Apr 25, 2023 Study Session

[00:00:04]

ALL RIGHT. GOOD EVENING, EVERYONE. UM, I'M CALLING THE APRIL 25TH 2023 MEETING OF THE BOARD OF EDUCATION ORDER IN ACCORDANCE TO GOVERNMENT CODE SECTION, 54950 EXECUTIVES OR AN EDUCATION CODE SECTION 35140 EXECUTOR. THE DISTRICT EDUCATION CENTER. UM. 13 OH ONE EAST ORANGE DOORBELL AVENUE PLACENTA AT 1700. UM. AT THIS POINT WOULD MR FRASER BE LEADING US IN THE PLEDGE OF ALLEGIANCE? PLEASE STAND READY BEGIN. I WANT TO LEGAL IN THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS. ONE NATION UNDER GOD, INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL. AWESOME THANK YOU. OKAY SO, UH, CURRENTLY WE'RE GOING TO LOOK AT

[APPROVAL OF AGENDA]

I'M SORRY, BUCK. ANY COMMENTS ON THIS? NO ALL IN FAVOR. AYE. OKAY CARRIES FIVE. OH, OKAY. WE COME

[PUBLIC COMMENT]

RIGHT? OKAY SO AT THIS POINT ANY MORE BLUE CARDS, NO NEGATIVE. ONLY THESE TWO, OKAY? SO IT SEEMS LIKE MISS SUE SAWYER WILL BE OUR FIRST SPEAKER TONIGHT. THANK YOU FOR THE OPPORTUNITY.

MY NAME IS SUE SAWYER. I'M A TEACHER AT ESPERANZA HIGH SCHOOL. I TEACH BROADCAST TV. WE CAN GET YOU A BETTER TELEPROMPTER IF YOU NEED IT, ALL RIGHT. UM I HAVE SOME QUESTIONS SINCE TONIGHT IS THE STUDY SESSION ABOUT CHARTER SCHOOL APPLICATIONS TO ALL U. S. D. UM I HAVE MY NBA BUT IT WAS A LONG TIME AGO. SO FORGIVE ME FOR MY IGNORANCE IF I SAY WRONG TERMS AS I UNDERSTAND THE L C. F F DETERMINES EDUCATION FUNDING FOR VIRTUALLY ALL SCHOOL DISTRICTS.

SCHOOL DISTRICTS DEVELOPED THEIR L CAPS WITH INPUT FROM ALL EDUCATIONAL PARTNERS TO DETERMINE HOW THE DISTRICT WILL SPEND SPEND L C F F BECAUSE WELL, USD IS CONSIDERING APPROVING PUBLIC CHARTERS WITHIN OUR DISTRICT. THERE ARE SEVERAL QUESTIONS ABOUT HOW TOTAL HOW CHARTER SCHOOLS IMPACT. SCHOOL FUNDING. LOCAL SCHOOL POPULATIONS AND TAXPAYERS MONEY.

HERE ARE MY QUESTIONS. AND I'M NOT SURE HOW WE FIND ANSWERS TO THESE AFTER THE FACT OR HOW WE GET THAT. ONE HOW MUCH FUNDING WILL OUR DISTRICT ALLOCATED TOWARD CHARTER SCHOOLS? IS THAT IN THE L C F F FOR THE EL CAP? TO WHAT IS THE IMPACT ON PURELL USD SCHOOLS WITH L C F F MONEY IS DIVERTED TO CHARTER SCHOOLS. THREE. WHAT WILL BE THE PROCESS FOR APPROVING AND REVIEWING CHARTER SCHOOLS IN OUR DISTRICT? FOURTH. ARE THERE ANY CONCERNS ABOUT USING PUBLIC FUNDS BY CHARTER SCHOOLS IN OUR DISTRICT? AND IF SO, WHAT ACTIONS WILL BE TAKEN TO ADDRESS THESE CONCERNS , AND ARE THEY TRANSPARENT TO ALL STAKEHOLDERS? FOR US. FIVE. WHAT ARE THE LONG TERM FINANCIAL

[00:05:05]

[STUDY SESSION]

TEST TEST TEST. ALRIGHT, EXCELLENT. EVERYBODY'S ALREADY SET UP THEIR WATER. GOT THE DIRECTIONS FOR THIS FANCY NEW MC SYSTEM. EVERYBODY'S GOOD WITH THAT. OKAY? UM. WHY DON'T WE GO AHEAD AND PASS THIS OFF TO DR ADAMSON TO GET US STARTED? THANK YOU. YES, THAT ONE. YEAH. THANK YOU SO MUCH. PRESIDENT YOUNG VLAD. GOOD EVENING TO ALL OF YOU THIS EVENING FOR OUR ANNUAL STUDY SESSION OF EL CAP. IT'S WONDERFUL TO HAVE YOU ALL PRESENT AND WE IT REALLY PROMISES TO BE JUST A VALUABLE EVENING OF US TO BE ABLE TO LOOK AT WHAT I'LL GOALS AND ACTIONS ARE AND IDENTIFY. WE WERE PLACING OUR PRIORITIES FOR THE COMING SCHOOL YEAR. BUT MORE IMPORTANTLY, AN OPPORTUNITY FOR EACH OF YOU AS BOARD MEMBERS TO PROVIDE INPUT. IT IS A STUDY SESSION INTENDED. THIS IS A DRAFT ABOUT CAP THAT WILL BE PRESENT. IN THIS EVENING, AND SO THE IDEA WITH THAT IS THAT WE'LL BE ASKING FOR SUGGESTIONS. AND WITH THE INTENTION THAT THE NEXT FEW WEEKS THEN WE'LL BE MAKING REVISIONS BASED ON YOUR FEEDBACK TO BRING A FINAL DRAFT IN JUNE

[00:10:06]

AS I SAID ALREADY, IT'S ALIGNED TO THE ADVANTAGE. WE HAVE FOUR FOCUS AREAS AND THEN, OF COURSE, ATTACHED TO EACH OF THOSE FOCUS AREAS ARE ACTIONS AND SERVICES. PURPOSE OF TONIGHT, I THINK HAVE ADDRESSED THAT ALREADY. THAT WILL BE READY. IT'S IT IS INTENDED TO GATHER INFORMATION AND FEEDBACK FROM ALL OF YOU. I JUST BRING US BACK TO THE SLIDE BECAUSE I THINK THIS IS SO IMPORTANT. THAT REALLY HIGHLIGHTS THE AMOUNT OF INPUT THAT WE GATHERED AND COLLECTED IN CREATING THE CREATION OF THE ACTIONS AND WE MET WITH SEVERAL OF OUR ADVISORY COMMITTEES, ENSURING THAT WE, YOU KNOW, WE WERE ABLE TO HEAR AND GATHER THE VOICE OF OUR STUDENTS, COMMUNITY MEMBERS, PARENTS STAFF MEMBERS. AND THEN YOU AS THE BOARD AS WELL. AND YOU REMEMBER THAT FEBRUARY, 7TH WAS SPECIFICALLY GEARED TOWARDS GATHERING YOUR INPUT, AND THAT REALLY HELPED US IN ENSURING THAT YES, YOU KNOW A LOT OF THE ACTIONS. YOUR INPUT IS ALREADY EMBEDDED IN THAT IN WHAT WE'VE DEVELOPED, BUT ULTIMATELY TONIGHT, ANOTHER OPPORTUNITY FOR YOU TO DO THE SAME. AND THEN, OF COURSE, THE BOARD STUDY SESSION, WHICH IS WHERE WE FIND OURSELVES TONIGHT.

SO I'M JUST GOING TO DO A QUICK RUN THROUGH SOME OF THE AREAS OF GREATEST PROGRESS AND YOUR GONNA BE REMINDED THAT THESE ARE ALL BY FOCUS AREA FOCUS AREA. ONE IS ACADEMIC ACHIEVEMENT, AND THE TWO HIGHLIGHTS ON THIS PARTICULAR SLIDE IS THAT ON THE CALIFORNIA DASHBOARD, WHICH YOU'LL REMEMBER THAT REALLY THOSE ARE THE MEASUREMENTS BY WHICH WE ARE REQUIRED TO IDENTIFY OUR OUR AREAS OF IMPROVEMENT AND OUR ACTIONS THEMSELVES. AND SO WE, YOU KNOW THAT THE GOOD NEWS HERE IS THAT WE SCORED HIGH FOR ENGLISH LANGUAGE ARTS AND JUST LOOKING FOR SOME POSITIVE TRAINS ARE SIX RAIDERS PERFORMED YOUR 10% HIGHER IN ENGLISH LANGUAGE ARTS WHEN COMPARED TO OTHER STUDENTS IN ORANGE COUNTY. IN THE AREA OF MATTHEW TO WE. WE WERE IDENTIFIED AS HIGH ON THE CALIFORNIA DASHBOARD AND OUR THIRD GRADERS WERE LOOKING FOR TRENDS ARE SCORED 10% ABOVE THAT OF THE AVERAGE THROUGHOUT THE COUNTY OF ORANGE. TWO ADDITIONAL AREAS OF STRENGTH. WE LOOKED AT OUR A P EXAMS, AND WE SAW A NICE INCREASE OUR THAT OUR STUDENTS

[00:15:04]

THAT'S OUR PBS PROGRAM AND THE STATUS LEVEL ON THE STATE ACCOUNTABILITY. DASHBOARD IS LOW FOR SUSPENSIONS. AND WE DEFINITELY ATTRIBUTE THAT TO YOU KNOW A LOT OF THE INTERVENTIONS THAT WE'VE BEEN ABLE TO IMPLEMENT, PARTICULARLY OUR ALTERNATIVE TO SUSPENSION PROGRAM. SO THAT THOSE ARE AREAS OF PROGRESS AND STRENGTH. WHEN I'M MOVING INTO AREAS OF IDENTIFIED NEED, AND YOU'LL SEE THAT WE'VE IDENTIFIED FIVE AREAS AND YOUR RECORD. YOU KNOW, THIS IS WHAT I SHARED WITH YOU IN FEBRUARY AND THIS, TOO, WAS SHARED WITH ALL OF OUR OUR INPUT OUR EDUCATIONAL PARTNERS AT THE INPUT SESSIONS WITH THE INTENTION THAT THEY HAD THIS DATA AS THEY WERE PROVIDING FEEDBACK. SO REALLY, WHEN WE'RE LOOKING AT, EVEN THOUGH, WHEN YOU LOOK AT THE CALIFORNIA DASHBOARD THAT WE SCORED HIGH, YOU KNOW WHEN COMPARED TO OTHER DISTRICTS, WE WHAT WE ALL LOOKING AT IS WE SEE THAT AMONGST OUR STUDENT GROUPS. WE HAD SEVERAL STUDENT GROUPS WHO WERE SCORING EITHER 1 TO 2 GRADE LEVELS BELOW THAT OF THEIR PEERS , AND SO IN ENGLISH LANGUAGE ARTS, WE'VE IDENTIFIED SIX STUDENT GROUPS. THAT'S HOW ENGLISH LEARNERS HOMELESS, HISPANIC LOW INCOME STUDENTS WITH DISABILITIES IN OUR FOSTER YOUTH. IN THE AREA OF MATH. WE ACTUALLY HAVE SEVEN STUDENT GROUPS AND YOU'LL SEE MANY OF THEM REPEATED WITH THE ADDITION OF OUR AFRICAN AMERICAN STUDENTS IN THE AREA OF MATH. SO THAT WAS REALLY TELLS US THAT WE THAT THAT'S CERTAINLY WHERE WE NEED TO IDENTIFY A LOT OF OUR FOCUS AS WE'RE DEVELOPING THOSE ACTIONS, SO YOU'LL SEE AS WE'RE GOING THROUGH THEM THIS EVENING THAT THOSE STUDENT GROUPS COME UP REPEATEDLY AS WE'RE IDENTIFYING ACTIONS IN BOTH THE AREA OF ENGLISH LANGUAGE, ARTS AND MATH. THE REMAINING THREE AREAS OF GREATEST NEED. I'LL THIRD IDENTIFIED. ONE IS THAT OF GRADUATION AND EVEN THOUGH THERE TO OUR GRADUATION FOR OR STUDENTS REMAINS RELATIVELY HIGH , WE DID NOTICE THAT THEY ARE STEW TWO STUDENT GROUPS WHO ARE NOT SCORING AS HIGH OR SHOWING THAT THE GROWTH AND THE CONTINUED GROWTH THAT WE'D LIKE TO SEE AND THAT IS OUR ENGLISH LEARNERS AND OUR STUDENTS WITH DISABILITIES. SO THEY HAD TO.

YOU WILL SEE, YOU KNOW, SPECIFIC ACTIONS GEARED TOWARDS THOSE TWO STUDENT GROUPS. IN THE AREA OF CHRONIC ABSENTEEISM. WE ARE DEFINITELY WE WERE RATED HIGH ON THE CALIFORNIA DASHBOARD, AND THAT'S NO SURPRISE. WE DEFINITELY SAW AN INCREASE IN THIS AREA. BUT I WILL POINT OUT IS THAT YOU KNOW THIS IS WE ARE NO DIFFERENT TO OTHER DISTRICTS THROUGHOUT THE COUNTY THROUGHOUT THE STATE. THIS IS DEFINITELY AN AREA OF NEED, YOU KNOW, ACROSS CALIFORNIA REALLY ACROSS THE NATION. I THINK THAT THE BIGGEST CHALLENGE WE'VE HAD THAT I SHARED WITH YOU BACK IN FEBRUARY. AS YOU KNOW, DURING THE PANDEMIC, AND EVEN YOU KNOW, WHEN YOU'RE LOOKING AT YOU KNOW, THE STATE IS FROM LAST YEAR, YOU KNOW, THEY WERE TELLING STUDENTS AND PARENTS KEEP YOUR STUDENTS AT HOME IF THEY'RE IF THEY'RE SICK, RIGHT, BUT AT THE SAME TIME, YEAH, THAT IS GOING TO INCREASE OUR ABSENTEEISM RATES AND SO IT'S KIND OF A CATCH 22 SITUATION. BUT, YOU KNOW, WE'RE IN CONSTANT COMMUNICATION AND TALKS AND COLLABORATION WITH OTHER DISTRICTS. WE HAVE A LONG AGAIN. WE'RE IN GOOD COMPANY WITH SEVERAL OTHER DISTRICTS IN ORANGE COUNTY BEING IDENTIFIED

[00:20:02]

IDENTIFY WHAT PROGRAMS WE NEED TO IMPLEMENT WHAT ADJUSTMENTS AND CHANGES WHAT ADDITIONAL SUPPORTS AND INTERVENTIONS DO WE NEED TO PUT IN PLACE IN ORDER TO SEE SEE GROWTH? AND THEN READY THE LAST WHEN WE'VE IDENTIFIED AS CULTIVATING SAFE AND RESPECTFUL ENVIRONMENTS. AND EVEN THOUGH YOU RECORD THAT WE REALLY HAD, YOU KNOW, WE IDENTIFIED WE HAD 80% IN MANY, MANY OF THOSE CASES OF STUDENTS WHO FEEL SAFE AT SCHOOL. WHAT THAT DOES MEAN IS THAT YOU KNOW, 20% OF STUDENTS INDICATED THEY DO NOT FEEL SAFE AT SCHOOL. AND SO WHILE THAT 80% IS HIGH, WE WANT THAT TO BE HIGHER. AND SO WE'RE LOOKING AT THAT WE'RE USING THAT TO IDENTIFY YOU KNOW AN ADDITIONAL AREA OF NEED. 17% OF STUDENTS DON'T FEEL THAT AN ADULT AT THE AT THE CAMPUS, TREAT THEM WITH FAIRNESS AND RESPECT. SURE 83% OF THEM DO BUT AGAIN, WE WANT TO SEE THAT PERCENTAGE GO DOWN AND THEN 20% OF STUDENTS DO NOT FEEL LIKE THEY BELONG. 80% DO ONCE AGAIN.

YOU KNOW, WE'RE LOOKING AT THIS AS AN AREA THAT WE CAN YOU KNOW, I READ DEFINITELY SEE GROWTH.

AND SO THEY, TOO, YOU'LL SEE ACTION SPECIFICALLY IN THE AREA OF SAFE AND RESPECTFUL ENVIRONMENTS THAT WE'VE ADDED THAT WE'RE PROPOSING THAT COULD HELP BRING ABOUT CHANGE IN THAT PARTICULAR AREA. AND THE ONLY OTHER THING I JUST WANT TO POINT BACK TO IS AND AS WE GO THROUGH THE DATA, I THINK ONE THING THAT WE HAVE WHO MUST THAT WILL BE ADDING WHEN WE'RE LOOKING AT THE PERCENTAGES, YOU KNOW, IN ALL OF OUR AREAS, PARTICULARLY AREAS OF GREATEST NEED. YOU KNOW, I WOULD LIKE TO POINT OUT OUR ATTENTION TO YOU KNOW WHAT THE STATEWIDE PERCENTAGES ARE AS WELL AND SO EVEN IF IT IS, I'M LOOKING AT THAT CHRONIC ABSENTEEISM. YOU KNOW WHEN WE'RE LOOKING AT THAT THAT RATE FOR US, IT'S 21. BUT YOU KNOW WHEN YOU'RE LOOKING AT THE COWARD THAT THE STATE AND THE COUNTY WAS STILL WAY BELOW. YOU KNOW THOSE RESULTS, SO WE'LL MAKE SURE YOU HAVE THAT AS A REFERENCE POINT AS WELL AS WE GO THROUGH THAT DATA. SO THAT'S REALLY IT AS FAR AS THE SLIDES GO, AND SO I'M GOING TO USE THIS SLIDE TO JUST KIND OF IDENTIFY A LITTLE BIT OF AN OVERVIEW OF HOW TONIGHT WILL GO. I DO WANT YOU TO TAKE A MOMENT TO INTRODUCE. WE HAVE TO NOTE TAKERS WITH US THIS EVENING, AND OUR FIRST ONE IS OLIVIA YANG, OUR DIRECTOR OF HUMAN RESOURCES, AND SHE IS GOING TO BE, YOU KNOW, STANDING HERE AT THE ACTUAL TOP PAPER AND WELL USED THAT OPPORTUNITY TO CAPTURE ANY OF YOUR FEEDBACK AND QUESTIONS THAT COME UP AND WE LOVE THE CHART PAPER JUST BECAUSE IT'S VERY VISIBLE, RIGHT? WE CAN ALL SEE IT AND HELPS GUIDE US AS WE GO, SO THANK YOU, YOUNG AND THEN BEHIND ME. WE HAVE DR BARNEY BOWEL WHO THAT WILL BE A NAME THAT YOU PROBABLY RECOGNIZE. SHE HAS BEEN INSTRUMENTAL IN HELPING US, YOU KNOW, PUT THE AL CAPP TOGETHER.

DO A LOT OF THE RESEARCH THE DATA ANALYSIS FOR US AND SO SHE HAS HAD THIS EVENING TO TAKE NOTES ELECTRONICALLY. SO REALLY , BETWEEN DR BELL AND YOUNG, WE'LL MAKE SURE WE CAPTURE EVERYTHING THAT I DO JUST AGAIN. WANT TO ACKNOWLEDGE DR BALFOUR WILL OF HER HELP, YOU KNOW, THROUGHOUT THIS YEAR, AND SHE'S THIS HAS BEEN A ROLE THAT SHE SERVED, YOU KNOW, MULTIPLE YEARS. WE'RE JUST REALLY GRATEFUL FOR HIS SUPPORT, AND I WOULD ALSO AT THIS TIME LIKE TO THANK TO HAVE ADDITIONAL INDIVIDUALS WHO HAVE BEEN SO INSTRUMENTAL IN PUTTING THE WHOLE AL CAPP TOGETHER. AND THAT'S DOCTOR SHELLY. SPACE HARD . HER ROLE IN THIS IS REALLY HAS BEEN ABOUT LEARNING YEAR OF LEARNING. THE AL CAPP AND BONNIE BELL HAS BEEN INSTRUMENTAL IN HELPING TRAIN HER THROUGH THAT, BUT SHE'S BEEN AMAZING IN THIS IN THE FINAL. YOU KNOW, PUTTING TOGETHER OF THIS, SO THANK YOU TO YOU. AND OF COURSE, THIS IS CHRISTINA MICHELLE, OUR DIRECTOR OF BUSINESS SERVICES. THEY WORK IN A VERY CLOSELY THE TWO OF THEM WITH WITH DR BALLADS THEY WERE REALLY MARRYING IS THE TERM THAT WE USE THE AL CAPP. YOU KNOW ALL OF THE DIFFERENT ACTIONS THAT EACH OF OUR DEPARTMENTS AND OUR DIRECTORS IDENTIFIED FOR THE AREAS OF OVERSIGHT. AND THEY WERE ABLE TO PUT THAT TOGETHER. OBVIOUSLY CHRISTINA'S ROLE IN THAT IS IDENTIFYING THE BUDGET RIGHT IN THE FUNDS AND ENSURING THAT EVERYTHING WORKS OUT AND MAKES SENSE. SO VERY, VERY HEARTFELT. THANK YOU TO YOU AND READY TO EACH OF OUR DIRECTORS, YOU KNOW, AROUND AROUND THIS RUMOR ASSISTANT SUPERINTENDENTS, OUR DIRECTORS WHO ARE SITTING IN THE AUDIENCE. THIS IS A IT TAKES A VILLAGE RIGHT IS THE TERM THAT I WILL USE. AND YOU KNOW, WHEN YOU TALK ABOUT COLLABORATION THAT'S TRULY WHAT THIS IS. I HOLD THIS UP IN FRONT OF ME AND TELLS OUR STORY OF P Y EL, BUT IT ALSO TELLS THE STORY OF WHAT WE HOLD DEAR AND MOST IMPORTANT WHAT WE'VE PRIORITIZED AND IT REALLY IS ABOUT. YOU KNOW, ALL OF US COMING TOGETHER, ENSURING WE'RE HAVING THOSE DISCUSSIONS WERE COLLABORATING. WE'RE LOOKING AT THE DATA. AND MAKING SURE THAT ALL OF THE SUPPORTS OUR STUDENTS NEED, YOU KNOW, EMBEDDED IN HALF AND WE ARE HELD ACCOUNTABLE TO

[00:25:05]

THANK YOU FOR THAT, DR MATTHEWS . ALRIGHT WHAT I'M GOING TO ASK EACH OF YOU TO DO NOW IS TO JUST GO AHEAD AND GRAB YOUR BINDER. I'M GOING TO DO THIS STUFF VERY QUICK, SORT OF REFERENCE TO, YOU KNOW, REVIEW EACH OF THE TAB, SO WE HAVE A REALLY STRONG SENSE OF YOU KNOW WHAT'S INCLUDED UM, THE FIRST TAB THAT YOU SEE IS REALLY JUST THE BUDGET OVERVIEW FOR PARENTS THAT STARTS THINGS OUT, FOLLOWED BY THE EXECUTIVE SUMMARY, YOU KNOW, ALWAYS TALK ABOUT THE EXECUTIVE FAMILY. THAT WILL OFTEN BE MY GO TO. I KEEP SORT OF A COPY OF THAT HANDY ON MY DESK VERY OFTEN BECAUSE IT REALLY ALLOWS YOU TO, YOU KNOW, IN A LITTLE BIT MORE OF A SNAPSHOT BE ABLE TO IDENTIFY YOU KNOW SOME OF THE KEY ACTIONS FOR EACH OF THE FOUR FOCUS AREAS AND GOALS. THE NEXT ONE IS ENGAGING EDUCATIONAL PARTNERS, AND THIS REALLY JUST GIVES A REALLY POWERFUL SUMMARY OF THE THEMES AND THE TRAINS THAT CAME OUT OF EACH OF OUR INPUT SESSIONS WITH ALL ABOUT EDUCATIONAL PARTNERS, AND SO AGAIN, THAT'S YOU KNOW, THAT'S THAT'S A GREAT QUICK READ TO JUST KIND OF GET A SENSE OF WHAT YOU KNOW THEY PRIORITIZED AS MOST IMPORTANT THROUGH EACH OF THOSE INPUT SESSIONS. THEN, OF COURSE, WE HAVE THE BLUE TABS WHICH THOSE ARE ALL OF OUR FOUR FOCUS AREAS, AND THAT'S REALLY WHERE WE'LL BE SPENDING THE MAJORITY OF OUR TIME TONIGHT AS WE GO THROUGH EACH ONE OF THEM.

SO IF YOU WANT TO SKIP ALL THE WAY THROUGH TO THE NEXT WHITE TAB, WHICH IS INCREASED OR IMPROVED SERVICES FOR OUR UPS, WHICH IS OUR YOU KNOW, AND DUPLICATED POPULATION. AND REALLY, WHEN YOU HEAR THAT TERM, USED A LOT THAT YOU KNOW THAT ESSENTIALLY SPEAKS TO OUR FASTER YOU. STUDENT GROUP LOWER INCOME STUDENT GROUP. AND OF COURSE, HOW ENGLISH LEARNERS OTHER THREE, YOU KNOW, A STUDENT GROUPS THAT PERTAINED TO THAT PARTICULAR PHRASE AND REALLY, WHAT THIS SECTION TALKS ABOUT IS ANY ACTIONS THAT ARE INTENDED TO INCREASE OR IMPROVE SERVICES FOR THOSE THREE STUDENT GROUPS WITHIN UP IN THIS PARTICULAR SECTION, AND REALLY THE IT'S.

IT'S A PART OF THE TEMPLATE THAT THE STATE IT REQUIRES US TO IDENTIFY. BECAUSE OF COURSE, WE KNOW THAT THOSE ARE MOST VULNERABLE POPULATIONS AS WELL. AND SO IT REALLY IS A BAD IDENTIFYING HOW MANY OF OUR ACTIONS AND MOST IMPORTANTLY, OUR SUPPLEMENTAL FUNDING HAS BEEN ASSIGNED TO THOSE PARTICULAR STUDENTS, SO THERE'S A WHOLE SECTION DEDICATED TO THEM. EACH OF THE ACTIONS, THOUGH, ARE ALREADY ARE INCLUDED IN THE FOUR FOCUS AREAS. BUT AGAIN, THE STATE REQUIRES US TO PULL THIS OUT SEPARATELY SO WE CAN DRAW ATTENTION TO IT. LET'S SEE. THE NEXT ONE IS NO, THAT'S NOT EXPEND OUR EXPENDITURE TABLES, AND THIS IS REALLY JUST A NICE SUMMARY OF HOW MUCH FUNDING IS ASSIGNED TO EACH ACTION UNDER EACH OF THE FOCUS AREAS. SO AGAIN, THAT JUST GIVES A REALLY NICE SNAPSHOT. AND THEN THE LAST TAB IS OKAY.

INSTRUCTIONS WERE REQUIRED TO INCLUDE THAT IN THERE, AND YOU KNOW, I DO USE THIS AS AN OPPORTUNITY TO REMIND YOU THAT WE DON'T HAVE A LOT OF FLEXIBILITY ON HOW ILL KEPT LOOKS RIGHT. I MEAN, WE REALLY HAVE TO FOLLOW. THERE'S A TEMPLATE THAT THE STATE GIVES US AND THIS IS WHAT THIS IS. AND SO YOU KNOW, THE GOOD THING ABOUT THAT IS IF YOU PULL OUT THE OLD CAP FOR ANY DISTRICT GOING TO LOOK VERY SIMILAR RIGHT FOR THAT REASON. OKAY AND SO I THINK WHAT I'M GOING TO ASK ALL OF US TO DO THIS. GO AHEAD AND TURN TO FOCUS AREA ONCE THE FIRST BLUE TAD AND THAT'S REALLY WE WERE WHERE WE WILL BEGIN. HMM. AND THE ONLY OTHER PIECE I JUST WANT TO DRAW YOUR ATTENTION TO IS THE HANDOUTS THAT EACH OF YOU HAVE NEXT TO YOUR YOUR YOUR SEAT.

HMM. AND THE FIRST ONE IS REALLY JUST A COPY OF OUR SIGNATURE PRACTICES. AND THIS IS SENDING THAT WE DEVELOPED. I WAS HIGHLY COLLABORATIVE. WE REALLY INCLUDED ADMINISTRATORS AT THE SITE AND AT THE DISTRICT LEVEL. EDMUND AND MULTIPLE TEACHERS WERE INVOLVED IN REALLY IDENTIFYING WHAT OUR SIGNATURE PRACTICES ARE AT PLACENTIA, YORBA LINDA, AND THE REASON I THOUGHT IT WOULD JUST BE, YOU KNOW HANDY TO HAVE THIS, YOU KNOW AT AT YOUR SEAT BECAUSE MANY OF THE PRACTICES THAT WE'VE IDENTIFIED THAT WE KNOW THESE ARE THE THREE SIGNATURE PRACTICES THAT WE KNOW WITH ADDITIONAL STRATEGIES. INCLUDED WITH EACH THAT ULTIMATELY IS GOOD INSTRUCTION, BUT THAT WHEN USED, WE KNOW THAT WE CAN SEE RESULTS AND THAT OUR STUDENTS YOU KNOW, ABLE TO ACCESS CURRICULUM AND SHOW STRONG ACHIEVEMENT AND SO MANY OF THE PROGRAMS AND STRATEGIES WE DISCUSS THROUGH. THE ACTIONS HAVE BEEN IDENTIFIED IN THIS LITTLE HANDOUT AS WELL. SO IT'S JUST HANDY. ALSO THAT YOU YOU KNOW WHAT YOU HAVE IS THAT ALL CARDBOARD UPDATE WHICH WE PRESENTED AND PROVIDED TO YOU ABOUT THREE WEEKS AGO, SO I JUST WANTED TO MAKE SURE YOU HAD A COPY OF THAT HANDY AND THIS WAS REALLY JUST TO PROVIDE A

[00:30:02]

[00:35:01]

IT'S VERY SPECIFIC THAT IT'S MARCH 2023 DATA. AND SO WHEN WE'RE MAKING THE COMPARISON THAT JUST WANT TO REMIND YOU THAT THOSE RESULTS FOR YEAR TWO WHEN COMPARED TO YEAR ONE. WE TOOK OUR STUDENTS, YOU KNOW, TOOK THAT END OF THE YEAR DIAGNOSTIC IN JUNE OF 2022, WHEREAS THE RESULTS WERE SHOWING FOR YEAR TO SHOW OF MARCH OF 2022. SO THE GOOD NEWS THERE IS THAT THEY'RE VERY SIMILAR PERCENTAGES. AND SO WE KNOW THAT STUDENTS STILL HAVE A GOOD, YOU KNOW, THREE MONTHS OF LEARNING STILL WE DEFINITELY EXPECT FOR THOSE PERCENTAGES TO GO UP. IF YOU GO AHEAD, RU PLANNING ON TESTING. IT SAYS THAT YOU'RE NOT IS THAT CORRECT? WHAT WE HAVE DONE IS FOR OUR STUDENTS. FOR ALREADY. WE ACTUALLY MOVED THE TESTING DATE TO EARLIER IN THE YEAR BECAUSE LAST YEAR AT WAITING, REALLY, THE LAST YEAR'S THE FEEDBACK THAT WE'VE WE'VE HEARD FROM TEACHERS IS THAT THEY'VE GOTTEN THEY HAVE THE SMARTER, BALANCED STATE ASSESSMENT AND I READY SO WE ACTUALLY MOVED IT EARLIER IN THE YEAR THIS YEAR FOR THAT REASON, SO ALL OF OUR STUDENTS WILL NOT TEACH US HAVE THE OPTION OF DOING 1/4 DIAGNOSTIC IF THEY CHOOSE TO. AND IT'S GOING TO BE THE SAME FOR NEXT YEAR. WE WERE ACTUALLY GOING TO BE MOVING IT BACK TO THE END OF THE NEXT YEAR, BUT ALLOWING FOR A LITTLE BIT MORE FLEXIBILITY OF THE SMARTER, BALANCED ASSESSMENTS, JUST MAKING SURE THAT THEY'RE NOT LANDING AT THE SAME TIME. OKAY, THANKS. OF COURSE. HAVE A QUESTION ON THAT . SO FOR HOW IS THAT GOING TO IMPACT OUR DATA? IF WE'RE NOT GOING TO HAVE AN END OF YOUR DATA THIS YEAR, BUT WE WILL NEXT YEAR. YEAH. RIGHT? YEAH IT IS. I MEAN, WE WILL HAVE, I THINK YOU KNOW, WE WILL HAVE QUITE A FEW OF OUR TEACHERS TAKING THE FOURTH YEAR. THE FOURTH DIAGNOSTIC, BUT YOU'RE RIGHT. IT IS. IT'S NOT GOING TO NECESSARILY BE IT AN APPLES TO APPLES ABILITY FOR US TO COMPARE, WHICH IS WHY WE'RE GOING BACK NEXT YEAR TO HAVING THEM TAKEN IN JUNE AT THE END OF THE YEAR, SO THIS IS KIND OF GOING TO BE INVALIDATED BECAUSE WE'RE NOT GOING TO HAVE THE FULL SCOPE OF IT. WELL IT'S STILL IT'S THREE DIAGNOSTICS OF THE STUDENTS HAVE TAKEN BUT IT'S JUST A DIFFERENT TIME AND THE GROWTH OF THE STUDENTS FOR THE YEAR BUT WE CAN'T LOOK AT HOW IT'S GROWN FROM EACH YEAR, SO WE'RE NOT GOING TO BE ABLE TO DETERMINE IF WE WENT UP OR DOWN TO COMPARE. JUNE TWO JUNE THAT'S UNFORTUNATE. WHEN WE DID THE JUNE TEST IN THE PAST, DID IT MAKE IT INTO THE EL CAP? IT DID NOT KNOW IT DID NOT. AND THEN THAT WAS ANOTHER REASON BECAUSE WE WANTED TO BE ABLE TO HAVE THE DATA TOGETHER TO SHARE IT OUT. RIGHT THE CHALLENGES OF EL CAP SAYS YOU'RE OFTEN WE GET THE ASPECT DATA FOR THIS YEAR AND OCTOBER. THE FOLLOWING YEAR, SO IT'S ALWAYS HARD TO DO THAT. SO THE ONLY WAY HAVE THIS YEAR'S DATA REFLECTED THE L CAMPUS TO DO IT EARLIER, BUT THE BEST WAY TO GET THE DATA IS TO DO IT LATER BECAUSE THAT GIVES THE CHANCE STUDENTS OF MOST CHANCES TO LEARN THE MATERIAL AND DO IT, SO IT'S A THEY TOOK THE DECISION YOU HAVE TO MAKE. IT'S A HARD DECISION. RIGHT SO THEY ARE ADDITIONAL REPORTS THAT WE CAN RUN FROM IRONY THAT WILL WILL GIVE A VERY SIMILAR INDICATOR BASED ON BECAUSE WE DO THE ONLINE LESSONS THAT WILL BE ABLE TO RUN TO GIVE A SIMILAR COMPARISON. I JUST WON'T BE NECESSARY FROM THE DIAGNOSTIC THAT STUDENTS HAVE TAKEN SO WE WILL BE ABLE TO SHARE AN UPDATE OF THAT. YOU KNOW WHICH WE WILL BRING BACK IN JUNE TO GIVE A SENSE OF THE GROSSEST BASED ON YOU KNOW THAT STUDENTS PERFORMANCE IN ALL OF THE ONLINE LESSONS THAT THEY TAKE AS WELL. SO WE WILL BRING THAT BACK TO PROVIDE THAT. ALRIGHT. ANY OTHER QUESTIONS ALREADY? ALRIGHT THE NEXT ITEM IS SURE. GO AHEAD. YES, PLEASE. I'M JUST I'M JUST WONDERING IF IT IS THESE ONLINE LESSONS THAT WILL KEEP REFERENCING IF THIS IS WHY WE ARE KIND OF TANKING IF WE SHOULD BE FOCUSING MORE ON OUR IN PERSON TEACHING I'M JUST NOT SURE THAT ONLINE IS WORKING. THE ONLINE LESSONS ARE JUST IT'S 15 MINUTES A DAY THAT THE STUDENTS TAKE AND THAT REALLY IS, IT'S INTENDED TO SUPPLEMENT YOU KNOW THE REGULAR CURRICULUM THAT THE STUDENTS ARE DOING, AND IT IS GEARED SPECIFICALLY TOWARDS THIS , YOU KNOW, STUDENTS AREAS OF NEED BASED ON THE MOST RECENT DIAGNOSTIC RESULTS, AND IT IS INTENDED FOR STUDENTS TO DO WHEN THEY'RE, PARTICULARLY WHEN THEY'RE DOING A SMALL GROUP INSTRUCTION IN THE CLASSROOM. SO WHILE THE TEACHER IS WORKING WITH A SMALL GROUP OF STUDENTS YOU KNOW, THAT'S WHEN YOU'LL SEE STUDENTS. YOU KNOW DOING THAT THOSE 15 MINUTES, SO IT IT'S INTENDED TO SUPPLEMENT NOT REPLACE THE REGULAR CURRICULUM, AND THE CONCEPT WITH IT IS DEFINITELY THAT IT'S GEARED TOWARDS EACH STUDENT'S SPECIFIC AREA OF NEED, BUT THIS IS BASED ON ASSESSMENT. CORRECT NOT THE LESSON. CORRECT YES, THIS IS THE DIAGNOSTIC DATA, RIGHT? THIS IS THE ONLY DATA THAT WE'RE GOING TO GET. THIS ENDING YEAR THERE WILL BE MORE WE WILL BE ABLE TO RUN REPORTS OF HOW STUDENTS HAVE THAT EXACT DIAGNOSTIC, RIGHT. THIS WAS THE THIRD DIAGNOSTIC,

[00:40:02]

ANOTHER YEAR BEFORE WE SEE THAT PIECE OF GROCERY WELL, WE WILL GO AHEAD AND MAKE NOTE OF THAT TO SEE. I MEAN, IT'S DEFINITELY SOMETHING WE CAN CONSIDER TO ADD. I KNOW THAT WE HAVE BEEN WORKING VERY CLOSELY WITH OUR READY CONSULTANTS AND REPRESENTATIVES TO DO A CLOSER I MEAN, SORRY, A SHORTER VERSION OF THE DIAGNOSTIC AND SO THERE'S A CHANCE THAT YES, WE COULD DO MORE OF A PROGRESS MONITORING PIECE TO THAT, AND SO WE WILL GO AHEAD AND LOOK INTO THAT AND GIVE YOU A DEFINITIVE ANSWER. YEAH. WE'VE I HEAR THIS AGENDA. HE HAD A CONCERN WITH IT.

ABSOLUTELY I THINK IT WAS. YOU KNOW, THE RESPONSE TO IT WAS REALLY FOR OUR ABILITY TO BE ABLE TO GIVE MORE FLEXIBILITY TO TEACHERS ON WHEN TO TAKE THE DIAGNOSTIC, BUT YOU'RE ABSOLUTELY RIGHT. WHAT YOU'RE POINTING OUT RIGHT NOW. THE FACT THAT YES, YOU KNOW, IT'S NOT.

WE'RE NOT ABLE TO COMPARE APPLES TO APPLES, SO I'M LOOKING OVER DR LEONE AND I THINK WHAT WE WILL DO IS WE CAN CONSULT AND SEE IF THAT IS SOMETHING WE CAN ADD. EVEN IF IT MEANS ADDING 1/4 DIAGNOSTIC TO IT MAY BE A SHORTER VERSION OF THAT. WE CAN DO TO GET THAT SNAPSHOT. AND GET THE UPDATED DATA AT THE END OF THE YEAR WAS THAT CHANGE BASED ON TEACHER'S FEEDBACK, STUDENT FEEDBACK, PARENT FEEDBACK? WHAT WAS THE REASON THAT YOU DID IT IN MARCHING COMBINATION OF ALL THREE? I WOULD SAY JUST IT WAS A LOT OF TASTING THAT WAS HAPPENING LAST YEAR, YOU KNOW, AND AS WE KNOW, I MEAN, THERE'S YOU KNOW, IT'S A LOT FOR OUR STUDENTS TO BE ABLE TO GIVE THE BEST RESULTS, RIGHT. WE WANT THEM TO BE FRESH. AND SO YOU KNOW THE OVER TESTING PART OF IT. IT CAN BE A CHALLENGE. AND IF I CAN ADD TO THAT I MEAN ONE OF THE IRA LEE DATA IS INTERNAL DATA. THE ASPECT DATA IS EXTERNALLY. THAT'S WHAT GETS POSTED ON. SO WE ALSO HAVE THE OPTION TO MOVE THE ASPECT EARLIER IN THE YEAR, BUT IT WOULD BE THE SAME DEBATE FOR THAT. I MEAN, IF YOU MOVE EARLIER THAT DO THAT, AND THAT'S THE STATE REPORT REPORTING DATA, AND I THINK WE'RE AGREEMENT THAT THEY SHOULD NOT BE AT THE SAME TIME BECAUSE IT'S A LOT. UM, BUT SO WHAT DO YOU HOW DO YOU PRIORITIZE THAT? IT'S A GREAT QUESTION. I IT'S NOT AN EASY ANSWER. YES IT SOUNDS LIKE THAT'S A BIGGER CONVERSATION ON WHAT THE STRATEGY IS BEHIND HOW WE DO THAT, AND THEN HOW WE WAIT IT BASED ON THE FACT THAT IT'S A DIFFERENT TIMING, AND I MEAN THERE'S A LOT TO MAKING SURE THAT APPLES TO APPLES OF THE BIG DEAL. YEAH, YEAH, ABSOLUTELY.

YEAH. ALRIGHT THE NEXT PART OF THIS IS THE SMARTER, BALANCED TASTE AND THAT'S WHAT I WAS REFERENCING EARLIER. SO THIS IS JUST FOR OUR 11TH GRADERS. ALTHOUGH WE DID GO AHEAD JUST FOR REFERENCE. SIX WE DID INCLUDE OUR THIRD THROUGH EIGHTH GRADE RESULTS FROM LAST YEAR, EVEN THOUGH WE REALLY CAN'T USE THEM AS A MEASUREMENT, WE FELT IT WAS JUST A NICE REFERENCE POINT FOR YOU TO GET A SENSE OF WAY STUDENTS ARE AND YOU'LL SEE HERE SPECIFICALLY THAT OUR YOU KNOW L 1/11 GRADE RESULTS ARE STUDENTS SCORED. A TOTAL OF THERE WAS 68% FOR L A. AND THEN FOR MATH. IT WAS 52% THERE, TOO, YOU KNOW, JUST TO GIVE IT A REFERENCE FOR THE STATE AVERAGE FOR L A IS 55% SO AGAIN, WE'RE YOU KNOW, A GOOD MHM 13% YOU KNOW ABOUT THE STATE AVERAGE AND THE STATE AVERAGE FOR MATH IS A 35% AND SO THERE TOO, YOU KNOW, AT 52% WHERE YOU KNOW, WELL ABOVE THE AVERAGE AS STATE AND AVERAGE. WHAT WE WILL BE DOING IS ADDING THOSE STATES PERCENTAGES IN AS WELL, RIGHT? I'M JUST I'M SHARING THOSE NUMBERS WITH YOU, BUT WE'RE GOING TO GO AHEAD AND INCLUDE THOSE IN THERE SO WE CAN HAVE THAT AS A REGULAR REFERENCE POINT AS WELL. AND THEN THE ADDITIONAL DATA THAT WE HAVE REFERENCED HERE IS REALLY JUST SPECIFIC TO OUR AP. PAST RATE DATA'S, YOU'LL SEE JUST A REALLY NICE IMPROVEMENT. THERE'S THE 63% THAT WE SEE IN THE YEAR TWO OUTCOME WE'RE SHARING. WE'VE IDENTIFIED OUR S A T DATA AND EARLY ASSESSMENT PROGRAM DATA, WHICH CAN SPECIFICALLY FROM THE DATA THAT WE GET FROM THE SMARTER, BALANCED ASSESSMENTS AND REALLY JUST GIVES A GOOD SENSE OF HOW READY STUDENTS ARE HOW TO BE QUITE LID READY COLLEGE PREPARED BASED ON THE RESULTS THAT WE RECEIVE. WHEN WE MOVE OVER TO THE NEXT PAGE PAGE 40. THAT'S REALLY WHERE WE TALK ABOUT THE COMPLETION OF A THROUGH G REQUIREMENTS, WHICH IS JUST A VERY STRONG CORRELATION TO GRADUATION THERE, TOO. WE SAW A, YOU KNOW A LITTLE BIT OF AN INCREASE FROM 55 TO 56. WE'RE ALSO SHARING OUT TIARA, ENGLISH LEARNER PROGRESS, AND THIS IS SPECIFICALLY DATA THAT WE RECEIVE FROM THE PACKETS. THE ENGLISH LEARNER PROFICIENCY STATE ASSESSMENT THAT ALL ABOUT ENGLISH LEARNERS HAVE TO TAKE AND THAT REALLY JUST GIVES US AN ABILITY FOR US TO, YOU KNOW, REFERENCE AND TRACK STUDENT GROWTH. AND SO YOU GET A SENSE OF WAY STUDENTS ARE THIS THE WAY THAT THIS IS REPORTED OUT IS IT'S A LEVEL OF 1 TO 4 BASED ON WHERE THE STUDENTS ARE REALLY MODERATELY OR HIGHLY DEVELOPED

[00:45:05]

THAT'S A LITTLE TRICKY, BUT COULD WE ADD? OR MAYBE IT'S FORMAT WISE, RIGHT? WE CAN'T BUT THE ACTUAL NUMBER OF STUDENTS IN THE PROGRAM SO WE SEE THE DECLINE. THAT MIGHT BE A ABSOLUTELY THE PERCENTAGES ARE CHANGING. HOWEVER WE ALSO RECLASSIFYING SO THEREFORE IT'S A GREAT SUGGESTION. THERE'S TWO PIECES OF THAT THERE IS THAT THAT PIECE THAT'S A GREAT QUESTION TO ASK AND THE OTHER PIECES WHAT NEW STUDENTS ARE COMING IN? BECAUSE I'M SURE YOU HAVE THOSE WHO ARE REALLY? SO IF WE HAVE THE TOTAL NUMBER THEN WE WOULD HAVE THAT WOULD BE FIXED IN THERE MIGHT NOT BE DECLINING . IT COULD BE INCREASING. RIGHT? MHM RIGHT. THAT WOULD BE GOOD TO KNOW. SO THERE WERE ACCURATE. THAT'S GOOD. YEAH. LET'S SEE. WE'VE GOT OUR RECLASSIFICATION RATES AND EVEN THOUGH YOU KNOW WE'RE AT 11.8% AND WE SAW A LITTLE BIT OF A DECLINE FROM 12.8 TO 11 COUNTY, RIGHT, THERE WAS STILL YOU KNOW, QUITE A BIT ABOVE AND THAT'S 10% 10.3% BUT AGAIN, WE DEFINITELY WANT TO SEE YOU KNOW, CONTINUED GROWTH, YOU'LL SEE OUR DESIRED OUTCOME FOR THE 23 24 YEAR. YOU KNOW, WE REALLY WERE AIMING HIGH AT 20% AND REALLY, WE'VE DEVELOPED THAT IN GOING BACK TO THE 18 19 YEAR WHERE WE WERE AT JUST A LITTLE UNDER 20% 19.9 AND SO YOU KNOW, WE REALLY WERE THAT WE FEEL STRONGLY ABOUT JUST THE INTERVENTIONS THE SUPPORTS WE'VE PUT IN PLACE IN THE LAST YEAR WILL SPEAK QUITE A BIT TOO, THAT THIS EVENING I SPECIFICALLY WITH WITHOUT ENGLISH LEARNER PROGRESS MONITOR TOOL THAT WE DEVELOPED AND STARTED IMPLEMENTING TOWARDS THE END OF LAST SCHOOL YEAR THAT REALLY HELPS US TRACK AND MONITOR OUR ENGLISH LEARNERS.

STUDENT GROWTH AND SO WE DEFINITELY HOPE TO SEE A HIGHER PERCENTAGE OF THAT AS WE GET TOWARDS THE END OF THIS YEAR. LET'S SEE. AND THEN WE HAVE OUR CT E PATHWAY COMPLETION RATES WE SAW JUST A REALLY NICE INCREASE THEIR CITY AND A THREE G COMPLETION RATES AS WELL REPORTING OUT AND YOU'LL SEE IN SOME CASES. IF THERE'S NOT IF THE DATA IS NOT AVAILABLE VERY OFTEN, YOU KNOW, A LOT OF OUR DATA COMES FROM DATAQUEST OR THE DASHBOARD AND THEY DON'T NECESSARILY REPORTED IN CURRENT TIME. AND SO SOMETIMES IT IS A YEAR OLD AND THAT IS THE MOST RECENT DATA THAT WE HAVE AVAILABLE TO US. AND SO THAT'S WHAT'S REPORTED OUT IN HERE. THE GREAT THING ABOUT THIS IS THEY WILL BE. WE WILL RECEIVE SOME OF THIS DATA BEFORE JUNE AND SO WE WILL BE ABLE TO MAKE SOME OF THOSE UPDATES WILL DRAW YOUR ATTENTION TO THAT WHEN WE BRING THE FINAL DRAFT OF THIS FOR YOUR APPROVAL IN JUNE, I'LL SAY IT. LIKE I SAID, EVERY TIME CTE WE SHOULD. THAT IS HUGE. I WAS GOING TO SAY ALSO, THAT PROGRAM IS YEAH, THE FACT THAT THE THERE ARE THE NUMBERS OF STUDENTS THAT WERE ENROLLED, AND THAT GIVES US A BETTER PERCENTAGE SO FORTH. IF THAT COULD BE ON ALL OF THEM. THAT WOULD BE GREAT. ABSOLUTELY YEAH, WE WILL. WE WILL DEFINITELY ADD THAT I LOVE THAT SUGGESTION. THANK YOU. RIGHT AND THAT'S REALLY ALL ABOUT DATA.

ANY QUESTIONS ADDITIONAL QUESTIONS ON THAT BEFORE WE MOVE ON TO THE FIRST ACTION. UM THE CTE. I REMEMBER IN ONE OF THE BOARD MEETINGS, I ASKED FOR ANOTHER TEACHER AT ESPERANZA FOR THE MANUFACTURING PROGRAM BECAUSE IT'S SO POPULAR THAT THEY CAN'T BRING EVERYBODY IN.

AND SO I WAS HOPING THAT THAT MAYBE A BUDGET ITEM WE'LL DEFINITELY MAKE NOTE OF THAT, AND WE CAN PUT THAT INTO ONE OF THE ADDITIONAL SUGGESTIONS. YEAH IS THAT ON THE INTEREST WAS COLORED LIST. YOU KNOW, I DON'T KNOW. IF IT IS, IF IT'S NOT, WE WILL DEFINITELY ADD THAT IN. BUT YEAH, WE WERE CAPTURING THE NOTES THAT IT'S A I DON'T THINK I DON'T THINK THE COLOR GOES BY BOARD MEMBER, BUT I LIKE THAT THINKING. THAT'S RIGHT. QUESTION OVER HERE. YES UM, WITH RESPECT TO ALREADY UNDERSTAND THE CHALLENGE, OBVIOUSLY WITH TEACHERS. UM YOU KNOW WHEN YOU'RE DOING I READY. YOU'RE NOT TEACHING. UM AND SO TEACHERS WANT TO TEACH KIDS AND SO THERE'S THAT THERE'S THAT BALANCE OF ASSESSING AND INSTRUCTION. SO IN PV. WE DO ALREADY THREE TIMES A YEAR SO BEGINNING, MIDDLE AND HOW LONG HAS IT BEEN FOUR. AND YOU KNOW THE DECISION ON WHY FOR ASSESSMENTS. WE ACTUALLY STILL DO. THREE THE FOURTH HAS JUST IT'S BEEN AN OPTION FOR TEACHERS THIS YEAR WHO CHOOSE TO WANT TO DO IT, BUT WE DIPSTICK THREE

[00:50:02]

RE MEDIATE ANY SKILLS THAT STUDENTS DON'T HAVE. AND SO THAT'S WHY YOU HAVE THE THIRD DIAGNOSTIC BEFORE STATE TESTING , SO THAT'S ONE VERSION. THEN THERE IS SO THAT'S MORE OF THE FORMATIVE BECAUSE YOU'RE TRYING TO INFORM WHAT YOU STILL NEED TO DO BEFORE STATE TESTING TO GET THOSE SKILLS TAUGHT TO STUDENTS. AND THEN THERE'S A SUMMIT OF VERSION. THE SUMMIT OF VERSION WAS WHAT WE DID TO HAVE STUDENTS TEST AT THE END OF THE YEAR, AND SO WE ARE GOING BACK TO SUMMITTED, WHICH MEANS AT THE END OF THE YEAR AND SO ORIGINAL BEFORE WE DID AT THE END OF THE YEAR, AND THEN IT DIDN'T QUITE MEET THE NEEDS OF ALL OF OUR GREAT SPANS, MEANING THE KINDERGARTEN THROUGH SECOND REALLY ENJOYED THE END OF THE YEAR BECAUSE IT GOT TO GIVE HIM THAT SOME SUMMIT OF DATA. UH HOW DID THE CHILD START WITH DIAGNOSTIC ONE? WHERE DID THE CHILD AND AT THE END OF THE YEAR? WE'RE DIAGNOSTIC THREE? HOWEVER OUR TESTING GRADES THIRD THROUGH SIX. DIDN'T NECESSARILY APPRECIATE THAT BECAUSE IT WAS AT THE SAME TIME THAT YOU WERE DOING STATE TESTING. SO YOU WERE TRYING TO GET THIS THIS ASSESSMENT. I READY AND YOU WERE ALSO HAVING TO NAVIGATE STATE TESTING. THAT WAS, UM, WHERE THERE WASN'T AN AGREEMENT. AS TO WHEN TO DO THE TESTING WINDOWS AND BACK TO THE QUESTION THAT WAS ASKED ABOUT IF WE COULD DO APPLES TO APPLES ALREADY CAN DO THAT. UM ACTUALLY, THE DATA THAT WE HAVE TO SHOW WHEN WE WHEN WE DID DIAGNOSTIC THREE AS THE PREDICTIVE MEASURE, UM AND DOING AT THE END OF THE YEAR ALREADY CAN ACTUALLY TAKE THAT MOMENT IN TIME AND PULL OUT THE RESULTS DURING THAT TIME TO COMPARE AND THEY ALREADY HAVE THAT DATA FORESTS AND THEY CAN SHOW US THAT ACTUALLY, UM WHEN THEY'RE ABLE TO DO THAT, AND GET THAT DATA ARE STUDENTS AT THAT MOMENT IN TIME, WE'RE DOING BETTER THAN THEY DID THE YEAR BEFORE. SO THIS YEAR THEY'RE DOING BETTER THAN THE YEAR BEFORE, WHEN THEY'RE ABLE TO TAKE THAT DATA DURING THAT TIME FRAME SO THEY CAN'T PULL BACK. TO GET THAT SO . THERE'S USED IT IN TWO WAYS. I DON'T WANT TO OVER TEST AT ALL. BUT I DO WANT TO MAKE SURE THAT WE HAVE APPLES TO APPLES SO THAT WHEN WE'RE LOOKING AT THAT WE'RE SEEING IF IT'S EFFECTIVE OR NOT.

IF WE'RE NOT LOOKING APPLES, APPLES. WE HAVE NO IDEA IF IT'S TRULY EFFECTIVE, SO MAYBE THAT'S JUST A FURTHER CONVERSATION. UM I DON'T WANT TO FORCE ANY OF THAT. BUT WHAT YOU KNOW, MAKING SURE THAT WE'RE WE'RE ABLE TO LOOK AT IT AND SEE IF IT'S WORKING WOULD BE PREDICTIVE IS GOOD, BUT THAT'S NOT THE SAME. SO APPLES TO APPLES. IT'S JUST I HEAR WHAT YOU'RE SAYING, AND WE HAVE TO CHOOSE HOW WE DO THAT. IT'S A STRATEGY QUESTION. YEAH. ALRIGHT WE'RE GONNA GO AHEAD AND MOVE INTO THE FIRST. CAN I ASK DR ERNEST, YOU GUYS DO THREE TIMES A YEAR, AND I KNOW THAT THERE'S SOMETIMES JUST ASSESSMENT PURPOSES ONLY, AND YOU'RE NOT DOING ALREADY FOR THE ENTIRE WEEK AS LESSONS IS THAT WHAT YOU GUYS ARE DOING IN PV? IS IT THREE TIMES YOUR ASSESSMENTS AND WE'RE NOT USING IT DURING THE WEEK. THEY'RE NOT USING IT CONSISTENTLY. THERE ISN'T FOR THREE TIMES A YEAR, LITERALLY FOR ASSESSMENTS. ONLY, UM. SO WHAT I'M HEARING IS OUR TEACHERS USE IT DAILY. WITH THEIR ONLINE LESSONS WITH THE TEAM THAT THE STUDENTS TAKE 15 MINUTES A DAY FOR MATH AND 15 MINUTES PREGNANT. ALL RIGHT, SO WE'RE GONNA GO AHEAD AND BEGIN ANY OTHER QUESTIONS BEFORE I MOVE ON. OKAY SO ACTION 1.1, AND THIS IS SPECIFIC TO A SPECIALIST PROGRAMS, AND SO WHAT I'M GOING TO DO IS I'LL READ THROUGH THE ACTUAL TITLE OF IT, AND LIKE I SAID THEY WERE NOT GOING TO READ THROUGH. EACH OF THE SPECIFIC ACTIONS WILL GIVE AN OVERARCHING SUMMARY BUT JUST TO GIVE YOU A SENSE OF HOW THIS THESE TABLES ARE STRUCTURED, YOU'RE GOING TO SEE THE ACTION TYPE THAT ACTION NUMBER ALL THE WAY TO THE LEFT. THE TITLE OF IT A DESCRIPTION OF THAT, AND THEN, OF COURSE, YOU SEE THE TOTAL SENSE AS WELL. AND SO REALLY, WHAT I'M GOING TO PROVIDE IS A LITTLE BIT OF A SUMMARY OF HOW THE KEEP YOU KNOW BIG TICKET ITEMS WHERE THE MAJORITY OF THAT FUNDING IS GOING AND THEN YOU'LL SEE AT THE END THAT LAST COLUMN IT'LL SAY

[00:55:04]

CURRENTLY IT'S BEEN GLENVIEW AND WE HAVE OUR FIRST GRADUATING CLASS OF SIXTH GRADERS WHO WILL BE MOVING UP TO SEVENTH GRADE NEXT. THAT YEAR. SO THERE'LL BE NO DEFINITE ACTIONS ALIGNED TO THAT. AND ULTIMATELY, THIS IS ALL ABOUT. YOU KNOW, ALL OF OUR ACTIONS ARE ALL IDENTIFIED ABOUT THROUGH LINE AND HELP US MEET OUR CONTINUOUS CYCLE OF IMPROVEMENT, RIGHT? SO IT IS ABOUT, YOU KNOW, ALWAYS IDENTIFYING FIRST. WHAT? OUR ASSESSING WHAT OUR NEEDS OFFER OUR STUDENTS IDENTIFYING DIFFERENTIATION FOR THEM RIGHT AND THEN BEING ABLE TO PROGRESS MONITOR AND ENSURE THAT OUR STUDENTS ARE MAKING GROWTH. SO WHEN WE LOOK AT THE FIRST, THE FIRST TWO BULLETS THERE ARE THE FIRST ONE IS VERY SPECIFIC. TO OUR YOU KNOW, PROVIDING A DEVELOPMENTALLY CULTURALLY AND LINGUISTICALLY APPROPRIATE EARLY LEARNING PROGRAM FOR PARTICULARLY ARE LOW INCOME STUDENTS. AND THEN THE SECOND ONE SPECIFIC TO EXPAND AND ENHANCE OUR FEE BASED PRESCHOOL . AND BECAUSE THESE ARE YOU KNOW THAT THAT'S ALL FORMS A PART ABOUT EARLY LEARNING. I REALLY CHILDHOOD LEARNING AND EXPANDED LEARNING PROGRAM. I WOULD LOVE FOR DR GEORGE LOPEZ TO JUST PROVIDE A LITTLE BIT OF INFORMATION ABOUT WHAT ARE INTENDED. ACTIONS ARE FOR THOSE TWO PROGRAMS. AND THEN MAYBE IF YOU WANT TO SPEAK A LITTLE TOO TRANSITIONAL KINDERGARTEN AS WELL, DR LOPEZ, THAT WOULD BE GREAT. A LITTLE BRIEF UPDATE ABOUT OUR FUNDING. WHAT WE DO AT OUR STATE PRESCHOOL. IT'S VERY IMPORTANT TO NOTE THAT, UM YOU KNOW, WE WANT TO START GET WITH OUR STUDENTS ARE AS YOUNG AS POSSIBLE TO BE ABLE TO PROVIDE.

THE SUPPORT THAT THEY NEED ACADEMICALLY SOCIALLY AND AGAIN , YOU KNOW, HELP CREATE A GREAT SCHOLAR. SO SOME OF THE THINGS THAT WE'RE DOING AT THE AT THE STATE PRESCHOOL. IS THAT WE'RE LOOKING AT PROVIDING ADDITIONAL SUPPORT AND PDS FOR OUR STATE PRESCHOOL TEACHERS AND ARE FEE BASED PRESCHOOL TEACHERS. OTHER THINGS THAT WE'RE LOOKING AT TWO IS ENSURE THAT WE'RE PROVIDING PD THAT HELPS OUR TEACHERS IN IT WITH ACADEMIC AT THE FOUNDATIONAL LEVEL FOR PRESCHOOL AND ALSO SOCIAL EMOTIONAL COMPONENTS TO HELP THE STUDENTS AS WELL. LOOKING AT OUR TK EXPANSION AS YOU KNOW THAT WE ARE, UM THIS YEAR. WE NEED THE RATIO OF 12 TO 1. FOR A TA CLASSES, AND THIS YEAR WE'RE ABLE TO OPEN UP SEVEN CLASSES WITH THAT EXPANDING OUR TK PROGRAM AND THE FUNDING FOR THAT WOULD GO TO PROVIDE AGAIN DEVELOPMENT APPROPRIATE FURNITURE. CURRICULUM IN DIFFERENT PDS TO HELP SUPPORT OUR TK STUDENTS. ALL RIGHT.

THANK YOU FOR THAT DOCTOR LOPEZ , AND I KNOW THERE HAS BEEN A REQUEST AN INTEREST IN REOPENING THE FEE BASED PROGRAM THAT WASN'T AT WAGNER. AND SO WE HAVE THAT SPECIFICALLY EMBEDDED INTO THE AL QAEDA CONTINUES TO BE SOMETHING WE WILL CONTINUE TO EXPLORE, EXPLORE AND BUDGET FOR AS WELL, SO THAT'S DEFINITELY AN AREA OF INTEREST. ALRIGHT AND THEN READY WITH THE ADDITIONAL PROGRAMS WHEN WE'RE LOOKING AT AL DUAL LANGUAGE ACADEMY AND OUR GATE PROGRAM IS ANOTHER ONE THAT'S INCLUDED IN THIS PARTICULAR ACTION. THE MAJORITY OF THE FUNDS WE'VE GOT, YOU KNOW, $2.7 MILLION. ESSENTIALLY THAT HAS BEEN ASSIGNED TO THIS AND SO A BIG PORTION OF THE FUNDING THERE GOES TO SOME OF THE SALARIES NEEDED TO HELP REDUCE CLASS SIZE OF THE TK LEVEL. SO REALLY, WE'VE HAD TO OPEN UP ADDITIONAL CLASSES THIS YEAR HIRE ADDITIONAL TEACHERS AT THE HEAD FOR TRANSITIONAL KINDERGARTEN TO MAINTAIN THAT 1 TO 12 RATIO. AND SO THAT'S A BIG PART OF THAT EXPENSE. WE ALSO FOR OUR FULL DAY KINDERGARTEN BECAUSE IT IS, YOU KNOW THAT THAT'S THAT'S A BIG GROUP OF YOUNG STUDENTS. YOU'RE 32 32 IN A CLASSROOM. WE PROVIDE 45 MINUTES OF ADDITIONAL TEACHERS SUPPORT THROUGH OUR TEACHERS EVERY DAY, AND REALLY, THAT ALLOWS FOR KINDERGARTEN TEACHERS TO DO SMALL GROUP INSTRUCTION AND ULTIMATELY REDUCE CLASS SIZE. THAT THERE'S AN EXPENSIVE TOWARDS THEIR SALARIES THAT GOES TOWARDS THAT, OBVIOUSLY, WITH

[01:00:02]

BUT I KNOW THAT 80% OF THE DOLLARS HAVE TO BE SPENT ON SALARIES, AND IT'S SPECIFICALLY RELATED TO I BELIEVE TEACHERS AND AIDES AND SO THERE ARE SOME REALLY SPECIFIC REQUIREMENTS ON HOW THE DOLLARS HAVE TO BE SPENT. AND SO, BUT THE GOOD NEWS IS THAT IT IS ONGOING MONIES, AND SO IF WE ARE LOOKING AT ADDING STAFFING, THAT WOULD BE A GREAT SOURCE OF FUNDING TO ADD

[01:05:01]

[01:10:03]

IT'S ALSO THE LESSONS THAT COME WITH IT. A TEACHER CAN PULL A SMALL GROUP AND THEN SAY, OKAY, WELL, WHAT ELSE? WHAT OTHER RESOURCE CAN I USE FOR TEACHING HIGH FREQUENCY WORDS OR READING COMPREHENSION OF SPECIFIC AUTHORS PURPOSE? SO THERE ARE SAMPLE LESSONS BECAUSE WE HAVE THAT VERSION OF IT, UM ARE ACADEMIC SUPPORT. TEACHERS ARE INTERVENTION. TEACHERS USE THAT.

AND THAT'S HOW WE'RE ABLE TO GET SKILL BASED DATA. MEANING WHAT? HOW DID THEY START WITH THEIR KNOWLEDGE OF A CERTAIN SKILL? AND HOW DID THEY END WITH A CERTAIN KNOWLEDGE OF A SKILL BECAUSE THEY'RE ABLE TO ACCESS THOSE LESSONS? AND SO I JUST I ALSO WANT TO LET YOU KNOW HOW THOSE ARE BEING USED CORRECTLY. AND SO BECAUSE THERE ARE OPTIONS FOR TEACHERS TO THEM, PULL SMALL GROUPS AND THEN HAVE SAMPLE LESSONS THAT ARE TAILORED TO A SPECIFIC SKILL THAT THOSE GROUP OF STUDENTS NEED SO THIS IS THIS IS GREAT. BUT YOU'RE SAYING THESE ARE WHAT THIS NUMBER IS SEPARATED, CORRECT. OKAY SO THIS IS GOOD. BUT CAN WE SEE IT FOR THE OTHER TWO YEARS TO LIKE I'M NOT SAYING RIGHT NOW, BUT THAT WOULD BE HELPFUL TO BE ABLE TO SEE THAT WAY WE CAN COMPARE IF THE PROGRESS HAS BEEN SIMILAR, DIFFERENT, ABSOLUTELY. THANK YOU FOR THAT, DR LEON. ALL RIGHT.

WELL, WE'RE GONNA GO AHEAD AND MOVE ON TO THE NEXT ONE. WHICH IS THAT? NO SORRY BEFORE I DO THAT, JUST THE ADDITIONAL EXPENSES HERE FOR ASSESSMENT. OBVIOUSLY IT'S THE PURCHASE OF THE MATERIALS. BUT THEN IF WE ARE DEVELOPING OUR OWN ASSESSMENTS, WHICH YOU KNOW, AS YOU KNOW, NOW THAT WE WILL BE DOING THAT FOR MIDDLE SCHOOL, BUT THAT'S ALSO A CONSTANT PROCESS OF FINE TUNING. SO EVEN AT THE AT THE HIGH SCHOOL LEVEL, WHERE WE HAVE SPENT THE LAST TWO YEARS, CREATING OUR OWN TEACHER DEVELOPED ASSESSMENTS, THE ABILITY FOR TEACHERS TO CONTINUE TO COME TOGETHER AS A TASK FORCE TO REFINE AND ENSURE THAT THOSE ASSESSMENTS ARE MEETING OUR NEEDS AND GIVING US THE DATA THAT WE NEED TO TRACK GROWTH. THANKS TO OUR STUDENTS, ADDITIONAL EXPENSES HERE. YOU KNOW, WE HAVE THE PROGRAM AGE ELASTICS, WHICH IS THE ONLINE PROGRAM THAT OUR MIDDLE AND HIGH SCHOOLS TEACHERS USED TO UPLOAD . SOME OF OUR OUR TEACHER CREATED ASSESSMENTS, AND IT GIVES THE ABILITY FOR STUDENTS TO TAKE IT ONLINE. BUT THEN IT ALSO GRADES IT AUTOMATICALLY AS WELL FOR THE TEACHERS, SO THAT'S YOU KNOW, THAT'S PROVEN TO BE INVALUABLE, AND WE NEED TO TYNE YOU TO PROVIDE TRAINING FOR OUR TEACHERS IN THAT AREA AS WELL.

THAT'S ESSENTIALLY ALL OF THE COSTS SPECIFIC TO THAT ONE. ANY QUESTIONS ON ASSESSMENTS BEFORE WE MOVE ON. OKAY, WONDERFUL. ALRIGHT THE NEXT ONE IS ACADEMIC INTERVENTIONS, AND THIS IS 1.4 AND I'LL GO AHEAD AND JUST READ THE STRATEGY. IT'S WHEN IT COMES FROM ONE POINT TO A FROM THE STRATEGIC PLAN TO DELIVER TARGETED SUPPORT AND INTERVENTIONS FOR UNDERPERFORMING STUDENTS, INCLUDING BUT NOT LIMITED TO STUDENTS OF POVERTY, HOMELESSNESS AND FASTER YOUTH IN ORDER TO NARROW THE ACHIEVEMENT GAP. AND THIS IS A BIG SECTION.

WE HAVE 28 BULLETS, AND IT'S A BIG AMOUNT OF FUNDING AS WELL. SO LITTLE OVER $12 MILLION IS ASSIGNED TO THIS SECTION AS IT SHOULD BE RIGHT BECAUSE WE KNOW IF OUR STUDENTS ARE NOT PERFORMING. HOW DO WE PROVIDE THE SUPPORT FOR THEM? IT'S THROUGH THE MEANS OF

[01:15:04]

NO, MAYBE THE THINGS THAT WE WERE DOING THAT DIDN'T MOVE. WE CAN TAKE THEM OFF BECAUSE SPENDING TIME ON THAT WOULDN'T BE ABSOLUTELY CORRECT, RIGHT? ALSO A QUICK QUESTION. UM CAN YOU EXPAND ON THE DYSLEXIA IS THAT DYSLEXIA TESTING? ABSOLUTELY. YES YES, AND IN FACT, DR LEONE IS PREPARED TO SPEAK TO BOTH OF THOSE. AND THANK YOU FOR REMINDING ME, MR YOUNG. GLAD I WAS MEANT TO ASK HER TO DO THAT, RIGHT AT THE BEGINNING. SO DR LEONE COULD YOU TALK A LITTLE ABOUT THE EARLY LITERACY TRAINING THAT WE ARE GOING TO BE PROVIDING FOR OUR TEACHERS? ABSOLUTELY DID YOU WANT TO PUT THIS LIGHT UP THE SLIDES ON ABSOLUTELY. SO WE ARE PREPARED. YOU'RE GONNA SEE SLIDES AND I'M GOING TO READ OFF MY NOTES. AND SO, UM SO WE KNOW THAT READING IS A CORE. UM COMPONENT OF LITERACY. AND SO WITH THAT, IT'S THE ABILITY TO READ, WRITE AND COMPREHEND WRITTEN LANGUAGE, AND SO, UM, READING INVOLVES, AS WE KNOW MANY COGNITIVE PROCESSES, INCLUDING WORD RECOGNITION, DECODING COMPREHENSION INTERPRETATION, SO IT'S AN INTERACTIVE PROCESS BETWEEN ALL OF THOSE COMPONENTS OF IT, AND SO THAT THE READER IS ACTIVELY ENGAGED IN AND BUILDS MEANING AND KNOWLEDGE AND CONSTRUCTS THAT AND SO WE ARE VERY EXCITED TO BE ABLE TO PROVIDE, UM SPECIALIZED FOCUS AND PROFESSIONAL DEVELOPMENT FOR T K THROUGH SECOND TEACHERS WITH BUILDING BLOCKS OF LITERACY, AND SO WITH THE WITHIN THESE BUILDING BLOCKS OF LITERACY AND TO SET THE STAGE AT THE FOUNDATIONAL COMPONENT IS ANEMIC AWARENESS, THE ABILITY TO UNDERSTAND THE SMALLEST UNITS OF SOUND. LETTER SOUND CORRESPONDENCE, THE AS MAKES SOUND, ETCETERA. AND SO THEN,

[01:20:03]

AND IT'S CHARACTERIZED WITH DIFFICULTIES WITH THE INABILITY TO ACCURATELY OR FLUENTLY RECOGNIZE WORDS. IT'S ALSO ASSOCIATED WITH PORTS. SPELLING DECODING ABILITIES BECOME A DIFFICULTY. AND SO IT'S BECAUSE OF THE PHONOLOGICAL CORRESPONDENCE THAT STUDENTS AREN'T ABLE TO HAVE. SO WHEN TEACHERS ARE MEETING WITH THEM, ONE ON ONE THEY'RE ABLE TO SEE LIKE THIS IS, UH REPETITIVE ERROR THAT YOU ARE MAKING. AND DESPITE THE INTERVENTION, IT IS IT IS. NOT RESOLVING IT. AND SO THE SCREENING THAT HAPPENS IS THROUGH A MODALITY IS THROUGH. I READY BECAUSE ALL OF THESE COMPONENTS ARE PART OF THE EYE READY TESTING THAT HAPPENS AT THE PRIMARY GRADES K THROUGH SECOND. UM AND SO THAT IS THE SCREENING PROCESS STUDENTS BECAUSE ALL OF OUR STUDENTS THEN HAVE TO DO ALREADY TESTING. UM, ABSOLUTELY. I DON'T HAVE THAT NUMBER, BUT I CAN CERTAINLY GET IT TO YOU. SO THEY DO IF THEY GO THROUGH THE STUDENTS STUDY TEAM

[01:25:02]

THERE'S SOMETHING CALLED THE DIAGNOSTIC MEASURE. AND ONCE YOU GET THE DIAGNOSTIC MEASURES KIND OF DIGS A LITTLE BIT DEEPER AND TELLS YOU WHAT THE ISSUE MAYBE. IS IT A FLUENCY ISSUE? IS IT THEY ACTUALLY HAVE TESTS THAT LOOK AT WHAT WE CALL NON NONSENSE WORD FLUENCY. SO YOU GET A WORD THAT'S A NOT A REAL WORD AND SEE IF STUDENTS CAN ACTUALLY SOUND IT OUT. AND THAT GIVES US LOTS OF INFORMATION AS WE DIAGNOSED AND DIAGNOSED DEEPER, SO THEN WE GIVE AN INTERVENTION AND THEN WE TEST IT. THEN YOU GET TO THE VERY, VERY LAST, WHICH IS THE STUDENT ACTUALLY A STUDENT THAT WOULD QUALIFY FOR SPECIAL EDUCATION. AND SO WHAT WE KNOW IS WE DON'T WANT TO PUT 25 ADDITIONAL 25% OF OUR STUDENTS IN SPECIAL EDUCATION. THAT'S NOT NECESSARILY THE ANSWER. AND SO WHAT WE WANT TO DO IS I'M JUST GOING TO EXPLAIN JUST EVER SO SLIGHTLY WITH THE PROCESSES FOR SPECIAL EDUCATION. SO UM, DYSLEXIA IS NOT AN AREA OF ELIGIBILITY. IT FALLS UNDER ONE OF THE 13 CATEGORIES, WHICH IS CALLED A SPECIFIC LEARNING DISABILITY. AND JUST TO LET YOU KNOW WE'VE INCREASED. FROM 20. 21.4% TO 36.4% OVER THE LAST YEAR, SO WE'VE INCREASED A LOT IN THIS AREA. SO TO ANSWER YOUR QUESTION, I CAN'T TELL YOU HOW MANY ALREADY HAS JUST SEIFERT FROM THAT. BUT I CAN TELL YOU WE'VE GONE UP AS A DISTRICT IN SPECIFIC LEARNING DISABILITY NOW GREAT THAT THIRD, THAT PERCENTAGE IS THE PERCENTAGE OF STUDENTS WITH CHIPS. IN THE AREA OF SPECIFIC LEARNING. IT'S NOT THE PERCENTAGE OF OUR OVERALL POPULATION AND SO WHAT HAPPENS IN STUDENTS WITH SPECIFIC LEARNING DISABILITY? THEY END UP UM, USUALLY THE MAJORITY OF STUDENTS WITH IT. WE CALLED S L. D R BECAUSE OF READING. THAT'S THE MAJORITY OF MY STUDENTS GET IN THERE. SO WHAT WE WANT TO DO IS WE WORK TOGETHER IS WHAT CAN WE DO FIRST? WHAT CAN WE LOOK AT FIRST PRIOR TO ELIGIBILITY? THERE'S GOT TO BE MORE WE CAN DO SO WE'RE LOOKING AT THAT NOW TO DETERMINE BECAUSE REALLY SPECIAL EDUCATION WITH THE CURRENT MODEL WE HAVE. IT'S CALLED A DISCREPANCY MODEL AND YOU'VE PROBABLY HEARD OF THIS BEFORE.

YOU HAVE TO WAIT TILL THERE'S A LARGE DISCREPANCY BETWEEN WHAT YOU'RE MEASURED INTELLECT IS AND YOUR ACADEMIC ABILITY AND WE HAVE TO WAIT AND WAIT AND WAIT UNTIL THERE'S THIS. YOU KNOW,

[01:30:05]

[01:35:05]

WE'RE ACTUALLY HAVING OUR ASUS ATTEND A CONFERENCE SPECIFICALLY HERE TOWARDS THIS THIS APPROACH SO THEY CAN BECOME EXPERTS IN IT AND CONTINUE TO BUY THAT TRAINING TO OUR TEACHERS THROUGHOUT THE YEAR, BUT IT'S THE INTENT OF IT IS TO ENCOURAGE TEACHERS TO PRESENT MATERIAL IN A MULTIPLE, MULTIPLE WAYS. IT'S ABOUT PROVIDING MULTIPLE WAYS BY WHICH THEY SAY STUDENTS AND IN MULTIPLE WAYS BY WHICH STUDENTS CAN BE ENGAGED AND THAT THEY SHOW THAT THEY HAVE LEARNED THE MATERIAL. SO THAT'S A BIG ONE. AND REALLY IT ALIGNS WITH ACCESS AND INCLUSION BECAUSE IT'S ENSURING THAT ALL OF OUR STUDENTS NO MATTER WHAT THEIR ABILITY AND UNDERSTANDING LEVEL THEY LANGUAGE LEVEL THAT WE ARE GIVING THEM ACCESS TO THE CURRICULUM SO THEY CAN BE SUCCESSFUL. THE SECOND ONE TO CONTINUE IMPLEMENTING HIRING PRACTICES THAT REFLECT A DIVERSE STAFF. THIS YOU KNOW VERY MUCH YOUR CLOSELY ALIGNED TO OUR TEACHER PATHWAYS PROGRAM BECAUSE THAT IS SPECIFICALLY TO OUR OWN STUDENTS, AND WHAT WE FIND IS VERY, VERY MANY OF THEM WHEN THEY DO GO ON TO COMING BACK TO DO STUDENT TEACHING. THEY TEND TO COME BACK TO P Y EL. SO AGAINST IN A SENSE, WHERE REALLY HONING AND UTILIZING AND DEVELOPING OUR OWN STUDENTS TO COME BACK TO BECOME TEACHERS. DEVELOP POTENTIAL MODELS FOR INTEGRATING ETHNIC STUDIES GRADUATION REQUIREMENT. YOU ALL KNOW THAT IN THE FOR OUR GRADUATING CLASS OF 29 30 THAT WILL BECOME A REQUIREMENT FOR ALL OF OUR STUDENTS. YOU ALSO KNOW THAT WE HAVE HAD A VERY SUCCESSFUL IMPLEMENTATION OF OUR MULTICULTURAL STUDIES PROGRAM THIS YEAR, AND SO WE'RE

[01:40:02]

I THINK THAT DEFINITELY HAS A LITTLE BIT TO DO WITH WITH BIAS , PERHAPS RIGHT? I THINK THIS YOU KNOW, THIS IS THE WAY THAT THE ACTUAL STRATEGY WAS HAS BEEN WAS WAS CRAFTED RIGHT. WHEN WE PUT TOGETHER OUR I'LL, UM ACTUAL PLAN ITSELF, BUT ESSENTIALLY, I THINK IT IS. IT'S ABOUT REALLY BEING ABLE TO BREAK OPEN, YOU KNOW, INDIVIDUALS OR WHETHER IT'S EDUCATORS OR, YOU KNOW COMMUNITY MEMBERS, EVEN STUDENTS. RIGHT ARE AUTOMATIC MATIC, YOU KNOW, APPROACHES OR THOUGHTS RIGHT THAT WE COME TO THAT COME TO MIND. BUT I THINK THERE IS A COMPONENT OF THAT RIGHT THAT THAT THE BIAS COULD BE BROUGHT INTO THAT. ALRIGHT WE'RE GOING TO GO AHEAD AND MOVE ON TO 1.6. AND THAT IS OUR FOSTER YOUTH THAT THE TITLE FOR THAT ONE. SPECIFICALLY THIS IS STRATEGY. 1.2 C ARE IDENTIFIED NEED WITH YOUR RECORD THAT WE DID IDENTIFY FOSTER YOUTH, AS ONE OF THE STUDENT GROUPS THAT WE YOU KNOW, ARE NEEDING TO FOCUS ON. IN FACT, AS A DISTRICT

[01:45:01]

[01:50:02]

THERE WOULD BE COSTS AT IT FOR SURE. DEFINITELY POSSIBLE. UM YEAH, I JUST KNOW THAT, UM IF IT'S CONVENIENT, PEOPLE WILL UTILIZE IT. INSTEAD OF HAVING TO MANAGE THE TRANSPORTATION ISSUE AND YOU KNOW, HAVING TO ASK FOR TRANSPORTATION AND THINGS LIKE THAT. I WANTED TO MAKE IT.

REALLY USER FRIENDLY, BUT WE CERTAINLY HAVE A GREAT MODEL FOR IT AS IT EXISTS NOW OVER IT AT TOPAZ, SO I DON'T YOU SEVERAL OF OUR BOARD MEMBERS HAVE HAD AN OPPORTUNITY TO GO SEE IT FIRSTHAND AND HAVE SEEN WHAT'S OFFERED AND CERTAINLY HAVE A GREAT MODEL FOR THAT, AND GREAT LEADERSHIP OVER THERE, MAKING SURE THAT THOSE SERVICES ARE PROVIDED. THANK YOU. ALRIGHT ANY OTHER QUESTIONS FOR FASTER YOUTH BEFORE YOU MOVE ON. ALL RIGHT. THANK YOU. WE'RE GOING TO MOVE ON TO 1.7. AND THIS IS SPECIFIC TO OUR HOMELESS STUDENT GROUP. AND SO YOU'LL SEE THAT THERE'S A LOT OF PIGGYBACK IN VERY SIMILAR SIMILAR SUPPORTS THAT WE PROVIDE TO THIS PARTICULAR GROUP OF STUDENTS. THE FUNDING HERE IS VERY MUCH IT'S VERY MUCH TARGETED TOWARDS OUR MCKINNEY VENTO PROGRAM, WHICH IS A PROGRAM THAT IS ALSO RUN BY JOHN MATTSON. HE HAS SERVES AT ALL OF THE FAMILY RESOURCE CENTER. AND IT REALLY IS ABOUT THE FUNDING FOR THAT IS GEARED TOWARDS PROVIDING RESOURCES FOR OUR STUDENTS WHO ARE CONSIDERED HOMELESS, SO IT COULD BE A MATTER OF AS SUPPLIES, SCHOOL SUPPLIES, EVEN CLOTHING. YOU KNOW, FOOD, AND IN ADDITION TO THAT, JUST, YOU KNOW RESOURCES FOR THOSE STUDENTS TO ENSURE THEY HAVE ADDITIONAL SUPPORT TO ACCESS THE CURRICULUM AND BE SUCCESSFUL. A BIG PART OF THAT DOES GO TOWARDS YES, HELPING OFFSET THE COSTS OF OUR FAMILY RESOURCE CENTER. AND THEN WE ALSO THIS YEAR I HAVE A COSA WHO IS PACIFIC LEAGUE GEARED TOWARDS SUPPORTING THOSE STUDENTS, AND SO AGAIN, IT JUST IT ALLOWS FOR A WONDERFUL OUTREACH OPPORTUNITY . AND ONCE AGAIN, SHE SERVES AS A LIAISON TO THOSE STUDENTS IN PARTICULAR, REALLY MAKING HELPING SHIRT MAKING THOSE CONNECTIONS YOU KNOW, WITH THE SCHOOL SITES. I WOULD LIKE TO SEE THIS CATEGORY. HAVE MORE MEAT TO IT. IT'S JUST ONE LINE

[01:55:02]

YEP. YES, THEY ALL WEREN'T THEIR OWN THEIR OWN BULLET. I AGREE. ALRIGHT WE'LL MOVE ON TO THE TITLE ONE PROGRAM AND THAT IS 1.8. AND THIS WE'VE GOT, YOU KNOW A LITTLE OVER $1.4 MILLION ASSIGNED TO THIS. AND SO THIS THESE FANS ARE GEARED AND I HAVE DISTRIBUTED SPECIFICALLY TO OUR TITLE ONE SCHOOLS AND IT'S ALL BASED ON THE POPULATION, OBVIOUSLY, AND THEN, OF COURSE, THERE NUMBER OF STUDENTS WHO QUALIFY UNIFORM TITLE ONE FUNDING. SO THE ACTUAL STRATEGY ITSELF IS TO IMPLEMENT SUPPORTS TO MEET THE NEEDS OF LOW INCOME FOSTER YOUTH AND ACTRESS STUDENTS TO ENSURE A FAIR, EQUAL AND SIGNIFICANT OPPORTUNITY THROUGH EVIDENCE BASED EDUCATIONAL STRATEGIES THAT CLOSE THE ACHIEVEMENT GAPS AND ENABLE STUDENTS TO MEET THE STATE'S CHALLENGING ACADEMIC STANDARDS. AND SO, REALLY, WE DISTRIBUTE THE FUNDS DIRECTLY TO EACH OF OUR TITLE. ONE SCHOOLS. AND WE HAVE A TOTAL OF NINE THAT'S K THROUGH 12. AND THEN REALLY, THE SCHOOLS THEMSELVES HAVE THE ABILITY TO IDENTIFY BASED ON THE STUDENT NEEDS. YOU KNOW HOW THEY WILL SPEND THOSE FANS AND THEY ARE REQUIRED TO INCLUDE THAT FUNDING IN THEIR SCHOOL PLANS THAT THEY SUBMIT EACH YEAR, BUT THE PREDOMINANCE OF THOSE FANS GO TOWARDS WE HIRE TITLE. ONE INSTRUCTIONAL COACH IS THAT EACH OF OUR ELEMENTARY SCHOOL SO THE SALARY WE PROVIDE THE DISTRICT LEVEL 50% OF THE SALARIES. THE OTHER 50% COMES OUT OF THESE FUNDS. WE ALSO HAVE A L D TEACHERS AT EACH OF THE SCHOOLS AT THE ELEMENTARY LEVEL. IT'S HOURLY TEACHERS AT THE MIDDLE. EXCUSE ME IN HIGH SCHOOL LEVEL. EXCUSE ME. IT IS ACTUAL SECTIONS AND FULL TIME TEACHERS THAT WE HAVE TEACHING, BOTH DESIGNATED AND INTEGRATED ENGLISH LEARNING INSTRUCTIONAL PRACTICES FOR STUDENTS BIG PART OF THIS AS WELL AS PROVIDING PROFESSIONAL DEVELOPMENT FOR OUR HORSES. THEY COME TOGETHER ONCE A MONTH, AND THEY ARE LED BY ONE OF OUR DISTRICT DOSES TO PROVIDE THEM. WITH PROFESSIONAL DEVELOPMENT IN THE AREA OF INSTRUCTIONS SPECIFICALLY GEARED TOWARDS THE INCREASING THE PROFICIENCY OF OUR STUDENTS IN THE ENGLISH LANGUAGE. PART OF THE SALARY, THEN ALSO GOES TOWARDS SOME OF OUR TOASTS IS AT THE DISTRICT LEVEL TO PROVIDE THAT THAT SUPPORT AND THEN A BIG PART OF TITLE. ONE FUNDING IS PARENT ENGAGEMENT. AND SO IT REALLY IS ABOUT EACH OF OUR SCHOOLS. THEY HAVE REGULAR OPPORTUNITIES FOR PARENT EDUCATION FOR MEETINGS WHERE, YOU KNOW A PARENTS TO COME IN AND LEARN MORE ABOUT WHAT THEIR STUDENTS ARE LEARNING AND HOW THEY CAN SUPPORT THEY STUDENTS AT HOME. SO THAT REALLY IS A BIG PART OF IT. AND YOU KNOW, WE'RE SO WE'RE WE REALLY RELY ON PARTICULARLY FRAUGHT HALLOWEEN SCHOOLS THEIR FUNDING YEAR. THAT GIVES A LITTLE BIT OF A SUMMARY ANY QUESTIONS BASED ON THOSE SIX ACTIONS IN THIS AREA? OKAY. THE PHONE. ALL RIGHT, YOU KNOW, JUST SORT OF PIGGYBACKING OFF THAT A LITTLE BIT. THEN WE HAVE 1.9. AND THIS IS SPECIFIC TO OUR ENGLISH LEARNERS. AND THIS ONCE AGAIN IS A BIG AMOUNT OF MONEY. IT'S 5.3 MILLION, GIVE OR TAKE A LITTLE BIT ABOVE THAT, AND WE HAVE 18 ACTIONS GEARED SPECIFICALLY TOWARDS OUR ENGLISH LEARNERS, AND YOU'LL RECALL AS WE WERE LOOKING AT OUR L A DATA AND OUR MATH DATA THAT OUR ENGLISH LEARNERS STUDENT GROUP WAS CALLED OUT IN BOTH AREAS. AND SO WE KNOW THAT THIS IS ABSOLUTELY, YOU KNOW, AN AREA OF NEED. AND SO YOU KNOW, WE HAVE ASSIGNED SPECIFIC ACTIONS AND FUNDING, YOU KNOW, A BIG PART OF JUST TO GIVE A LITTLE BIT OF A SUMMARY OF WEAR THOSE FRIENDS GO SO NUMBER ONE. WE HAVE A SUPPLEMENTAL CURRICULUM THAT IS GIVEN THAT IS IN THAT OUR TEACHERS USED TO PROVIDE TO OUR STUDENTS WHO ARE ENGLISH LEARNERS TO ENSURE THAT THEY ARE RECEIVING THE INSTRUCTION THAT THEY NEED RIGHT TO BECOME MORE PROFICIENT IN THE AREA OF ENGLISH LEARNERS OF ENGLISH. WE ARE REQUIRED BY THE STATE TO PROVIDE WHAT IS REFERRED TO AS INTEGRATED AND DESIGNATED

[02:00:04]

THERE'S A BIG PORTION THERE, THAT'S THAT'S COVERED. I REFERRED EARLIER TO THE TITLE ONE INSTRUCTIONAL COACHES AND OUR LD TEACHERS 50% OUT OF THAT FUNDING IS COVERED BY THE TITLE ONE SITE FUNDS. AND SO THE ADDITIONAL FUNDING IS COVERED, OBVIOUSLY, BY THE BY, YOU KNOW, BY THE DISTRICT, AND SO WE UTILIZE SOME OF THAT FUNDING TO COVER YOU KNOW OFFSET THE SALARIES FOR THOSE TEACHING FOR THAT TEACHING STAFF AS WELL. WE ARE REQUIRED AS WE ARE TRACKING THE GROWTH OF OUR STUDENTS IN THE AREA OF ENGLISH PROFICIENCY. WE HAVE AN ONLINE PROGRAM CALLED ELEVATE THAT HELPS TRACK AND PROGRESS MONITOR OUR STUDENTS GROWTH AND SO WE USE SOME OF THAT FUNDING TO PURCHASE THAT THAT PLATFORM AND THEN OBVIOUSLY A BIG PORTION OF THIS IS PROFESSIONAL DEVELOPMENT. AND SO AGAIN, YOU'LL SEE THROUGHOUT OUR SUMMER INSTITUTE AND IN PROFESSIONAL DEVELOPMENT WE PROVIDE TO ALL OF OUR TEACHERS THROUGHOUT THE YEAR. WHETHER THEY ARE ENGLISH LEARNED, YOU KNOW L D TEACHERS OR NOT. THEY ARE REQUIRED TO BE PROFICIENT IN THE STRATEGIES NEEDED TO ENSURE THESE STUDENTS ARE BEING SUCCESSFUL. AND SO WE, YOU KNOW , IT'S A PRIORITY FOR US TO CONTINUE TO GIVE OUR TEACHERS THAT PROFESSIONAL DEVELOPMENT.

SO THAT'S A BIG PIECE THERE AND THEN OBVIOUSLY OUR DIRECTOR OF THE L. D, WHO OVERSEES THE PROGRAM PORTION OF THE SALARY FOR THAT ROLE COMES OUT OF THIS SECTION AS WELL. AND THEN EVEN JUST OUR ABILITY TO LOWER THE CLASS SIZES AT THE MIDDLE AND HIGH SCHOOL SO PROVIDING FOR ADDITIONAL SECTIONS TO ALLOW FOR THAT TO OCCUR SO ONCE AGAIN FOR STUDENTS TO RECEIVE MORE TARGETED INSTRUCTION IS CRITICAL THERE AS WELL. PARENT ENGAGEMENT IS A BIG ONE HERE, JUST AS I REFER TO THAT IN THE TITLE ONE SECTION JUST FOR OUR ABILITY FOR OUR US TO BE ABLE TO PROVIDE PARENT EDUCATION AND A MEANS BY WHICH WE CAN REALLY HELPING WORK WITH OUR FAMILIES TO PROVIDE THAT SUPPORT FOR THEIR STUDENTS AT HOME, AS WELL AS CRITICAL SO I KNOW THERE ARE. THERE ARE QUITE A FEW THERE. 18 ACTIONS TOTAL THERE, AND I THINK THAT GIVES SORT OF AN OVERARCHING SUMMARY OF THE PREDOMINANCE OF YOU KNOW WHERE THAT FUNDING IS ASSIGNED. ARE THERE ANY QUESTIONS TO THIS PARTICULAR SECTION? UM. THE ENGLISH LANGUAGE MASTER PLAN. YES. HOW WE FINISHED DEVELOPING THAT AND IF SO, WHEN ARE WE GOING TO SEE IT? WE HAVE NOT YET BUT I WOULD LOVE FOR DR SPACE ARTIST SPEAK TO WHERE WE ARE IN THE IN THE PROCESS OF IT. HELLO SO WE'RE IN THE PROCESS OF GATHERING AND PUT , UM, ONE OF THE THINGS THAT WHEN OUR DIRECTOR HAD LEFT, I JUMPED IN TO HELP SUPPORT SO WE'VE DONE THE COMPONENTS OF GOING THROUGH THE SELF REFLECTION TOOL, MAKING SURE THAT WE'RE ALIGNING OUR PLAN WITH THE L D ROADMAP. UM WE'VE HELD FOCUS GROUPS. WE'VE ALSO DONE. SURVEYS WITH TEACHERS ARE ENGLISH LANGUAGE LEARNERS.

PARENTS. WE ARE CONSOLIDATING ALL THAT INFORMATION WE RECENTLY MET WITH ALL OF OUR PRINCIPLES

[02:05:02]

UM THE QUESTION IS THE INPUT, RIGHT? SO UM, THAT'S SOMETHING THAT WILL JUST NEED TO GET INPUT ON FROM DR MATTHEWS. UM ON WHEN THAT IS PRESENTED, WE HAVE ALL THE INFORMATION ALL THE DATA.

WE'VE GONE THROUGH EVERY SINGLE PILLAR. WE'VE GONE THROUGH THE ENTIRE DEPARTMENT OF ED FOR USA IS CRITERIA ACROSS THAT COME THROUGH EVERY PIECE OF THE PLAYBOOK. AND THE QUESTION IS DO WE WANT YOU KNOW THAT INDIVIDUAL ? YOU KNOW WHEN THE BOARD MAKES THAT DETERMINATION TO WEIGH IN BEFORE BRINGING IT TO YOU, OR WOULD YOU LIKE US TO BRING FORWARD AND SO WE'LL GO WITH THE DIRECTION WE GET FROM DR MATTHEWS ON THAT. OKAY? NEXT QUESTION. UM. I JUST WANT TO MAKE SURE THAT WE ARE PROVIDING PROFESSIONAL DEVELOPMENT BECAUSE WE TALKED ABOUT MIDDLE SCHOOL IN HERE, BUT I WANT TO MAKE SURE WE'RE PROVIDING PROFESSIONAL DEVELOPMENT, UM, FOR ENGLISH LANGUAGE LEARNERS IN CORE CLASSES FOR HIGH SCHOOL AS WELL, BECAUSE WE DO HAVE ENGLISH LANGUAGE LEARNERS AT ALL LEVELS , AND I WANT TO MAKE SURE THAT HIGH SCHOOL TEACHERS, YOU KNOW A MATH OR SCIENCE CLASS OR ALSO HAVING, UM THOSE OPPORTUNITIES. AND WE ABSOLUTELY DO THAT. THAT IS A PRIORITY FOR US TO ENSURE ITS LET'S GIVEN TO TEACHERS AT ALL GRADE LEVELS AND IN ALL CONTENT AREAS AS WELL. I NEED TO LOOK INTO WHERE WE WAS SPECIFICALLY TARGETED MIDDLE SCHOOL AND WE MAY JUST WANT TO GO AHEAD AND ADD ALL GRADES INTO THAT PARTICULAR ACTION AS WELL.

OKAY. YEAH I THOUGHT SO. RIDING ONE OF THE OTHERS. OKAY AND THEN ONE LAST QUESTION. UM IT SAYS HERE MONITOR THE PROGRESS OF EELS AND LONG TERM ENGLISH LANGUAGE LEARNERS AND CORE CONTENT AREAS AND PROVIDE INTERVENTIONS AS APPROPRIATE. UM . I JUST WANTED TO LEARN MORE ABOUT HOW THAT'S GOING TO TAKE PLACE. AND LIKE, WHAT INTERVENTIONS ARE YOU YOU SEEN ETCETERA. DID YOU WANT ME TO GO AHEAD, PLEASE? PART OF OUR REQUIREMENT IS TO MONITOR OUR ENGLISH LEARNERS AS WELL AS OUR STUDENTS THAT ARE RECLASSIFIED ENGLISH PROFICIENT FOR FOUR YEARS. AND SO THAT IS DONE THROUGH OUR PROGRAM CALLED ELEVATION. AND SO IT'S A DIGITAL TOOL. WHERE AT ANY POINT THAT CHILD'S THAT STUDENTS, TEACHERS SUBJECT SPECIFIC AND SECONDARY, BUT ELEMENTARY TEACHERS CAN GO IN, THEY'LL BE ABLE TO HAVE ALL THE MEASUREMENTS IN ONE PLACE OF ALL THE DATA WE'VE COLLECTED. SO WRITING ASSESSMENTS L PECK SCORES AND SO FORTH, AND THEN THEY HAVE PORTIONS THAT THEY COMPLETE AND WE GET THAT INFORMATION FROM THEM. SO THEY ARE CONSISTENTLY MAKING SURE THAT WE'RE ADDRESSING THE L D STANDARDS FOR THOSE STUDENTS, AND THAT'S DONE THROUGH THAT PROGRAM. AS FAR AS THE INTERVENTIONS AND SUPPORT.

THAT'S WHERE MULTI TIERED SYSTEM OF SUPPORT. UM AND SO THROUGH THAT PROCESS, WE ARE CONSISTENTLY LOOKING AT STUDENTS . IF A TEACHER HAS SOME CONCERNS , THEY TRY PRE REFERRAL INTERVENTIONS. UM IF THAT DOESN'T WORK WHEN IT COMES TO THE STUDENTS STUDY TEAM WHERE THE TEAM WILL COME TOGETHER AND LOOK AT THE AREAS THAT THE STUDENT IS STRUGGLING IN WILL PROVIDE SOME INTERVENTIONS WILL PROGRESS MONITOR TO SEE IF THOSE INTERVENTIONS ARE EFFECTIVE. IF NOT, WE COME BACK TO THE TABLE AND AGAIN THAT THAT TEAM WILL COME TOGETHER, BUT WE ARE REALLY WORKING DILIGENTLY ON MAKING SURE THAT WE ARE MONITORING THE YIELDS STANDARDS AND SO THAT'S DEFINITELY AN AREA OF GROWTH FOR US. SO OUR GOAL IS FOR YEARS TO RE CLASSIFICATION. IS THAT CORRECT? SO I'D SAY THAT WE ARE MAKING A DETERMINATION ON RECLASSIFICATION. YOU'D LIKE TO SEE 3 TO 4 YEARS, BUT THERE'S A LOT OF MITIGATING CIRCUMSTANCES ONE. WE'RE GETTING SEVERAL STUDENTS THAT ARE IN FLEXING INTO OUR HIGH SCHOOL CAMPUSES THAT ARE NEWCOMERS. WE RECENTLY JUST GOT A LARGE GROUP FROM I THINK IT WAS VENEZUELA, COLOMBIA . UM SO IN THOSE CASES, RIGHT? IT'S VERY DIFFERENT THAN STUDENTS COMING IN NEWCOMERS IN THE YOUNGER GRADES, AND SO WHAT? WE LIKE TO HAVE A TARGET. WE HAVE TO BE STUDENTS SPECIFIC. UM SO WE DON'T HAVE A SPECIFIC NUMBER. WE DO TRY TO TARGET BUT WE KNOW IN THE DEVELOPMENT OF LANGUAGE ACQUISITION. UM IT DOES TAKE 5 TO 7 YEARS. RIGHT BUT WE ALWAYS WANT TO PUSH TO GET RE CLASSIFICATION, SO THEY HAVE MORE OPPORTUNITY. UM, AND SO THE REAL GOAL IS TO MAKE SURE STUDENTS RECLASSIFIED BEFORE THEY MATRICULATE TO MIDDLE SCHOOL. BUT EVERY STUDENT DIFFERENT CIRCUMSTANCES. EVERY

[02:10:06]

THESE THREE BULLETS BY NO MEANS ADDRESS ALL OF THAT. BUT WE ARE LOOKING AT THE EDUCATIONAL PLACEMENT OF OUR STUDENTS IN ELEMENTARY AND MIDDLE AND SEEING WHAT KINDS OF CONTRIBUTORY FACTORS ARE LEADING TO. MAYBE US , MAKING THE DECISION EARLY ON TO PUT STUDENTS ON WHAT'S CALLED A CERTIFICATE OF COMPLETION TRACK VERSUS A DIPLOMA TRACK AS WE KNOW IF OUR GRADUATION RATE IS GOES DOWN. IF OUR STUDENTS ARE ON CERTIFICATE OF COMPLETION TRACK, THEY'RE NOT GRADUATING.

WE KNOW THE OUTCOMES FOR STUDENTS WHO DON'T GET A DIPLOMA. ARE NOT VERY PROMISING . AND SO WE'RE WORKING WITH OUR GENERAL ED COUNTERPARTS ON THAT . AND, UM WE'RE ALSO LOOKING AT TRAININGS. IN TERMS OF ACCOMMODATIONS AND MODIFICATIONS , BECAUSE PART OF THE STRUGGLE I THINK IS IN GENERAL EDUCATION. HOW DO YOU ACTUALLY GIVE THOSE MODIFICATIONS OR THOSE ACCOMMODATIONS WITHOUT TAKING A STUDENT OFF OF DIPLOMA TRACK, SO THERE'S A LOT OF WORK THAT WE HAVE TO DO IN ORDER TO GET THAT DONE. SO THAT'S THE FIRST THING. THE SECOND THING IS PARTNERING.

ALSO A SPECIAL EDUCATION ON NOT ONLY THE UNIVERSAL DESIGN FOR LEARNING, WHICH REALLY LOOKS AT THE Y, HOW WE STIMULATE INTEREST IN STUDENTS THAT WE SERVE IN SPECIAL EDUCATION, WHAT WE PRESENT TO THEM AND WHAT THE CONTENT IS, AND THEN HOW WE ALLOW THEM TO DIFFERENTIATE, UM , PROVING WHAT THEY KNOW, BUT ALSO THE SPECIFIC UM SUPPLEMENTAL INSTRUCTIONAL MATERIALS THAT WE'RE GOING TO USE AND SUPPLEMENTAL INTERVENTION MATERIALS. SO WE TALKED A LITTLE BIT ABOUT MULTISENSORY APPROACHES TO READING. SO WE'RE WORKING VERY, VERY HARD WITH OUR SPECIAL EDUCATORS ON. YOU KNOW IF WE DO HAVE A STUDENT THAT'S IDENTIFIED WITH A READING DISABILITY, WE GOT TO HIT THAT REALLY HARD AND REALLY SOON WITH INTENSIVE FREQUENCY, UM LOTS OF INTENSITY AND DURATION. AND SO SOME OF THE THINGS THAT WE'RE LOOKING AT IS TRAINING IN THINGS LIKE WHAT'S CALLED ORTON GILLINGHAM APPROACH . WE HAVE THE SUNDAY APPROACH.

WE HAVE THE SPIRE APPROACH, AND THIS SUMMER WE'RE DOING SOME INTENSIVE TRAINING. ONLY ON YOU KNOW, WE KEEP TALKING ABOUT WHAT ARE WE GOING TO FOCUS ON THEM, LIKE ONE THING, WHICH IS READING IF WE FOCUS ON THAT, I THINK OUR STUDENTS WILL BE ABLE TO ACCESS THE CURRICULUM LATER AND HOPEFULLY MAYBE EXIT SPECIAL EDUCATION, NOT EVERYBODY, BUT THOSE THAT ALREADY IDENTIFIED FOR THAT. WE'RE ALSO LOOKING AT MATH, SO WE HAVE UM, SUPPLEMENTAL CURRICULUMS TO MEET OUR STUDENTS NEEDS. SOME OF THEM ARE TRANCE. MATH THE MATH, TOUCH MATH EQUALS MATH, AND THIS IS JUST LOOKING AT STUDENTS, BASIC MATH, FACTS AND OPERATIONS, LOOKING AT THE SCOPE AND SEQUENCE THAT ARE ALIGNED WITH THE STATE STANDARDS AND REALLY KIND OF REPEATING AND GIVING EXTRA HELP FOR OUR STUDENTS IN A SEQUENTIAL MANNER WHO STRUGGLE WITH MATH. AND THEN LASTLY, AS YOU KNOW, I PRESENTED LAST MONTH, ON LEAST RESTRICTIVE ENVIRONMENT AND SOME OF THE RESEARCH SURROUNDING THAT, UM AND SO WE'RE WORKING ON THAT WE DO. DATA TALKS ARE PROGRAM

[02:15:04]

SOMETIMES THE TOOLS THAT WE'RE USING BECOME OUT OF DATE AND THERE'S NEW THINGS THAT ARE AVAILABLE, SO WE'RE ABLE TO PUSH IN AND PROVIDE WITH THE SITES NEED TO KEEP THEIR PROGRAMS ON THE CUTTING EDGE. AND I THINK WHAT ELSE? WE'RE AS I MENTIONED, YOU KNOW, FUTURE BUSINESS.

LEADERS OF AMERICA AND HOST. SO THOSE ARE TWO CAREER TECHNICAL STUDENT ORGANIZATIONS. THOSE ARE NOT NATIONWIDE ORGANIZATIONS AND WHAT WE'RE LOOKING AT NOW IS ALL OF THE NATIONWIDE CTS OS ARE AVAILABLE AND HOW WE CAN INCORPORATE SOME MORE OF THOSE INTO THE PROGRAMS THAT WERE ALREADY OFFERING. SO THAT'S SOMETHING WE'LL BE SPENDING TIME ON NEXT YEAR. UM AND THEN WE'VE ALSO TALKED, HEAR A LOT ABOUT EXPANDING WORK BASED LEARNING OPPORTUNITIES, AND THAT WAS THE MAIN FOCUS OF THE CASE. 16 COLLABORATIVE GRANT. AND SO ONE OF OUR COUNSELORS ON SPECIAL ASSIGNMENT AS A PART OF THE COLLABORATIVE AT THE COUNTY WHERE THEY'RE WORKING ON THE ROLLING OUT OF THOSE INITIATIVES, AND WE'RE STARTING TO DEVELOP THOSE PARTNERSHIPS AND WE HAVE A CAREER TECHNICAL ADVISORY COMMITTEE, WHICH CONSISTS OF STAFF STUDENTS, PARENTS, COMMUNITY MEMBERS, BUSINESS MEMBERS THAT REALLY KIND OF PUT THEIR HEADS TOGETHER TWICE A YEAR ON, YOU KNOW WHAT IS INDUSTRY LOOKING FOR? HOW DO OUR PROGRAMS MEET THOSE NEEDS AND WHAT DO WE NEED TO DO TO KEEP UP WITH INDUSTRIES INDUSTRY STANDARDS SO I COULD TALK FOREVER ABOUT CTE. BUT BUT THOSE ARE SOME OF THE THINGS THAT ARE FUNDING IS USED FOR AND AGAIN EVERY YEAR. WE JUST LOOK AT WHAT OUR PROGRAMS OFFER AND HOW WE CAN CONTINUE TO GROW THOSE CAN I ASK YOU A QUESTION ABOUT THE COMMITTEE? SURE THE NORTH ORANGE COUNTY ROP SUPERINTENDENT OR ANY OF THE STAFF ON THAT COMMITTEE. THEY ARE PERFECT. THANK YOU. ALREADY HAVE STAFF. I DID? YES.

WHAT WAS THAT? WHAT'S UP? THE STAFF MEMBER OVER ESPERANTO. THEY NEEDED AN EXTRA MANUFACTURING SO THEY CAN CONTINUE TO TEACH AND THEY CAN CONTINUE TO ADD PEOPLE. UM AND

[02:20:01]

AND HE SAID THAT HE CAN TEACH, YOU KNOW ALL THE SEVEN. THERE'S LIKE MULTIPLE CLASSES AND TEACH ALL OF IT BECAUSE, YOU KNOW, HE'S LIKE HE HAS PRETTY MUCH SEVEN PERIODS AND SO YOU KNOW, BECAUSE HE HAS ADVANCED. HE HAS THIS SO HE NEEDS SOMEBODY ELSE. LIKE YOU KNOW, IF YOU DO BEGINNERS, THEN HE DOES. OR WHATEVER. I MEAN, THAT'S WHAT HE TOLD ME. SO YEAH, I'D LIKE TO TALK MORE WITH MR GILES ABOUT THAT. WE DO HAVE MR DARROCH ER THERE, TOO, WHO TEACHES THE ENGINEERING INTRO TO ENGINEERING SECTIONS TO SORT OF LOOK, LIGHTEN THAT LOAD, BUT, YEAH, THERE'S A NEED. WE WOULD DEFINITELY LOVE TO TALK ABOUT IT AND NANCY AND I HAVE LOOKED AT THE NUMBERS OF REQUESTS. SOME, SOMETIMES IT JUST IF I COULD ADD FROM THE ROP PERSPECTIVE, IT'S CHALLENGING TO GET PEOPLE THAT ARE SKILLED IN THOSE KIND OF ROLES THAT WILL COME AND TAKE THE PAY THAT WE PROVIDED A SCHOOL SO THEY CAN MAKE MORE WHEN THEY'RE OFF SITE, SO IT'S SOMETIMES IT'S REALLY HARD TO FIND THAT RIGHT PERSON. YEAH EXACTLY LIKES TO HANG OUT WITH KIDS. OH, AND ANY AGE IS FINE. FINE USED. TO WELL, THANK YOU FOR THAT ADDED INFORMATION.

THAT'S GREAT, AND WE'RE MOVING ON TO THE LAST ONE IN FOCUS AREA. ONE POINT. OH, AND THIS IS 1.12, AND IT'S GRADUATION AND COLLEGE AND CAREER READINESS. WE'VE GOT A LITTLE OVER 860 80 $64, A DATED DESIGNATED TO THIS AREA. THE INITIAL THE FIRST FEW BULLETS ARE VERY SPECIFIC TOWARDS THE COLLABORATION THAT'S HAPPENING CURRENTLY BETWEEN OUR BAND AID AND SPECIAL ED DEPARTMENT. SO MISTER REGULAR AND MRS GRAY ARE MEETING REGULARLY RIGHT NOW, AND IT'S ALL ABOUT ON HOW WE CAN ENSURE WHERE KEEPING A STRONG FOCUS ON OUR STUDENTS WITH DISABILITIES AND WE'RE WANTING TO INCREASE THE GRADUATION PERCENTAGE AMONGST THAT PARTICULAR STUDENT GROUP. SO THEY ARE WORKING VERY CLOSELY TOGETHER AND LOVE FOR THEM TO SHARE IN JUST A MOMENT ON MAYBE SOME OF THE SPECIFICS THERE THAT WE CAN LOOK FORWARD TO. ANOTHER BIG PORTION OF THIS FUNDING GOES SPECIFICALLY TOWARDS COVERING NIGHT SCHOOL AND ALL SUMMER SCHOOL PROGRAMS, WHICH ALLOWS FOR STUDENTS AT FULL CREDIT RECOVERY FOR STUDENTS NEEDING TO MAKE UP. YOU KNOW SOME OF THE CREDITS AND ONCE AGAIN THAT ALL YOUR SPEAKS TOWARDS THEIR ABILITY TO BE READY FOR GRADUATION. ANOTHER BIG PIECE HERE IS THE YOU KNOW, OBVIOUSLY, THAT'S THE STAFFING FOR THOSE PROGRAMS. AND THEN WE HAVE AN ONLINE PROGRAM APEX. IT'S A PLATFORM THAT WE PURCHASE THAT REALLY ALLOWS FOR STUDENTS WHO ARE INVOLVED IN CREDIT RECOVERY TO ACCESS THE CURRICULUM AND THE COURSES THEY HAVE TO TAKE. AND SO, YEAH, I THINK JUST MISSES A GUITAR. MRS

[02:25:02]

YOU KNOW, DON'T HAVE THAT ACCESS. SO WHAT CAN WE DO? WORKING WITH OUR SITE LEADERS ARE COUNSELORS AND THEN OUR TEAMS UP HERE TO JUST REALLY PINPOINT WHERE WE'RE LOSING THAT ACCESS AND HOW WE CAN TRY TO GROW IT WORKING TOGETHER AS A TEAM, SO I DON'T KNOW IF YOU WANT TO TAKE OVER FROM THERE, BUT YEAH, AND I CONCUR ON EVERYTHING THAT THAT, UH, THAT GINA HAS HAS INDICATED, BUT ALSO , WE'RE LOOKING AT SOME SPECIFIC DATA ON OUR GRADUATION RATE. UM AND THEN, OF COURSE, BACKWARDS PLANNING BECAUSE OF IT, BUT I'M JUST LOOKING AT SOME DATA HERE AND OUR GRADUATION RATE AND WE HAVE A LARGER GAP BETWEEN THE GENERAL POPULATION GRADUATION RATE AND SPECIAL ED AND IT WENT DOWN THIS PAST YEAR. AND SOME OF WHAT WE'VE BEEN DOING IS ANALYZING BECAUSE EVERY YEAR YOU MAY HAVE SOME STUDENTS THAT HAVE MORE COMPLEX NEEDS AND MORE SEVERE DISABILITIES, SO IT DOES TEND TO THAT RELATE A LITTLE BIT. BUT THIS YEAR WE WENT DOWN BY QUITE A FEW PERCENTAGE POINTS. AND SO WE IN THIS COMMITTEE WE REALLY TRIED TO DIVE DEEP AND SAY WHAT'S GOING ON? WHAT'S HAPPENING? WE FOUND LIKE WE GOT DOWN TO SUCH A GRANULAR LEVEL THAT WE LOOKED AT ABOUT 11 OR 12 STUDENTS. WE GOT THAT YOU KNOW, DEEP INTO IT, AND WE THOUGHT, WOW, WE SAW THAT AS A CERTAIN LEVEL. WE WERE MAKING THIS DECISION AND I THINK QUITE EARLY ON TO PUT THEM ONTO A NON DIPLOMA TRACK, AND SO SOME OF THEM WERE BECAUSE OF SEVERE BEHAVIORS. SOME OF IT WAS BECAUSE REALLY SEVERE LEARNING NEEDS AND SO DID WE NOT ADDRESS THEM THE WAY WE SHOULD HAVE, AND SO WE'VE GOT TO LOOK BACK NOW AND ENSURE BECAUSE EVERY YEAR USUALLY IF YOU LOOK AT ORANGE TEST AND SADDLEBACK LOS ALAMITOS KAPO BREA, YOUR USUALLY AROUND FOR SPECIAL ED ABOUT 84 ISH 85% WHILE WE HAVE BEEN AT 81 82, THEN WE WENT DOWN TO 74. AND SO THAT'S NOT OKAY. SO WE'RE SAYING WHAT'S GOING ON? WHY DID THAT HAPPEN? AND THERE WERE OTHER DISTRICTS A FEW OTHERS THAT WENT DOWN IN SPECIAL IT AS WELL. SO AS WE TALK ABOUT IT, SOME OF THE THINGS THAT WE'VE COME UP WITH IS AGAIN LOOKING AT A POSSIBLE OVER IDENTIFICATION FOR CERTIFICATE OF COMPLETION WAY TOO EARLY. SO THAT'S ONE AREA AND THEN, UM, REALLY TRAINING OUR STAFF ON WHO QUALIFIES FOR THAT. WHAT DOES THAT LOOK LIKE? WHEN WE MAKE THAT DECISION? WHEN DO YOU MAKE A DECISION LIKE THAT? AND HAVE WE TRIED ENOUGH THINGS PRIOR TO THAT, AND THEN REALLY HAVING? I THINK ONE OF THE BIG THINGS WE TALKED ABOUT. WE TALKED ABOUT THIS. A LOT WITH YOU IS WITH OUR IN OUR DISTRICT IS COLLECTIVE TEACHER EFFICACY, WHICH REALLY MEANS BELIEVING THAT ALL OUR STUDENTS CAN LEARN AND THAT SOUNDS SO CLICHE, BUT IT'S TRUE. SO CAN WE HAVE HIGH EXPECTATIONS FOR ALL STUDENTS, AND I THINK THE HIGHER THE EXPECTATIONS THEN IF WE BELIEVE THE STUDENT KILLER, AND THEN I THINK OUR INSTRUCTION FOLLOW SUIT AFTER THAT, AND SO IT'S LOOKING AT THAT, AND THEN REALLY LOOKING AT OUR INTENSIVE READING AND MATH SUPPORTS. AND THEN ALSO , UM, WORKING BOTH WITH OUR COUNSELORS AND OUR TEACHERS IN GENERAL ED AND OUR SPECIAL EDUCATION TEACHERS THAT SO THAT IT'S SORT OF A SEAMLESS APPROACH TO ADDRESSING OUR STUDENTS WITH THE MOST NEEDS AND ENSURING THAT THEY HAVE AS MANY OPPORTUNITIES OR AT LEAST AS CLOSE TO WRITE

[02:30:05]

BOTH OF YOU ARE FROM LOVETT CLARIFICATION WHEN YOU SAY PUTTING THEM ON A CERTIFICATE TRACK TOO EARLY. WHAT DO YOU WHAT ARE YOU SAYING IS THE LINE IT'S TOO EARLY IN LIKE MIDDLE SCHOOL, THE BEGINNING, SOMETIMES MID MIDDLE SCHOOL. LOOKING AT IT. YEAH AND THEY THEY'RE NOT REALLY EARNING CREDITS YET. AND SO THAT DECISION IS MADE, AND THESE ARE STATE CONVERSATIONS.

I'M PART OF STATE'S HEALTH, AND SOME OF THE CONVERSATIONS AT THAT LEVEL ARE ACTUALLY MANDATING. IT HASN'T HAPPENED YET, BUT MANDATING THAT YOU DON'T MAKE THAT DECISION UNTIL A STUDENT GETS TO HIGH SCHOOL WITHIN THE 1ST 30 DAYS. THERE'S EVEN TALK ABOUT THAT. SO TO LOOK AT IT A LITTLE BIT DIFFERENTLY JUST TO GIVE AN OPPORTUNITY FIRST BEFORE THAT HAPPENS. OKAY I WOULD LIKE TO JUST ASK A QUESTION. AND MAYBE MAYBE THIS IS WHAT THIS MEANS. THIS DEPARTMENT OF REHABILITATION ON PAGE 53 THE THIRD BULLET? YEAH WE WERE AT A POINT OF WHILE AGO BEFORE THE PANDEMIC THAT THE VENTURE ACADEMY STUDENTS, WE'RE GOING TO START DOING WORSE WORK BASED LEARNING, UM AND EVEN PAID INTERNSHIPS. IS THAT RELATED TO THIS? AND WHERE ARE WE IN THAT PROCESS? ARE WE KICKING IT OFF AGAIN SO THAT THEY CAN DO THAT DEPARTMENT OF REHAB IS SOMETHING THAT WE'VE EVERY DISTRICT IS INVOLVED IN, AND THEY TYPICALLY , DEPENDING ON THE SIZE OF THE DISTRICT. THEY OFFER TO COUNSELORS THAT COME AND WORK WITH JOB PLACEMENT AND CONTINUOUS ASSISTANCE FOR OUR STUDENTS WITH DISABILITIES. THEY'LL EVEN HELP WITH BOOKS, TUITION, UM, JOB COACHING JOB SEARCHING DUB JOB SECURING IF THEY IF THEY MAYBE LOSE A JOB, THEN THEY HELPED THEM TO GAIN A JOB LATER, SO THEY STAY WITH THEM FOR LIFE. THE PIECE THAT IS CHANGING IS WORKABILITY. AND SO NOW THERE'S GOING TO BE REQUIREMENT AND I BELIEVE IT'S 20. 5 2025. BUT I'LL HAVE TO DOUBLE CHECK ON THAT. THAT EVERY STUDENT MUST WE EVERY DISTRICT MUST HAVE WORKABILITY PROGRAM AND WE MUST BE PAYING OUR STUDENTS TO WORK. AND SO THAT'S SOMETHING WE ARE. WE HAVE A COMMITTEE THAT'S FORMING NOW TO LOOK AT THAT WITH REBECCA ALLEN, WHO IS, UM FUN ON WHO IS OVERSEAS VENTURE ACADEMY AND, UM , OUR GEORGE KEY PROGRAM AND SO WE'RE LOOKING AT VARIOUS WAYS AND WITH VARIOUS DISTRICTS, FOR EXAMPLE, BREA HAS A PROGRAM RIGHT NOW, SO WE WE'VE BEEN WORKING WITH THEM ON HOW WE CAN DO THAT. BUT WE HAVE. WE'RE NOT DOING THAT NOW. WE'VE BEEN LOOKING INTO IT, BUT IT'S GOING TO BE MANDATED IN A COUPLE OF YEARS. THE STATE'S GONNA REQUIRE US TO DO IT. HOW FAR AWAY DO YOU THINK WE ARE FROM? PROBABLY AS FAR AWAY AS THE STATE IS REQUIRING US TO DO IT? YEAH THERE'S A LOT THAT IS INVOLVED WITH OUR BUSINESS DEPARTMENT. UM YOU KNOW IT. WE WE'VE TALKED ABOUT THIS FOR A FEW YEARS. SO YOU KNOW, IT'S PAYING STUDENTS IS SOMETHING THAT IS A BIG DEAL , AND HOW DO WE DO THAT? IT'S NOT. IT'S NOT ANYTHING THAT WOULD BE DONE IN ISOLATION WITHOUT OUR BUSINESS DEPARTMENT . SO I'M A BIG FAN OF THAT. UM I STARTED A PROGRAM WHERE WE'VE HIRED EMPLOYEES. NPV SO I CAN HELP WITH THAT. THANK YOU. ANY OTHER QUESTIONS FOR THE SECTION. MY BUT I THINK WE'RE GOING TO GO AHEAD AND END THAT THEN FOR FOCUS AREA, ONE POINT OF IT IS TIME FOR A BREAK AND WE HAVE FOOD AND DINNER. AND SO, MR YOUNG BLOOD WE WANT TO DO 15 20 MINUTES. WHAT DO YOU THINKING? LET'S SEE. IT'S UH 7 33 NOW, SO LOTS OF, UH, WHAT DO YOU THINK? 20 MINUTES. 20 MINUTES. SOUNDS GOOD POWER THROUGH THE REST. PERFECT AND WHEN WE COME BACK, WE'LL GO STRAIGHT INTO FOCUS AREA TWO THAT WAS. OKAY FOLKS, OKAY, OKAY. ARE WE ALL BACK? WAITING ON THIS BLADES. WHICH ONE BLADE OR BLADES BOTH BOTH. I JUST DOUBLED IT. THAT'S PLURAL. OKAY? WHAT SECTION? ARE WE STARTING AGAIN? TO POINT OUT. THANK YOU. ALL RIGHT. THANK YOU, MR YOUNG, BAD FOR GETTING US BACK ON TRACK. AND ALL RIGHT. SO WE ARE STARTING WITH FOCUS AREA TWO POINT. OH, AND I THINK I SAID IT AT THE END. FOCUS AREA. ONE POINT. OH, GO ALWAYS TAKES LONGER. THERE'S A LOT IN THERE AND REALLY THE REMAINING THREE WILL GO A LOT QUICKER. ALL RIGHT, SO WE SHOULD BE NOW ON PAGE 60. SIX AND I'LL JUST DO A QUICK I'LL JUST READ THROUGH THE DESCRIPTION OF GOAL TO AND THIS IS ALL SPECIFIC TO EFFECTIVE INSTRUCTION IN LEADERSHIP.

DYNAMIC HIGH QUALITY INSTRUCTIONAL PROGRAM FACILITATES LIFE LONG HABITS OF INTELLECTUAL INQUIRY. WE ACTIVELY ENGAGED 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

[02:35:04]

AND 2.2. AND ACTUALLY, 1.1 IS SPECIFIC TO ABBOTT AND I'LL JUST GO AHEAD AND READ THE STRATEGY TO FURTHER THE USE OF ADVANCEMENT VIA INDIVIDUAL DETERMINATION THAT IS THE ACRONYM WE REFER TO AS AVID STRATEGIES IN ORDER TO EQUITABLY PREPARE STUDENTS FOR COLLEGE CAREER AND SUCCESS IN A GLOBAL SOCIETY. THE FINDING THAT WE HAVE ASSIGNED TASK IS ALL GEARED SPECIFICALLY TOWARDS PROVIDING PROFESSIONAL DEVELOPMENT TO OUR TEACHERS TO ENSURE THAT THEY ARE EQUIPPED TO PROVIDE AND TEACH. THE AVID STRATEGIES THAT ARE GEARED TOWARDS ENSURING THAT OUR STUDENTS ARE READY FOR COLLEGE AND COLLEGE READY, ESSENTIALLY. THE BEAUTY ABOUT THE AVID PROGRAM IS ESPECIALLY WHEN IT BEGINS AT THE ELEMENTARY LEVEL. IT'S ALL GEARED TOWARDS REALLY GETTING STUDENTS ONTO THAT TRACK OF FEELING AND KNOWING THAT THEY ARE COLLEGE BOUND, AND YOU'LL SEE IT AT ELEMENTARY SCHOOLS WHO ARE IDENTIFIED AND ARE CERTIFIED AVID SCHOOLS, ALL OF THE TEACHERS WHO ARE USING AND CERTIFIED IN TEACHING THOSE STRATEGIES. THEY'LL START AT THE KINDERGARTEN LEVEL, RIGHT EVEN TK WHERE STUDENTS ALREADY IDENTIFYING. YOU KNOW WHAT COLLEGE THEY'RE GOING TO GO TO? YOU KNOW WHEN THEY DO FINALLY GRADUATE SO THAT'S THE BEAUTY ABOUT THAT, BUT REALLY THE APPROACH. THE AVID APPROACH IS ALL ABOUT THE INSTRUCTIONAL STRATEGIES THAT TEACHERS USE. IT'S VERY SPECIFIC TO ENSURING STUDENTS ARE ORGANIZED. IT'S TEACHING NOTE TAKING AT A YOUNG AGE, THE ABILITY OF THE MIDDLE AND HIGH SCHOOL LEVEL. WE PROVIDE TUTORS FOR ALL ABOUT OUR STUDENTS AT THOSE AVID SCHOOLS WHO IDENTIFIED YOU KNOW WHO ARE IN NEED OF ADDITIONAL SUPPORT. AND SO A LOT OF THE FUNDING GOES TOWARDS THE PROVISION OF THOSE TUTORS. AND THEN, OF COURSE, THE PROFESSIONAL DEVELOPMENT FOR ALL OF OUR TEACHERS. EVERY YEAR. WE

[02:40:05]

OKAY SO WITHOUT WILLING TO TRY AND DO IT IS JUST COMBINED BOTH THESE ACTIONS SINCE THERE WERE A LOT OF SIMILARITIES IN THE AREA OF MATH. THIS IS VERY SPECIFIC TOWARDS R C G. I TRAINING THAT WILL BE IMPLEMENTING AND NEXT YEAR AT THE ELEMENTARY LEVEL, AND DR LEONE HAS HAS SPOKEN A LITTLE BIT BEFORE ABOUT. I KNOW MANY OF THE AT THE BOARD UPDATES YOU RECEIVED ON THE TASK FORCE THAT HAS BEEN CREATED AND WE ARE CREATING EXPERTS AT EACH OF OUR SCHOOL SITES AND EACH OF OUR GRADE LEVELS CURRENTLY TO CREATE SORT OF A TRAINER OF TRAINERS AND COMPOSED AND FOR THAT FOR NEXT YEAR, BUT WE WILL BE PROVIDING A FULL ONE DAY AT THE MINIMUM FOR ALL OF OUR TEACHERS AS PART OF THE SUMMER INSTITUTE FOR NEXT YEAR, AND THAT'S ALL TARGETED TOWARDS IMPROVING. YOU KNOW, METH ACHIEVEMENT FOR OUR STUDENTS THROUGH INSTRUCTION, AND I WILL. IF YOU HAVE QUESTIONS ABOUT THAT WE CAN PROVIDE MORE INFORMATION. BUT SPECIFICALLY HERE OR THE SELLER THE AMOUNT OF FUNDING THAT'S DEDICATED HERE GOES TOWARDS A OFFSETTING THE SALARIES FOR ALL ABOUT HOSSA'S WHO PROVIDE THE SUPPORT IN THE AREA OF MATH, SPECIFICALLY OUR ABILITY TO DEVELOP COMMON FORMATIVE ASSESSMENTS AT ALL OF OUR GRADE LEVELS. WE BRING TOGETHER TEACHERS FOR TASK FORCES, AND SO WE PAY OUR TEACHERS IN ORDER TO DO THAT WORK. IN ADDITION TO

[02:45:04]

AND SO IS THERE A WAY THAT WE CAN HAVE SOME TYPE OF GUIDELINES THAT TESTS NEED TO BE GRADED AND LIKE, YOU KNOW, OTHER STUFF OTHER SUBJECTS? UM PARENTS ARE COMPLAINING THAT THERE'S NO GRADES POSTED AT ALL. AND SO IF I MEAN, IF WE'RE ABLE TO THIS IS LIKE A LOT OF GOOD IDEAS AND STUFF, BUT IT FEELS LIKE MAYBE THE BASICS. IF WE'RE JUST LIKE LOOKING AT THE BASICS, LIKE YOU KNOW THE GRADING AND THEN YOU KNOW, POSTING A TEST, SO THE KIDS KNOW WHAT THEY'RE DOING, BECAUSE HE REALLY HAD NO HE HAD TO. HE THOUGHT HE DID GREAT. YOU KNOW THE QUIZ AND THE TEST COMES AND SO THEN NOW HE'S STUCK OVER HERE. TRYING TO BACKTRACK GOING. OKAY WHERE DID I MISS? I THINK DEFINITELY THE WHOLE POINT OF ASSESSMENT, RIGHT IS TO GIVE THE FEEDBACK TO THE STUDENTS, SO THEY KNOW WHAT THEY'VE MASTERED. AND THEN YOU KNOW, FOR TEACHERS TO BE ABLE TO INFORM THEIR INSTRUCTION IF THEY NEED TO MAKE ANY ADJUSTMENTS TO RETEACH MATERIAL, SO ABSOLUTELY, I MEAN, THAT IS AN EXPECTATION, AND SO IF WE NEED TO REVISIT SOME OF THOSE EXPECTATIONS, WE HAVE ABSOLUTELY CAD. AND OF COURSE, I THINK IT'S ALWAYS HELPFUL WHEN WE KNOW SPECIFICS AS WELL. AND IF IT'S HAPPENING, YOU KNOW IN A PARTICULAR AREA THAT WE CAN, THEN YOU KNOW, FOLLOW UP.

PARTICULARLY OF COURSE. NO, NO, IT'S NOT. GOODBYE I APPRECIATE THAT FEEDBACK THAT THAT'S DEFINITELY AN EXPECTATION. YEP. OKAY? YES. YEAH, SURE. OKAY. YEAH WE WILL. WE WILL DEFINITELY MAKE A NOTE OF THAT AND IT WILL BE SOMETHING WE CAN AND WE WILL LOOK INTO ABSOLUTELY DIFFERENT WAYS. OKAY? THANK YOU, OLIVIA. SHE WAS MY HEALTH. UM WHEN WE NEGOTIATED OUR LAST CONTRACT UM , BOTH SIDES WERE SO PLEASED BECAUSE WE HAVE PUT IN THAT CONTRACT EVERY TWO WEEKS. IT HAS TO BE KEPT UP. SO THAT ALLOWS US NOW TO HOLD TEACHERS ACCOUNT. OKAY SO AS YOU CAN SEE THE PATIENT GUIDES THAT ARE COMING AROUND. THERE'S ONE FOR EACH GRADE LEVEL, SO I THINK WE YOU KNOW THEIR THEIR SELF EXPLANATORY AND RIGHT, SO SOMEONE IS GOING TO GET A SAMPLE OF SOME GREAT LEVEL. AND SO WHAT? UM WHAT I WANTED TO SHARE WITH YOU ABOUT THIS IS THAT THEY'RE DONE FOR MATH. SO FOR ALL THE GREAT LEVELS THEY ARE COMPLETED AND SO, UM, WHAT YOU NOTICED IS THE FIRST TIME MR 2ND AND 3RD TRIMESTER. WE HAVE FOCUSED ON MAKING SURE THAT WE HAVE THE PRIORITY STANDARDS AS THE GUARDIAN. UM. THE GUIDING ASPECT OF OUR PLANNING BECAUSE WE ARE HELD ACCOUNTABLE TO THE STANDARDS. AND THEN WE CREATED AN ALIGNMENT WITH THE PRIORITY STANDARDS AND OUR FORWARD AND DISTRICT ADOPTED CURRICULUM, WHICH IS MATH EXPRESSIONS, AND THEN WE'RE ALSO FOLDING IN COGNITIVE TYPICALLY GUIDED INSTRUCTION. AND SO THAT WHAT WE CREATED FOR TEACHERS IS A TIMELINE, A PLANNING GUIDE. THAT LETS THEM KNOW WHAT TIME OF THE YEAR THEY ARE TEACHING. WHAT LESSONS WITHIN THEIR, UM ADOPTED CURRICULUM AND THEN HOW THEY CAN INFUSE COGNITIVELY GUIDED INSTRUCTION TO SUPPORT THAT LEARNING. AND SO TRULY, THIS IS AN ALIGNMENT OF ALL OF OUR RESOURCES SO THAT WE CAN MEET THE NEEDS OF STUDENTS. THANK YOU, DR LEONE AND THANK YOU FOR THE SAMPLES AS WELL. THAT'S WONDERFUL. SO ESSENTIALLY, I THINK FOR YOU KNOW MATH. AS I'VE SAID, THE PROFESSIONAL DEVELOPMENT IS REALLY WHERE THE FOCUS AND THIS TAKES TIME. IT TAKES TIME TO WE PAY OUR TEACHERS TO COME AFTER SCHOOL AND YOU KNOW, IN ORDER TO BE ABLE TO DEVELOP THAT, AND THAT'S WHERE THE BENEFIT IS OF THE WORK. UM THE VERY MUCH YOU KNOW . SIMILARLY FOR AND THE NEXT ACTION FOR SPECIFIC TO L, A SCIENCE HISTORY, SOCIAL SCIENCE IN PARTICULAR SCIENCE AND HISTORY, KNOWING THE FACT THAT

[02:50:03]

QUESTIONS ON THAT ONE. OKAY, VERY GOOD. ALRIGHT THE NEXT ONE IS PROFESSIONAL DEVELOPMENT AND YOU'LL SEE THIS AS ANOTHER JUST A REALLY BIG CHUNK OF FANS THAT ARE ASSIGNED TO THIS AND FOR GOOD REASON. OUR TOSA SALARIES AGAIN. A PORTION OF THAT COMES DIRECTLY OUT OF THIS SECTION.

AND THEN THE PREDOMINANCE OF ALL OF THE PROFESSIONAL DEVELOPMENT THAT OURS THAT WE PAY OUR TEACHERS, THE SUBSTITUTES THAT WE USED TO COVER TEACHERS IF IT'S THE PDS HAPPENING DURING THE DAY, ALL KINDS DIRECTLY OUT OF THIS PARTICULAR FUNDING SOURCE. WE ARE ANY OF THE WORK THAT WE DO DIRECTLY TOWARDS DEVELOPING OUTPACING GUIDES, WHICH DOCTOR LEONE HAS SHARED WHAT WE'VE DONE AT ELEMENTARY LEVEL. THAT SAME FOCUS IS HAPPENING AT THE MIDDLE AND THE HIGH SCHOOL LEVEL AND AGAIN WITH THAT ONE SET OF ELOPED. IT'S ABOUT GIVING THE TRAINING TO OUR TEACHERS TO ENSURE THEIR IMPLEMENTING AND FOLLOWING THOSE GUIDES TO ENSURE EVERYONE IS ON THE SCENE IS ALIGNMENT AND COHESION RIGHT ACROSS THE DISTRICT. SO THAT'S A BIG PIECE.

THERE PLC S PROFESSIONAL LEARNING. COLLABORATE YOU KNOW, COLLABORATION THAT'S REALLY THE ABILITY COMMUNITIES THAT'S ABILITY FOR OUR TEACHERS TO COME TOGETHER AT THE SCHOOL SIDE. BUT EVEN THEN, AT THE DISTRICT LEVEL WHEN WE BRING TEACHERS TOGETHER FOR A FOCUSED REASON, SUCH AS DEVELOPMENT OF PACING, GUIDES OR ASSESSMENTS, SO ALL OF THE FUNDING CANCER DIRECTLY OUT OF THIS SECTION AS WELL. THERE ARE A LOT OF THEM THERE, BUT FOR GOOD REASON. SO ANY QUESTIONS ON THAT PARTICULAR SECTION ALL RIGHT. OH YES. GO AHEAD. DO HAVE A QUESTION. I DIDN'T AGREE TO ANY TWO QUESTIONS. THAT'S BETWEEN YOU GUYS. UM. WHEN IT'S THE BOTTOM OF PAGE 75, IT SAYS, PER PROVIDE TRAINING TO STAFF ON EFFECTIVE COMMUNICATIONS WITH FAMILIES FOR THE PURPOSE OF

[02:55:03]

OKAY. ANY OTHER. I MEAN, IT WOULD ALSO BE. I THINK ORGANIZATIONS AND PARTNERSHIPS PARTNERSHIPS THAT WE DEVELOP WITH OUTSIDE ORGANIZATIONS WILL DEFINITELY BE INVOLVED THERE AS WELL. BUT I THINK THAT'S FOR US TO BE ABLE TO IMPROVE OUR STUDENTS OPPORTUNITIES. I THINK TO OUR, YOU KNOW, CTE COURSES AS AN EXAMPLE RIGHT ANY TIME THAT WE ARE, YOU KNOW, VENTURE ACADEMY AS AN EXAMPLE THAT WE WERE READY, ENCOURAGING STUDENTS TO HAVE THAT THAT EXPERIENCE IN WORKING IN THE COMMUNITY. AND DEVELOPMENT OF THOSE PARTNERSHIPS CAN ONLY BENEFIT AND HELP. I THINK FOR OUR SCHOOL SITES WHEN THEY ARE THROUGH THE CANOPY TA FUNDS RIGHT. THERE'S A BENEFIT WHEN THEY ARE, THEY HAVE ED ABILITY TO REACH OUT TO LOCAL COMMUNITIES TO, UH, YOU KNOW, JUST COLLABORATE AND WORK TOGETHER RIGHT TO INCREASE FUNDING, BUT THERE'S OPPORTUNITIES FOR STUDENTS AS WELL. IT'S A COMBINATION. I THINK OF BOTH. THANK YOU. REAL QUICK. UM CAN YOU EXPLAIN WHAT A GUARANTEED VIABLE WHAT IS THAT CURRICULUM BBC? YES. WHAT? WHAT IS THAT? JUST EXPLAIN A LITTLE BIT. GVC IS A CENTURY DISTANCE. IT'S AN AGREEMENT. IT'S A COMMON UNDERSTANDING THAT WE MAKE AS A DISTRICT AND AT EACH GRADE LEVEL ACROSS CONTENT AREAS THAT THESE ARE THE ACTUAL STANDARDS WITHIN THE MATERIAL THAT WE ARE GOING TO TEACH. AND PART OF THAT IS THAT YOU KNOW, SOMETIMES WITHIN A WITHIN A TEXTBOOK AS AN EXAMPLE, THEY MAY BE MORE MATERIAL AND CONTENT INCLUDED IN THAT. TEXTBOOK THAN A TEACHER COULD REALLY EVEN BE ABLE TO COVER THROUGHOUT THE YEAR. SO IT ALIGNS VERY NICELY WITHOUT PACING GUIDES, WHICH REALLY HELPS YOUR TEACHERS TO STAY ON TRACK THAT THEY'RE TEACHING THE SAME. THE SAME CONTENT FROM FROM THE TEXT FROM THE MATERIAL FROM THE STANDARDS, SO WE'RE NOT GETTING DUPLICATION ACROSS GRADE LEVELS AND THAT YOU KNOW, EVERYONE IS ASSESSING THE SAME STANDARDS AS WELL. SO ESSENTIALLY, IT'S AN AGREEMENT AND IT HELPS TEACHERS AND SHOW THAT THAT COVERING ALL OF THEIR EXPECTED AND REQUIRED CONTENT IN THE COURSE OF A YEAR. OKAY SO I SHOULDN'T EXPECT TO SEE I GUARANTEED NON VIABLE CURRICULUM. I'M NOT FAMILIAR WITH THAT TERM, AND I WOULD EXPECT NOT. YES THANK YOU. OH THERE'S A LITTLE BIT OF PEER PRESSURE HERE. ALL RIGHT, AND ALRIGHT AND THE LAST ONE YEAR EMPLOYEE PERFORMANCE GOALS AND EVALUATIONS AND THAT'S A BIG CHUNK OF MONEY AND THE PREDOMINANCE OF THESE FUNDS GOES DIRECTLY TOWARDS THAT'S ALL OF OUR SALARIES, RIGHT? I MEAN, WE TALK A LOT ABOUT HOW IT SEEMS TO 85% OF, YOU KNOW, ALL OF THE FUNDING GOES SPECIFICALLY TOWARDS SALARIES IN ANY DISTRICT BUDGET, AND SO A BIG CHUNK OF THAT IS SPECIFICALLY TOWARDS BOTH OUR YOU KNOW, ADMINISTRATIVE AND NOW OUT OUR TEACHER SALARIES. BUT A BIG PART OF THAT IS TO THE PERFORMANCE AND EVALUATION CYCLE. WE WORK YOU'RE DIRECTLY AND VERY CLOSELY WITH HR, AND A BIG PART OF THAT IS FOR YOU KNOW TEACHERS AND ADMINISTRATORS IDENTIFYING THEIR GOALS AT THE BEGINNING OF THE YEAR, AND THAT'S WHAT THEY'RE HELD ACCOUNTABLE TO RIGHT. AND SO IT IS OUR OUR ABILITY TO EVALUATE STAFF AT THE SCHOOL SIDE, ITS PRINCIPLES EVALUATING TEACHERS, AND SO THAT'S ALL BASED ON THOSE PERFORMANCE AND EVALUATION GOALS THAT THEY DEVELOPED. ANY MORE TO ADD TO THAT MRS BLADES. TO DISCUSS. IT WAS TRUE THAT. OH, SORRY TO DO THAT THAT WE'RE HOLDING. PEOPLE ACCOUNTABLE. I DO NEED TO SAY THAT MOST OF OUR TEACHERS NOT ONLY JUST ROUTINELY DO THAT, BUT , UM, THEY DON'T APPRECIATE IT WHEN OTHERS DON'T AND SO IT REALLY, REALLY RAISES THE WHOLE ORGANIZATION. BUT I DIDN'T MEAN TO INSINUATE HOLD TEACHERS ACCOUNTABLE AS THOUGH MOST OF THEM DO THAT. IT'S NOT TRUE. SO I JUST HOLD THE BAR FOR ONE ANOTHER EVERYONE TO MEET THAT. I LOVE THAT. IT'S NICE WAY OF SAYING THAT. ANY QUESTIONS ON THAT LAST ONE. I JUST HAD A COMMENT. UM THERE'S A LOT HERE AND FROM WHAT WE HEAR FROM THE TEACHERS IS LIKE, YOU KNOW, I MEAN, EVERY TEACHER HAS BEEN SAYING HOW OVERWHELMED THEY ARE, AND SO IS THIS LIKE, IS THIS A LOT TO IMPLEMENT? LIKE? I MEAN, THIS IS OVER THREE YEAR TIME PERIOD, BUT THERE'S JUST A LOT HERE. AND SO LIKE 2.7. I'M TALKING ABOUT THE PROFESSIONAL DEVELOPMENT AND ALL THIS STUFF ARE WE THROWING MAYBE TOO MUCH AT THEM AND LIKE, CAN WE LIKE MAYBE FOCUS ON LIKE SPECIFIC THINGS, SO THERE'S NOT THIS OVERWHELMING THING BECAUSE THERE SEEMS LIKE THERE'S A LOT AND THEY KEEP SAYING WHAT PEOPLE KEEP THROWING MORE AND MORE AND MORE STUFF ON IT LIKE CAN WE WORK ON LIKE SPECIFIC SO THEY DON'T FEEL OVERWHELMED JUST BECAUSE THEY FEEL LIKE THEY'RE JUST GETTING STUFF THROWN AT THEM LEFT AND RIGHT. AND I HAVE YOU KNOW TEACHER FRIENDS THAT LIKE WILL LEAVE GAMES BECAUSE THEY HAVE TO GO INTO THEIR CLASSROOM ON SUNDAYS. AND IT'S JUST KIND OF YOU KNOW, YOU WISH

[03:00:03]

THAT'S A THEORY GOES HAND IN HAND. YOU'RE ABSOLUTELY RIGHT. RIGHT? YEAH. HMM. EITHER. BOTH VERY VALID COMMENTS FROM BOTH OF YOU. THANK YOU FOR THAT. ALL RIGHT. WE'RE GOING TO GO AHEAD AND MOVE ON TO FOCUS AREA THREE POINT. OH, IF EVERYONE IS GOOD ALL RIGHT. AND THIS IS ENGAGED COMMUNITY. UH THE SPECIFIC FOCUS . YES, STAKEHOLDERS PLAY A VALID ROLE IN THE EDUCATIONAL PROCESS . WE VALUE OPINIONS AND FEEDBACK AND SEEK TO INVOLVE THEM IN DECISIONS THAT IMPACT THE EDUCATION OF OUR STUDENTS, AND WE ESTABLISH A CULTURE THAT ENCOURAGES POSITIVE RELATIONSHIPS AMONGST OUR STUDENTS, STAFF AND PARENTS AS WELL AS EDUCATIONAL, BUSINESS AND COMMUNITY PARTNERS. ALL RIGHT. AND THEN THE OBVIOUSLY AT THE BOTTOM OF THAT WE START WITH OUR METRICS AND REPORTING RESULTS. GRADUATION IS A PART OF ENGAGED COMMUNITY BECAUSE WE KNOW THAT STUDENTS WHO GRADUATE ME TO BE ENGAGED, AND SO THAT MAKES ABSOLUTE SENSE. WE'VE GOT OUR YEAR ONE AND YEAR TWO OUTCOMES WITH OUR MOST KAREN GRADUATION RATE OF 95.7 JUST FOR REFERENCE OUR COUNTY. EVERY JAZZ 92.7 AND I'LL STATE AVERAGES 86.5% SO WE'RE DEFINITELY WELL ABOVE. ALSO INCLUDED TERRORISTS , THE DROPOUT RATE, WHICH I'D SHADE IN THE SLIDES WITH THAT WE BEGAN OF MIDDLE AND HIGH SCHOOL , WE HAVE QUITE A BIT OF PARENTS SURVEY DATA HERE AND YOU KNOW, ONE THAT WE PARTICULAR LOOK AT IS AMONG FROM APPEARANCE THAT THEY ARE AWARE THAT THE SCHOOL DISTRICT OFFICE PARENT EDUCATION , AND SO YOU CAN SEE THE RESULTS THERE FROM HERE. 12 YEAR TWO.

AND IN THE LAST ONE IS THE LOCAL INDICATOR THAT WE USE FOR PARENTS AND FAMILY ENGAGEMENT TO ENSURE HOW WE ARE ENGAGING ALL OF OUR VARIOUS EDUCATIONAL PARTNERS AND STAKEHOLDERS. AND SO THERE TOO. YOU CAN, YOU KNOW, GET A SENSE THAT WE ARE RATED AT. YOU KNOW THAT WHOLE IDEA OF BUILDING RELATIONSHIPS, EITHER. A FOUR OR FIVE IS EXACTLY WHERE WE WANT TO BE. AND I THINK THAT'S SOMETHING THAT WE PRIDE OURSELVES ON. AND YOU KNOW, I SHARED THAT SLIDE AT THE BEGINNING OF THE SESSION, PARTICULARLY TO SHOW YOU KNOW ALL OF THE VARIOUS ADVISORY COUNCILS THAT WE INCLUDE, AND THAT'S NOT JUST ONCE FOR THE AL CAPP. YOU KNOW, WE MEET WITH THEM ON A REGULAR MONTHLY BASIS. AND SO, YEAH, SO THAT'S SOMETHING THAT WE FEEL EXTREMELY PROUD OF. ALRIGHT TO 3.1 IS SPECIFIC TO ADVISORY GROUPS, AND IT'S NOT A LOT OF FUNDING.

THAT'S THAT'S THERE, BECAUSE ESSENTIALLY THAT GOES TOWARDS PROVIDING FOOD AND AT THOSE MEETINGS IF WE'RE DOING HANDOUTS AND MATERIALS, YOU KNOW IT'S ABOUT ENSURING THAT WE HAVE MONEY FOR THAT. BUT ESSENTIALLY , YOU KNOW, THIS IS OUR TEACHER AND CLASSIFIED ADVICE ADVISORY GROUPS THAT WE MEET WITH. WE HAVE A HIGH SCHOOL STUDENT ADVISORY GROUP COMMUNITY ADVISORY GROUP, WHICH IS CREATED OUT OF ONE OF ONE PARENT REPRESENTATIVE FROM EACH SCHOOL

[03:05:04]

BUT THAT WAS A PROGRAM I THOUGHT THAT WAS REALLY KIND OF INNOVATIVE AND THAT FED A LOT OF STUDENT ENGAGEMENT AND IT FIXES A LOT OF THE THINGS THAT WE'VE TALKED ABOUT JUST ACROSS THE BOARD, SO I DON'T KNOW IF THAT'S EVER BEEN, HAVEN'T NO, I HAVEN'T HEARD OF IT, BUT I THINK WE'D LOVE TO LEARN MORE ABOUT IT. I HAVE SOMEBODY SENT IT TO ME. AND SO I HAVE THE PRESENTATION OF IT . SO I'LL GET THAT TO YOU GUYS BECAUSE THAT WAS THAT WAS REALLY PRETTY SMART, AGREE AND AS FAR AS INCLUSION GOES, ABSOLUTELY. THERE'S LOTS OF KIDS CONNECTION . I MEAN, THERE'S SO MANY LEVELS THAT THAT WOULD ADDRESS SO THAT IT WOULD FALL AND ENGAGEMENT AND SO OKAY IN THERE, BUT, YEAH, MORE INFORMATION. THAT WOULD BE GREAT, AND WE'LL MAKE A NOTE OF IT TO FOLLOW UP. THANK YOU FOR THAT. ALRIGHT THE PARENT EDUCATION PART I'M GOING TO TURN THAT OVER TO MR MCALINDEN TO SPEAK TO DO YOU HAVE? THANK YOU . WE DO HAVE A NUMBER OF AS YOU AWARE WE HAVE A COMPREHENSIVE PARENT UNIVERSITY PROGRAM THAT HAS A NUMBER OF DIFFERENT, UM, CLASSES THAT ARE OFFERED THROUGHOUT THE YEAR. AND I KNOW WE'VE WE'VE TALKED OVER THE YEARS ABOUT WHETHER WE HAVE THEM CENTRALIZED HERE AT THE DISTRICT OFFICE OR PUSHING THEM MORE TO THE SCHOOL COMMUNITIES, AND WE'VE DONE BOTH DIFFERENT LOCATIONS OVER AT THE P D. A DONE HERE AT THE DISTRICT OFFICE. WE'VE DONE THEM AT DIFFERENT SCHOOL SITES. JUST TO GIVE PARENTS MORE ACCESS, AND WE'VE EVEN EXPANDED OUR ONLINE OFFERINGS AS WELL. SO PARENTS THAT JUST DON'T HAVE THE TRANSPORTATION OR JUST CHILDCARE OR ANYTHING LIKE THAT THEY CAN STILL PARTICIPATE IN THOSE. SO WE'VE OFFERED A NUMBER OF PARENTING CLASSES THIS YEAR AND AREAS OF ACADEMICS, PARENTS SUPPORTS AND PARENTING RELATED KIND OF CLASSES. WE HAVE TWO COMING UP ON CYBER BULLYING. UM AND ALSO ONE ON THE DANGERS OF FENTANYL RISK AND THAT SORT OF THING, SO WE HAVE THAT COMING UP TO SHARE WITH FAMILIES AND EXCITED TO CONTINUE TO OFFER THOSE SPANISH AND ENGLISH WERE USUALLY OFFER THEM INTO DIFFERENT LANGUAGES. THANK YOU, MR MCALINDEN. HOW'S THE HOW'S THE, UM THE AMOUNT OF PEOPLE SHOWING. HOW'S IT? HOW'S THAT DEPENDS ON THE TOPIC. UM AND WE ALSO KNOW THAT IT ALSO DEPENDS ON WHETHER IT'S IN PERSON VERSUS REMOTE REMOTE SEEMS TO GET A HIGHER PARTICIPATION RATE. PROBABLY CONVENIENCE. UM BUT IT REALLY DEPENDS ON THE TOPIC.

WE'VE HELD THEM HERE IN THIS VERY ROOM WITH AS MANY AS 100 100 PEOPLE THAT SHOW UP AGAIN, THE ONLINE PARTICIPATION IS USUALLY MUCH GREATER. SOME OF THE ONLINE CLASSES ARE ALSO OFFERED THROUGH THE ORANGE COUNTY DEPARTMENT OF ED. SO WE ADVERTISE THEM IF IT'S A TOPIC THAT WE THINK OF IS OF INTEREST TO OUR PARENTS. SO IT'S REALLY HARD TO GAUGE HOW MANY R P Y EL FAMILIES VERSUS JUST FAMILIES AROUND THE COUNTY, BUT THEY'RE USUALLY PRETTY WELL ATTENDED, AND USUALLY PARENTS WHO WANT ACCESS ARE ABLE TO GET ACCESS. THANK YOU. OKAY I HAVE A COUPLE OF QUESTIONS ARE SUGGESTIONS IN THIS AREA. ARE WE DOING? ENGLISH CLASSES? FOR PARENTS. WE DO OFFER THAT WE'LL GO AHEAD. NOT AT THIS TIME. WE ORIGINALLY WERE , UM, BUT WE ARE LOOKING INTO THAT BECAUSE WE HAVE HEARD FROM OUR FAMILIES THAT THAT IS AN INTEREST. THEY WERE. THEY WERE DISCONTINUED DURING COVID. AND SO IT WOULD BE ABOUT DR SPACE. WHAT IS THIS IS ADDING THAT TO EXPLORE BECAUSE I'VE NOTICED THOSE SIGNS OF DISAPPEARED AND I WAS LIKE, ESPECIALLY WITH SO MANY INCREASE IN ENGLISH ENGLISH LEARNERS COMING INTO OUR SCHOOL. I THINK THAT WOULD JUST BE REALLY HELPFUL TO SUPPORT THE FAMILIES. AND THEN IT JUST CONTINUES. AND THEN THE OTHER THING. UM ARE WE DOING CLASSES FOR LIKE? READING SKILLS OR PHONICS FOR OUR YOUNGER, UM LIKE K THROUGH SECOND. PARENTS WANT ME TO TAKE THAT ONE. SO WE HAVE A PLAN FOR THIS NEXT YEAR, WHICH

[03:10:05]

WE WANT TO KNOW. OKAY DO I WANT I WANT YOU TO KNOW. I KEPT ANOTHER SET OF HANDOUTS DOWN HERE. SO IDEA. REFRAINED. UM YES . SO THE EXCITING PART THAT WE HAVE IN THE PROFESSIONAL DEVELOPMENT THAT WE'RE OFFERING OUR TEACHERS IS THAT WE HAVE ESTABLISHED TO PARTNERSHIPS WITH TWO UNIVERSITIES. YOU C L A AND U C. IRVINE. AND SO BUILDING THAT PROFESSIONAL DEVELOPMENT FOR TEACHERS AND THOSE OPPORTUNITIES. THERE IS CERTAINLY A COMPONENT AND WITH LITERACY BEING THE FOCUS WITH ORANGE COUNTY DEPARTMENT OF ED, THERE IS A PIECE TO ALSO ADD PARENT. UM PARENT CLASSES. SO IF YOU WANT, YOU KNOW WHAT TO LEARN THE FOUNDATIONS OF READING THE YOU KNOW THE BUILDING BLOCKS AND THE PROGRESSION OF READING. THAT IS SOMETHING WE CAN CERTAINLY, UM FOLD INTO THE FOCUS NOW BEING, YOU KNOW, CHOIR TEACHERS TO BE ABLE TO PROVIDE THOSE OPTIONS IF THEY WANT TO BE A PART OF IT AND THE ONE DAY REQUIRED, BUT WE'RE OFFERING A SERIES OF, UM, THE FOUR READING AS WELL AS MATH, AND SO WE CAN CERTAINLY BRING OUR PARENTS. I MEAN, IT'S KNOWLEDGE THAT THEY CAN HAVE AS WELL. FOR HOW TO HELP SUPPORT THEIR CHILDREN AND READING AT HOME. I THINK WE SHOULD INVITE THE PARENTS. JUST BECAUSE THEY ARE OUR GREATEST ASSET AND WE NEED TO, UM ARM THEM PARTNER WITH THINGS WITH WITH THE SKILLS SO THAT THEY CAN REALLY SUPPORT WHAT'S GOING ON AT SCHOOL. THANK YOU EXCITED. ALL RIGHT. THANK YOU FOR QUESTIONS. ALRIGHT. THE NEXT ONE IS OUR FAMILY RESOURCE CENTER, AND THE FUNDING HERE GOES DIRECTLY TOWARDS THE PAYMENT OF THE SALARIES FOR THE STAFF WHO RUN THAT AND PROVIDE THE SUPPORT TO OUR STUDENTS. AND I KNOW THAT'S COME UP SEVERAL TIMES. SO ANY QUESTIONS ON THE FAMILY RESOURCE CENTER? I HAVE ONE, OKAY? ON PAGE 90. IT TALKS ABOUT HOW WE THERE'S NO METRIC LISTED IN THE EL CAP FOR MEASURING THE SIMPLE OCCASION AND, UM. AH OKAY . 3.3 AND I WAS JUST WONDERING.

IS THIS SOMETHING THAT WE NEED TO START TRACKING SO WE CAN HAVE A BETTER IDEA OF HOW OUR FAMILY RESOURCES USED AND HOW TO, YOU KNOW, LIKE BETTER GEAR OUR RESOURCES TO MEET THOSE NEEDS LOVE THAT IDEA. IT COULD EVEN BE A QUESTION WE ADD TO OUR STAKEHOLDER SURVEYS RIGHT TO CAPTURE AT HOW MUCH IT IS BEING UTILIZED. LOVE THAT. NO JUST TO PICK YOU BACK FROM THAT BECAUSE I'VE HAD THE PLEASURE OF WORKING WITH THEM, AND THEY'RE SUPER EAGER TO START MEASURING EXPERIENCE. PART OF SOMETHING WILL BE BRINGING FORWARD TO YOU IS A WAY TO GATHER ALL THAT OPERATIONAL AND EXPERIENTIAL DATA IN ONE PLACE. BUT IN TALKING WITH JOHN MATTSON AND THEM THEY ARE SO EAGER TO FIND OUT, YOU KNOW, ARE THE RESOURCES MAKING A DIFFERENCE. BECAUSE UTILIZING THEM AND REALLY DIPS, STICKING THAT PERCEPTION INFORMATION. SO UM, IT FILE FILES PERFECTLY IN LINE WITH THAT SUGGESTION. THANK YOU SO MUCH. ALRIGHT AND THE NEXT ONE.

LET'S SEE HIS COMMUNICATION AND IT'S NOT A LOT OF FUNDS ASSIGNED TO THAT. BUT THIS REALLY SPEAKS TO, YOU KNOW THE MANY WAYS THAT WE SHARE AND DISTRIBUTE AND KEEP OUR OUR COMMUNITY MEMBERS AND FAMILY MEMBERS INFORMED AND ALSO HOW WE MAKE THAT TWO WAY. TWO WAY COMMUNICATION MAN HOW WE GATHER FEEDBACK AND INPUT FROM THEM. PARTNERSHIPS I THINK TIES IN VERY NICELY WITH THAT. AND AGAIN. I THINK IT SPEAKS TO YOUR QUESTION EARLIER, ANDERSON BUT YOU KNOW HOW WE DEVELOP AND MEET REGULARLY WITH OUR ADVISORY GROUPS, NUMBER ONE, AND THEN JUST, YOU KNOW, PROVIDING WORK BASED LEARNING OPPORTUNITIES FOR OUR STUDENTS. WE MEET REGULARLY AS AS A WE HAVE A CTE ADVISORY COUNCIL THAT REALLY IT'S INTENDED TO INVOLVE. OUTSIDE BUSINESSES AND ORGANIZATIONS WITHIN THE COMMUNITY AGAIN JUST TO PREVENT PROMOTE THAT SENSE OF COLLABORATION AND PARTNERSHIP.

AND THEN RADIATES SURVEYS THAT SOUTH STAKEHOLDER SURVEYS THAT WE SEE NOT EVERY YEAR AND THAT THE PREDOMINANCE THE COST THERE . IT'S NOT ABOUT DISTRIBUTING THE SURVEYS, BUT ONCE WE GET THE INFORMATION, IT'S ABOUT CALIBRATING AND LOOKING FOR THE THEMES AND ACTUALLY PULLING OUT, YOU KNOW, AND ANALYZING THEM PULLING OUT THE DATA THAT WE NEED TO GET SO WE CAN INFORM PLAN. ANY QUESTIONS ON ANY OF THOSE. ONE MORE OF A COMMENT ON THE COMMUNICATION. UH THERE WAS A COMMENT MADE. ABOUT SOMEBODY SAID SOMETHING ABOUT GETTING NOTIFIED ABOUT UH LIKE BOARD

[03:15:04]

[03:20:06]

WE DO ASK THE FOLLOW UP QUESTION . SO WE HAVE THAT DATA, BUT AND THAT IS ALSO I BELIEVE SITE SPECIFIC AND WE'RE STILL YOU KNOW, GATHERING AND ANALYZING THE SITE, THE SITE DATA.

TERRIFIC OKAY, SO WE HAVE TWO YEARS OF THE END, BUT IT'S A NARRATIVE. IT'S A FILL IN THE BLANK. EXPLAIN THIS TO US. GOTCHA. STEP SEVEN. I. VERY UNLIKELY, SURE, SOMEWHAT. SO WE HAVE THE DATA. WE JUST NEED TO AGGREGATE IT BECAUSE I MEAN THAT'S A HUGE KEY FOR US TO UNDERSTAND WHAT THAT MEANS THE ANSWERS BECAUSE I DOWNLOAD JENNIFER REPORT TOPIC. IT'S ALL MEDIA RELATED OFFICER'S SAFETY. MORE SAFE. THAT I MEAN, THAT'S SUPER HELPFUL. AWESOME WHEN WE HAVE THAT DATA, WE WILL GO AHEAD AND SHARE THAT WITH YOU. ONCE WE'VE GOT IT IN A FORMAT WE CAN.

AND IF YOU CAN, JUST LIKE, SUMMARIZE IT WITH A THEME JUST LIKE THAT, LIKE, WHAT ARE THE THAT'S A BIG MAJOR THEMES? YEAH, MAJOR THEMES. YEAH. THAT'S THAT'S A GREAT DEFINITION. WELL THAT IT COULD BE WHAT COULD BE SO MANY THINGS THAT'S SUPER HELPFUL. YEAH. WE CAN CERTAINLY PULL THAT TOGETHER AND THEN MAYBE REPORT BACK OUT TO WHAT THAT LOOKS LIKE IT MAY BE CATEGORIZED BY THEMES. LET'S MCALINDEN UM, THAT NOTE. ALRIGHT WELL, THE ACTIONS SPECIFIC TO THIS ARE UNDER MR MCCALL LINDENS AREA OF OVERSIGHT, SO I'M GOING TO TURN IT OVER TO HIM FOR ACTION 4.1 THROUGH 4.6 FOR EACH AREA. I'LL JUST HIT SOME OF THE HIGHLIGHTS SOME OF THE THINGS THAT MAYBE NEW THIS YEAR THAT WE HAVEN'T DONE IN PRIOR YEARS FIRST ONE. OBVIOUSLY THERE'S AN ED CODE REQUIREMENT THAT ALL SCHOOL SITES MAINTAIN A COMPREHENSIVE SAFETY PLAN TO ENSURE COMPLIANCE. WITH THE EDUCATION CODE, AND THAT'S DEVELOPED TEACHER AND UPDATED WITH INPUT FROM STAKEHOLDERS, INCLUDING PARENTS AND JUST TO TALK ABOUT THE SOCIAL CLIMATE OF THE SCHOOL AS WELL AS THE PHYSICAL ENVIRONMENT OF THE SCHOOL. SO THOSE ARE THOSE ARE DONE ANNUALLY WE DID THIS YEAR. BEGIN THE PROCESS OF REPLACING OUR AIDS. WE'VE HAD AIDS ON OUR CAMPUSES FOR MANY YEARS NOW, I THINK GOING SOME 7 TO 10 YEARS AND SOME OF THOSE BLESS YOU.

SOME OF THOSE AIDES ARE REACHING THE END OF THEIR SHELF LIFE. SO WE'VE BEGUN THE PROCESS OF REPLACING MANY OF THOSE. WE HAVE 58 OF THEM DISTRICT WIDE, SO THOSE ARE ALL MAINTAINED AND WITH THE PADS AND THE BATTERIES AND ALL THAT AND MAKE SURE THAT THEY'RE IN GOOD WORKING ORDER IF WE NEED THEM, AS YOU WOULD IMAGINE, OVER 7 TO 10 YEAR PERIOD, THOSE AIDES HAVE ADVANCED IN THEIR TECHNOLOGY, AND SO WE HAVE REPLACED THE BULK OF THOSE WITH THE REST OF THEM COMING NEXT YEAR. AND THEN STARTED TO SWAP OUT THE OLD ONES WITH ARE NURSES TRAIN ON WHEN WE OFFER OUR CPR TRAINING TO OUR STAFF TO MAKE SURE THAT THEY'RE WELL EQUIPPED TO USE THOSE THOSE CURRENT MODELS, AND SO WE'VE MADE A SIGNIFICANT INVESTMENT. THAT'S SO A LOT OF THAT COST IS FOR THE AID REPLACEMENT. UM WE ALSO PART OF THOSE FUNDS IS TO, UM WE DO HAVE A CONFIDENTIAL TEXT TO TIP LINE THAT IS AVAILABLE AT THE SECONDARY LEVEL AT THE MIDDLE OF THE HIGH SCHOOLS WITH A UNIQUE NUMBER TO EACH INDIVIDUAL SCHOOL THAT GIVES KIDS AN OPPORTUNITY TO REPORT ANY ISSUES ON CAMPUS THAT IMPACT SAFETY OR ANYTHING THAT THEY'RE CONCERNED ABOUT. THOSE

[03:25:04]

UM. CAN I SEE THOSE SIGNS ALL OVER THE PLACE? HOW OFTEN IS THAT UTILIZED? HIT QUITE A BIT ABUSED. NO GOOD. IT'S NOT ABUSED . THERE ARE TIPS THAT ARE GIVEN THAT SOMETIMES AREN'T NECESSARILY EMERGENCIES. KIDS WANT TO MAKE US AWARE OF SOMETHING THAT MAY BE GOING ON ON CAMPUS. UM SOMETIMES WE GET JUST REALLY INTERESTING TIPS THAT KIDS GIVE US A FOLLOW UP ON. UM BUT SOMETIMES THEY ARE SAFETY RELATED VERY MUCH OF A FIGHT THAT'S GOING TO HAPPEN OR MAYBE A SOMETHING THAT THEY SAW RELATIVE TO YOU KNOW, SOME SORT OF SAFETY RELATED ISSUE THAT THEY WANT TO MAKE SURE THAT THEY LET US KNOW ABOUT. SO. SO. YES MAYBE. GINA YOU JUST SAYING CERTAINLY THIS SPERANZA YOU I WOULD JUST SAY WHAT IF I WAS A P IN CHARGE OF DISCIPLINE WHEN THEY FIRST CAME OUT? SO LUCKY ME. UM THERE WAS TEST STUDENTS LIKE TO TEST IT FIRST TO SEE YOU KNOW IF SOMEONE REALLY CHECKING IN AND WHAT IF I SAY THIS, BUT I THINK IT'S JUST NOW IT'S KIDS ARE USED TO IT. IT'S WHAT THEY HAVE IN THEIR SCHOOL SITES HAS BEEN AROUND LONG ENOUGH THAT YOU KNOW, YOU GET THE OCCASIONAL OFF. MESSAGE, BUT FOR THE MOST PART, IT'S REALLY IT'S REALLY A SAFE WAY FOR KIDS TO FEEL LIKE THEY CAN REPORT SOMETHING, AND I FOUND IT TO BE REALLY EFFECTIVE AT MY SCHOOL. THE TALK ABOUT IT IN THE BEHAVIOR ASSEMBLIES AT THE START OF THE YEAR WHEN THEY GO OVER RULES AND EXPECTATIONS WITH OUR STUDENTS, THEY'LL LET KIDS KNOW THAT THIS IS THE NUMBER TO USE ITS SPECIFIC TO YOUR SCHOOL SITE, AND THEY ALSO BELIEVE IT PRINTED HIM ON THE BACK OF THE EID THE STUDENT ID CARDS ON THE BACK SIDE, THERE'S A SUICIDE PREVENTION HOTLINE ON THE BACK. AS WELL AS I THINK A DOMESTIC VIOLENCE HOTLINE AS WELL AS THE SPECIFIC TEXAS TECH MEMBER TO THEIR PARTICULAR SCHOOL SITE, AND EVERY EVERY SECONDARY SCHOOL HAS THEIR OWN UNIQUE NUMBER. OTHERWISE WE HAVE DIFFICULTY TRACKING IT, SO THEY ALL HAVE THEIR OWN NUMBER. AND YOU SAID WE ARE NOT USING THESE AT THE MIDDLE SCHOOL SITES, THE MIDDLE SCHOOL AS WELL, MIDDLE AND HIGH SCHOOL ELEMENTARY QUESTIONS, NOT ELEMENTARY. SO REAL QUICK, MR MACKLIN AND THE CPR FOR STAFF. I GET THAT THAT'S KIND OF LIKE A, UM REQUEST. IF SOMEBODY WANTS TO TAKE THE

[03:30:05]

SO IS THAT SOMETHING IN WHICH THIS BUDGET WOULD BE ABLE TO PROVIDE NOT NECESSARILY WITHIN THESE FUNDS? I DON'T I KNOW THAT WE'VE EXPANDED CAMERAS TO THE MIDDLE SCHOOL LEVEL FOR EXTERIOR USE FOR THE MOST PART OF MR POWELL WANTS TO COME DEEP IF YOU WOULD, MR JOHN GIORDANO. WE DO.

AH EACH YEAR WE GO THROUGH AND OUR MAINTENANCE FACILITIES TEAM GOES OUT AND DOES CITE WALKS FOR ALL OF OUR CAMPUSES, SO THEY MEET WITH THE PRINCIPAL AND OTHER SCHOOL SITE STAFF. AND WE'LL TALK ABOUT THE NEEDS FACILITY NEEDS AT EACH SITE, AND SO THEY DID GATHER SOME DATA ABOUT SECURITY CAMERAS, AND WE BUILT THAT INTO OUR PROJECT LIST THAT WILL BRING TO EXECUTIVE CABINET TO TAKE A LOOK AT. BUT YEAH, THE PLAN WOULD BE TO ADD CAMERAS AND CERTAIN STRATEGIC LOCATIONS. PARKING LOTS IN THE HIGH SCHOOLS WAS A BIG AREA THAT WE WERE LOOKING AT AT AND SOME AND THEN SOME THROUGHOUT THE CAMPUSES, WHILE DIFFERENT AREAS THAT JUST DIDN'T HAVE COVERAGE.

YEAH. CORRECT. IT IS IT'S DIFFERENT FACILITIES FUNDING AND SO IT'S NOT INCLUDED HERE. YES.

I WAS JUST KIND OF LOOKING AT THIS LIST THAT HAS THE STUFF THAT'S NOT IN HERE AND IN THAT SAME FACILITIES THERE. SO THE WE TALKED ABOUT AUTOMATIC DOORS AND BUZZING SYSTEM AT GEORGE KEYS, BUT THAT'S THAT WOULDN'T BE EL CAP THAT THE OTHER FUNDING OKAY, THAT'S OUTSIDE OUTSIDE OUTCOME.

[03:35:03]

RELATED AND SO THAT'S SOMETHING THAT WE'RE LOOKING AT RELATIVE TO NOT ONLY MAKING THAT MORE CONSISTENT ACROSS THE BOARD BUT MAKING SURE THAT OUR SCHOOL SITE STAFF ARE TRAINED PROPERLY ON ON THAT APPROACH, SO THAT WE CAN HOPEFULLY CHANGE THAT PATTERN OF BEHAVIOR. UM WE ALSO, UM,

[03:40:01]

BUT, UM, YEAH, BUT TO GET THEM THERE TO ACTUALLY GET OUT THERE , AND WE GENERALLY DON'T GIVE KIDS RIDES, BUT WE DO DO A LOT OF HOME VISITS TO FIND OUT WHAT'S HAPPENING. WITHIN THE HOME AND OFTENTIMES WERE INVITED BY THE FAMILY. WHO'S HAVING DIFFICULTY GETTING THE STUDENT TO COMPLY WITH THEIR DIRECTIONS TO GET OUT OF BED AND GET GOING SO SOMETIMES IT'S UM IT'S MUCH MORE THAN JUST A NON COMPLIANCE ISSUE. SOMETIMES THEY'RE VERY SERIOUS MENTAL HEALTH ISSUES THAT ARE CONNECTED TO IT, AND THE PARENTS JUST DOESN'T HAVE THE WHEREWITHAL TO BE ABLE TO KNOW HOW TO NAVIGATE THAT. SO WE WORK IN PARTNERSHIP WITH THEM THROUGH OUR WHETHER IT'S THROUGH CARE SOLACE WHETHER IT'S THROUGH, ROUTING THEM THROUGH A COMMUNITY RESOURCE. WHETHER IT'S JUST GETTING A STUDENT TO KNOW WHAT THEIR PLAN IS TO GET THEM BACK FOR PART OF THE DAY AND THEN GRADUALLY BUILD ON THAT, SO WE DO QUITE A FEW HOME VISITS, NOT ONLY AT THE DISTRICT OFFICE LEVEL THROUGH STUDENT SERVICES, BUT ALSO THROUGH THE SITE LEVEL, JUST GOING OUT AND TRYING TO TRYING TO ENGAGE A STUDENT IN A DIFFERENT WAY TO GET THEM TO COME. THANK YOU, BUT IT'S NEEDS ARE SO FAST. I MEAN, IT'S AND HOW THEY'RE PRESENTING THEMSELVES AS VERY, VERY VAST.

BUT I LIKE THE IDEA OF MORE MONEY IN THIS AREA, THOUGH, TO LOOK AT THAT. IT'S GONNA TALK TO DAVE. CONFERENCE. IT'S OUR BOARDS. WILL DAVE, COME ON LIKE IT? I LIKE I LIKE THIS GUY NEXT TO ME. OKAY YOU SAY FOCUS HOME, OKAY, THAT HOME STRETCH, OKAY. WELL OBVIOUSLY THE NEXT AREA IN THE AREA OF 4.5, WHICH IS, UM, AN AREA THAT THERE'S A CONSIDERABLE AMOUNT OF FUNDING FOR REALLY HAS TO DO WITH OUR MENTAL HEALTH SUPPORT. AND YOU KNOW THIS. OUR BOARD HAS IN OUR DISTRICT HAS REALLY DOUBLED DOWN IN THIS AREA AND INVESTED A CONSIDERABLE MONEY. REALLY WITH THAT INTENT OF INTERVENING FOR THOSE MENTAL HEALTH NEEDS AND IT DOES COVER THINGS LIKE OUR OUTREACH CONCERNED PROGRAM, WHICH, YOU KNOW, I THINK, 100 AND $44,000 OF THAT MONEY THAT JUST HELPS AT THE ELEMENTARY LEVEL. WE HAVE WELLNESS SPECIALISTS. WE HAVE COUNSELORS , BOTH REALLY K 12 ALL LEVELS AND THAT'S WHAT THE BULK OF THIS IS FOR IS FOR STAFF MENTAL HEALTH. PROVIDED STAFF SO REALLY IS A TESTAMENT TO THE COMMITMENT FROM THIS BOARD TO REALLY PROVIDE THOSE SERVICES FOR OUR FAMILIES. I JUST HAVE A COMMENT ON THAT. I'M REALLY EXCITED ABOUT THE ADDITIONAL TYPE ER, HEALTH CLERKS AT SCHOOLS TO IMPROVE HEALTH. DIRECT HEALTH SERVICES TO STUDENTS. UM. MY MOTHER IN LAW, YOU KNOW, WAS A SCHOOL NURSE HERE IN THIS DISTRICT MANY YEARS AGO, AND I RAN ACROSS, UH, A PARENT IN THIS DISTRICT, AND SHE WAS TALKING TO

[03:45:01]

I THINK THAT ALSO KIND OF I WAS GOING TO SAY. DOES THIS SPILL OUT? SPILL UP INTO THAT CHRONIC ABSENTEEISM ISSUE THAT YOUR STORY ANSWERS MY QUESTION? YEAH, NO DOUBT ABOUT IT. SO USE SOME OF THAT MONEY. OKAY I HAVE SOMETHING. UM, BUT I WAS GONNA POINT OUT ON THE. AND THE SOCIAL, EMOTIONAL LEARNING I WAS . YOU KNOW, I HAVE TO BRING THAT UP. CAN WE BE MORE TRANSPARENT TO OUR PARENTS LIKE WHAT THAT MEANS AND WHAT THE PROGRAM IS, BECAUSE, AS YOU SEE SOCIAL MARSHALL LEARNING HAS BEEN ABSOLUTELY BY THE MEDIA BY ALL THIS STUFF, AND SO IF WE'RE GOING TO BE USING SOCIAL MARSHALL LEARNING, CAN WE LIKE, GIVE A PARENT LIKE GIVE THE PARENT WHAT THE DEMONSTRATION IS AT THAT LEVEL? IT'S CLEARLY DEFINED SO THEY DON'T THINK WHATEVER IS LIKE LOCKED IN SOCIAL MARTIAL ARTS BECAUSE I'VE SEEN WHAT THE ELEMENTARY IS. AND IT'S FINE. BUT YOU KNOW, AND THEN THEY START TO MOVE, BUT I THINK WHERE IT GETS A LITTLE DICEY FOR PEOPLE IS WHEN IT STARTS TO MOVE INTO THE MIDDLE SCHOOL AND HIGH SCHOOL. SO IS IT LIKE ARE WE ABLE TO JUST GIVE LIKE AN OVERVIEW OF THE PROGRAM OR SOMETHING LIKE THAT? SO PARENTS ARE INFORMED? SURE I THINK THERE'S LOTS OF DIFFERENT, YOU KNOW. DEFINITIONS AND CONNOTATIONS OF WHAT THAT ACTUALLY MEANS AND CERTAINLY PROVIDING VERY CLEAR UNDERSTANDING OF WHAT THAT LOOKS LIKE AND WHAT IT WHAT IT LOOKS LIKE AT EACH LEVEL, I THINK IS IMPORTANT JUST BECAUSE IT IS IMPORTANT FOR PARENTS TO UNDERSTAND WHAT THAT IS, AND FOR STUDENTS TO UNDERSTAND WHAT THAT IS AND WHAT IT ISN'T ABSOLUTELY OKAY? AND THEN IN THE AREA OF WHERE MY 4.6 THAT'S THE HOME STRETCHER. JUST THE ONE YOU KNOW SEVERAL DIFFERENT AREAS. UM I KNOW THAT WE HAVE A DISTRICT WIDE EFFORT TO INCREASE OUR POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS OTHERWISE KNOWN AS PBS. AND MAYBE SHELLEY, IF YOU WANT TO TALK ABOUT WHERE WE ARE IN THAT, DR SPENCER SO ALL OF OUR SITES ARE IMPLEMENTING PBS, AND THIS YEAR WE'VE HAD SOME GREAT SUCCESS. UM, WHILE WE'VE HAD TROUBLE HOLDING PROFESSIONAL DEVELOPMENT DURING THE SCHOOL DAY AND GETTING RELEASED TIME. UM WE HAVE BEEN ABLE TO TAKE LAST YEAR WE HAD SIX SITES THAT HAVE APPLIED FOR THE PBS AWARD, AND THIS YEAR WE HAVE 13. UM SO SOME OF OUR HIGH SCHOOLS ARE COMING OUT AND THROUGH ONE OF THE OTHER ITEMS IN HERE, YOU'LL SEE OUR TIERED FIDELITY INVENTORY. SO EACH SITE UM TWO TIMES A YEAR, WE'LL DO A COMPLETE ANALYSIS EVERY SPOT IN THEIR ACTUAL SCHOOL FACILITY AND RAPE THEMSELVES. UM SO PLAYGROUND HAVE, THEY SAID ALL THE EXPECTATIONS THE GYMNASIUM HAVE. THEY SET THE EXPECTATIONS THAT THEY RE TAUGHT THE CLASSROOM, THE RESTROOMS, AND SO EACH SIDE IS TAKEN LIKE EXTREME OWNERSHIP OF THIS YEAR, AND IT'S HUNGRY TO LEARN MORE WE'VE PARTNERED WITH ACCOUNTING OFFICE HAVE HAD AND SO WE'RE JUST SUPER EXCITED TO SEE THAT CONTINUE TO THRIVE. WE KNOW THAT THE STUDENTS ARE ENGAGED, AND THEY UNDERSTAND CLEAR EXPECTATIONS THAT ALL OF THOSE BEHAVIORS WE'LL BEGIN TO DISSIPATE. SO AGAIN, IT CLEARLY ALIGNS WITH OUR MULTI TIERED SYSTEMS OF SUPPORT AND AGAIN, MAKING SURE STUDENTS ARE GAUGED AND WE KNOW THAT THAT IS ALSO THE OTHER SIDE OF CHRONIC ABSENTEEISM. DO THEY SEE RELEVANCE AND THEIR EDUCATION AND DO THEY WANT TO BE THERE? AND SO ALL OF IT IN HER FINISH LINE, SO WE'RE EXCITED 13 SITES. THAT OUR FINAL AREAS 4.75, SUZANNE. REAL QUICK REAL QUICK. DOES THE PBS INCLUDE THE DRUG SNIFFING CANINES? NO, NO, IT DOES NOT. IT'S A SEPARATE ITEM. YEAH. NO IT DOES NOT MISS YOUR DO AGREE WITH DOGS ON CAMPUS, BUT YEAH, GOOD WITH DR THERAPY THERAPY DOGS, MAYBE RIGHT. NOT LABS, RIGHT? YEAH.

LET YOU BORROW. ALRIGHT LET'S WE'LL MOVE ON TO OUR LAST 14.7. AND THIS IS IN THE AREA OF NUTRITION. AND WE'VE GOT YOU KNOW $32,000 THAT HAS SET ASIDE HERE, AND IT'S SPECIFICALLY AROUND IN ENSURING THAT WE HAVE , YOU KNOW, HEALTHY AND NUTRITIOUS OFFERINGS, DIRECTOR OF NUTRITIONAL SERVICES SUZANNE MORALES, WHO WAS IN THE AUDIENCE, SHE REALLY HAS DONE A

[03:50:02]

[03:55:05]

WHICH IS KIND OF A MIXED MESSAGE WITH THE FRUITS OF VEGETABLES, BUT, UM, WE COLLECT ALL OF THE EDIBLE PORTIONS IF YOU WILL. SO IF A BAG IS OPEN, WE'LL THROW IT AWAY OR SOMETHING. UM AND WE COLLECT THAT AND WE ACTUALLY DONATE IT USING A COMPANY CALLED ABOUND. IT USED TO BE WASTE, NOT OC, BUT THEY CONNECT US WITH FOOD BANKS IN THE AREA AND, UM AND OTHER SERVICES AND THINGS THAT WE CAN SEND THOSE FOODS TOO. THEY COME TO THE ELDORADO. HIGH SCHOOL BECAUSE WE MOVE EVERYTHING BACK THERE, AND THEY HAVE A SINGLE PICKUP. AND SO THEN WE, UM WE DOCUMENT THAT PICK UP AND LIKE I SAID, CURRENTLY IT'S ALL OF OUR ELEMENTARY'S, UM, OUR MIDDLE SCHOOLS. IT'S A LITTLE HARDER TO COLLECT THOSE THINGS ON A CAMPUS LIKE A MIDDLE OR HIGH SCHOOL. WE ACTUALLY DO DO IT AT VALENCIA HIGH SCHOOL, AND WE'RE WORKING WITH CRAMER TO FIGURE OUT HOW TO GET THAT IN. GET IT WHERE IT NEEDS TO GO. SO THAT'S A PHENOMENAL PROGRAM. YES, WE NEED TO TALK ABOUT THAT. I WILL TELL YOU THAT THAT PROGRAM STARTED WITH A GIRL SCOUT GOLD PROJECT FROM A STUDENT AT VALENCIA HIGH SCHOOL, SHE PICKED UP TO START THE WHOLE PROGRAM A FEW YEARS AGO. PRE COVID, UM FEW YEARS AGO, AND SHE DID IT AT TIMES, WHICH WAS HER ELEMENTARY SCHOOL , AND SO SHE REALLY KIND OF HELPED US TO REALLY FOCUS AND LAUNCHED THE PROGRAM. I MEAN, THAT'S A GREAT I MEAN, I HEAR ABOUT CARROTS GETTING THROWN ALL OVER AT ESPERANZA HIGH SCHOOL, AND I'M THINKING YEAH, THAT'S A GREAT IDEA. YES OH, YEAH, THAT WOULD BE A DIFFICULT THING TO GET. JUST THE FACT THAT YOU'VE GOT IT DONE. THAT'S A BIG DEAL. THANK YOU. THANK YOU. ANY OTHER QUESTIONS. WOW. THAT'S A PERFECT WAY TO END WITH THAT. THANK YOU, MRS MORALES, AND I JUST LOVE THE WAY THE CHEESE IMBEDDED SO MANY ELEMENTS OF EDUCATION AND IT REALLY SPEAKS TO THE COLLABORATION RIGHT ACROSS DEPARTMENTS, SO THAT BRINGS US TO THE END. I JUST WANT TO THANK YOU ALL FOR YOUR ENGAGEMENT TO ACTIVE PARTICIPATION THROUGHOUT YOUR INPUT. YOUR QUESTIONS, YOUR FEEDBACK. WE'VE CAPTURED IT. WE WILL NOW GET TO WORK ON MAKING SURE THAT WE EMBED MANY OF THESE

[04:00:07]

YOU DID. IT WAS SCARY. OKAY SO MARILYN CAREY? I ALRIGHT. ALRIGHT I HAVE A MOTION. I HAVE A SECOND. ALL OF THOSE IN FAVOR. AYE ALRIGHT. NO OPPOSED. THAT'S FIVE. OH, SO WE WILL ADJOURN AT MM HMM.

* This transcript was compiled from uncorrected Closed Captioning.