[1. CALL TO ORDER]
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I AM CALLING THE APRIL 16TH 2024 MEETING OF THE BOARD OF EDUCATION TO ORDER PER GOVERNMENT CODE SECTION, 54950 EXECUTOR AND EDUCATION CODE SECTION 35140 EXECUTOR AT 406.
PM. AND TRUSTY YOUNG BLOOD WILL BE PARTICIPATING VIA TELECONFERENCE. AND ALL VOTES WILL BE TAKEN BY ROLL CALL. UM RIGHT NOW WE'RE HAVING OUR STUDY SESSION. IS THERE ANYONE IN THE AUDIENCE WHO WOULD LIKE TO ADDRESS THE BOARD ON THE ISSUE OF THE L CAP? ANYBODY YOU WANT.
NO. OKAY? ALL RIGHT. WE'LL MOVE RIGHT ON TO OUR STUDY SESSION THEN. THANK YOU VERY MUCH. UM,
[2. STUDY SESSION (4:00 PM)]
CAN YOU HEAR ME IN THE BACK? YEAH, OK. PERFECT UM, GOOD AFTERNOON. PRESIDENT BLADES. UH TRUSTEES, SUPERINTENDENT JOURNALISTS, MEMBERS OF CABINET, OUR MEMBERS OF MANAGEMENT AND OUR ESTEEMED MEMBERS OF THE PUBLIC. THANK YOU FOR JOINING US . UH, WE THANK YOU FOR THIS OPPORTUNITY TO TALK TO YOU ABOUT OUR PROPOSED 2425 LOCAL CONTROL AND ACCOUNTABILITY PLAN. UM AS YOU'RE AWARE, THE STUDY SESSION IS INTENDED TO REVIEW THE PROPOSED L CAP AND OBTAIN FEEDBACK ON THE PROPOSED ACTIONS . UH AND THE CAP IS FOCUSED ON ACTIONS PROPOSED IN THE COMING YEAR. SO WE HAVE THE ANNUAL UPDATE AND EVERYTHING IN YOUR IN YOUR PACKET. HOWEVER, WE'RE GONNA BE FOCUSED ON THE 2425 YEAR. BEFORE I MOVE ON. I WANTED TO THANK UH, OUR OUR WONDERFUL STAFF WHO WERE ALL HERE, UH, TO, UH, SHARE THEIR INFORMATION WITH YOU AND ANSWER QUESTIONS. HAVE THEY DONE AN AMAZING JOB THIS YEAR OF, UH AND PUT IN A LOT OF WORK TO PUT THIS TOGETHER FOR YOU? SO THE AGENDA FOR THIS AFTERNOON I'M GOING TO PROVIDE A VERY, VERY BRIEF OVERVIEW OF THE LCA BECAUSE I UNDERSTAND THAT AT LEAST THREE OUT OF THE FOUR OF YOU HAVE HEARD ME DO THIS A COUPLE OF TIMES AND SO, UM, VERY BRIEF OVERVIEW OF REVIEW OF THE L CAP, THE LCFF FUNDING. UH, WE'LL TALK ABOUT THE CHANGES IN EL CAP TEMPLATE FOR 20 T 2425 AND WHY IT LOOKS DIFFERENT. VERY QUICK BUDGET O OVERVIEW AND THEN WE'RE GOING TO START REVIEWING THE SECTIONS OF THE LCA BINDER, WHICH HOPEFULLY YOU'VE RECEIVED AND I'VE HAD A CHANCE TO LOOK THROUGH. AND THEN WE'LL GET INTO THE 2425 ACTIONS AND, UH AND GET YOUR FEEDBACK. SO STARTING OFF WITH A LITTLE BIT OF BACKGROUND.SO, UM CALIFORNIA CREATED EIGHT STATE PRIORITIES THAT APPLY TO SCHOOL DISTRICTS, AND THE GOAL BEHIND THESE WAS TO CREATE A FOUNDATION THAT WOULD ALLOW US TO PURSUE GREATER PUPIL ACHIEVEMENT. UM AND SO, AS YOU CAN SEE IN THE SLIDE, THEY HAVE A FOUNDATION OF, YOU KNOW OUR BASIC SERVICES. OUR STATE STANDARDS, UH, HAVING COURSE ACCESS THAT IS WHAT ALL STUDENTS NEED IN ORDER TO, UH, YOU KNOW, OBTAIN THEIR EDUCATION. THE THOUGHT IS, IS THAT WITH THAT FOUNDATION YOU ADD ON THE ENGAGEMENT ENGAGEMENT WITH THE STUDENTS ENGAGEMENT WITH PARENTS AND CREATING A SCHOOL CLIMATE THAT'S CONDUCIVE TO LEARNING THAT, UM, THAT WOULD THEN PROPEL US INTO GREATER STUDENT ACHIEVEMENT. SO THAT'S THE WHOLE PREMISE BEHIND THE STATE STANDARDS. I'M SORRY STATE PRIORITIES, SO IN ORDER TO HELP DISTRICTS ACHIEVE THE STATE PRIORITIES, UH, THE STATE CAME UP WITH THE LOCAL CONTROL FUNDING FORMULA, WHICH IS INTENDED TO PROVIDE US WITH THAT MONEY THAT WE NEED TO, UH, HAVE THOSE ACTIONS THAT THAT WOULD ALLOW THAT TO HAPPEN. SO LCFF WHEN IT WAS CREATED HAD THREE COMPONENTS. YOU BASE FUNDING, SUPPLEMENTAL FUNDING AND CONCENTRATION FUNDING. TO TALK JUST A LITTLE BIT ABOUT ALL THREE OF THOSE BASE FUNDING, WHICH YOU SEE ON THE ON THE SLIDE, UH OR ON THE SCREEN. UH IS A BASE GRANT THAT WE GET FOR EVERY SINGLE STUDENT. THE INTENTION OR BEHIND THAT BASE GRANT IS IT WOULD COVER EVERYTHING THAT IS REQUIRED TO PROVIDE ALL STUDENTS. THEN WE RECEIVE SUPPLEMENTAL FUNDING, WHICH IS ONLY FOR STUDENTS WHO ARE ENGLISH LEARNERS WHO ARE SOCIOECONOMICALLY DISADVANTAGED OR FOSTER YOUTH. AND THAT IS EQUAL TO 20% OF THE BASE. GRANT IS ADDED PER STUDENT THAT THAT QUALIFIES UNDER THAT ONE OF THOSE THREE CHARACTERISTICS. AND THEN WE HAVE CONCENTRATION GRANT , WHICH YOU WON'T SEE ON THE SCREEN BECAUSE WE DON'T RECEIVE THAT SO CONCENTRATION GRANITE IS ONLY GIVEN TO DISTRICTS THAT HAVE OVER 55% OF THEIR STUDENT BASE THAT MEETS ONE OF THOSE THREE CATEGORIES. AND WE'RE AT ABOUT 47 A LITTLE OVER 47% RIGHT NOW, SO WE DON'T RECEIVE THAT WE DIDN'T INCLUDE IT ON THE SLIDE. UM THE LAST PIECE THAT WAS NEW THAT CAME NEW AS OF 2324. IS THE EQUITY MULTIPLIER FUNDING. THAT IS RECEIVED ONLY FOR SPECIFIC SCHOOL SITES THAT ARE OVER 70% SOCIOECONOMICALLY DISADVANTAGED AND WHO HAVE A NON STABILITY RATE. OF GREATER THAN 25% AND NON STABILITY MEANS THAT THEY THEIR ENROLLMENTS. AH KIDS ARE ENROLLING AND JUST ROLLING MORE THAN THAT PERCENTAGE EVERY YEAR. SO BASED ON THAT, UH, WE ONLY HAVE ONE SITE THAT QUALIFIES AS EL CAMINO REAL. SO THAT'S THE ONLY ONE THAT, UH, RECEIVES THAT
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FUNDING AND YOU'LL SEE A GOAL SPECIFICALLY FOR THAT FUNDING. UM, AS WE GET INTO OUR LC SO TO WRAP UP THE BACKGROUND. SO THE BASIC REQUIREMENTS OF AN L CAP ARE THAT WE HAVE TO ADDRESS ALL EIGHT STATE PRIORITIES FOR ALL STUDENTS FOR OUR ENGLISH LEARNERS FOR OUR SOCIOECONOMICALLY DISADVANTAGED AND FOR OUR FOSTER YOUTH STUDENTS, UH, THERE'S BEEN A ANOTHER GROUP ADDED, WHICH IS THE, UH LONG TERM ENGLISH LEARNERS. WE HAVE TO MAKE SURE THAT WE HAVE AN ACTION FOR THEM. THAT'S NEW FOR THIS YEAR FOR 2425. AND, UH, WE NEED TO MAKE SURE THAT WE ARE, UM ADDRESSING ALL OF THE STUDENT GROUPS AS I MENTIONED ANYBODY IDENTIFIED FOR DIFFERENTIATED ASSISTANCE, WHICH WE DON'T HAVE ANYBODY IN DIFFERENTIATED SYSTEMS, WHICH IS GREAT NEWS FOR THIS YEAR. HOWEVER WE ALSO HAVE TO ADDRESS ANY AREAS OF THE, UH, CALIFORNIA SCHOOL DASHBOARD, WHERE WE HAVE A RED FOR A GROUP AT A SCHOOL SITE, AND WE'LL TALK ABOUT THAT.WE HAVE ACTIONS FOR THAT IN THE IN THE L CAP AS WELL. BUT WE ALSO HAVE TO MAKE SURE THAT WE HAVE THE GOALS, ACTIONS AND EXPENDITURES THAT ARE THAT WOULD SUPPORT OUR OUR OVERALL. UM DIRECTION OF THE PLAN TOWARDS STUDENT ACHIEVEMENT. THE ADDITIONAL REQUIREMENTS. SO THIS IS AT THE CORE OF LCFF IS THAT WE RECEIVE ADDITIONAL MONEY, UM FOR STUDENTS AND WHO MEET CERTAIN CHARACTERISTICS AND THAT MONEY SHOULD BE USED TO INCREASE OR IMPROVE SERVICES FOR THOSE STUDENTS, SO YOU'LL HEAR THE TERM UNDATED PUPILS. THAT IS ANY OF THOSE THREE STUDENT GROUPS THAT I MENTIONED BEFORE. ENGLISH LEARNER FOSTER YOUTH SOCIOECONOMICALLY DISADVANTAGED.
UM THE WAY THAT WE PROVE THAT WE ARE INCREASING AND IMPROVING SERVICES IS BY SPENDING AT LEAST THE AMOUNT OF SUPPLEMENTAL MONEY WE RECEIVE ON ACTIONS. THAT ARE DIRECT THAT ARE PRINCIPALLY DIRECTED TOWARDS THOSE STUDENTS AND ARE EFFECTIVE IN MEETING THOSE, UH, MEETING THE NEEDS OF THE STUDENTS. SO THAT'S THE ADDITIONAL REQUIREMENT. UH, DO WE HAVE TO HAVE NOW WHAT YOU'LL SEE IN THE 2425 L CAP IS THAT, UM, THE TEMPLATES CHANGED WHERE NOW THEY HAVE FOCUSED IT MORE ON MAKING SURE THAT WE ARE PUTTING ACTIONS IN THE PLAN TIED TO A METRIC SO THAT WE CAN MEASURE IT. THEY WANT EVERYTHING TO BE MEASURABLE, SO THAT WE CAN MAKE CHANGES IF WE HAVE TO. IF WE DON'T SEE MOVEMENT IN CERTAIN AREAS, WE NEED TO BE ABLE TO CHANGE ACTIONS. SO THE ACT SO THE 2425 PLAN IS REALLY MORE TARGETED TOWARDS, UM THE AREAS THAT WE NEED THAT WE HAVE TO HIT THAT WE'RE REQUIRED TO MAKE SURE THAT WE'RE ADDRESSING. SO THOSE ARE EACH OF OUR STUDENT GROUPS.
THOSE ARE ARE THE AREAS WHERE WE HAVE RED. UH UH, THE LOWEST, UH, PERFORMANCE INDICATOR ON THE CALIFORNIA DASHBOARD, SO WE'RE FOCUSING EFFORT THERE TO MAKE SURE THAT WE'RE DELIBERATELY SAYING WHAT WE'RE DOING FOR THOSE STUDENTS HOW WE'RE GONNA MEASURE IT, AND THEN WE CAN ADJUST AS NEEDS BE. SO THE INTENT IS TO HAVE A LIVING PLAN. IT'S TO MAKE SURE IT'S UNDERSTANDABLE. IT'S SO THAT OUR READERS CAN READ AND THEY KNOW WHAT AN ACTION IS AND WHAT IT SAYS AND WHAT WE'RE DOING. AND THEN WE WANT IT TO BE ACCOUNTABLE. SO WE WANNA MAKE SURE THAT THE, UM THIS EVERYTHING'S TIED TO AN OUTCOME THAT WE ARE WATCHING AND THAT WE ARE RE EVALUATING. AT EVERY STEP. SO I'M GONNA GO REAL QUICK THROUGH THE BUDGET OVERVIEW. IF YOU'VE BEEN TO ANY OF THE HEALTHCARE PRESENTATIONS, THIS IS THESE ARE THE SAME SLIDES JUST WITH THE NUMBERS UPDATED TO REFLECT THE BUDGET OVERVIEW FOR PARENTS THAT YOU HAVE IN YOUR IN YOUR BINDER. UM AND SO WE'VE GOT ALL THE BUDGET ESTIMATE THE REVENUES LISTED ON TOP, UH, WHICH TOTAL 396,000,009 36 3 22 AND OUR TOTAL GENERAL FUND EXPENDITURES OF 415,000,493 0611 THING TO NOTE ABOUT THE DISCREPANCY BETWEEN THE TWO NUMBERS IS WE ARE STILL SPENDING A LOT OF ONE TIME MONEY THAT WE'VE BEEN CARRYING OVER YEAR TO YEAR. SO THAT'S ONE OF THE REASONS THAT YOU'LL SEE THAT THAT DIFFERENCE THERE. WHEN WE TALK ABOUT WHERE OUR REVENUE COMES FROM. UM, THE VAST MAJORITY COMES FROM LCFF. AS YOU CAN SEE HERE. IT'S ABOUT 72.
COMES FROM LCFF FUNDING. THAT'S THE BASE AND THE CONCENTRATION GRANT. I'M SORRY AND THE SUPPLEMENTAL AMOUNT WHEN WE LOOK A TLCFF ITSELF, UM IN THIS. THESE UH, PERCENTAGES ARE IMPORTANT. SO OF THE LCFF TOTAL 8.4% OF THAT IS SUPPLEMENTAL MONEY. THAT 8.4% BECOMES IMPORTANT BECAUSE IN OUR L CAP, WE HAVE TO MAKE SURE THAT WE'RE WE ARE SPENDING ENOUGH MONEY TO EQUATE TO 8.4% OF INCREASED OR IMPROVED SERVICES. IN ORDER TO SATISFY THAT REQUIREMENT TO HAVE OUR L CAPP APPROVED BY THE COUNTY. AND SO, UM THAT'S IMPORTANT TO REMEMBER AS WE GO THROUGH. SO IN YOUR POCKET. YOU HAVE THE, UM THE ANNUAL UPDATE. UM THE SECTION IN THE ANNUAL UPDATE, WHICH IS LENGTHY. IF YOU IF YOU GO THROUGH IT, UM IT PRESENTS A THREE YEAR PICTURE OF WHERE WE THOUGHT WE WERE GONNA BE SO WE HAD A METRIC. WE SAID WHERE OUR GOAL WAS, AND WE HAVE THE DATA FOR EACH OF THOSE YEARS AND THEN WE USE THAT TO DETERMINE THE EFFECTIVENESS OF THOSE ACTIONS. SO IN THAT GOAL ANALYSIS FOR EACH EACH GOAL, YOU'LL HAVE AN EXPLANATION OF HOW THE PLANNED ACTIONS WERE IMPLEMENTED. UM AS WELL AS IF THERE ARE ANY DIFFERENCES
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BETWEEN LIKE LET'S SAY WE STARTED ONE DOWN ONE ROUTE. WE COULDN'T HIRE THE RIGHT AMOUNT OF STAFF, SO WE HAD TO SHIFT GEARS. THAT'S HAPPENING A LOT AT SCHOOL DISTRICTS THESE DAYS, UM YOU'LL SEE THOSE DIFFERENCES, YOU'LL SEE MATERIAL DIFFERENCE. BETWEEN WHAT WE BUDGETED AND WHAT WE'RE PROJECTING TO SPEND. UH AND THEN AN EXPLANATION FOR THAT. WE'LL ALSO HAVE AN EXPLANATION AS TO WHETHER THINGS WERE EFFECTIVE OR NOT OVER THAT THREE YEAR SPAN. AND THEN WHY OR WHAT CHANGES ARE GOING TO BE MADE TO THOSE GOALS. MOVING FORWARD INTO THE NEXT L CAP. ALL OF THAT IS REALLY, UM, A REQUIREMENT OF THE NEW LCAT TEMPLATE. WE'RE NOT ALLOWED TO ROLL ANYTHING INTO A NEW L CAP. UNLESS WE CAN PROVE THAT IT WAS EFFECTIVE OR WE CAN WE HAVE SOMETHING TO SAY THIS ACTION WAS DEFINITELY EFFECTIVE. WE'RE GOING TO MOVE IT INTO THE NEW L CAP. SO THAT'S PART OF THE REASON THAT WE SEE A HUGE SHIFT IN THE L CAP IS THAT WE NEEDED TO MAKE SURE THAT EVERYTHING THAT WE HAVE LISTED IN THERE UM, WAS EITHER CHANGED RIGHT? WE COULDN'T JUST COPY AND PASTE IT OVER. UH, FROM THE LAST EL CAP. SO WE'RE NOT GONNA DIG TOO MUCH INTO THE ANNUAL UPDATE, BUT WE CAN TALK ABOUT THAT. SO ONE OF THE BIG LESSONS WE LEARNED, UM, WHILE WE'RE GOING THROUGH THIS WHOLE PROCESS IS THAT IT'S VERY IT'S ESSENTIAL THAT WE REVISIT ALL OF OUR GOALS AND ACTIONS EVERY SINGLE YEAR. UM AND WE NEED TO LOOK AT THE OUTCOMES, RIGHT? AND WHAT WE'VE NOTICED IS THAT MAYBE THAT UM THINGS HAVE BEEN KIND OF CARRIED OVER YEAR TO YEAR. THAT'S WHY YOU SEE A COMPLETE DEPARTURE FOR 2425. SO AS MENTIONED BEFORE THE 2425 L CAP, WHICH YOU ALSO HAVE IN YOUR IN YOUR, UH, BINDER. UM IS A NEW TEMPLATE. THIS IS THE BEGINNING OF A NEW THREE YEAR PLAN. SO 2324 CLOSED OUT. OUR LAST PLAN. 2425 REALLY IS SUPPOSED TO SET US UP FOR WHAT WE'RE GONNA DO FOR THE NEXT THREE YEARS. UM, SIMILAR TO PRIOR YEARS. YOU HAVE AN CAP? UH, SUMMARY THAT'S INCLUDED IN THERE THAT, UM HAS, UH, DESCRIPTIONS OF OUR SCHOOL DISTRICT. THE DIFFERENT SITES WE HAVE WHAT GRADES. WE SERVE OUR STUDENT POPULATION.DEMOGRAPHICS. UM, COVERS TK THROUGH 12. UM A REFLECTION ON OUR ANNUAL PERFORMANCE. SO BASED ON THE CALIFORNIA SCHOOLS, DASHBOARD AS WELL AS OUR LOCAL INDICATORS, OR OUR LOCAL, UH, PERFORMANCE BENCHMARKS. UH, WE HAVE A DISCUSSION ABOUT THAT IN THERE. I'M GONNA CALL THE CLOS AND GROWS MEANING. THERE'S AREAS WHERE WE ARE HIGHLIGHTING. WE DID REALLY WELL IN THESE AREAS, AND THERE'S AREAS WHERE WE SAY WE NEED EXTRA WORK ON IT. AND SO ALL OF THAT'S IN THE PLANNED SUMMARY. THE NEXT SECTION IN YOUR, UM IN THE BINDER IS THE ENGAGEMENT SECTION AND THIS I THINK IS CRITICAL. IT IS THE MOST IMPORTANT ONE OF THE MOST IMPORTANT PARTS OF THE PLAN, BECAUSE, UM WE VERY MUCH APPRECIATE THE ENGAGEMENT OF OUR PARENTS, OUR STUDENTS, OUR TEACHERS, OUR STAFF AND OTHER COMMUNITY MEMBERS, AND THIS INPUT IS CRITICAL IN OUR PLANNING OUR IMPLEMENTATION, OUR EVALUATION AND THE FUTURE ADJUSTMENTS TO THIS PLAN, ULTIMATELY, THE DISTRICT REACHED OUT TO ALL OF OUR EXISTING ADVISORY GROUPS, AS WELL AS HELD TWO DISTRICT WIDE COMMUNITY FORUMS, BOTH VIRTUAL AND IN PERSON. OUR GOAL WAS TO ENSURE THAT ALL VOICES WERE HEARD AND REFLECTED IN THE L CAP DEVELOPMENT PROCESS. UH, THE GROUP SHOWN ON SCREEN, UH, ON THIS AND THE NEXT SCREEN. UH, WE'RE ALL ACTIVELY INVOLVED IN L CAPP DEVELOPMENT PROCESS. SO WE FIRST MET WITH OUR PRINCIPALS. WE MET WITH OUR OUR FRIENDS AT APPLE, AND WE MET WITH CS C. A WE HAD OUR VIRTUAL COMMUNITY FORUM, THE HIGH SCHOOL PARENT ADVISORY, THE STUDENT ADVISORY COMMITTEE, THE TEACHER ADVISORY COMMITTEE. THE ELEMENTARY PARENT ADVISORY COMMITTEE. WE MET WITH THE PT A. WE MET WITH OUR OUR TK THROUGH 12 PRINCIPLES AGAIN. UH AND THEN WE HAD A MEETING WITH THE SPECIAL ED PARENT ADVISORY, THE DC GROUP. WE HAD ANOTHER COMMUNITY TOWN HALL. UH, THIS ONE IN PERSON, AND WE MET WITH THE MIDDLE SCHOOL PARENT ADVISORY GROUP. AND THEN TODAY WE'RE HAVING A DISCUSSION WITH THE BOARD. SO THE APPEAR TO YOU WITH YOU IN A SECOND, SO SEPARATE MEETINGS WERE ORGANIZED FOR EACH ADVISORY GROUP. UM, AGAIN, BOTH IN PERSON AND VIRTUAL. AND THROUGH THESE 14 INPUT SESSIONS, UH, ACCESSIBILITY AND INCLUSIVITY WAS INSURED STUDENT REPRESENTATION WAS ALSO INCLUDED AND VERY MUCH APPRECIATED WITH A DIVERSE GROUP OF STUDENTS FROM EACH SCHOOL IN THE DISTRICT SELECTED TO SERVE ON THE STUDENT ADVISORY COMMITTEE. WE MADE DELIBERATE EFFORTS TO ENSURE THAT WE HAVE REPRESENTATION OF FOSTER YOUTH STUDENTS, ENGLISH LEARNERS SOCIOECONOMICALLY DISADVANTAGED STUDENTS AS WELL AS STUDENTS WITH DISABILITIES AND IN THESE GROUPS. SO AS OF SO NOW, I'D LIKE TO TURN IT OVER TO MY COLLEAGUE, DOCTOR YANG, WHO WILL TAKE US THROUGH THE EL C GOALS. THANK YOU, MR STEIN. SO AT THIS TIME, WE WOULD LIKE TO REVIEW THE NINE L CAP GOALS AND ANY NEWLY PROPOSED ACTIONS WITH YOU THIS AFTERNOON AND WE WILL BE SOLICITING YOUR FEEDBACK, QUESTIONS AND INPUT GOAL BY GOAL. SO OUR FIRST GOAL THAT WE HAVE TONIGHT IS SURROUNDING THE INNOVATION AND THE APPROACHES TO STUDENT LEARNING. IN THIS DISTRICT. YOU'LL SEE THAT THE FIRST TWO GOALS BEFORE YOU ON THE SCREEN ARE GOALS THAT PERTAIN TO ALL STUDENTS IN ORDER
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FOR THEM TO BE SUCCESSFUL AND MEET OR EXCEED GRADE LEVEL EXPECTATIONS. WE PLAN TO ACCOMPLISH THESE TWO GOALS THROUGH A SERIES OF SPECIFIC ACTIONS, WHICH INCLUDE PROVIDING COMPREHENSIVE MATH, READING, WRITING AND TARGETED INTERVENTION PROGRAMS TO SUPPORT STUDENT ACHIEVEMENT. IT A K 12 COMPUTER SCIENCE CONTINUUM FOR STUDENTS TO INCREASE THEIR COLLEGE AND CAREER READINESS. TWO NEW PROGRAMS TARGETING OUR TARGETING OUR STUDENTS WITH SPECIAL NEEDS. WE LAUNCHED THIS YEAR TO PROVIDE MORE OPPORTUNITIES TO EARN A HIGH SCHOOL DIPLOMA AS WELL AS EMPLOYMENT IN THE DISTRICT. AN EXPANSION OF OUR PRESCHOOL PROGRAMS, WITH THREE ADDITIONAL SITES OPENING NEXT YEAR WITH THROUGH THE INCLUSION MODEL AND 2 TO 3 ADDITIONAL SITES SLATED FOR THE YEAR THEREAFTER. ALSO INCREASED CONTINUITY IN THE SPECIAL EDUCATION PROGRAM CONTINUUM AT THE SITES AS WELL AS EQUITABLE DISTRIBUTION OF SPECIAL EDUCATION RESOURCES. EFFORTS TO INCREASE COMMUNITY ENGAGEMENT, PARTICULARLY WITH OUR UNDERSERVED COMMUNITIES WILL BE UN UNDERWAY NEXT YEAR. THE ELIMINATION OF THE 5TH AND 6TH GRADE COMBINATION CLASSES, WHICH BEGAN THIS YEAR WILL CARRY FORWARD. AND THROUGH A CYCLE OF CONTINUOUS IMPROVEMENT. OUR DISTRICT WILL CONTINUE TO OFFER INNOVATIVE NEW PROGRAMS AND PATHWAYS IN ORDER TO INCREASE OUR ENROLLMENT AND CONTINUE TO SERVE THE COMMUNITY. SO AT THIS TIME, WE'D LIKE TO INVITE ANY QUESTIONS OR FEEDBACK THAT YOU MAY HAVE ON OUR FIRST TWO GOALS, WHICH PERTAIN TO ALL STUDENTS. AND THANK YOU TO CHAD HOIL OUR ASSESSMENT AND ACCOUNTABILITY TOSA, WHO WILL BE CAPTURING YOUR NOTES ON THE SCREEN. THE SURPRISE SURPRISE. THE MIDDLE SCHOOL ATHLETICS PROGRAM. UM AT THE REST. HUH? OH, STOP IT. IT WAS, LIKE, TOTALLY SHOCKED. YOU GOT ME OFF GUARD. UM WHEN WE WERE AT THE WRESTLING TOURNAMENT ON FRIDAY, A LOT OF THE TALK WAS THE, UM AND I WOULDN'T SAY THIS. I PROMISED SARAH BARTON. I WOULDN'T YOU KNOW, GO TOO FAR.BUT A LOT OF THE PRINCIPLES ARE NOT THE PRINCIPLES. BUT YEAH, THE PRINCIPLES AND THE STAFF THINK THAT THE ADDITION OF GIRLS FLAG FOOTBALL IS A NEEDED THING FOR MIDDLE SCHOOL SPORTS FOR NEXT YEAR. AND SO THAT IS MY ONLY INPUT FOR THAT PROGRAM. YES I WOULD AGREE. WHEN I HEARD THAT. I THOUGHT THAT IS AN AMAZING IDEA. WE'RE TALKING ABOUT SPORTS FOR NEXT YEAR ALREADY, UM, WE'VE HEARD ABOUT SOCCER AND DEFINITELY GIRLS. FLAG FOOTBALL WOULD BE A PERFECT MIDDLE SCHOOL SPORT TO FEED INTO OUR HIGH SCHOOL. OK, SINCE WE'RE TALKING SPORTS. LET'S CONTINUE.
UM I REALLY LIKE HOW WE HAD THE SMALL LIKE DUAL WRESTLING MATCHES. ARE WE GONNA BE ABLE TO EXPAND THAT INTO THE OTHER SPORTS THAT WE'RE CURRENTLY DOING WITH MIDDLE SCHOOL LIKE, UM VOLLEYBALL AND BASKETBALL? IS THAT IN THE PLANS AS WELL? YEAH, WE ACTUALLY DID DO THAT. SO WE HAD BASKETBALL AND ALL THE ALL THE SCHOOLS PLAYED EACH OTHER, UM, THE CROSS COUNTRY WAS ALL THE SCHOOLS. THE TRACK MEET WILL BE ALL THE SCHOOLS, SO IT'S THE SAME MODEL FOR ALL OKAY? DO YOU REMEMBER WHEN BETH FISHER WAS PRESENTING, AND SHE SAID THEY WERE THE CHAMPION. THE VOLLEYBALL CHAMPION. THAT WAS WHAT SHE MEANT BY THAT THEY BEAT ALL THE BULL. DO WE HAVE SORRY.
GIRLS AND BOYS. VOLLEYBALL? YES. YES ALL SPORTS ARE OFFERED FOR BOTH GENDERS. AND THEN WE DID HAVE SCRIMMAGES LEADING UP TO ALL OF THE CULMINATING COMPETITIONS BETWEEN THE SCHOOLS. OK AND THEN MY NEXT QUESTIONS KIND OF ABOUT THE MATRIX UP AT THE TOP. WE DON'T HAVE ANY, LIKE MID YEAR MATRIX. IT'S ALL BASED ON THE DASHBOARD. AND SO UM, MY CONCERN. UM IS THAT THE DASHBOARD WILL COME OUT. WITH THIS YEAR'S DATA, AND THEN NEXT YEAR WE'LL BE MAKING GOALS BASICALLY ON YOUR OLD DATA. IS THAT CORRECT? THAT IS CORRECT. WE RECEIVE ALL OF OUR ACCOUNTABILITY DATA. UNFORTUNATELY THEY'RE LAGGING IN THE CASE. SO IN PREVIOUS CAPS, WE'VE HAD KIND OF LIKE SOME MID YEAR THINGS THAT WE'VE USED TO MEASURE TO MAKE SURE THAT WE'RE MAKING APPROPRIATE GOALS THAT ARE NOT UM, BASED ON YOU KNOW YOUR OLD DATA. IS THERE SOME WAY THAT WE CAN, AND I NOTICED THIS PRETTY MUCH ON EVERY GOAL LEVEL THAT WE DON'T HAVE ANY. UM MATRIX KIND OF DURING THE YEAR AND BEFORE WE KIND OF HAD SOMETHING SET UP, BUT THERE'S NOTHING IN HERE. SHE KIND OF JUDGE US. SEE HOW YOU KNOW HOW HE DID WHAT OUR PROGRESS IS, AND WHERE ARE OUR NEEDS REALLY ARE MET. SURE WE CAN ABSOLUTELY ADD IN SOME LOCAL MEASURES THROUGHOUT THE YEAR SO THAT WE COULD SEE HOW WE'RE DOING ALONG THE WAY, OK, AND THAT WOULD BE FOR ALL THE GOALS. THE LONG TERM ENGLISH LEARNERS. WE DO HAVE A MEASURE THAT'S DIFFERENT THAN
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THE DASHBOARD BECAUSE THERE'S NOTHING AVAILABLE YET ON THE DASHBOARD. WE DID CHOOSE TO USE THE DASHBOARD BECAUSE THAT IS WHAT WE HAVE TO RESPOND TO FOR THE L CAP, BUT WE CAN ABSOLUTELY ADD IN OTHER MEASURES. I'D LIKE TO SEE THAT. THANKS AND THEN IT SAYS HERE ON GOAL 1.2. WE'RE DOING FUNDAMENTAL MATH PROGRAMS. ARE WE EXPANDING? UM THE MAX WE ADDING, UM, THE GEOMETRY LESSONS AS MY LOVELY STUDENT WANTED SO DESPERATELY. WE ARE CONTINUING WITH REFLEX AND FRAX MATH AND WE ARE ALSO CONTINUING WITH MATH. I EXCEL WHICH IS GOING TO BE EXPANDING OUT ON THIS COMING YEAR BEYOND JUST A FEW PILOT SCHOOLS NOW, UH, WAS THAT PROGRAM AGAIN? SORRY SURE. I XL THE THREE LETTERS. AND SO THAT WAS PILOTED THIS YEAR IN OUR MATH INTERVENTION CLASSROOMS AT THREE OF OUR SITES, AND SO WE WILL BE PROVIDING AT ALL SIX SITES AS WELL AS IN ALGEBRA ONE A NEXT YEAR IS TO PROVIDE SOME TARGETED INTERVENTION TO STUDENTS NOW AS FAR AS REFLEX MATH HAVING GEOMETRY. THAT IS NOT MY UNDERSTANDING, BECAUSE IT SERVES ONLY UP TO, UM, SIXTH GRADE, AND IT COVERS UP TO ALGEBRA. SO I DID RESEARCH THAT AFTER YOU SHARED THAT AT THE BOARD MEETING, BUT I DID NOT SEE GEOMETRY AS AN ADD ON DOCTOR LOAN. I DON'T KNOW IF HAVE ANYTHING TO ADD ON. IF YOU BELIEVE GEOMETRY IS AVAILABLE THROUGH REFLEX. HI IT'S NOT AVAILABLE THROUGH, UM, REFLEX, AND SO BUT, UM THE OTHER FOUNDATIONAL ASPECTS OF MATH THAT WE ARE TARGETING HAVE TO DO WITH COGNITIVELY GUIDED INSTRUCTION AS WELL. AND SO THAT HELPS TO SUPPORT THE FOUNDATIONAL MATH UNDERSTANDING AS WELL AND THAT ALIGNS TO THE WAY STUDENTS ARE TESTED IN CASP. COULD YOU EXPAND ON THOSE OTHER PROGRAMS? YES SO IT'S UM SO WE'RE DOING CG I THAT COGNITIVELY GUIDED INSTRUCTION AND WE HAVE, UM, WE HAVE TWO COHORTS CURRENTLY. AND SO WE HAVE A COHORT NUMBER ONE WHICH OUR EXPERIENCED TEACHERS FROM LAST YEAR. UM AND SO WE'RE GONNA BE WORKING WITH. WE'VE BEEN WORKING WITH UCL A THIS YEAR.NEXT YEAR. WE'RE GONNA CONTINUE THAT WORK WITH, UM UM UC, IRVINE. AND WHAT WE'RE DOING WITH THEM IS WE HAVE THEM, UM, HAVING LAP DAYS AND SO OUR EXPERIENCED, UM CGI TEACHERS WILL BE INVOLVED IN LIKE COACHING WHERE THEY DO LABS IN WHERE THEY GO TO ANOTHER SCHOOL AND WATCH EACH OTHER TEACH WHILE THEY'RE GETTING COACHING FROM, UM, STAFF FROM UC I STAFF AND SO THAT'S ONE LA LAYER AND THEN WE ALSO HAVE ANOTHER LAYER OF LIKE OUR NEW CG. I TEACHERS THAT WE'RE GONNA BE, UM, HAVING THOSE , UH, OFFERINGS FOR THEM WHERE THEY GET TO KNOW MORE OF THE FOUNDATIONAL ASPECTS OF CG, UM SO THAT WE ARE ADDRESSING THE FOUNDATIONAL MAP AS WELL AS THE CONCEPTUAL UNDERSTANDING, SO WE BRING IT TOGETHER, UM, IN ORDER TO HAVE A COMPREHENSIVE MATH APPROACH, SO IT'S A FACT FLUENCY COMBINED WITH CONCEPTUAL MATH UNDERSTANDING, AND SO WE HAVE THOSE MEANS WE HAVE OPTIONAL TRAININGS IN THE SUMMER AS A PART OF SUMMER INSTITUTE, AND THEN WE'RE GONNA CONTINUE THAT WORK INTO NEXT SCHOOL YEAR AS WELL FOR BOTH COHORTS. SO YOU SELF, UM, DESIGNATE, IF YOU FEEL THAT YOU'RE AN EXPERIENCED, UM PERSON WITH CGI, OR IF YOU FEEL THAT YOU'RE A BEGINNER, THEN WE HAVE THAT DIFFERENTIATED PROFESSIONAL DEVELOPMENT. OK, THANK YOU. AND THEN, UM. OK THEN. I ALSO WANTED TO ASK ABOUT THE COMPREHENSIVE WRITING PROGRAM AT EACH LEVEL. CAN YOU GIVE ME MORE DETAIL ON THAT? SURE, ABSOLUTELY. AND SO OUR DISTRICT HAS HISTORICALLY USED STEP UP TO WRITING, WHICH PROVIDES GREAT STRUCTURE FOR STUDENTS. IN THE WRITING PROCESS. HOWEVER WE FELT A NEED TO ROUND THAT OUT. AND SO WE WILL BE ADDING WRITERS WORKSHOP NEXT YEAR IN GRADES K THROUGH EIGHT, AND SO THIS WILL HELP TO PROVIDE VOICE AND CHOICE IN AGENCY FOR STUDENTS AND REALLY BUILD OFF OF THEMATIC WRITING AND STRUCTURE. MANY LESSONS, UM THROUGHOUT THE YEAR SO THAT TEACHERS CAN GUIDE STUDENTS THROUGH THE WRITING PROCESS. AND SO THAT IS OUR MAJOR FOCUS AT ELEMENTARY AND MIDDLE AND AT THE HIGH SCHOOL, WE'RE GOING TO BE PROVIDING TRAINING ON GUIDED LANGUAGE, ACQUISITION AND DESIGN , WHICH IS GLAD, AND YOU'LL SEE THAT THROUGHOUT THE LC AS A HUGE FOCUS FOR TO SUPPORT OUR ENGLISH LEARNERS. YEAH I NOTICED THAT IN SEVERAL OF THE GOALS COULD, UM GLAD OR THESE OTHER, UM SOURCES AND, UM, BE USED AS, UM, A METRICS. IN THE CAP. THAT WOULD BE INTERESTING TO TRY AND CAPTURE QUANTIFY BECAUSE IT COULD BE NUMBERS OF PEOPLE TRAINED. CERTAINLY WE CAN DO THAT. UM BUT AS FAR AS USE IN THE CLASSROOM, I'M STRATEGIES OR LESSONS. I'M TRYING TO THINK HOW WE WOULD HAVE TEACHERS REPORT THAT IN A WAY THAT'S NOT TOO LABORIOUS, BUT WE CAN DEFINITELY CONTINUE TO THINK OF WAYS TO ADD ADDITIONAL METRICS. OK, THANKS. OF COURSE. AND THEN I HAVE A
[00:25:03]
QUESTION ABOUT, UM, COMPUTER SCIENCE. AND, UM I AM EXCITED THAT WE'RE ADDING COMPUTER SCIENCE THROUGHOUT ALL OF OUR GRADES, BUT I JUST WANNA MAKE SURE THAT WE ESPECIALLY IN OUR K THROUGH THIRD GRADES THAT WERE REALLY, UM, FOCUSING ON READING AND MATH. AND THAT WE'RE FOCUSING ON THE FOUNDATIONS AND YOU KNOW MORE OF THIS IS A SUPPLEMENTAL, OR, UH, UM YOU KNOW ASIDE NOT, YOU KNOW, FACTORED INTO EVERY LESSON. OR A OR A BIG CHUNK OF EVERYBODY'S SCHOOL DAY. YOU MEAN LIKE THE ORANGE COUNTY SCHOOL OF COMPUTER SCIENCE TYPE OF MODEL. IS THAT WHAT YOU'RE REFERRING TO? NOT DOING? WELL, NO. THEY'RE TALKING ABOUT MAKING THIS A CONTINUUM THROUGH THE WHOLE THING. AND SO I IF I UNDERSTAND IT CORRECTLY, THAT WE'LL BE TEACHING COMPUTER SCIENCE IN ALL OF OUR SCHOOLS FROM KINDERGARTEN THROUGH 12. YEAH, LIKE HOW INTEGRATED IS IT WITH THE THAT WE'RE REALLY MAKING SURE THAT WE'RE FOCUSED, ESPECIALLY IN THOSE LOWER GRADE LEVELS ON, YOU KNOW, FOUNDATIONAL READING AND MATH, SO THAT WAS MY ONLY LIKE IS IT GOING TO TAKE AWAY FROM THAT? WHAT YOU'RE ASKING? I DON'T WANT TO TAKE AWAY INSTRUCTIONAL HOURS ON READING AND MATH, ESPECIALLY AT THOSE LOWER LEVELS. DEFINITELY NOT. UM I HAVE A COUP COUPLE QUESTIONS. I'LL LET YOU GO. I'M NOT REALLY SURE IF THIS OK UM, ACTUALLY, IT KIND OF TIES ON TO THE READING. AND I'M NOT QUITE SURE IF IT BELONGS HERE, CAUSE IT. THIS ISN'T A READING SECTION, BUT I JUST WANNA THROW IT OUT. AND MAYBE IT'LL FIT IN AT A LATER GOAL. UM AND, UH, I WENT TO A CLASSROOM AND SAW THIS AND WAS TALKING ABOUT IT. SO THE SCIENCE OF READING IS, UM, POPULAR AND SEEMS TO BE SOMETHING THAT'S VERY SPECIFIC AND HELPFUL FOR READING, ESPECIALLY ON THE, UM TK TO THREE. CAN YOU MAYBE TALK A LITTLE BIT ABOUT WHAT? THE SCIENCE OF READING IS AND IS THAT SOMETHING THAT WE COULD WOULD THAT WOULD BE BENEFICIAL FOR US TO LOOK A T? ABSOLUTELY I ACTUALLY DID. SEE I'M NOT SURE IF YOU SAW THE UPDATE THIS WEEK THAT IT WAS STRUCK DOWN THE SCIENCE OF READING BILL THAT WAS WORKING ITS WAY THROUGH. OK? YES. YES AND SO THE SCIENCE OF READING IS A CONVERSATION THAT HAS BEEN OCCURRING IN THE LEGISLATURE REGARDING THE BEST APPROACH TO READING INSTRUCTION AND WHETHER IT SHOULD BE ISOLATED MORE INTO PHONICS. UH, MORE OF OUR TRADITIONAL APPROACH. UM, VERSUS SOMETHING THAT IS, UM WHAT THEY CONSIDER QUEUING AND, UH MORE COMPREHENSIVE APPROACH TO READING. THERE'S A LOT OF LIKE A PICTURE AND YOU SAY THE WORD AND SO IT'S CONNECTING THOSE TWO AND SO MEANING, MEANING THE BRAIN AND THE SCIENCE BEHIND THAT AND IMAGES AND UH, GESTURES AND VISUALS. AND SO, UM, WHAT? THE BILL BEING STRUCK DOWN. UM, WE DO RECOGNIZE THAT WE NEED TO CONTINUE TO ASSESS OUR READING INSTRUCTION APPROACHES AND THAT WE HAVE HAD A HISTORICALLY BALANCED APPROACH TO READING INSTRUCTION, AND WE HOPE TO CONTINUE TO DO THAT WITH EXPLICIT PHONICS INSTRUCTION, PHONEMIC AWARENESS AND BUILDING UNDERSTANDING AND MEANING IN OUR STUDENTS AND THAT THROUGH GLAD WE HOPE THAT THAT WILL STILL BRING IN A LOT OF THE OTHER SIDE OF THE QUEUING AND THE VISUALS AND THE GESTURES THAT NEEDED TO HELP STUDENTS MAKE MEANING TO THE WORDS, TOO, AND SO WE PLAN TO CONTINUE TO HAVE A BALANCED APPROACH AND WITH THE USE OF CLAD AND, UM THE CONTINUED CONVERSATIONS AT THE ELEMENTARY LEVEL WITH OUR PRINCIPALS, WE'RE GOING TO KEEP THAT AS A FOCUS, ESPECIALLY WITH THE SCREENING FOR READING DIFFICULTIES. UM, LEGISLATURE COMING THROUGH. THAT'S ACTUALLY WHERE, UM, I WAS IN A CLASS A TK CLASS. AND SO IT WASN'T AT THE HIGH SCHOOL LEVEL. IT WAS REALLY THAT THAT, UM INITIAL PIECE AS YOU WERE KIND OF ALLUDING TO, UM AND THEY WERE TALKING ABOUT DECODABLE THAT WERE THAT. IN THERE, AND I UNDERSTAND WE WOULDN'T WANT TO JUST FOCUS ON ONE THING, BUT, UM, AND THE BALANCE OF IT, UM, I'M AND I LEARNED ABOUT THIS SCIENCE OF READING EVEN BEFORE I SAW OR HEARD WHAT HAD HAPPENED IN THE LEGISLATURE. I WAS NOT AWARE AT ALL OF THAT. UM BUT I'M JUST CURIOUS AS IF THAT'S SOMETHING THAT USING SOME OF THAT STRATEGY WOULD BE BENEFICIAL, ESPECIALLY ON THE EARLY LEVEL. AND IF IS THAT SOMETHING THAT WE WOULD INCLUDE IN AN L CAP, EVEN TO RESEARCH A LITTLE, EVEN IF IT'S NOT SPECIFIC TO SCIENCE OF READING, BUT WHAT THAT MEANS. UM AND THEN SECOND RELATED TO IT IS ORTON GILLINGHAM. WHEN YOU TALK ABOUT READING SCREENINGS AND DYSLEXIA AND ALL OF THAT, AS WELL COULD WHERE WOULD THAT FIT IN? OR OR WOULD IT WE DO HAVE THAT ALSO, WE HAVE THAT SLATED FOR THIS SUMMER AND WE'LL BE TRAINING OUR ACADEMIC SUPPORT TEACHERS THIS SUMMER ON SUNDAY, WHICH IS THORNTON GILLINGHAM MODEL AND SO THAT WILL PROVIDE INTENSIVE READING INSTRUCTION AND INTERVENTION ACROSS ALL OF OUR ELEMENTARY SCHOOLS. AND SO WE'RE BEING VERY PROACTIVE TO BE ABLE TO ADDRESS THE BILL AND I'M REALLY SCREENING OUR STUDENTS FOR READING DIFFICULTIES AND PROVIDING THE INTER AND THAT WILL NEED TO. SO WE ARE HAPPY TO SAY WE HAVE IT BUILT IN, AND IT'S ALREADY SCHEDULED FOR THE SUMMER. SO WERE YOU ASKING CARRIE THAT WE SHOULD PUT IN THE SCIENCE OF READING REGARDLESS BECAUSE I DON'T REALLY CARE WHAT[00:30:05]
THE BILL SAID. I MEAN, IF THEY DIDN'T PASS THROUGHOUT THE STATE, BUT WE COULD DO IT SEPARATELY. I MEAN, WHATEVER IS BENEFITING THE KIDS. IF THERE'S SOME, THERE'S SOME SOMETHING IN SCIENCE OF READING. THAT IS IT THAT COULD HELP THEN WE SHOULD INVESTIGATE IT A LITTLE BIT. I THINK, TOO, IF WE DID IT, AND IT WAS SUCCESSFUL, MAYBE WE CAN BE A MODEL AS TO WHY MAYBE WE CAN HOW TO LAYER IT SOUNDS LIKE AN INNOVATIVE PROGRAM TO ME. YES YEAH, WE ARE CERTAINLY EMBEDDING ALREADY ON THE COMPONENTS THAT ARE NECESSARY FOR THE PHONICS INSTRUCTIONS. AND SO WE CAN CALL IT OUT MORE EXPLICITLY. WE WOULD LIKE TO JUST KIND OF DIFFER FROM HAVING THE BUZZWORDS OF SCIENCE OR READING, BUT WE WILL ABSOLUTELY BE SURE TO MORE EXPLICITLY CALL OUT THAT THE PHONICS INSTRUCTION IS BEING TAUGHT IN OUR SCHOOLS. DOCTOR YOUNG. YES, MR YOUNGBLOOD. UM I HAD A QUICK QUESTION REGARDING, UM, THE TRANSITION THE WORK PROGRAM. WOULD YOU EXPLAIN THE, UH PLACENTIA LINDA UPWARD SUCCESS. MODEL. SURE I WOULD LOVE TO, HOWEVER, I WOULD HATE TO STEAL ANY OF THE AMAZING SPOTLIGHT FROM RENEE GRACE. SO I'M GONNA HAND IT OVER TO HER TO SHARE ABOUT THAT PROGRAM. OK I'M EXCITED, MR YOUNGBLOOD TO TALK TO YOU ABOUT THE PLUS PROGRAM.IF YOU RECALL A FEW MONTHS AGO, WE HAD ALI JIMENEZ OUR FIRST UM UM PLUS PROGRAM, UM, HIRE FOR PYL. AND UM, WHAT WE HAVE DONE IS OUR STUDENTS WHO ARE IN THE, UM, VENTURE PROGRAM AND EVEN STUDENTS WHO MAYBE STARTING A VENTURE PROGRAM BUT ARE VERY, VERY CLOSE TO GRADUATING. WE HAVE, UM, SET THEM UP WITH WORK OPPORTUNITIES IN OUR DISTRICT IN ORDER TO LET'S SAY HELP, EITHER AS A SPECIAL EDUCATION AIDE, OR MAYBE IN THE PRINT SHOP OR PERHAPS IN THE NEW, UH, NUTRITION DEPARTMENT. AND WE TRAIN THEM. WE WORK ON JOB SKILLS. AND THEN WHAT HAPPENS IS WE HOPE THAT WE CAN EMPLOY THEM IN OUR DISTRICT. SO UM AND I WILL SAY THAT WE'VE MODELED THIS AFTER OUR PROGRA MME THAT WE ESTABLISHED, UM, IN PAS VERDES TO WHERE? UM, WE NOW IN PALS VERDES HAVE HAD SEVERAL EMPLOYEES HIRED AND SO, UH, IT'S A GREAT PROGRAM. THERE'S SO MANY BENEFITS, NOT JUST TO THE EMPLOYEES WE HIRE. UM BUT TO ALL STUDENTS THAT, UM CAN SEE THE BENEFITS AND THE DIFFERENCES IN PEOPLE AND HAVE THOSE, UM, MENTORS BE, UH, SOME OF OUR VENTURE GRADUATES. UM IS PRETTY SPECIAL, SO IT'S WORKED. UM I ESTABLISHED IT IN PV AND, UM IT'S SOMETHING THAT I'M VERY PROUD OF. AND EVERYTHING I HEAR IS WE HAVE NOT JUST ANNIE, BUT WE HAVE SOME OTHERS, UH, ONE WITH A PRINT SHOP. I BELIEVE, UH, ONE AT FOOD SERVICES, SO WE HAVE A FEW MORE EMPLOYEES ON THE WAY AND SOME KIND OF IN THE PIPELINE, SO IT'S EXCITING AND WE CAN EVEN GET YOU A SHIRT. MISTER YOUNGBLOOD, WE HAVE A PLUS LOGO SHIRT. I LOVE THAT.
HEY UH, SO IT'S SEPARATE THAN THE CTE PROGRAM THAT THE PATHWAY PROGRAM WE HAVE FOR THAT. YES.
OK? EXCELLENT. ALL RIGHT. THANK YOU SO MUCH. I APPRECIATE IT. I HAVE A QUESTION, UH, ALONG WITH THE LINES OF THAT PROGRA MME AS WELL. THE BUDGET IS $25,000. AND THAT SEEMS INCREDIBLY LOW FOR SOMETHING LIKE THIS. UM WHAT DOES THAT ENTAIL? AND IF WE INCREASED IT, HOW WOULD THAT WOULD THAT BENEFIT? IT IS A LITTLE BIT LOW. UM WHAT WE'RE HOPING IS LOOKING AT, UM INSTRUCTIONAL ASSISTANCE THAT WE HAVE ALREADY TO HAVE THEM BE TRAINED ON WORK ON BEING JOB COACHES, BUT WE'RE ALSO PAIRING WITH, UM DEPARTMENT OF REHAB AS WELL AS GOODWILL INDUSTRIES. AND SO SOME OF SOME OF WHAT'S IN THE WORKS, BUT NOT YET IS SEEING IF WE CAN HAVE SOME SORT OF PARTNERSHIP WITH THEM WHERE THEY COME IN AND JOB COACH SO WE THOUGHT A LOT OF IT WAS GOING TO BE A PARTNERSHIP, AND SO WE DIDN'T HAVE TO ADD AS MANY DOLLARS TO IT. BUT I CAN SEE WHERE THAT COULD POSSIBLY BE A AN ADDITION. YEAH, I THINK 100,000 WOULD BE MORE APPROPRIATE. OK, UM, JUST BECAUSE I MEAN THESE THE EMPLOYEES IT IT DEPENDS HOW MANY WE'RE GONNA HAVE, RIGHT. WHAT? WHAT? WHAT I DID FIND IN PV WAS. THESE EMPLOYEES AREN'T WORKING 40 HOUR WEEKS. SO SOMETIMES IT'S 10 HOURS A WEEK. UM AND TYPICALLY, DEPARTMENT OF REHAB IS OFFERING THE COACHES. SO YOU'RE NOT PAYING FOR A COACH EITHER. UM SO WE WERE ALWAYS UNDER ABOUT 100,000 A YEAR EVEN WITH I THINK MAYBE 33 OR FOUR EMPLOYEES. UM SO, UM, BUT 25 DOES SEEM LOW. MAYBE WE SHOULD ADD THAT AS A GOAL TO REACH OUT TO OUR COMMUNITY PARTNERS AND INVESTIGATE THAT AND PULL THAT IN SO THAT IT THAT WE KNOW THAT. YEAH THIS IS LOW, BUT WE ARE WORKING TOWARDS THINGS. AND THEN I JUST CAN I REAL QUICK ALONG EGGS, CHICKEN. I WAS I MY
[00:35:07]
QUESTION ALONG WITH THAT. SAME, UH, THAT SAME PROGRAM. IS THERE. ANY CONNECTION WITH JOB OPPORTUNITIES OUTSIDE THE DISTRICT. AS AS OPPOSED TO JUST INSIDE THE DISTRICT. YEAH, THAT THAT HAS BEEN THE CORE. VENTURE PROGRAM IS WE HAVE A TEACHER THAT ACTUALLY GET OUR GRADUATES HIRED IN AND DOES WORK PROGRAMS IN LOCAL BUSINESS. WHAT WE DIDN'T HAVE HERE WAS THE INTERNAL. I'D LIKE TO TALK ABOUT , UM, 1.12 INNOVATIVE PROGRAMS. UM SO I JUST WAS WONDERING, UH, WHAT NEW PATHWAYS ARE WE LOOKING AT? ARE WE JUST SUPPORTING THE CURRENT ONES? AND THEN? UM LAST YEAR ON THE L CAP WE HAD LOOKING INTO PERFORMING ARTS ACADEMY AND THEN I WAS WONDERING WHERE WE STOOD ON THAT. ABSOLUTELY SO. THE PATHWAYS THAT ARE CURRENTLY SLATED IN THAT, UM, LINE ITEM ARE AND PROGRAMS INCLUDE, OF COURSE, UM, ORANGE COUNTY SCHOOL FOR COMPUTER SCIENCE AND THE UNIVERSAL SPORTS INSTITUTE AT PARK VIEW, AND, UM WE HAVE A FEW ELEMENTARIES WHO HAVE REACHED OUT ABOUT EXPLORATION OF STEM MAGNET PROGRAMS. UM, WE DON'T WANNA ANNOUNCE THEIR NAMES AT THIS TIME BECAUSE IT REALLY IS JUST EXPLORATION. WE ALSO HAVE A FEW PRINCIPALS WHO HAVE REACHED OUT ABOUT EXPLORATION OF DUAL LANGUAGE SPANISH BEING OFFERED AT THEIR CAMPUS. AS WELL. AND SO THIS IS REALLY TO HELP US SUPPORT OUR SCHOOLS AND PRINCIPALS AS THEY CONTINUE TO FIND WAYS TO INNOVATE THEIR SCHOOLS AND MEET THEIR COMMUNITY NEEDS. ABOUT THE, UM PERFORMING ARTS. OH, YES. I'M SORRY, AND ABOUT THE PERFORMING ARTS PATHWAY. THAT WAS SOMETHING THAT WE DID NOT SPEND MUCH OF OUR EFFORTS LOOKING INTO THIS YEAR. HOWEVER IN THIS COMING YEAR, WE ALREADY HAVE IT SLATED. IN FACT, DR GRAY AND I MET ON THAT AS WELL THIS WEEK AND EVALUATED.UM, WHICH, FOLLOWING THE WASP, UM, VISITATION AND, UH, DETERMINED, OF COURSE, THAT IT WOULD FALL UNDER THE ARTS MEETING AND EDUCATION SECTOR OF THE CTE PATHWAYS. AND SO IT IS SOMETHING THAT WE'RE GOING TO BEGIN EXPLORING WITH OUR HIGH SCHOOLS NEXT YEAR. WHAT THAT MIGHT LOOK LIKE AS PART OF OUR FULL CAREER EDUCATION MASTER PLAN THAT WE HOPE TO BRING FORWARD BUT WE'RE ALSO LOOKING AT STEAM. UM PROGRAMS AT OUR ELEMENTARY SCHOOL, WHICH WOULD HAVE THE ARTS. YEAH, IT SEEMS LIKE THAT LINES UP WITH THE MEDIA, THE MEDIA PATHWAY AS WELL . SO YES. SO WE HAVE A FEW SCHOOLS THAT HAVE THAT. AND SO IT'S SOMETHING WE'RE LOOKING AT MY RECOMMENDATION BECAUSE I LIKE THESE IDEAS WOULD BE THAT WE, UM HAVE STUDY SESSIONS OR DISCUSS THIS WAY EARLY IN ADVANCE, UM, BEFORE IT ACTUALLY GETS TO A VOTE, BUT BRING US ALONG THE WAY . TALK TO THE COMMUNITY. LET'S GET SOME ADDITIONAL INPUT SURVEYS AND STUFF. BECAUSE I WANNA KNOW WHAT PEOPLE WANT. UM I HEAR A LITTLE SMATTERINGS OF THINGS OUT THERE, BUT IT WOULD BE REALLY GOOD TO HAVE A NICE COMPREHENSIVE SURVEY FROM THE COMMUNITY ON LIKE PIE IN THE SKY IDEA, AND THEN WHAT IS WHAT, REALLY COULD THAT LOOK LIKE DEFINITELY THANK YOU. YEAH, AND THEN ALSO BUILDING ON, UM BUT MS BUCK SAID, IS DOING? I MEAN, DO WE CAPTURE WHY STUDENTS LEAVE OUR DISTRICT? YOU KNOW, AND WE HAVE A LOT OF STUDENTS THAT I KNOW OF THAT GO TO ORANGE COUNTY PERFORMING ARTS SCHOOL, AND SO CAPTURING THOSE, AND SO WE ACTUALLY KNOW YOU KNOW WHAT PROGRAMS THAT WE HAVE THAT ARE NOT UM THAT STUDENTS ARE LEAVING FOR TO GET TO THAT WE ARE NOT PROVIDING IN OUR DISTRICT EVEN LIKE OTTO. THERE'S PROGRA, MMES AND OTHER DISTRICTS, BUT THEY CAN TAKE THOSE THROUGH ROP AND EVEN IF I KNOW THERE ARE A HUGE, EXPENSIVE CLASSES TO BRING, UM, JUST ALL THE FACILITIES FOR THAT . UM BUT MAYBE THERE'S A STRATEGY THERE AND PARTNERING WITH ROP BECAUSE THEY HAVE SOME SOME ABILITY TO DO THAT WITH US, UM AND WE COULD LEAD YOU KNOW, A NEW PROGRA MME. THAT HASN'T BEEN ESTABLISHED. INROP A US. THAT WOULD BE GREAT. SO WE DO WHEN STUDENTS UNENROLL. THEY DO HAVE TO PROVIDE THE NEXT SCHOOL THAT THEY'RE ENROLLING AT. AND TYPICALLY, UM FAMILIES ALSO PROVIDE A REASON FOR LEAVING SO WE WOULD BE ABLE TO TRACK SOME OF THAT INFORMATION AS WELL. AND WE DO HAVE DATA ON STUDENTS THAT HAVE LEFT, FOR EXAMPLE, FOR, UM UH, CRL. A CHARTER IN ORANGE, UM , WHICH HOPEFULLY WE ACTUALLY HAVE BEEN GETTING SOME OF THOSE KITS BACK WITH OUR COMPUTER SCIENCE CHARTER. WE ALSO HAVE DATA ON KIDS THAT HAVE LEFT FOR, UM THE SPORTS SCHOOL RANCHO AT RANCHO AND SO, UM, BOTH OF OUR NEW PROGRAMS, UH, WE HAVE DATA TO SHOW THAT WE HAVE LOST KIDS. AND SO, UM, THE ATTENTION IS OUR NEW PROGRAMS WILL HELP ATTRACT THEM BACK AND WE HAVE PRELIMINARY DATA TO SHOW THAT THEY THEY ARE I ALSO THINK, TOO
[00:40:04]
IF I THINK THE PERFORMING ARTS IS A GOOD PROGRAM, AND SO I THINK WHAT WE SHOULD JUST SAY IS, LET'S HAVE A GOAL OPEN IN 2526. LET'S JUST DO IT AND THEN I THINK WE REALLY SHOULD. LET'S INVESTIGATE IT. LET'S GET OUR FEEDBACK FROM OUR COMMUNITY. THERE ARE OUR PARTNERS AND WE ARE SERVING THEIR KIDS BECAUSE MAYBE THERE'S SOMETHING THERE THAT I'M UNAWARE OF. I MEAN, OR COLLATERAL OR ISSUES. UM, FOR EXAMPLE, IT SEEMS LIKE IT WOULD BE A PERFECT FIT AT EL DORADO BECAUSE OF EVERYTHING, BUT THEY A RE THE HIGH SCHOOL. THAT'S INCREASING ENROLLMENT. UM THE EDUCATION PATHWAY IS MOVING OVER TO THAT SCHOOL IN THE NEXT COUPLE OF YEARS. THAT IT WE ALREADY HAVE NOT ENOUGH BATHROOMS. NOT ENOUGH BAND. UM SO THERE'S SO MUCH TO CONSIDER TO PUT INTO THAT, UM, I WOULD HOPE THAT THAT WOULD BE THE RIGHT PLACE FOR IT. UM, YOU KNOW, BUT MAYBE THERE'S SOMETHING WE ELSE WE COULD CONSIDER PARK VIEW MIGHT BE A GOOD SPOT, TOO. I MEAN, JUST BECAUSE YOU COULD USE OUT ANYBODY'S THEATER, OR ESPERANZA'S NEW HAS THAT NEW THEATER AS WELL. WELL, WE COULD USE THEM ALL. DEFINITELY BUT WHERE WOULD WE BUILD A PROGRAM WHERE IT'S PARTNERING? UM LANGUAGE, ARTS AND MATH INTO THOSE INTO THOSE PROGRAMS AS WELL. UM THAT WAS DEFINITELY PART OF OUR CONVERSATION THIS AFTERNOON ABOUT LOOKING AT THE COMPREHENSIVE PROGRAMS THAT WE OFFER ALL THE SITES ARE WE TO PROGRAM RICH BY ADDING ANOTHER ONE FACILITIES, ENROLLMENT OR DO WE NEED TO START MORE IN MIDDLE SCHOOL AND BUILD UP THOSE PROGRAMS A LITTLE BIT MORE, SO IT'S MORE ROBUST WHEN WE GET THERE. ALL NOTED. I'M GLAD THAT WE'RE STARTING TO LOOK MORE AT THESE SPECIALIZED SCHOOLS BECAUSE THAT'S WHAT WE'RE LOSING THESE KIDS TO I COULD BE WRONG. I THOUGHT I REMEMBER THAT THERE WAS A SPOT FOR LIKE A PIE IN THE SKY SUGGESTION. ALMOST LIKE AN ONLINE SUGGESTION BOX. DO WE HAVE THAT ONLINE THAT PEOPLE CAN JUST POP IN AND DROP. WHERE IS THAT? AND CAUSE WE DON'T ADVERTISE IT. I DON'T KNOW THAT WE HAVE A DEDICATED PIE IN THE SKY DROP IN YOUR IDEAS YEAR ROUND, BUT FOR THE EL CAP FEEDBACK FORM, THERE WAS WITHIN EVERY GOAL WIDE OPEN. MAKE YOUR SUGGESTIONS. AND WE HAVE ONE THAT'S JUST ALWAYS AVAILABLE. OLIVIA IS GONNA GIVE OUT HER PHONE NUMBER FOR THAT WE CAN LOOK AT THAT. JUST SO THAT PEOPLE CAN GIVE FEEDBACK THEY CAN EMAIL US. BUT IF THEY SAY, YOU KNOW, I'VE GOT AN IDEA THAT I'D LIKE YOU TO LOOK INTO OKAY, CREATES A CUE FOR US AND MAYBE DIRECTIVES THERE IF I COULD TIE IT RIGHT BACK TO 1.10 ENGAGE COMMUNITY, UM, BUILDING IN SOME MORE SURVEYS, AND THAT SORT OF PIPELINE WOULD BE I THINK WHERE THAT COULD GO. ALL RIGHT. WE SHOULD PROBABLY MOVE ON. GO TO OK, RIGHT. WE HAVE HOW MANY GOALS THIS IS ONE AND TWO COMBINED. SO IF YOU WELL, TWO IS REALLY OUR BASE SERVICES, AND SO IF THERE'S NOTHING MORE FOR ALL STUDENTS, UM THEN WE'RE GONNA START TO HEAD INTO OUR SUPPLEMENTAL FUNDS. AND SO OUR GOALS THAT ARE TARGETING OUR UNDATED PUPILS AND SO WE WILL BEGIN WITH. OK I HAD A QUESTION ON NUMBER TWO ON 2.3. IT SAYS INSTRUCTIONAL MATERIALS, SUPPLIES AND SERVICES. UM, IS THAT 239,000 FOR ALL THE SCHOOLS. THAT IS THE NON SUPPLEMENTAL MONEY THAT WE WILL BE UTILIZING COURSE BECAUSE I WAS LOOKING AT BECAUSE IT JUST SEEMED SO LOW TO ME. AND SO I PULLED OUT THIS YEAR'S BUDGET AND THIS YEAR JUST ON OUR BASE.FOR ALL THE SCHOOLS, WE HAVE 1.9 MILLION YES. SO OUR DIRECTORS ARE CONTINUING TO FORM THEIR BUDGETS FOR NEXT YEAR AND UTILIZING THE TITLE TWO FUNDS, OUR LEARNING RECOVERY FUNDS ARTS MUSIC IN CONSTRUCTION MATERIALS BROADCAST, SO THIS IS STILL IN PROCESS AS WE'RE FINALIZING OUR BUDGETS FOR NEXT YEAR, BUT THAT DEFINITELY THAT NUMBER WILL DEFINITELY GROW. COME JUNE.
WE'RE LOOKING AT ONE. 1 MILLION TO 202 MILLION HERE LAST YEAR TO 200 IS THAT CORRECT? ARE WE MISSING THEM? WE ARE NOT IF IT'S NON SUPPLEMENTAL. IS THERE SOME? WHAT ELSE IS IT'S WHETHER OR NOT WE'RE DOING AN ADOPTION, TOO, SO I DON'T KNOW IF WE HAVE ONE PLANNED FOR 2420. USUALLY WHEN WE HAVE A TEXTBOOK ADOPTION, THAT'S WHERE YOU SEE A GIANT EXPENSE THERE. AND SO IF WE PURCHASED A MASSIVE AMOUNT OF TEXTBOOKS IN 2324, WE MAY NOT BE DOING AN ADOPTION NEXT YEAR.
WHICH IS WHY THE EXPENSE WOULD BE LOWER. OK, COULD YOU GIVE US MORE INFORMATION ON THAT.
BECAUSE I WAS LIKE DIVIDING IT THAT NUMBER BY ALL OF OUR SITES. IT'S JUST SEEMS REALLY LOW. YES THAT NUMBER HAS ALREADY GROWN. I CAN SAY WITH CERTAINTY. AND SO THIS WAS THE, UH, FIRST DRAFT THAT THE OUR TEAM WAS WORKING ON, SO THE NUMBER HAS GROWN EXPONENTIALLY, OK? REMIND ME WHEN WE'LL GET THE FINAL DRAFT. JUNE IS WHEN YOU WILL BE VOTING. THOSE NUMBERS WILL BE ADJUSTED
[00:45:05]
BY THEM, AS WELL AS ANY REVISIONS MADE BASED OFF OF TODAY'S STUDY SESSION, OK, AND THEN SINCE WE'RE TALKING ABOUT AS YOU SENDING US, UM, UPDATES WHEN WILL YOU GIVE US OUR UPDATES? CAN YOU MAKE SURE THAT THEY MARKED ON THE BOTTOM OF LIKE, EDITED BY DATE, SO IT DOESN'T GET CONFUSING? WHICH ONE YOU'RE LOOKING AT? MOST RECENT. MOST RECENT, YEAH, LIKE REV VISION WITH THE DATE SO UM, SO WE KNOW BECAUSE THERE'S BEEN A LOT OF UPDATES THAT YOU'VE BEEN GIVING US ALONG THE WAY AND THEN TO THIS AFTERNOON, I WAS TRYING TO COMPARE I'M LIKE. OH, THIS IS SO HARD TO EVEN LIKE. IS THIS THE LATEST OR IS THIS THE LATEST AND I FINALLY JUST SAID, I'M JUST PUTTING THAT STUFF AWAY, YOU KNOW, AND JUST FOCUSING ON THE BINDER. SO THAT WOULD BE REALLY HELPFUL. SHE FOLLOW ON VERSION ONE VERSION VERSION TWO. I HAVE NOTHING FOR TWO AND LEADING UP TO THE JUNE SESSION. WE WILL HAVE A VERSION, THOUGH THAT WILL BE BOLDED AND STRUCK THROUGH SO THAT YOU COULD SEE CLEARLY WHAT HAS BEEN REVISED AND CHANGED BECAUSE I KNOW THAT HAS BEEN A SOURCE OF THANK YOU. FRUSTRATION IN THE PAST. CONTRA. OK? I'M GOING TO DIVE INTO GO THREE, THEN. OUR THIRD GOAL SURROUNDS THE ACADEMIC ACHIEVEMENT OF OUR ENGLISH LEARNERS. THE STUDENT GROUP REPRESENTS 14.2% OF OUR DISTRICT OR 3276 STUDENTS. AS YOU CAN SEE ON THE SCREEN. THERE ARE ACHIEVEMENT GAPS THAT WE ARE TRYING TO ADDRESS THROUGH OUR TARGETED ACTIONS, NAMELY IN ENGLISH LANGUAGE, ARTS, MATHEMATICS, GRADUATION RATES AND CHRONIC ABSENTEEISM. TO THE NEXT SLIDE. WE PLAN TO ADDRESS THESE AREAS OF GROWTH THROUGH A SERIES OF ACTIONS, WHICH INCLUDE PROVIDING PROFESSIONAL DEVELOPMENT FOR ALL TEACHERS ON ELD STANDARDS, THE D FRAMEWORK AND ELD STRATEGIES AS PART OF OUR THREE YEAR EL MASTER PLAN.WE'RE GONNA BE IMPLEMENTING TRAINING FOR SPECIAL EDUCATION STAFF ON APPROPRIATE ASSESSMENTS FOR ENGLISH LEARNERS HOW TO WRITE LINGUISTICALLY APPROPRIATE GOALS IN IES AND PROVIDE CROSS-DISCIPLINARY TRAIN TRAINING TO STRENGTHEN THEIR MULTIDISCIPLINARY ASSESSMENT REPORTS. WILL BE FACILITATING LP A TESTING THROUGH A SITE BASED ADMINISTRATION OF THE EXAM ON A VOLUNTARY BASIS, SO THIS WILL BE AT OUR TITLE ONE SITES, NAMELY WHERE WE HAVE A LARGE NUMBER OF ENGLISH LEARNERS, UM AS WELL AS PROVIDING EXPLICIT TRAINING AND PROFESSIONAL DEVELOPMENT ON WHAT THE LP A EXAM CONSISTS OF SO THAT OUR TEACHERS CAN BETTER SUPPORT OUR STUDENTS IN RECLASSIFYING. WE'RE GOING TO INCREASE OUR PARENT ENGAGEMENT BY HOSTING FAMILY WORKSHOPS AND PROFESSIONAL DEVELOPMENT AT OUR TITLE, ONE SITES. AND WE SPEAK A LOT THROUGHOUT ABOUT OUR COMMUNITY ENGAGEMENT EFFORTS. THAT WILL BE, UM, INCREASING NEXT YEAR AND SO I'LL I'LL LEAVE SOME FOR FUTURE GOALS. WE'RE GONNA PROVIDE AN ELD SUMMER CAMP FOR OUR ELEMENTARY ENGLISH LEARNER. STUDENTS THAT PROVIDES ENRICHMENT AND IS FOCUSED ON LANGUAGE ACQUISITION AND GLAD STRATEGIES AND WE ARE SO PLEASED TO SAY THAT WE HAVE TOO MANY TEACHERS INTERESTED IN TEACHING THE ELD SUMMER CAMP. UM THEN WE NEED AND THEN WE ARE GONNA BE INVESTING A LOT OF OUR FUNDS IN OCD'S GLAD TRAINING TO REALLY HELP ASSIST BOTH INTEGRATED AND DESIGNATED ELD. AND SO THIS WILL BE OUR FIRST REALLY COMPREHENSIVE ELD STRATEGIES APPROACH IN QUITE SOME TIME IN THIS DISTRICT, AND SO IT'S ALL GONNA BE HAPPENING IN OUR PRESCHOOLS AND OUR TKS AS WELL AS UM, K THROUGH 12. AT THIS TIME. WE'D LIKE TO INVITE ANY FEEDBACK OR QUESTIONS.
SUGGESTIONS YOU MAY HAVE ON GOAL THREE PERTAINING TO OUR ENGLISH LEARNERS, AND THEN WE'LL HAVE A SEPARATE ONE FOR OUR LONG TERM ENGLISH LEARNERS NEXT TWO QUESTIONS ONE HAS TO DO WITH, UM , UH, STAFFING PERSONNEL RELATED TO, UM EL. WE USED TO HAVE A DIRECTOR OR ADMINISTRATOR OF ENGLISH LANGUAGE. CAN YOU TELL ME A LITTLE BIT ABOUT WHAT THAT STRUCTURE LOOKS LIKE? AND THEN SECOND QUESTION IS, WHAT ARE THE NUMBER OF SPECIAL ED STUDENTS AND ENGLISH LANGUAGE STUDENTS TOGETHER? WHAT IS THAT INTERSECTION THAT I OK? SO I'D LIKE TO REINTRODUCE YOU TO MISTER JOSE CABRERA IS OUR ASSISTANT DAUGHTER OF FEDERAL PROGRAMS. SO IT FITS RIGHT IN THERE. YES. SO HE IS SUPPORTING OUR TITLE. ONE TITLE TWO TITLE THREE AND TITLE FOUR. AND SO THAT IS, OF COURSE, UM, TITLE ONE. AND THEN OUR ENG ENGLISH LEARNERS PRIMARY. DO WE HAVE SOMEBODY UNDER YOU? THAT'S SPECIFICALLY FOR YOU. YES WE HAVE A TEACHER ON SPECIAL ASSIGNMENT. AND SO BLANCA GIBBONS SUPPORTS HIM AS WELL. AND THEN WE ALSO HAVE KIM SCHULTZ THIS YEAR WHO'S ALSO ON THE SECONDARY SIDE. WHO'S SUPPORTING HIM FOR EL? BUT WE ALSO HAVE A TITLE ONE TOSA, STEPHANIE VALDEZ, SCHRADER, AND SHE ALSO IS DOING A LOT OF CROSSOVER WORK WITH TITLE THREE, SINCE THE TWO ARE SO INTERTWINED , AND SO SHE IS SUPPORTING EL THREE SUPPORT STAFF UNDER THE UNDER HIM AND THEN CLERICAL AS WELL. AND THEN AND THEN DULY
[00:50:03]
IDENTIFIED STUDENTS OK, AND THE NUMBER OF OUR DULY IDENTIFIED STUDENTS WHO ARE IDENTIFIED WITH AN IEP AS WELL AS EL IS 677. SO THAT BEGS THE QUESTION OF THE 3.4 SPECIAL ED TRAINING. THERE'S ONLY $7500 THERE. WHAT IS THAT GONNA GO TO BENEFIT ALL THOSE STUDENTS? WE WERE A LOT OF THAT WOULD BE SUB COSTS WHEN WE TRAIN TEACHERS, BUT WE HAVE A LOT OF SKILLED FOLKS HERE THAT CAN DO THE TRAINING, SO WE FIGURED WE DIDN'T NEED TO PAY FOR OUTSIDE TRAINING. UM, IF WE DID, WE COULD USE IT. AND IF THE SUGGESTION IS THAT TO INCREASE IT A LITTLE BIT, WE COULD AS WELL BUT WE'RE HOPING THAT WE CAN DO IN HOUSE TRAINING FOR IT. AND WOULD THAT BE JUST SPECIAL EDUCATION TEACHERS? OR WOULD THAT BE A I DS OR WHAT WOULD IT WOULD BE SPECIAL EDUCATION TEACHERS, AND THEN WE WOULD ADD TRAINING ON FOR OUR INSTRUCTIONAL AID SO THAT THEY COULD SUPPORT THE WORK OF THE SPECIAL EDUCATION INSTRUCTORS. OK, MAYBE MAYBE WE CONSIDER WHAT THAT LOOKS LIKE OUT OF $7500 JUST CURIOUS. LOOKS LIKE IT MAY BE AN INCREASE WOULD BE VALUABLE. OK, UM. I BELIEVE IT'S 3.2 STAFFING. WHAT IS THE GOAL FOR THE ENGLISH LANGUAGE? LEARNERS AND FOR THESE EXTRA CLASSES DO WE HAVE LIKE A ARE WE TRYING TO DO 20 TO 1? SURE AND SO IT'S THIS 3.2 YOU MENTIONED. SO THIS IS REFERRING TO OUR SECONDARY SCHOOLS, AND THIS IS THE DESIGNATED ELD COURSES, AND THEY GENERALLY ARE RUNNING 20 TO 1. SOME SMALLER THAN THAT, AS WELL. DEPENDS ON THE LEVELS OF STUDENTS. UM SO DIFFERENT SECTIONS MAY BE COMBO ED UP SO THAT IT CAN BE EFFICIENT STAFFING, BUT I WOULD SAY 20 TO 25. MAX IS WHAT YOU WILL SEE IN THOSE SECONDARY D COURSES. THANK YOU. AND THEN, UM THE, UM, ASSESSMENTS FOR SPECIAL EDUCATION. I THOUGHT THAT WAS A REALLY A GREAT GOAL. AND UM, CAN YOU GIVE ME MORE DETAIL HOW THIS IS GONNA WORK SO THAT WE MAKE SURE THAT WE EVALUATE THESE STUDENTS CORRECTLY? YES AND I. I COULD GIVE YOU A LOT OF DETAIL, BUT I THINK THE BETTER PERSON TO GIVE YOU THAT DETAIL WOULD BE THE PERSON WHO OVERSEES OUR PSYCHOLOGIST, AND THAT'S OUR ASSISTANT DIRECTOR, JAMIE SHELL.HERE. SO. DO YOU FEEL LIKE YOU'RE $7000 BUDGET IS ENOUGH. BECAUSE THAT DOESN'T SOUND LIKE IT'S GONNA PAY FOR MORE PROFESSIONAL DEVELOPMENT. IT'S PUTTING HER ON THE SPOT. I KNOW I'M SORRY.WE'RA LITTLE. I'M SORRY, BUT NOT SO.
SO WHAT I WOULD JUST ADD TO THAT IS WE REALLY DO HAVE A LOT OF EXPERTS WITHIN AND WE ARE USING.
WE HAVE HER AS A CONSULTANT. WE ALL GET TRAINED BY HER AS WELL. AND THEN WE TRAIN TOO. SO AND THE TRAINING THE TRAINING THE TRAINER, THE TRAINER, OK, SO THEN THAT'S GOOD. YEAH, WE'RE TRYING ALL THE TIME TO I KNOW I WOULD JUST LIKE TO GIVE YOU MORE MONEY. UH, PART. FOR FREE. WELL MM. OK, GREAT. THANK YOU, I. I HAVE A FOLLOW UP QUESTION JUST KIND OF TRIGGERED MY THOUGHT PROCESS. UM WE HAVE A LOT OF STUDENTS THAT ARE NOW, UM I IN CLASS. UM YOU KNOW, WE WE'VE DONE A LOT OF IMMERSION, OR, UM, UM, INCLUSION ? YES. INCLUSION SLIPPED MY MIND. UM IS THERE A VALUE OR ARE THERE TEACHERS THAT HAVE A HIGHER NUMBER OF SPECIAL EDUCATION STUDENTS IN THEIR CLASS THAT MIGHT BENEFIT FROM THIS AS WELL? IS THERE ANY WAY TO LOOK A T THAT METRIC AND ADD THEM IN AS A TRAINING AND I THINK TO BE HONEST, I THINK IT'S GOOD FOR ALL SO WE COULD BE MORE GRANULAR AND SEE WHO HAS MAYBE UP ABOVE THIS THRESHOLD AND MAYBE GIVE THEM A LITTLE BIT MORE, BUT WE'RE REALLY WORKING COLLABORATIVELY WITH ED ED SERVICES ON THE TRAINING FOR ALL OF OUR EVEN AS AN OPTION, AND THAT THEY COULD, YOU KNOW, KIND OF A CAFETERIA MENU OF IT. YEAH. YEP. THANK YOU. OK, GOAL 3.1 12. UM ARE OUR COMMUNITY LIAISONS.
ARE THEY GOING TO BE FULL TIME OR ARE THEY CONSIDERED PART TIME? I THERE? PART TIME AND I.
[00:55:03]
I BELIEVE THAT THEY'RE ALL PART TIME, SO WE HAVE FIVE BILINGUAL COMMUNITY LIAISONS. CURRENTLY AND THEY ARE PART TIME. I SEE JOSE NODDING AT ME. YEAH I'M TRYING TO AND WHAT ARE THE FIVE SCHOOL? I KNEW IT WAS COMING THERE AT MELROSE. GLENVIEW VALADEZ, KRAMER AND BERNARDO YORBA DUE TO THE DUAL PROGRAM. IT'S GONNA BE VALDEZ. AND WHO ELSE? KRAMER AND BERNARDO.OK THANKS. SURE OK, I'M GONNA MOVE ALONG TO GOAL FOUR, WHICH IS IN THE SAME OH, LET ME LOOK AT MY NOTES TO MAKE SURE I GOT EVERYTHING. WOULD RIO VISTA AND TOPAZ BENEFIT FROM ALSO A BILINGUAL COMMUNITY. OH, YEAH. THIS IS SO WE WANNA CONSIDER THAT AS WELL BECAUSE WE'RE TARGETING ALL YELLS. THAT'S HIGH TITLE ONE SCHOOL. YES ABSOLUTELY SOMETHING THAT WE'VE TALKED ABOUT SO SOME DON'T PREFER THE BILINGUAL COMMUNITY LIAISON BECAUSE THEY HAVE BILINGUAL CLERKS OR BILINGUAL SECRETARIES. AND SO THEY FEEL AS THOUGH THEY ARE ABLE TO ACCOMPLISH. BOTH THOSE NEEDS THROUGH THOSE STAFFING. AND SO WE ARE SUPPLEMENTING RUBY THIS COMING YEAR, THOUGH, BECAUSE THEY DON'T HAVE, UM CONTINUOUS SUPPORT. OK, SO RUBY WOULD BE ADDED TO THIS LIST BECAUSE IT'S NOT AS A BILINGUAL COMMUNITY LIAISON, BUT WE'RE GOING TO BE PROVIDING ADDITIONAL HOURS TO THEIR BILINGUAL CLERK SO THAT THEY HAVE FULL TIME SPANISH SPEAKING COVERAGE AVAILABLE IN THEIR FRONT OFFICE. BECAUSE A LOT OF THESE COMMUNITY LIAISONS THEY REALLY THEY GO OUT TO THE COMMUNITY, AND IF THEY'RE STRUCTURED IN AN OFFICE. THEY DON'T REALLY HAVE THAT FLEXIBILITY TO GO AND SERVE THE NEEDS AND HELP. SO THAT WOULD BE MAYBE BECAUSE OUR THOSE NUMBERS ARE SO WHEN YOU LOOK A T, UM UH, ATTENDANCE. THE NUMBERS A RE SO LOW. MAYBE THAT JUST GOING OUT AND STRATEGISING THAT WAY IT WOULD PAY FOR ITSELF. YEAH, ABSOLUTELY. I KNOW THAT HELP WITH THE CHRONIC ABSENTEEISM. I KNOW THAT THEY UTILIZE THEM IN THAT WAY OFTEN. YES I BELIEVE MANY USE TITLE I FUNDS, THOUGH, TO PAY FOR THEIR BILINGUAL COMMUNITY LIAISONS, AND SO THAT HAS TO BE THE PRINCIPAL IN THE SCHOOL'S CHOICE IF THEY WANT TO INVEST THEIR MONEY IN THAT WAY, BUT WE CAN DEFINITELY ENCOURAGE THEM AND LOOK AT AS A DISTRICT HOW WE COULD SUPPORT THEM IN THAT. OKAY? WE'RE ON GOAL FOUR WITH 30 MINUTES. TWO MORE QUESTIONS. OK, SO WE HAVE 30 MINUTES FOR HOW MANY MORE GOALS WE HAVE NINE TOTAL. OK, UM OK, THEN I'LL JUST ASK. THE ONE CAN GLAD IS IN HERE ALL THROUGH THIS , AND WE HAVEN'T DISCUSSED WHAT GLAD IS YET OR HOW IT'S GONNA BE UTILIZED. SO I THINK THIS WOULD BE A GOOD TIME TO TALK ABOUT THAT. YEAH. PERFECT I'M GOING TO TURN THIS OVER TO MR JOSE CABRERA. SO GLAD YOU ASKED ABOUT GLAD UM I THINK THAT THIS IS, UH, ONE OF THE WAYS WE INNOVATE FOR ENGLISH LEARNERS. UM, BUT WE'RE PROPOSING IS THE TRAINING IS REALLY AN INTENSIVE SEMINAR, SO OUR TEACHERS WILL GO THROUGH A TWO DAY SEMINAR ON RESEARCH AND LANGUAGE ACQUISITION AND UNDERSTANDING WHAT LANGUAGE ACQUISITION IS AND HOW IT'S DIFFERENT FROM THE ENGLISH LANGUAGE ARTS FRAMEWORK. SO THEY GO THROUGH A TWO DAY RESEARCH AND THEORY SEMINAR, AND THEN THERE'S A PRACTICUM IF YOU WILL OF FOUR DAYS WHERE THEY'LL VISIT OTHER SCHOOL SITES TO SEE IT IN ACTION AND SEE WHAT THAT LOOKS LIKE. IN ACTION. UH, KIND OF SIMILAR TO WHAT? DR LEON RIP. MY UH, SAID ABOUT THE, UH CG. I KIND OF THAT PRACTICE AND THEN THE CONSULTANTS WILL ALSO COME INTO OUR CLASSROOMS TO DEMO AND WORK WITH OUR TEACHERS. AND SO GLADYS, REALLY ABOUT LANGUAGE ACQUISITION THROUGH AN ACCELERATION, NOT A REMEDIATION. UM, IT'S NOT AN INTERVENTION. UM, IT'S REALLY TO ACCELERATE LANGUAGE ACQUISITION AND LANGUAGE ACQUISITION IN TERMS OF ENGLISH LANGUAGE, THE ENGLISH LANGUAGE AND SO IT'S A LOT OF STRATEGIES. A LOT OF, UM, VISUALS, THINKING MAPS. UH, STRUCTURES, POSTERS, A LOT OF INTERACTION. A LOT OF SPEAKING, UH, SO IT'S VERY INTERACTIVE ENGAGING FOR STUDENTS AS WELL AS TEACHERS. SO IT'S REALLY PROFESSIONAL DEVELOPMENT. IT IS PROFESSIONAL DEVELOPMENT. IT'S NOT A PROGRAM. WE'RE NOT BUYING SOMETHING IN A BOX. WE ACTUALLY BUYING PROFESSIONAL DEVELOPMENT, AND IT'S A CONSISTENT, SYSTEMATIC WAY TO PROVIDE, UH, LANGUAGE ACQUISITION ACROSS ALL GRADE SPANS. TOPAZ WAS A REALLY A FRONT A PIONEER OF THAT IN OUR DISTRICT, AND THEY HAD AMAZING SUCCESS IN THEIR CAST SCORES THIS PAST YEAR AS WELL AS IN THEIR RECLASSIFICATION RESULTS, AND SO WE'RE REALLY PLEASED WITH THE RESULTS THEY HAD. AND SO, UM, IN SPEAKING, MORE OF THE PRINCIPLE WE'RE GONNA EXPAND OUT TO YES, AND TOPAZ WAS JUST THEY
[01:00:02]
DIPPED THEIR YOU KNOW, FOOT INTO GLAD, AND WE SAW RESULTS. AND SO THIS IS GONNA PROVIDE A SYSTEMATIC WAY ACROSS THE DISTRICT AS FAR AS, UH IMPLEMENTATION AS WELL AS SUCCESS CRITERIA. METRICS TO MEASURE WHAT THAT LOOKS LIKE, YOU KNOW, UM, IT'S NOT A TEST.WE'RE NOT GONNA DEVELOP TESTS FOR STUDENTS. BUT HOW ARE UH, STUDENTS ARE PROGRESSING THROUGH THE LANGUAGE CONTINUUM. AND SO, UM, THAT'S REALLY WHAT I'M GLAD IS ABOUT GLAD IT'S BEEN AROUND FOR ABOUT 35 YEARS, UM AND ORANGE COUNTY HOLDS THE TRAINING CENTER FOR THE NATIONAL TRAINING CENTER. SO UH, WE ARE IN A GREAT SPOT AS FAR AS ORANGE COUNTY LEADING THE WAY FOR GLAD NETFLIX. THANKS FOR SHARING. OK? I'M GONNA PROCEED TO GOAL NUMBER FOUR, AND THIS GOES SURROUNDS THE ACADEMIC ACHIEVEMENT OF OUR LONG TERM ENGLISH LEARNERS. AND THESE ARE ENGLISH LEARNERS WHO HAVE BEEN ENROLLED FOR MORE THAN SIX YEARS AND ARE NOT PROGRESSING TOWARDS ENGLISH PROFICIENCY. THIS GROUP REPRESENTS APPROXIMATELY 32% OF OUR ENGLISH LEARNERS OR 896 STUDENTS. AND SO AS YOU CAN SEE ON THE SCREEN, THOUGH, 32.5% OF THE L TELLS IN OUR DISTRICT NEARLY MET, MET OR EXCEEDED THE STANDARDS IN ENGLISH LANGUAGE ARTS ON CSP, WHICH IS HIGHER THAN THE STATE AND COUNTY AVERAGE. HOWEVER ONLY 9.92% OF LT TELLS IN PYLSD NEARLY MET, MET OR EXCEEDED THE STANDARDS IN MATH ON THE C, WHICH IS LOWER THAN THE STATE AND COUNTY AVERAGE. AND SO WE HAVE A SERIES OF TARGETED ACTIONS THAT WE ARE PROPOSING TO SUPPORT OUR LONG TERM ENGLISH LEARNERS. IN ADDITION TO ALL OF THE ACTIONS PREVIOUSLY SHARED FOR ENGLISH LEARNERS, SINCE THEY ARE A PART OF THAT GROUP AS WELL, AND THIS INCLUDES ENSURING SYSTEMATIC PROGRESS, MONITORING AND INTERVENTION FOR ANY LONG TERM ENGLISH LEARNER WITH AD, OR F IN A CORE SUBJECT AREAS. JOINING THE ORANGE COUNTY DEPARTMENT OF EDUCATION ELTEL NETWORK TO EXPLORE STRATEGIES TO INCREASE PARENT ENGAGEMENT AND CLOSE THE ACHIEVEMENT GAP FOR OUR L TEL AS WELL AS ITS GAMIN EXAMINING THE NEEDS AND PERFORMANCE DATA OF OUR LTS AS A STAND ALONE ITEM AT EACH ELLA AND DAC MEETING AS WELL AS OUR TITLE, ONE TITLE, THREE PRINCIPAL MEETINGS. AND SO AT THIS TIME, WE'D LIKE TO INVITE ANY FEEDBACK YOU MAY HAVE ON GOAL FOUR, WHICH IS BRAND NEW AS DOC. UH, MR STEIN SHARED TO US THIS YEAR AND WE WILL ALSO BE RECEIVING NEW DATA ON OUR LTS ON THE DASHBOARD. THIS COMING YEAR AND SO MORE INFORMATION WILL COME ON HOW WE COULD BETTER MEASURE. UM, HOW WE ARE SUPPORTING OUR LTS I'M JUST CURIOUS, UM, WITH ALL OF THE TUTORING THAT WE COULD PROVIDE OR THAT WE DO PROVIDE. HOW CAN WE TARGET SPECIFIC AND WE'RE DOING INTERVENTIONS, BUT ADDITIONAL TUTORING THAT, UM EVEN FOR FAMILIES THAT HAVE SPANISH SPEAKERS OR OR UM ELS AT HOME. UM, THAT MAY NOT BE ABLE TO HELP THAT. HOW CAN WE BENEFIT THAT AS AN AFTER SCHOOL PROGRAM AS WELL? I SEE. AND SO THROUGH ELOP OR BEING A REMINDED OF OUR EXPANDED LEARNING PROGRAM IS REALLY TARGETING ALL OF OUR UNDATED STUDENTS. BUT OF COURSE, OUR LTS AND OUR FAMILIES ARE BE ABLE TO PROVIDE, UM, ACCESS TO THAT PROGRAM FREE OF CHARGE. AND IN THAT WE ARE PROVIDING TUTORING OR DOING, UM, REFLEX FRAX AND I READY AS WELL TO SUPPORT OUR STUDENTS, AND SO THEY'RE GETTING TARGETED. HELP WITH THOSE DEFICITS. IN ADDITION TO OUR LTS OUR ELS. THEY'RE ALL INVITED TO OUR AFTER SCHOOL INTERVENTION AS WELL. PRINCIPALS WERE VERY STRATEGIC ABOUT PRIORITIZING, UM THEIR ENGLISH LEARNERS AND INVITING THEM AS WELL. DO WE HAVE ANY, UH, ENGLISH AS A SECOND LANGUAGE CLASSES FOR ADULTS FOR PARENTS? WE DO WE DO BOTH. I BOTH GEORGE AND JOSE ARE NODDING BECAUSE WE ARE OFFERING IT ACTUALLY, IN TWO DIFFERENT REALMS. AND SO IF YOU WANNA JUST BRIEFLY SPEAK TO EACH OF YOURS. THAT'S A PARTNERSHIP THROUGH NO CE. AND SO WE HAVE I BELIEVE AT, UH, RUBY DRIVE AND TOPAZ. UM AND HOPE TO, UH, NEXT YEAR PARTNER WITH THEM AGAIN AND EXPAND IT TO RIO VISTA. UH NOC REALLY WORKS THROUGH THE COLLEGE AND THEY NEED TO ENSURE THAT THEY HAVE AT LEAST 20 PARTICIPANTS AND SO GETTING THE 20 PARTICIPANTS IS WHAT? WHAT THEY NEED, BUT THEY'RE WILLING, SO WE'RE LOOKING TO EXPAND THAT AS WELL. WHAT'S THE CLASS? THERE WAS AN ADULT PARENT CLASS AT RIO VISTA PROGRAM. WHAT WHAT IS THAT ? THAT WAS OUR PARENTING CLASS. UH, DISCIPLINE. POSITIV. WE HAD IT ALL OUR TITLE. ONE SITES. UH, VERY SUCCESSFUL. VERY UM, THEY WERE ASKING FOR MORE. THEY'RE ASKING FOR MORE. AND SO I WAS VERY SUCCESSFUL, AND THAT WAS THE ONE AT RIO VISTA. AND DR LOPEZ, IF YOU COULD JUST SHARE.
I KNOW WE BROUGHT BACK THE LEARNING LINK THIS YEAR AS WELL. WHERE.
[01:05:15]
NICE. JUST THE OBVIOUS QUESTION. 345 AND SIX. I HAVE $0 NEXT TO IT. I'M ASSUMING. I'M SORRY. 45 AND SIX YEAH, NOT THREE. CAN YOU EXPAND ON THAT? IT'S FREE. WELL THE PROGRESS MONITORING IS ACCOUNTED THROUGH OUR ELEVATION PROGRAM, WHICH IS ACCOUNTED FOR IN A DIFFERENT GOAL. EXACTLY AND SO THIS IS A VERY TARGETED ACTION THAT WE'LL BE DOING FOR LTS, BUT THERE'S NO CHARGE TO IT BECAUSE IT'S ON THE CLOCK TEACHER HOURS AND, YES, MM-HMM AND CHARGED ELSEWHERE. AND THEN THE ALTEL NETWORK IS FREE. UM AND ELLA AND D LACKS ARE FREE. AND SO YES. MHM. I HAVE A QUESTION. I WAS LOOKING OVER THE DATA, UM, PROFILE THAT YOU SENT AND, UM IN 2020 2021 ARE TELLS WE HAVE PRETTY MUCH CUT THAT IN HALF THOSE YEARS. IT WAS FROM CURRENTLY UM WHAT CAN YOU TALK ABOUT WHAT WE DID RIGHT? HAVE WE EVALUATED THOSE YEARS AND WHAT WE DID BECAUSE I THOUGHT THAT WAS PRETTY IMPRESSIVE. THAT WE'VE CUT. THAT IN HALF AND WE'VE MADE PROGRESS, AND SO YAY, BUT ALSO I LIKE YOU KNOW, IS THAT PART OF THE CONVERSATION? YOU KNOW? WHAT DID WE DO RIGHT THOSE YEARS? AND HOW DID WE SUPPORT AND THEN? ARE WE CONTINUING THOSE? OR WAS IT AN ANOMALY? YEAH, THAT'S THE QUESTION. SURE I'M GONNA LOOK TO MR CABRERA TO SPEAK TO YEAH, I.I THINK WHAT YOU SAID EARLIER MADE, UH, PROMPTED ME TO THINK OF YOU KNOW, OUR OUR OUR L TELLS REALLY ARE BECAUSE OF RECLASSIFICATION. SO YOU SEE A LOT OF ACTIONS AT THE ELEMENTARY CAUSE THAT'S OUR GOAL. IF THEY RECLASSIFY AN ELEMENTARY, THEN THEY RECLASSIFIED AND THEN WE DON'T HAVE L TELLS AND SO REALLY , OUR EFFORTS THROUGH GLAD IS TO, UM, PRIORITIZE AND EMPHASIZE EARLY RECLASSIFICATION. SO BY FIFTH GRADE, WE REALLY WANT THEM TO RECLASSIFY AS FAR AS TUTORING . UM GOES AS WELL. AND WHY ARE WHY DO WE HAVE ALTS? WE HAVE TO REALLY ANALYZE AND LOOK WHICH OF THE CORE CRITERIA ARE THEY NEED? SO, FOR EXAMPLE? IS IT? THE FOUR DID THEY NOT GET A FOUR ON THE L? PE? THAT'S THE FIRST KIND OF STEP TO GET RECLASSIFIED. YOU NEED TO SCORE FOUR ON THE L PACK AND SO ANALYZING DID THAT STUDENT NOT MAKE A FOR IF THEY DIDN'T REACH A FOUR. OK, WHAT ARE WE GONNA DO THIS YEAR TO ENSURE THAT THEY'RE GOING TO GET A AFFORD? UM IS IT UH, THEIR GRADES ARE THEIR GRADES SUFFERING? SO IF THE TEACHERS ARE AWARE, OK, THIS STUDENT I HAVE TO MAKE SURE THAT THEIR GRADES ARE APPROPRIATE SO THAT THEY CAN MEET THE CRITERIA AND THEN OBVIOUSLY STATE TESTING AND ALL THE OTHER MEASURES. WE JUST HAVE TO BE INTENTIONAL WITH OUR TEACHERS SO THAT THEY'RE AWARE GOING BACK TO KNOWING YOUR STUDENTS AND KNOWING YOU KNOW WHAT THEY NEED IS REALLY GONNA HELP US IN BEING THAT, UH, INTENTIONAL DRIVER AS FAR AS YOU KNOW EACH STUDENT INDIVIDUALLY AND LOOKING AT THEIR NEEDS, BUT ALSO WHERE ARE THEY ON THAT CONTINUUM FOR RECLASSIFICATION, SO IF IT'S JUST THE OUT PACK THAT THEY NEED AND EVERYTHING ELSE IS FINE. LET'S FOCUS ON OUT P. IF IT'S THEIR GRADES, I WANT TO ENSURE THAT IT'S THEIR GRADES. AND SO THAT'S REALLY WHAT WE'RE DOING RIGHT NOW TO ANALYZE TO SEE WHERE WE CAN INCREASE THE RECLASSIFICATION, SO WE DON'T HAVE HEELS AT THE HIGH SCHOOL AND MIDDLE SCHOOL AND HIGH SCHOOL, AND I WOULD JUST ADD ONE MORE THING. WE HAVE BEEN VERY, VERY COGNIZANT, UM AND DELIBERATE ABOUT RECLASSIFYING OUR SPECIAL EDUCATION STUDENTS AS WELL. SO WE'VE HAD A CONCERTED EFFORT AND WE'VE PROBABLY MORE THAN DOUBLED THAT IN THE LAST COUPLE YEARS, AND THAT MAY ATTRIBUTE TO THE CHANGE THAT YOU'RE SEEING AS WELL. IN THE PAST. WE'VE KIND OF GOTTEN A THING. DATA ON OUR LTS THAT SAY HOW MANY YEARS THEY'VE BEEN IN IN OUR DISTRICT? AND, UM AND I REMEMBER THIS CAME UP AT A AT AN LC MEETING THE DATA AND SO I JUST IF I COULD GET THAT, BECAUSE, I COULDN'T FIND IT IN OUR ANALYSIS, AND IF I MISSED IT, PLEASE POINT ME IN THE RIGHT DIRECTION. I READ A LOT OF THINGS LATELY, SO BUT I JUST WOULD KIND OF LIKE TO SEE THAT BECAUSE IT WAS CONCERNING A COUPLE OF YEARS AGO THAT WE HAD STUDENTS THAT HAD BEEN IN OUR DISTRICT FROM K TO 12, AND THEY WERE STILL AN L TO SO I WANNA MAKE SURE WE'RE NOT MISSING THOSE STUDENTS AND I. I MEAN, I INTENTIONALLY LOOK FOR IT. SO I AS AS, UH MR CABRERA SAID. YOU KNOW, WE YOU KNOW, THE THEIR TEACHERS ARE BEING INTENTIONAL, AND I'M BEING INTENTIONAL MAKING SURE THAT WE'RE NOT MISSING ANYBODY. AND THEN I JUST HAVE, UM ONE MORE QUESTION ON, UM, AVID EXCEL. UM THIS IS A NEW PROGRAM COMING TO OUR DISTRICT. UM SO I LIKE IF YOU COULD SHARE
[01:10:06]
MORE ABOUT IT. SURE ABBOTT EXCEL HAS BEEN IN PLACE AT BOTH KRAMER AND VALADEZ AND WILL CONTINUE TO BE IN PLACE AT THOSE TWO SCHOOLS . VALADEZ INCREASED THE NUMBER OF SECTIONS THAT THEY OFFERED IN AVI EXCEL FROM 2 TO 4 THIS YEAR. BUT IT'S NOT A NEW PROGRAM, AND IT IS AVID'S VERSION OF DESIGNATED ELD. AND SO, UM, AVID EMERGE IS THE NEW PROGRAM THAT AVI IS CREATING, AND THAT IS FOR GRADES NINE THROUGH 12. AND SO, UM, PAULA REPORT IS ACTUALLY GAVE ME AN EMAIL. DATE TODAY THAT HE REACHED OUT TO VALENCIA BECAUSE THEY HAD EXPRESSED SOME INTEREST IN POTENTIALLY PILOTING . UM THAT THAT COURSE UM, IN EXCHANGE FOR OUR CURRENT DESIGNATED ELD. BUT AGAIN, IT IS IN VERY PRELIMINARY EXPLORATORY PHASES. OK, THANK YOU. SURE. IF YOU DON'T MIND, I'M GONNA MOVE TO GOLF FIVE TO SUPPORT OUR SOCIAL ECONOMICALLY DISADVANTAGED STUDENTS THEN AND SO OUR FIFTH GOAL TARGETS. UM THIS LARGE GROUP OF OUR STUDENTS , THIS IS 45.3% OF OUR DISTRICT OR APPROXIMATELY 10,491 STUDENTS. ADVANCE THE SLIDE HERE. UM, THE ACHIEVEMENT.10,491 STUDENTS. AND SO AS YOU CAN SEE, WE HAVE ACHIEVEMENT GAPS IN ENGLISH LANGUAGE, ARTS, MATHEMATICS, AS WELL AS CHRONIC ABSENTEEISM AND COLLEGE AND CAREER FOR THIS GROUP OF STUDENTS, AND SO WE HAVE A SERIES OF TARGETED ACTIONS THAT WE WILL BE CONTINUING AS WELL AS THESE NEW ACTIONS, WHICH ARE FACILITATING FAMILY LITERACY AND MATH NIGHTS TO PROVIDE PHONICS TRAINING, READING STRATEGY, TRAINING AND FOUNDATIONAL MATH AND CONCEPTUAL SKILLS. TRAINING FOR FAMILIES FOCUS ON OUR LOW INCOME SITES. WE'RE GONNA BE TAKING PART IN THE COMMUNITY ENGAGEMENT INITIATIVE. COF COHORT. FIVE WE JUST RECEIVED THAT GRANT AND WORD OF IT ON THIS LAST WEEK IN WHICH WE'LL BE WORKING WITH BOTH MELROSE AND BALLADE SPECIFICALLY TO INCREASE . UM THE ENGAGEMENT AND THE ABILITY TO, UM CREATE, UM ACHIEVEMENT AT THEIR SITES WHERE WE HAVEN'T BEEN ABLE TO IN THE PAST, WE'RE GONNA BE CREATING A TITLE. ONE PARENT ADVISORY AS WELL. NEXT YEAR, UM, TO ADD ON TO OUR VARIOUS PARENT ADVISORIES , AND WE'RE GOING TO BE TRAINING OUR TITLE. ONE INSTRUCTIONAL COACHES IN PROJECT GLAD LEADERSHIP ENSEMBLE, WHICH IS DIFFERENT THAN THE PROJECT. GLAD THAT WE'RE PROVIDING ALL TEACHERS SO THAT THEY COULD HELP SUPPORT AND COACH TEACHERS AT THEIR SITES AND SUPPORT THOSE STRATEGIES AND ALSO WILL BE COLLABORATING WITH OUR COMMUNITY HEALTH PARTNERS TO IMPROVE. UM, THE WELLNESS. BETWEEN THE FOR BOTH OUR STUDENTS AND OUR FAMILIES, UM, AT OUR TITLE ONE SITES BUT NAMELY AT MELROSE ELEMENTARY SCHOOL, AND SO AT THIS TIME, I'D LIKE TO OPEN UP TO FEEDBACK AND QUESTIONS ON GOLF. FIVE. UM SO I KNOW THAT WE HAVE APPROXIMATELY OUR MCKINNEY VENTO STUDENTS A RE HELD WITHIN THIS, AND THEY APPROXIMATELY 3300 STUDENTS THAT ARE NOT ONLY LOW SOCIO ECONOMIC BUT A EITHER A REIN A HOUSING CRISIS, BASICALLY, UM CAN YOU TALK TO ME A LITTLE BIT ABOUT HOW WE CAN SUPPORT THEM? ADDITIONALLY ON A ON ANOTHER LEVEL, AND WHEN I LOOK A T, UM THE FUNDING FOR THE CLINIC. IT'S AT ZERO AND, UM, AND THOSE KIND OF THINGS, SO COULD YOU EXPLAIN WHERE THAT'S GOING TO BE COMING FROM? AND WHAT THAT CLINIC WILL BE PROVIDING? ABSOLUTELY AND I'M GONNA LET OUR DIRECTOR AND STUDENT SERVICES GINA AGUILAR JUST TOUCHED ON THAT BRIEFLY.
ARE YOU TALKING SPECIFICALLY ABOUT? ABOUT THE MELROSE HEALTH CLINICS AND FRCFRC. SO WE HAVE A HEALTH CLINIC RIGHT NOW AT, UM AT THE FAMILY RESOURCE CENTER, AND SO WE'RE BEGINNING THE EXPLORATION OF ADDING ANOTHER ONE IN THE DISTRICT. SO RIGHT WILL BE AN EXPLORATORY PHASE FOR NEXT YEAR, LOOKING INTO HOW WE CAN REPLICATE WHAT WE HAVE AT THE FRC AT TOPAZ AND PUTTING IT OUT MELROSE SO YOU'LL SEE MONEY ASSIGNED TO THAT ONCE WE'VE EXPLORED WHAT THAT LOOKS LIKE AND WHAT THE COMMUNITY PARTNERSHIPS ARE AND EXPANDING THAT TO MELROSE. UM, AND AS FAR AS THE FAMILY RESOURCE CENTER GOES, UM, THAT AS WELL, SO WE ARE LOOKING AT WHAT THOSE SERVICES PROVIDE IN THAT COMMUNITY AND IS HAVING ONE LOCATION ENOUGH TO, UM TO REALLY SERVICE ALL OF OUR STUDENTS IN OUR DISTRICT. AS YOU CAN SEE, WE HAVE A LOT OF STUDENTS THAT ARE, UM, TAKING ADVANTAGE OF ADVANTAGE OF THE SERVICES PROVIDED AT OUR FAMILY RESOURCE CENTER. SO UM, EXPLORING WHAT THAT LOOKS LIKE AND WHAT THE FUNDING LOOKS LIKE TO EXPAND THAT TO OTHER AREAS IN OUR DISTRICT. I'M GLAD WE'RE LOOKING AT THAT BECAUSE THAT COMMUNITY DOWN IN THAT NEIGHBORHOOD IS, UM , IN THE PAST. I DON'T THINK IT IS NOW BUT ONE OF THE LOWEST INCOME NEIGHBORHOODS IN ALL OF ORANGE COUNTY, UM, PER PER CAPITA. UM, AND THERE'S NOT A EASY WAY FOR THEM TO GET TO HEALTH SERVICES, AND EVEN GOING UP TO TOPAZ CREATES A PROBLEM IF THEY DON'T HAVE TRANSPORTATION, SO I THINK THIS COULD BENEFIT. I'M LOOKING FORWARD TO WHAT THAT
[01:15:04]
COULD LOOK LIKE AND HOW THAT COULD HELP. THE FAMILY HOUSE IS ONLY CENTRAL TO CERTAIN AREAS IN OUR DISTRICT. AND LIKE YOU SAID, THERE'S A WHOLE OTHER END OF TOWN WHERE IT'S JUST NOT ACCESSIBLE. SO WE DO NEED TO LOOK AT EXPANDING THAT. THIS IS SOMETHING WE'VE BEEN TALKING ABOUT FOR A WHILE. AND I'M I WOULD REALLY LOVE TO SEE THIS AS A HIGH PRIORITY. UM, THE DIFFERENCE BETWEEN TRAVELING IS ONLY 2.5 MILES BETWEEN, LIKE MELROSE TO TOPAZ, BUT THE FAMILIES ARE WALKING. THEY'RE GOING THROUGH TWO DIFFERENT GANG AREAS. IT'S REALLY NOT YOU KNOW? TECHNICALLY SAFE, UM IF THE STUDENTS ARE COMING LIKE FROM RIO VISTA, THAT'S ALMOST FOUR MILES. UM, WE'VE HAD A LOT OF INTEREST OF HAVING COMMUNITY PARTNERS, UM THROUGH SAINT JUDE, THE COUNTY EVEN THE CITY OF PLACENTIA, AND I JUST FEEL LIKE EVERY TIME WE START TALKING ABOUT THIS, EVERYONE GETS EXCITED, AND THEN IT JUST DISSOLVES SO I WOULD REALLY LOVE TO SEE US REALLY REACHING OUT TO OUR PARTNERS. AND HOW YOU DOING SOMETHING? I MEAN, I'M GLAD WE HAVE POP UPS, BUT THEY REALLY NEED SERVICES. THERE'S NOTHING THERE FOR THEM. THERE'S NOT A GROCERY STORE. THERE'S NO ACCESS TO MEDICAL. IT'S WE CAN, I THINK BRINGING IN OUR PARTNERS. WE COULD REALLY DO SOME AMAZING THINGS AND SUPPORT THESE STUDENTS AND IMPROVE THE HEALTH.RIGHT AND I MEAN, I THINK I THINK BECAUSE THERE'S BEEN SO MUCH SUCCESS WITH THE PROGRAM AT TOPAZ. WE HAVE A WE HAVE A FOOTPRINT TO REALLY LOOK AT REPLICATING AND THE PARTNERS ALREADY IN PLACE TO DO SO. I THINK IT WAS ALSO MENTIONED, TOO ONE TIME WHEN THE CITY OF PLACENTA WAS TALKING WITH US ABOUT THIS THAT WE SAID, HOW COME WE DON'T PUT IT IN ONE OF THEIR COMMUNITY PARKS? WHY DO THEY WANT IT ON A SCHOOL? LIKE WHY NOT ON A PARK THAT'S LIKE OPEN AND ACCESSIBLE ON THE WEEKEND, ESPECIALLY LIKE FOR THE WORKING PARENTS. AND SO THAT WAS ONE THING THAT WAS BROUGHT UP TO CITY COUNCIL, THE CITY OF PLACENTIA. I WENT TO THAT MEETING, AND, UM THEY WERE LIKE WE GOT THE WHITTON CENTER. IT'S RIGHT THERE. IT'S RIGHT NEXT TO MELROSE. SO IT DOES. I'M NOT SAYING IT HAS TO BE ON A FOOTPRINT IN OUR PROPERTIES, RIGHT? BUT BUT EXCESS IT SOMEWHERE. THAT'S TOO BECAUSE THE PARENTS THAT WORK YOU KNOW, IT'LL BE OPEN, YOU KNOW, AND THE PLANS THAT I SAW FOR IT BEFORE IT WAS KIND OF OUT SO IT COULD BE ACCESSIBLE DURING THE WEEKENDS. AND UM, WE CAN GO FROM FROM THERE, BUT I JUST REALLY FEEL LIKE IT'S IMPORTANT. YOU KNOW, TO KEEP THIS ON THE PRIORITY LIST. WE TALK ABOUT IT.
THIS IS THE FOURTH YEAR I THINK I'VE TALKED ABOUT IT AND WE'VE TALKED ABOUT IT AS A GROUP, AND WE ALL AGREE ON THIS ISSUE. I MEAN, THERE'S CONSENSUS. WE JUST NEED TO MOVE FORWARD WITH IT. OK WE HAVE EIGHT MINUTES, GUYS, SO I GOT A POWER THROUGH THE SEC. UM LET'S SEE. UM LET'S SEE. LET ME JUST LOOK AT MY NOTES BECAUSE SOME OF THESE QUESTIONS HAVE BEEN ANSWERED. UM IF WE ONLY HAVE EIGHT MINUTES I KNOW WE'VE ALL GONE THROUGH THIS EXTENSIVELY. SO MAYBE UNDERSTAND WHAT IT IS. WE COULD JUST SKIP AHEAD TOWARDS THE QUESTIONS OF LIKE, SEVEN AND EIGHT. OK WELL, SINCE WE KIND OF KNOW WHAT YOU CAN ALSO EMAIL US THE QUESTIONS AND WE WILL RES RESPOND IN THE INTEREST OF TIME. OK, WELL. I THINK WE WERE PROMISED THAT WE COULD HAVE. IF WE COULDN'T FINISH. WE COULD HAVE ANOTHER MEETING. AND THIS IS THE ONE TIME THE BOARD GETS TO TALK ABOUT THIS, AND I THINK IT'S GOOD TO HAVE COMMUNITY ENGAGEMENT, SO UM I DON'T THINK THAT SHOULD BE OUR STANDARD. SIX OK, SO GOAL SIX. I'LL RUN THROUGH THAT. UM UH, THIS SURROUNDS THE ACADEMIC ACHIEVEMENT OF OUR FOSTER YOUTH. AND SO THE STUDENT GROUP REPRESENTS 97 STUDENTS OR 4% OF THE DISTRICT. SO 20% OF OUR FOSTER YOUTH MET ARE EXCEEDED STANDARDS IN EL, A AND CASP 14.3% OF FOSTER YOUTH MED OR EXCEEDED UH, STANDARDS IN MATH ON THE CSP COMPARED TO 53.4% OF ALL STUDENTS AND DUE TO SMALL SAMPLE SIZE, GRADUATION RATES, AND COLLEGE AND CAREER INDICATORS WERE NOT AVAILABLE ON THIS GROUP AND THE CHRONIC ABSENTEEISM RATE DECLINED BY 7.8% PLACING THIS GROUP IN ORANGE AND THEN THE SUSPENSION RATE FOR FOSTER YOUTH DECLINE BY 2.1. SO I'M GONNA GO ON TO GOAL SEVEN. I GOT QUESTIONS. LET'S SEE ON SIX. CAN YOU EMAIL US THOSE QUESTIONS SO WE CAN GET THROUGH THIS? YOU'VE ASKED ALMOST ALL THE QUESTIONS AND WE ONLY HAVE AN HOUR AND A HALF. SO IN IN THE INTEREST OF TIME, WE'D AT LEAST LIKE TO ADDRESS ALL OUR GOALS. I'VE GOT QUITE A BIT OF QUESTIONS COMING UP, TOO. AND THE OTHER ONE. SO IS IT POSSIBLE TO DO ANOTHER HALF AN HOUR OR AN HOUR BEFORE THE NEXT MEETING? WELL, THE BOARD WOULD HAVE TO VOTE ON A NEW MEETING. AND SO WE'RE NOT THERE YET, BUT IT FOR
[01:20:02]
THE INTEREST OF TIME, I'D LIKE STAFF TO BE ABLE TO, UM, REVIEW ALL THE GOALS. OKAY, SO I'LL REVIEW SEVEN. THIS IS, UM TO, UH, LOOK AT THE AREAS OF GROWTH THROUGH A SERIES OF TARGETED ACTIONS, WHICH INCLUDES SOME OF THESE ACTIONS, SO PROVIDING MATH INTERVENTION TEACHERS AT EACH MIDDLE SCHOOL TO CLOSE THE ACHIEVEMENT GAP, PROVIDING A MULTI TIERED SYSTEM OF SUPPORT TO ENRICH ACADEMIC ACHIEVEMENT PROVIDE A ROBUST DATA DASHBOARD AND ANALYSIS SYSTEM TO IDENTIFY MONITOR AND PROVIDE INTERVENTIONS FOR OUR STUDENTS THAT ARE AT RISK. CONVENE COLLABORATIVE TASK FORCES TO ADDRESS THE CURRICULAR INSTRUCTION. NULL AND EMERGENT STUDENT NEED IMPLEMENT A ROBUST ATTENDANCE TRACKING SYSTEM DIRECT SUPPORT TO OVERSEE OUR STUDENT ATTENDANCE REVIEW TEAM MEETINGS AND DISTRICT ATTENDANCE REVIEW TEAM MEETINGS, MAINTAIN ROBUST AND RELEVANT CAREER TECHNICAL EDUCATION PATHWAYS AND THEN INCREASED PARENT ENGAGEMENT EFFORTS BY HOSTING WORKSHOPS AND TRAININGS. AND THEN EXPANDING AND SUPPORTING OUR DUAL LANGUAGE ACADEMY TO PROMOTE BILINGUALISM BY LITERACY. AND THEN EIGHT SO I CAN GO OVER THAT WITH YOU REALLY QUICKLY. IS ARE SURROUNDING OUR LOWEST PERFORMING STUDENT GROUPS. AND SITES THAT WERE NOT ADDRESSED IN PREVIOUS SCHOOLS. AND SO IT'S IN THESE AREAS. ACADEMIC PERFORMANCE IN ELA AND MATH, ENGLISH LANGUAGE PRO, UH PROGRESS INDICATOR COLLEGE AND CAREER CHRONIC ABSENTEEISM AND THEN SUSPENSIONS. AND SO I'LL GO OVER JUST A FEW OF THESE AND NUMBER EIGHT. IT'S TO SYSTEMATICALLY MONITOR AN ATTENDANCE CHRONICALLY ABSENT STUDENTS AND WORK COLLABORATIVELY WITH SCHOOL SITES. UH RELE, THE SATURDAY SCHOOL PROGRAM ACROSS THE DISTRICT ENSURE THAT EACH STUDENT WITH A DISABILITY HAS A WELL DEVELOPED IE, ADDRESSING THEIR UNIQUE NEEDS AND ACCOMMODATIONS IN ATTENDANCE INVOLVING FAMILIES AND COMMUNITY RESOURCES IN THE DEVELOPMENT OF THE IMPLEMENTATION OF THESE STRATEGIES FOR ONGOING PROFESSIONAL DEVELOPMENT FOR STAFF TO ENHANCE THEIR UNDERSTANDING OF DISABILITIES, AND THEN ENSURE HIGH SCHOOL. COUNSELS MONITOR COLLEGE AND CAREER INDICATORS FOR EACH STUDENT GROUP SO THAT ALL STUDENTS ARE PREPARED FOR COLLEGE AND CAREER. OK AND THEN NUMBER NINE. THE LAST ONE. THANKS FOR BEARING WITH US, SO THE FINAL ONE SURROUNDS STAFFING AT EL CAMINO REAL HIGH SCHOOL. AND, UM IT'S UH, IT AS IS REQUIRED TO THE RECEIPT OF EQUITY MULTIPLIER FUNDS, SO YOU'LL SEE HERE THAT, UM THERE WAS A DECLINE IN STUDENT PERFORMANCE IN EL, A WITH 16% OF STUDENTS MEETING OR EXCEEDING STANDARDS, EARNING THE SCHOOL A RED PERFORMANCE LEVEL. THERE WAS ALSO A DECLINE IN STUDENT PERFORMANCE AND MATH WITH A 1.96 OF STUDENTS MEETING OR EXCEEDING STANDARDS. THERE WAS A DECLINE IN THEIR ENGLISH LEARNERS, MAKING PROGRESS TOWARD PROFICIENCY WITH A WITH A 36.9% DEMONSTRATING SO GRADUATION RATE. FOR THEIR STUDENTS MAINTAINED WITH 73.8% GRADUATING. CHRONIC ABSENTEEISM WASN'T AVAILABLE, UM, BECAUSE THAT IS FOR STUDENTS IN K THROUGH EIGHT ON THAT INDICATOR AND THEN SUSPENSION RATES FOR EL CAMINO STUDENTS INCREASED BY 2.5% WITH 6.5% OF STUDENTS SUSPENDED AT LEAST ONE DAY. UM AND THEN, LASTLY, STUDENTS, EL CAMINO WERE PREPARED FOR COLLEGE AND CAREER, EARNING THE SCHOOL RATING A VERY LOW AS COMPARED TO HIGH FOR ALL STUDENTS IN THE DISTRICT. OK SO THAT IS NUMBER NINE COMPLETED, AND IS THERE ANY MORE FEEDBACK? I'D LIKE MORE TIME JUST SO THAT WE COULD LOOK A T IT AND IF WE'RE COMING BACK, IN JUNE TO APPROVE ALL OF THIS, UM, SOME SOME TIME TO BE ABLE TO DO THAT BETWEEN NOW AND THEN, AND, UM, EVEN IF IT'S THE STUDY SESSION AND A LITTLE MORE TIME IN JUNE LEADING UP TO THIS SO THAT WE'RE COMFORTABLE WITH ANSWERING AND HAVING ALL OF OUR QUESTIONS ANSWERED. YES WITH THE ADJUSTMENTS AND DATE AND A MOUNTS LIKE THERE ARE SOME IN HERE. I HAVE MORE QUESTIONS ON THAT. HAVE A $0 AMOUNT. UM YOU KNOW, I WHEN, IN JUNE, ALL OF THOSE WHAT IT WILL REALLY LOOK LIKE YEAH, CAUSE SATURDAY SCHOOL HAS $0 TO IT, AND I HAVE A LOT OF GREAT IDEAS FOR INCREASING, YOU KNOW, HIGH SCHOOL DUAL LANGUAGE ACADEMY THAT I WOULD LIKE TO DO AND PARENT ENGAGEMENT AND, UH, MARKETING FOR UNDATED STUDENTS. UM THAT I WOULD LIKE TO SHARE AND DISCUSS AND COLLABORATE AND BUILD ON SO OK, SO IT'S 430. SO WE'RE GONNA END THIS STUDY. I'M SORRY, 530. IT IS 530. I KNOW YOU GUYS WISH IT WAS 430. SO WE'RE GONNA END OUR STUDY SESSION AT 530. WE'RE GONNA ADJOURN INTO CLOSE, UM,[4. CLOSED SESSION]
SESSION. FOR THE PURPOSE OF DISCUSSING THE FOLLOWING MATTER, 4.1 EXISTING LITIGATION. CHILD CHILDREN'S HEALTH DEFENSE. CALIFORNIA CHAPTER, CALIFORNIA 501 C THREE NONPROFIT CORPORATION ON ITS OWN ON BEHALF OF ITS MEMBERS, CHRIS AND INDIVIDUAL ON BEHALF OF HIMSELF AND AS GUARDIAN. AD LIMB FOR HIS MINOR CHILD PLAINTIFFS VERSUS PLACE, OR BELINDA UNIFIED SCHOOL[01:25:01]
DISTRICT, A LOCAL EDUCATIONAL AGENCY IN THE COUNTY OF ORANGE. JOR BELINDA HIGH SCHOOL, A PUBLIC SCHOOL WITHIN THE PLACENTA OR BELINDA UNIFIED SCHOOL DISTRICT, JIM SAUSER IN HIS OFFICIAL CAPACITY AS SUPERINTENDENT OF PLACENTIA. BELINDA UNIFIED SCHOOL DISTRICT.RICHARD MCALINDEN IS OFFICIAL CAPACITY AS ASSISTANT SUPERINTENDENT OF PLACENTIA.
BELINDA UNIFIED SCHOOL DISTRICT, LINDA ADAMSON IN HER OFFICIAL CAPACITY AS ASSISTANT SUPERINTENDENT OF PLACENTIA. BELINDA UNIFIED SCHOOL DISTRICT. RICHARD D IS IN HIS OFFICIAL CAPACITY AS PRINCIPAL OF YOR IN A HIGH SCHOOL BIRD POTTER IN HER OFFICIAL CAPACITY AS ASSISTANT PRINCIPAL OF YORUBA HIGH SCHOOL, CARRIE BUCK, KAREN FREEMAN AND MARILYN ANDERSON, EACH INDIVIDUAL IN HER OFFICIAL CAPACITY AS A MEMBER OF THE SCHOOL BOARD OF THE PLACE OR BELINDA SCHOOL DISTRICT. DANA GIGLIOTTI, AN INDIVIDUAL BRIAN BLOOM, AN INDIVIDUAL JACQUELINE CHAVEZ, AN INDIVIDUAL. JOHN DOMAN, AN INDIVIDUAL MADISON, WALT MEYER, AN INDIVIDUAL, AMBER FERRIS AND INDIVIDUAL AND DOES ONE THROUGH 50 INCLUSIVE OF THE DEFENDANT. IS THERE ANYONE PRESENT IN AUDIENCE WHO WOULD LIKE TO ADDRESS ANY OF THESE ITEMS. THAT WE ARE ABOUT TO ADJOURN TO CLOSED SESSION FOR OKAY, WELL, I FELT LIKE I READ I YEAH. SORRY. THERE IS ONE ITEM I FELT LIKE I READ ABOUT 10. ANYONE HAVE A HAVE A, UM COMMENT. ALRIGHT WITH THAT WE ARE GONNA ADJOURN TO CLOSED SESSION
* This transcript was compiled from uncorrected Closed Captioning.