCESS WITH FIDELITY. IT REALLY YIELDS THE RESULTS THAT WE NEED TO SEE. 12 READY WHEN YOU'RE TALKING A GUARANTEED VIABLE CURRICULUM THAT IS, YOU KNOW, ESSENTIALLY, IT'S A DISTRICT OR SCHOOL WIDE AGREEMENT AND COMMON UNDERSTANDING OF THE ESSENTIAL CONTENT THAT ALL STUDENTS AT EACH GRADE LEVEL NEED TO KNOW AND NEED TO DO, SO IT REALLY IS ABOUT IDENTIFYING OUR PRIORITY STANDARDS. IT'S LOOKING AT. YOU KNOW WHEN WE'RE TEACHING THE CONTENT WHAT I WHAT I WANT TO KNOW, VERSUS WHAT I NEED TO KNOW AND ENSURING THAT WHATEVER IS TAUGHT IS ALIGNED TO THE STANDARDS. AND THAT'S WHAT IS TAUGHT IS ASSESSED AS WELL. SO THOSE ARE REALLY ALL AREAS OF FOCUS FOR MATH. ANY QUESTIONS? EXCUSE ME. I DO HAVE A QUESTION AT THE TOP OF PAGE 66. THE CREATION OF A DATA SCIENCE COURSE AS AN ALTERNATIVE TO ALGEBRA TWO. IS THIS? PERHAPS MORE LIKE WE MIGHT CALL A STATISTICAL MATH OR WHAT? WHAT IS THE VISION ON WHAT DATA SCIENCE COURSE WOULD BE SO IT REALLY IS. IT'S AN ALTERNATIVE TO ALGEBRA TWO. AND WE ACTUALLY HAD A CONVERSATION ABOUT THIS.

YOU KNOW, EARLIER THIS WEEK AS WELL, AND I'LL HAVE YOUR MRS AKILA. MAYBE TALK A LITTLE BIT MORE TO THAT. BUT IT REALLY IS. IT'S UM IT'S AN ACCEPTABLE COURSE FOR COLLEGE ENTRANCE IS ONE OF OUR A THREE G REQUIREMENTS THAT WERE, YOU KNOW, LOOKING AT OFFERING FOR OUR STUDENTS AND WHAT THE RESEARCHERS FOUND AND I'LL LET MRS AKILA SPEAK A LITTLE BIT MORE TO IT AND THE BENEFIT OF THE THAT THE COURSE ITSELF. YES TO SIMPLIFY DATA, SCIENTISTS.

EMBEDDED IN STATISTICAL REASONING. UM AND IT'S ACTUALLY DATA SCIENCE IS THE FASTEST GROWING CAREER IN THE NATION RIGHT NOW, AND SO, UM, THERE ARE SO MANY OPPORTUNITIES FOR CAREER PATHWAYS FOR STUDENTS AND SOME OF OUR STUDENTS STRUGGLE WITH OF THE ADVANCED MATH, INCLUDING ALGEBRA TWO, AND WE FOUND THAT THAT'S USUALLY THE NUMBER ONE BARRIER FOR STUDENTS COMPLETING THOSE 80 G REQUIREMENTS. SO THE FACT THAT NOW DATA SCIENCE IS GROWING, AND THE COLLEGES ARE ACCEPTING IT AS A REPLACEMENT FOR ALGEBRA TWO WILL OPEN DOORS TO A LOT OF OUR STUDENTS WHO EXCEL. UM IN OTHER AREAS OF MATH OR OTHER AREAS OF REASONING. UM IT INCLUDES ASPECTS OF COMPUTER PROGRAMMING STATISTICS. AND SO IT'S GOING TO OPEN UP OPPORTUNITIES FOR STUDENTS WHO MIGHT NOT CONTINUE THEIR MATH. COURSE WORK TO DO SO AND TO ALSO BE ELIGIBLE TO APPLY TO COLLEGES WITH THAT, AND SO WE'RE LOOKING AT THERE ARE SEVERAL DISTRICTS WHO HAVE BEGAN TO IMPLEMENT DATA SCIENCE COURSES. AND SO WE'RE TAKING THIS YEAR TO REALLY STUDY . WHAT'S OUT THERE ALREADY. IN FACT, OUR TASK FORCES IS WANTING TO START MEETING THIS YEAR. WE'RE JUST LOOKING AT THE OPPORTUNITY FOR SUBSTITUTES. BUT THEY'RE LOOKING AT DEVELOPING THAT WE REALLY HAVE BY IN FROM ALL OF OUR HIGH SCHOOLS TO START DEVELOPING DEVELOPING THAT AS AN ALTERNATIVE FOR STUDENTS. THAT JUST MAKES ME WONDER. AND SO I'M JUST GONNA ASK IT. UM IS THERE ANY FINANCIAL LITERACY COURSE

[02:20:02]

ABSOLUTELY FOR IMPROVEMENT. YEAH I THINK THAT THE BIGGEST CHALLENGE WE'VE HAD THIS YEAR'S BECAUSE THAT IS SOMETHING WE IMPLEMENTED AT THE MIDDLE SCHOOL. THERE WAS NEW THIS YEAR AND YOU KNOW WE HAVEN'T HAD THAT ABILITY TO REALLY FOCUS AS MUCH ON THE PROFESSIONAL DEVELOPMENT AND TRAINING PIECE OF IT SO THAT WILL ABSOLUTELY BE A FOCUS FOR NEXT YEAR. AND MR CARMONA TIMING ON THAT IS PERFECT. THIS AFTERNOON, I SAT IN A MEETING WITH OUR REP WITH I READY AND OUR MATH TOSA. I'M PLANNING TALKING ABOUT SOME OF THE NEEDS THAT WE'RE HEARING FROM OUR SITES AND TALKING ABOUT WHAT THE PROFESSIONAL DEVELOPMENT WILL LOOK LIKE FOR MATH TEACHERS THE BALANCE OF THIS YEAR AND THEN GOING INTO NEXT YEAR, SO YOU'RE SPOT ON WITH THAT COMMENT. GLAD WE'RE ON IT. OKAY. I'M GOING TO GO AHEAD AND MOVE US ONTO ACTION 2.4, AND THIS IS THE TITLE IS CURRICULUM AND INSTRUCTION IN THE AREAS OF ENGLISH LANGUAGE ARTS, SCIENCE, HISTORY AND HISTORY, SOCIAL SCIENCE, SO THE DESCRIPTION IS TO IMPROVE CURRICULUM INSTRUCTION IN THE CORE CONTENT AREAS OF SCIENCE, ENGLISH LANGUAGE ARTS AND HISTORY. SOCIAL SCIENCE TO ENHANCE THE PLANNING AND IMPLEMENTATION OF STUDENT LEARNING AND MEETING STATE CONTAINS STANDARDS. AND REALLY, WHEN YOU'RE LOOKING AT THE FUNDING HERE, THIS IS GOING TO BE A SCIENCE SPECIFICALLY TO A BIG PART OF THE TRAINING THAT WE'RE GOING TO NEED TO BE DOING ME NOW THAT WE'RE MOVING INTO A YEAR OF IMPLEMENTATION FOR SCIENCE, AND SO YOU KNOW WHAT WILL TRAINING THE TEACHERS AHEAD OF TIME, BUT THAT'S GOING TO BE ONGOING TRAINING, YOU KNOW, GIVEN THAT THE FIRST YEAR OF A NEW ADOPTION OF A NEW CURRICULUM. ALSO, WE KNOW WE'RE GOING INTO A PILOT YEAR OF LOOKING AT DIFFERENT OPTIONS FOR OUR HISTORY, SOCIAL SCIENCE CURRICULUM AND SO A BIG PART OF THAT WE'VE STARTED THE DEVELOPING THE STEERING COMMITTEE AND THE PILOT TASK FORCE WHO WILL BEGIN A LOT OF THAT WORK AND SO KNOWING THAT WE'LL HAVE TEACHERS PILOTING. THOSE MATERIALS NEXT YEAR AGAIN, THAT'S GOING TO BE A LOT OF COLLABORATION PIECE IN OUR ABILITY TO PAY TEACHERS TO COME TOGETHER AFTER AFTER SCHOOL.

HOPEFULLY, YOU KNOW, EVEN A FEW FULL DAYS. YOU KNOW, DURING THE DAY THAT WE CAN HIRE SUBS TO DO THAT, AS WELL. UM AND THEN THE OTHER AREAS ENGLISH LANGUAGE ARTS HERE AS WELL. AND SO YOU KNOW AGAIN, THERE WE HAVE TOAST IS IN EACH OF THOSE THREE AREAS AND SO WE'RE ABLE TO, YOU KNOW, FIND YOU KNOW THEIR SALARIES TO BE ABLE TO CONTINUE TO OFFER THEM AS EXPERTS TO COACH AND GUIDE OUR TEACHERS AND ALL THREE OF THOSE SUBJECT AREAS. ANY QUESTIONS ON ANY OF THEM. THING THAT I KNOW THE MIDDLE SCHOOL SCIENCE CURRICULUM BECAUSE I'VE BEEN READING IT IS VERY DIFFERENT. SO HOW MANY YEARS OF TRAINING? DO YOU THINK IT'S GOING TO TAKE? ARE ARE YOU GUYS PLANNING? THIS IS PROBABLY A KEY COMING ON A QUESTION, I THINK. WELL, IT'S ACROSS THE BORDER.

ALEC KEITH SCOTT, BUT REALLY, FOR K 12 ACROSS THE BOARD. WE YOU KNOW, WE ALWAYS HAD WE PROVIDE INITIAL TRAINING FOR TEACHERS, AND TYPICALLY, THAT'S EQUATES TO MAYBE EITHER A HALF TO A FULL DAY AND THEN REALLY, YOU KNOW, THROUGHOUT THAT FIRST YEARS, EITHER 1 TO 2 DAYS, YOU KNOW THE EQUIVALENT OF THOSE HOURS THAT WOULD ADD UP. BUT THEN ON GOING BEYOND THAT, IT'S REALLY ABOUT THAT. YOU KNOW THAT ABILITY FOR US TO CONTINUE TO GROW THE SKILLS AND PROVIDE OPPORTUNITIES FOR TEACHERS TO COME TOGETHER AFTER THAT FIRST YEAR TO IDENTIFY WHAT WORKED BEST PRACTICES, BUT ALSO YOU KNOW, WHAT ARE THEY GOING TO DO DIFFERENTLY FOR THE FATHER FOLLOWING YEAR? SO REALLY, IT'S GOING TO BE ACROSS ALL THREE OF OUR GRADE SPANS. BUT MR COMMENT IF YOU WANT TO ADD SOMETHING ELSE VERY NICE JOB THERE. UNFORTUNATELY BECAUSE THE STANDARDS IN SCIENCE SHIFTED SEVERAL YEARS AGO, WE'VE OUR TEACHERS HAVE HAD EXPOSURE TO THAT COMING INTO THIS SHIFT, BUT REALLY THE KEY COMPONENT THAT DR ADAMSON JUST REFERRED TO IS THAT IT'S GOING TO BE ONGOING SUPPORT, SO WE WILL TRAIN UP FRONT. BUT BECAUSE SOME OF THE TECHNIQUES AND STRATEGIES THAT ARE TEACHERS WILL BE EMPLOYING ARE GOING TO BE NEW. IT'S GOING

[02:25:01]

AND REALLY, YOU KNOW WHAT THIS APPLIES TO IS OUR SINGLE PLAN FOR STUDENT ACHIEVEMENT.

OTHERWISE KNOWN AS OUR SIPS IS EVERY ONE OF OUR SCHOOLS K THROUGH EIGHTH GRADE LEVEL ARE REQUIRED TO DEVELOP A PLAN. BASED ON THEIR ASSIGNED FUNDINGS , FINDING THAT THEY RECEIVE AT THE BEGINNING OF THE YEAR. AND REALLY, YOU KNOW, A SIGN THAT THOSE FUNDS TO TARGET THE DATA AND THE SPECIFIC AREAS OF NEED AND TO, REALLY THE TRAINING PIECE COMES IN HERE TO OBVIOUSLY HELP TRAIN OUR EACH OF OUR SCHOOL SITES HAS A SIPS A COORDINATOR. AND OF COURSE, OUR SITE ADMINISTRATORS TO ENSURE THAT THERE IS A CONTINUOUS AT, YOU KNOW, CYCLE OF IMPROVEMENT AND GROWTH, AS YOU KNOW THAT THEY CONTINUE TO GROW IN THEIR ABILITY TO BE ABLE TO ASSIGN THOSE, UH, THE FRIENDS AT YOU KNOW. MORE APPROPRIATELY, YOU KNOW, AS EACH YEAR GOES ON, SO WE OFFER TRAINING, YOU KNOW, EVERY YEAR AND THEN, OBVIOUSLY FOR A NEW SITE ADMINISTRATORS THAT YOU KNOW WOULD BE SOMETHING THAT'S NEW TO THEM. SO OUR ABILITY TO CONTINUE THAT TRAINING PIECE AND THEN, OF COURSE, THE COORDINATORS THAT WE HAVE AND IT'S QUITE A TIME INTENSIVE PROCESS, YOU KNOW. ACQUIRES A COMBINATION OF GOALS AND THEN YOU KNOW ACTIONS THAT THEY'RE ASSIGNING FUNDS TO EACH YEAR. AND THEN, OF COURSE, THERE'S THE IN THE EDUCATIONAL PARTNER ENGAGEMENT PIECE OF IT, WHERE THERE'S A SCHOOL SITE COUNCIL COMMITTEE THAT IS MADE UP OF STAFF AND PARENTS AT EACH SCHOOL SIDE, AND THEY COME TOGETHER MEET AT LEAST FOUR TIMES A YEAR WHERE THEY GO OVER THE PLAN. THEY CONTINUE TO LOOK AT THE PROGRESS MADE AT MONITORING. ASSESS THE DATA AND , YOU KNOW, ULTIMATELY IDENTIFY WHAT THEY SPENDING THE MONEY ON IS ACTUALLY, YOU KNOW, YIELDING THE RESULTS THAT THEY WANT TO SEE. SO IT'S ALL PART OF OUR CONTINUOUS IMPROVEMENT PLAN AND PROCESS. ANY QUESTIONS ON THAT. ALRIGHT. THE NEXT ONE IS 2.6.

AND THIS IS A PROFESSIONAL DEVELOPMENT. I KNOW THIS SEEMS VERY BROAD. IT SEEMS JUST A LITTLE UNDER A MILLION DOLLARS THAT SPECIFIC HERE AND REALLY THIS PROFESSIONAL DEVELOPMENT IS YOU'LL SEE A LOT OF THE BULLETS PERTAIN AND SPECIFIES, SPECIFICALLY ARE INDUCTION PROGRAM. AND SO YOU KNOW, THIS IS THE PROGRAM THAT WE HAVE. IT'S A TWO YEAR PROGRAM THAT REALLY HELPS SERVE. OUR NEW TEACHERS ARE NEW TEACHER CANDIDATES. NEW TO THE PROFESSION AND, YOU KNOW, SO REALLY, IT'S THAT ABILITY FOR US WE HAVE MANY OF OUR TOASTERS ARE INVOLVED. WE HAVE TEACHER MENTORS WHO, YOU KNOW, TAKE ON CANDIDATES FOR THAT TWO YEAR PERIOD. AND SO IT'S A IN DEPTH AS IT SHOULD BE AN IN DEPTH PROCESS THAT REALLY REQUIRES A LOT OF, YOU KNOW, COMING TOGETHER TRAINING AT THE BEGINNING OF THE YEAR. WE HAVE A THREE DAY NEW TEACHER INDUCTION TRAINING THAT WE PROVIDE THAT REALLY, YOU KNOW, COVERS THREE FULL DAYS OF, YOU KNOW, ALL OF THE NECESSARY COMPONENTS AND CONTENT AREAS THAT WE KNOW THAT WE FEEL THAT THEY'RE GOING TO NEED TO BE SUCCESSFUL IN THAT FIRST YEAR. AND THEN, REALLY THROUGHOUT THE YEAR, THEY'RE MEETING REGULARLY WITH THEIR MENTOR TEACHERS. WE OFFER THEM SUB DAYS THAT THEY CAN ACTUALLY TAKE OFF TIME TO GO AND OBSERVE EITHER TEACHERS MEET WITH THEIR MENTORS. UM AND THEN REALLY, FOR A MENTOR TEACHERS TO, YOU KNOW, SET HOURS TO ACTUALLY GO AND DO OBSERVATIONS. YOU KNOW OF THE TEACHER CANDIDATES SO WONDERFUL PROGRAM, YOU KNOW, WE THERE'S A LOT OF CELEBRATION THAT GOES ON WITH IT AS WELL. IT REALLY WHEN THEY DO. I GRADUATE FOR THE PROGRAM AT THE END OF TWO YEARS, YOU KNOW, IT REALLY IS THERE. IT'S A COMPREHENSIVE PEACE. A LOT OF EVALUATION. LOT OF, YOU KNOW, ACTIVITIES AND FIELD WORK THAT THEY'VE GOT TO COMPLETE IN ORDER TO, YOU KNOW, GET TO THAT POINT, AND WE REALLY FEEL THAT WHEN THEY YOU KNOW, EXIT THAT AFTER TWO YEARS THAT THEY ARE INDEED. READY TO, YOU KNOW, BE SUCCESSFUL IN THE PROFESSION, SO IT'S VERY MUCH HOME GROWING, WHICH IS WONDERFUL. ANY QUESTIONS ON THAT. HAVE A QUESTION ON THE TOP OF PAGE 68 TALKS ABOUT CONTINUING PROFESSIONAL DEVELOPMENT FOR DISTRICT MANAGERS DEVELOP LEADERSHIP CAPACITY, AND THAT'S FOR CLASSIFIED AND CERTIFIED DISTRICT LEADERS. IS THAT CORRECT? ABSOLUTELY CORRECT. AND THIS WAS THE FIRST YEAR THAT WE DID SOMETHING. OR HAVE YOU GUYS DONE SOMETHING FOR CLASSIFIED BEFORE? NO WE'VE ACTUALLY HAD THAT SEVERAL YEARS. I HAVE MR LOPEZ. RIGHT OVER THE YEARS. YOU HAVE A NUMBER OF YEARS. THANK YOU. RIGHT IN THAT REALLY THE LAST 12.7 AT THE TITLE IS EMPLOYEE PERFORMANCE GOALS AND EVALUATIONS. THERE'S NO AMOUNT OF FUNDS THAT ARE ASSIGNED TO THIS. THIS REALLY SPEAKS TO OUR AGAIN. IT'S YOU KNOW THAT WHOLE PROCESS OF CONTINUOUS IMPROVEMENT AND IT'S OUR ABILITY TO ESTABLISH PROFESSIONAL GOALS THAT SUPPORT CONTINUED PROFESSIONAL GROWTH AND PROMOTE THE EVALUATION OF ALL PROGRAMS AND STAFF. SO YOU KNOW, ALL OF OUR STAFF, TEACHERS AND ADMINISTRATORS ALIKE WERE REQUIRED. TO DEVELOP GOALS AT THE BEGINNING OF THE YEAR. THAT RADIO GONNA WORK. YOU KNOW OUR LINE TO YOU KNOW WHAT OUR AREA OF FOCUS IS GOING TO BE FOR THE

[02:30:05]

WE REALLY MS OFFERING THOSE AND WE'LL HAVE. I THINK PLENTY OF FOLKS WHO ARE WILLING TO COME OUT AND GIVE THEIR TIME TO WHATEVER AREA OF EXPERTISE WE HAVE OUTLINED IN THE IN THE LIST OF COURSES. BUT WE LOOK FORWARD TO RETURNING THAT IN FULL THIS FAR. RIGHT. I'M MOVING ON TO 3.3 , WHICH IS OUR FAMILY RESOURCE CENTER, AND I SPOKE EARLIER. YOU KNOW ABOUT THIS. THIS RESOURCE WERE ABLE TO, UM, OFFERED TO OUR STUDENTS AND FAMILIES. THE DESCRIPTION IS TO ADMINISTER FAMILY RESOURCE CENTER, OTHERWISE KNOWN AS THE FRC TO PROVIDE COORDINATED SERVICES AND SUPPORT FOR PARENTS. AND SO REALLY, THE FUNDING HERE GOES SPECIFICALLY TO TOWARDS THE COVERING OF THE TO PROVIDE THE STAFFING TO PROVIDE, YOU KNOW SATURDAYS FOR THOSE INDIVIDUALS WHO PROVIDE THOSE SERVICES. UM AND, YOU KNOW, REALLY JUST BE ABLE TO CONTINUE TO OFFER THAT AS A SERVICE FOR OUR FAMILIES, AND THEY ARE HERE. AS I SAID, VERY CRITICAL IN THE PROCESS OF ADMINISTERING OUR ASSESSMENTS FOR OUR ENGLISH LANGUAGE LEARNERS. BUT AT THE SAME TIME AGAIN, JUST WORKING WITH OUR FAMILIES AS A MEANS OF PROVIDING THOSE TARGETED SUPPORTS AND SERVICES. YES, IT IS THAT TOPAZ, RIGHT? YES I JUST WANTED TO ASK ABOUT IT. IT'S I'M VERY HAPPY

[02:35:08]

[02:40:02]

BUT THAT'S A THAT'S REALLY A CITY DECISION AND THEIR COUNCIL'S DECISION THE MOST, UM, THE CLOSEST POLICE STATION FOR ANAHEIM. AND I'M HILLS. IT WOULD BE AT HOME OVER BY THE TARGET ACROSS THE STREET BY SOME OF THE FAST FOOD PLACES A. IT'S RIGHT NEXT TO THE LIBRARY THERE THAT BACKS UP AGAINST THE 91. I WANT TO FOLLOW UP ON THAT. PERHAPS I'M JUST TRYING TO, UM. MASK IT AND MAKE IT SOMETHING THAT WELL, ANYWAY. IN THE PAST, AND PERHAPS ONE THING ABOUT NOW, WE

[02:45:02]

AND KEEP IN MIND THAT ALMOST 50% OF THE STUDENTS ATTENDING ESPERANZA LIVE IN THE CITY OF YOUR BELINDA. SO THERE IS RECEPTIVENESS THAT CERTAINLY THEY'RE RESPONDING TO THE FAMILIES THAT RESIDE IN THE CITY OF YOUR BELINDA ON A REGULAR BASIS. UM AND YOU KNOW, OFFICER DODI WHO HAS BEEN OUR SORROW FOR A NUMBER OF YEARS THAT YOU'RE WILLING TO HIGH SCHOOL IS ALWAYS HAPPY TO HELP PROVIDE THAT MUTUAL AID IS NEEDED. WE'VE HAD A COUPLE OF EMERGENCY SITUATIONS AS THE BOARD IS WELL AWARE ESPERANZA THAT REQUIRED WHETHER IT'S SOMEBODY IN THE IN THE AREA OF THE SCHOOL OR NEIGHBORHOOD NEEDS MULTIPLE AGENCY RESPONSE. UH YOU KNOW OFFICER DUTIES, USUALLY ONE OF THE FIRST TO RESPOND. HE RECOGNIZES THAT THERE IS A NEED AND IF HE CAN OFFER IT ANYWAY, HE USUALLY DOES. THANK YOU. SO AT MY OLD DEPARTMENT, THE SCHOOL RESOURCE OFFICERS WERE ACTUALLY PAID BY THE SCHOOL DISTRICT THERE OVER TIME, AND IT WASN'T THEY PUT HIM THERE FOR LIKE, MAYBE A SIX HOUR PERIOD AND YOU WOULD SIGN UP FOR THE DAYS AND A LOT OF TIMES THE GUYS, YOU KNOW, WE WORKED AT 4 10 BEFORE THE 3 12 SO SOMEONE WOULD JUST MAKE THAT PART OF THE WORK WEEK. AND THEN, UM, THE DISTRICT PAID FOR IT. AND SO THAT WAS ONE OF THE WAYS WE WERE ABLE TO IMPLEMENT THE RESOURCE OFFICERS AND I HAD TO HIGH SCHOOLS AND SO YOU WOULD STILL BE ABLE TO RESPOND PLACES AND THEN ANOTHER THING, TOO. JUST WHAT WE RAN INTO, WHICH WAS KIND OF FUNNY. IT REALLY MADE US IRRITATED. A LOT WAS WE HAD THE DOWNY COURTHOUSE, WHICH WAS, UM THE SHERIFF'S DEPARTMENT IS IN CHARGE OF THAT. AND SO, BUT IT IS IN THE CITY OF DOWNY. SO ANYTIME DRUGS COME THROUGH THEIR WEAPONS, THEY WOULD ALWAYS CALL US BECAUSE IT WAS A JURISDICTIONAL THING, AND WE HAVE AN ARGUMENT. WELL, HOLD ON A SECOND. HERE. YOU FOUND THIS, YOU KNOW, AND SO IT WAS KIND OF A LITTLE BIT OF PISSY MATCH. BUT UM, THAT WOULD BE ONE THING THAT AS LONG AS IF WE WERE TO UTILIZE SOMETHING WOULD HAVE TO SAY WHAT IS GOING TO BE IN THE JURISDICTION. I'M HERE TO BE PAID TO BE HERE. WE KNOW WE CAN'T USE LIKE MAYBE YOUR BELINDA. BUT WE CALL ANAHEIM TO DO ALL THE PAPERWORK BECAUSE THEN IT WON'T IT WON'T WORK. I ALMOST SAID THAT, BUT I CAME FROM YOU. BUT CERTAINLY LOTS OF DETAILS TO BE WORKED OUT SO THAT WE GO RIGHT. KEPT ARRAY, OKAY? THANK YOU FOR THAT. SO WE'RE GOING TO MOVE ON TO 4.2, WHICH IS ADDITIONAL SAFETY MEASURES THAT DESCRIPTION TO PROVIDE A NETWORK OF SERVICES SUPPORTS AND ACTIVITIES THAT PROMOTE A SAFE AND PRODUCTIVE EDUCATIONAL EXPERIENCE. AND YEAH, YOU KNOW, I EMPHASIZE ITS ADDITIONAL SAFETY MEASURES. AND SO REALLY WHAT IS BEING FOUNDED? TR IS THE ABILITY TO PROVIDE ADDITIONAL TRANSPORTATION ROUTES TO SOME OF OUR LOW INCOME POPULATION AREAS AND RESIDENTIAL AREAS AND AGAIN. THAT'S YOUR SAFETY IN THE SENSE THAT IF THE YOU KNOW STUDENTS ARE THEY NUMBER ONE THEY DON'T HAVE THE ABILITY TO GET TO SCHOOL. SAFELY IF IT'S OVER A CERTAIN AMOUNT OF A CERTAIN DISTANCE, THEY WERE ABLE TO PROVIDE THAT TRANSPORTATION FOR

[02:50:05]

BUT ALYSSA GRIFFITHS HAS BEEN TERRIFIC AND IN REALLY HELPING US REBRAND THAT WITH WITH THE GOAL OF RELAUNCHING THAT IN THE FALL AGAIN, I SAY THAT WITH THE CAVEAT OF NOT SURE WHAT TO

[02:55:03]

OKAY, WONDERFUL. MOVING ON TO 4.5, WHICH IS WELLNESS. AND SO THIS IS A BIG PIECE OF THIS PARTICULAR FOCUS AREA AND THE DESCRIPTION TO PROVIDE COMPREHENSIVE PROGRAMS THAT MEET THE WELLNESS NEEDS OF BOTH STUDENTS AND STAFF. AND SO YOU KNOW, YOU'LL SEE. IT'S A SIGNIFICANT AMOUNT OF MONEY HERE, TOO, BUT THEY TOOK JUST ISRAELI AND SUPPORT OF ALL OF THOSE WELLNESS SUPPORTS THAT I SPOKE TO DOING THE SLIDE PRESENTATIONS ARE BTS OUTREACH CONCERN COUNSELORS, ELEMENTARY COUNSELORS, WELLNESS COUNSELORS AND SPECIALISTS. LET'S SEE AS FAR AS I TALKED ABOUT OUR BTS ALREADY. HEALTH CLERKS DOES. YOU KNOW THEY FALL INTO THIS AS WELL? JUST ALONG THE LINES OF THE HEALTH PIECE OF OUR WELLNESS ABOUT OUR STUDENTS. AND. THINK THAT REALLY COVERS THAT AGAIN. IT WE'VE JUST BEEN VERY FORTUNATE TO BE ABLE TO BE IN A CERTAIN POSITION THAT WE'VE BEEN ABLE TO HIRE OUT OUR TEAM OF SPECIALISTS TO PROVIDE THAT SUPPORT FOR OUR STUDENTS THROUGHOUT THE MAY I ASK YOU A QUESTION, AND UNFORTUNATELY, I COULDN'T RECALL WHERE I'D SEEN IT. BUT I KNOW I'VE JUST READ IT IN THE LAST FEW DAYS. BUT IT IS ISN'T MY UNDERSTANDING THAT BEGINNING NEXT FALL, THERE IS SOME NEW AND ED CO. WHATEVER.

IT'S UNFORTUNATE, DON'T RECALL. THAT IT WILL BE REQUIRED THAT ON ALL STUDENT I D S THERE WILL HAVE TO BE THE SUICIDE PREVENTION. NUMBER YOU READ ME THE SAME THING OR SIMILAR THAT I DID. YES, THAT IS CORRECT. AND WE'VE ACTUALLY HAD THAT PLACE FOR WHILE NOW, OKAY, BUT IT'S BUT IT IS OKAY, SO WE'RE AHEAD OF THAT, BUT IT'S ALREADY PRINTED ON THE BACK AND THEN ALSO, THE USUAL TEXAS NUMBER IS ALSO ON THERE AS WELL. SO WE'RE AWARE OF OKAY. THANK YOU FOR CONFIRMING. OBVIOUSLY AN ONGOING PEACE TO THIS IS THE TRAINING RATHER TRAINING FOR OUR SPECIALISTS, BUT ALSO YOUR TRAINING FOR OUR TEACHERS TO BE ABLE TO MEET THE NEEDS OF ALL OF THESE STUDENTS IN ANY CLASS IN ANY CLASSROOM. AND I DO I LOOK OVER TO DR GONZALEZ. AND JUST THINK ABOUT HER ROLE IN ALL OF THIS IS WITH SO MANY OF THESE TEAM MEMBERS THIS YEAR AND BEING ABLE TO LEAD AND GUIDE AND COACH AND ENSURE THAT IT'S BEEN A SUCCESSFUL YEAR, SO GRATEFUL.

JUST A COUPLE OF COMMENTS. ONE AS I WAS LOOKING ON PAGE 87 WERE JUST TALKS ABOUT IT MORE IN THE DISCIPLINE. AND AN ALTERNATIVE TO SUSPENSION. UM, IT'S TALKED ABOUT SUBSTITUTE TEACHER SHORTAGE AND HAVING A LONG TERM SUBSTITUTE FOR THAT POSITION. AND I JUST I JUST WANT TO KIND OF PUT MY EMPHASIS ON ALTERNATIVE TO SUSPENSION. WHEN THOSE KIDS ARE AT THAT PROGRAM, THEY MIGHT HAVE ONE CHANCE TO TALK TO SOMEBODY THAT CAN HELP TURN THEM AROUND, AND I THINK WE NEED TO PUT SOMEBODY THAT'S REALLY QUALIFIED IN THERE AND REALLY HAS, UM SKILLS IN THAT AREA, AND THAT'S NOT REALLY TEMPORARY BECAUSE THAT THAT IT COULD MAKE OR BREAK WITH SOMEBODY, AND SO IT'S REALLY IMPORTANT. I THINK THAT WE TRY TO FIND SOMEBODY THAT COULD RELATE TO KIDS THAT ARE IN THAT PROGRAM. SECONDLY UM, THE UTILIZED WITH HOPE, SUICIDE PREVENTION CONSULTANTS, UM CAN WE DO MORE AT MIDDLE AND HIGH SCHOOL? I KNOW THAT WE DO ASSEMBLIES. BUT IS THERE SOMETHING WE CAN DO? I KNOW THAT IT'S MORE TOUCHY IN MIDDLE SCHOOL, BUT CAN WE DO AFTER SCHOOL AND DO EVENING PROGRAMS SO THAT WE CAN BRING PARENTS IN AND GET THEM MORE INVOLVED IN IT EVEN PROVIDE SOME OF THAT WORK FOR THE KIDS AFTER SCHOOL SO THAT IT'S WE HAVE TO KIND OF LIMITED MORE DURING THE DAY, BUT COULD WE EXPAND IT? FOR SOME WHO REALLY WOULD WANT IT REALLY WOULD LIKE TO UTILIZE IT, UM, AS WELL AS ON HIGH SCHOOL CAMPUSES, SO HAVING AN OPPORTUNITY AT THOSE HIGH SCHOOLS WHERE WE'RE THE STUDENTS ARE ARE HAVING THAT PRESENTATION BUT ALSO BRINGING THE PARENTS AND I KNOW WE DO SOMETIMES, BUT CAN WE DO MORE? CERTAINLY SO YOU'RE YOU'RE TALKING IS AS FAR AS PROVIDING MORE EDUCATION, EDUCATION AND SUPPORT AND THINGS TO LOOK FOR. SURE SURE, CONTACT RESOURCES. WE HAD TALKED ABOUT PUTTING SOME MORE RESOURCES AVAILABLE ONLINE ASSEMBLIES AFTER SCHOOL A LITTLE BIT TOUGHER TO DO, BUT WE DO SOMETIMES TOUCHY AND SOME PEOPLE IN SOME PARENTS DON'T WANT THE MORE IN DEPTH. BUT IS THERE A WAY THAT WE COULD OFFER? IT CERTAINLY COULD FORCE THROUGH OUR PARENT UNIVERSITY HAS A POSSIBLE CLASS. I KNOW THAT WE DID HAVE FOR THE MIDDLE SCHOOL PARENTS AND OUR HIGH SCHOOL PARENTS. THERE WAS A PRESENTATION ABOUT WHAT THE STUDENTS WERE GOING TO BE PRESENTED WITHIN THE CONTENT, AND PARENTS HAD OPPORTUNITY TO ASK A LOT OF QUESTIONS. WE ALSO PUSHED OUT DISTRICT WIDE NOAH TRAINING THROUGH THE ORANGE COUNTY DEPARTMENT OF HAD JUST RECENTLY AS PART OF MENTAL HEALTH AWARENESS MONTH FOR THE MONTH OF MAY THAT'S AVAILABLE.

IT'S A ZOOM MEETING, BUT IT IS AVAILABLE IN SPANISH AND ENGLISH FOR FAMILIES BUT SPECIFIC TO WITH HOPE. THEY'RE ALWAYS WILLING. SO WHATEVER THAT LOOKS LIKE IN TERMS OF EXPANDING THE

[03:00:04]

UM, THEY RAVED ABOUT IT, THEY SAID IT'S A GREAT INTERVENTION, BUT BUT IT'S BEEN VERY CHALLENGING TO FIND FAMILIES WHO ARE WILLING TO TAKE US UP ON IT, AND THE HARD PART IS BECAUSE THEY SAVE A SEAT. A LOT OF THEIR KIDS THAT PARTICIPATE IN THE PROGRAM OR ARE SIGNED THERE BY JUDGE THROUGH THE COURT SYSTEM, NOT NECESSARILY FROM OUR DISTRICT BUT FROM THE SURROUNDING COMMUNITY. AND SO IF THEY KNOW, SHOW TO THE CLASS, WE STILL HAVE TO PAY FOR IT. AND SO IT'S DIFFICULT TO GET SOMEONE TO COMMIT TO IT. UM, AND WE HAVEN'T HAD A WHOLE LOT OF TAKERS. BUT IT IS AVAILABLE. COULD THAT BE AN OPTION FOR ALTERNATIVE TO SUSPENSION? WHEN I WAS THINKING SOMETHING ALONG THAT LINE, I THINK IN THE IN THE CASES WHERE THE SYSTEM PRINCIPLES AT THE SCHOOL WHO ARE WORKING IN OUR INTERFACING WITH THE FAMILY WOULD PERHAPS OFFER THAT AS A POSSIBILITY. I KNOW THEY'VE EVEN BEEN WILLING TO TAKE OFF. UM TO ADJUST THE SUSPENSION TO AS AWAY AGAIN. THAT ALTERNATIVE MEANS TAKE AWAY. THE SUSPENSION FOR FAMILY MAKES THAT COMMITMENT TO GO AND TAKE ADVANTAGE OF THE COURSE BUT AGAIN. WILLINGNESS OF THE FAMILY TO GIVE UP TWO CONSECUTIVE WEEKS AND EIGHT HOURS OF TIME. JUST DON'T GET A WHOLE LOT OF TAKERS. DOES. IT ALSO INCLUDE VAPING. OR IS THAT NOT DEPENDS ON WHAT THEY'RE VAPING. RIGHT? I JUST HAVE I HAVE A QUESTION. UM AND IT'S KIND OF ALONG THESE SAME LINES, SO THERE'S A LOT OF KIDS AND IN LIKE JUNIOR HIGH ELEMENTARY SCHOOL HIGH SCHOOL, AND I NOTICED THAT A LOT OF OUR

[03:05:02]

[03:10:02]

SO AGAIN. THANK YOU ALL FOR YOUR INPUT TONIGHT. PRESIDENT BACK TO RETURN IT TO YOU. THANK YOU, DOCTOR ADAMSON. WELL, I'M SURE I SPEAK ON BEHALF OF ALL OF OUR BOARD MEMBERS HERE AND EVEN NOT HERE OF ALL OF THE WORK THAT'S GONE INTO THIS, AND WE JUST WANT TO THANK EACH AND EVERY ONE OF YOU THAT LONG LIST OF NAMES THAT DOCTOR ELSE ASKED ARE PROVIDED. WE KNOW THAT IT'S NOT EASY AND IT TAKES A LOT OF TIME AND IT REALLY IS ALL FOCUSED ON MAKING STUDENTS HAVE A BETTER OPPORTUNITY AT SCHOOL. SO THANK YOU ALL. ALRIGHT WHO WERE ON A ROLL? OKAY SO WITH THAT WE ARE GOING TO ADJOURN AND I'LL TAKE A MOTION IN A SECOND. SO MOVED SECOND. ALRIGHT AND ALL THOSE IN FAVOR, AYE. MOTION CARRIES AND WE ARE OUT AT 848 4

* This transcript was compiled from uncorrected Closed Captioning.