Apr 28, 2026 Board Meeting

[1. CALL TO ORDER ]

[00:00:09]

APRIL 24TH, 2026 BOARD MEETING FOR GOVERNMENT CODE, SECTION 54950 EXECUTOR AND EDUCATION CODE. SECTION 35140 EXECUTOR AT THE DISTRICT EDUCATION CENTER, 1301 EAST ORANGETHORPE AVENUE, PLACENTIA. 5:03 P.M. MRS. BLADES, WILL YOU LEAD US IN THE PLEDGE OF ALLEGIANCE, PLEASE? OKAY. ROLL CALL TONIGHT. TODD FRAZIER IS ABSENT, BUT THE REST OF OUR BOARD MEMBERS ARE IN

[4. APPROVAL OF AGENDA ]

[5. PUBLIC COMMENT ANNOUNCEMENT ]

[7. STUDY SESSION ]

I WANT TO START WITH A LITTLE BIT OF CONTEXT. AS I'VE GONE BACK AND LOOKED AT BOARD MEETINGS, AS I'VE GONE BACK AND LOOKED AT L CAPS, AS WE'VE TALKED ABOUT THE LCAP AS IT EXISTS, ONE OF THE THINGS THAT I ASKED OUR TEAM TONIGHT TO DO WAS TO RETHINK HOW WE APPROACH LOOKING AT THE LCAP AND GETTING FEEDBACK. SO WHAT ONE OF THE THINGS I PROMISED DOCTOR GRAY WAS THAT I WOULD SAY, IF YOU HATE THIS PROCESS, BLAME ME, NOT HIM, BECAUSE I DID ASK HIM TO CHANGE IT. I REALLY TRIED TO FOCUS ON. AND DOCTOR PEREZ AND I WORKED WITH, WITH HE AND OUR EXTENDED CABINET TO REALLY FOCUS ON THE RIGHT LEVEL OF ALTITUDE, LOOKING AT WHAT ARE ALL OF THE LARGER PRIORITIES AND WHAT DATA DO WE HAVE TO HAVE CONVERSATIONS ABOUT, AND WHAT DO YOU WANT TO KNOW? IF THERE'S A LEVEL THAT YOU CARE DEEPLY ABOUT? AS WE GO INTO SOME SPECIFICS OF THAT? ABSOLUTELY. YOU CAN ASK THAT QUESTION. WE WILL GLADLY SET UP A TIME TO SIT DOWN ONE ON ONE AND GO THROUGH THAT, BUT I WANT TO ALSO RESPECT THAT AS WE LOOK AT THIS AND AND BUILD AN OVERARCHING PLAN. THIS IS COMING VERY QUICKLY TO THE CONCLUSION OF YEAR TWO. AND AS WE ARE GOING TO BEGIN TO DOVETAIL INTO OUR STRATEGIC PLAN, I WANT TO LOOK AT HOW ARE WE DOING AND WHAT DO WE KNOW ABOUT THE STUDENTS THAT WE SERVE, ESPECIALLY OUR STUDENTS WHO ARE TYPICALLY UNDERREPRESENTED AND OR STUDENTS WHO EXPERIENCE SOME FORM OF POVERTY IN THEIR LIFE, SPEAK A LANGUAGE OTHER THAN ENGLISH OR EXPERIENCE A DISABILITY, AS THAT IS THE PRIMARY FOCUS OF AN LCAP REALLY

[00:05:04]

EVENING. IT'S STILL A LITTLE SUNNY FOR ME TO SAY. EVENING, PRESIDENT BUCK, MEMBERS OF THE BOARD AND THE EXECUTIVE CABINET. IT'S MY PLEASURE TO BE THE FACILITATOR FOR OUR LCAP SESSION TODAY. BEFORE WE BEGIN, I WOULD LIKE TO THANK THE DIRECTORS WHO OWN THESE ACTIONS AND CERTAINLY THE FISCAL TEAM WHO HELPED OUT WITH THE FINANCIAL COMPONENTS OF THIS WORK. SO, AS YOU WILL SEE, WE'LL BE USING A DIFFERENT FORMAT TODAY, SIMILAR TO THE STATION ROTATION MODEL WE USE WITH OUR COMMUNITY INPUT MEETINGS TO HELP US MOVE THROUGH OUR LCAP IN A STRUCTURED MANNER. TO BEGIN, I'D LIKE TO PROVIDE BACKGROUND INFORMATION ON THE LCAP ITSELF. THIS LEGISLATION IS ABOUT 13 YEARS OLD, AND SO THIS PARTICULAR LCAP IS A THREE YEAR DISTRICT LEVEL PLAN THAT DESCRIBES OUR GOALS, ACTIONS, SERVICES, AND EXPENDITURES IN ORDER TO SUPPORT POSITIVE STUDENT OUTCOMES THAT ADDRESS STATE AND LOCAL PRIORITIES. WE ARE IN YEAR TWO OF OUR PLAN AND ARE IN THE PROCESS OF MAKING REVISIONS TO ACTIONS FOR YEAR THREE BASED ON THE EFFECTIVENESS OF EACH ACTION, AS MEASURED BY THE PROGRESS TOWARD THE METRICS. AND NOW DOCTOR JOHN PAPPALARDO WILL BRIEFLY REVIEW THE BUDGET OVERVIEW FOR US, AND I WILL BE HIS CLICKER. THANK YOU VERY MUCH, DOCTOR GRAY. SO AS WE LOOK AT THE BUDGET WE'RE TALKING ABOUT THE 2627 BUDGET ESTIMATES, WHICH IS NEXT YEAR. THESE ESTIMATES ARE DERIVED FROM THE SECOND INTERIM REPORT THAT WE DID AT OUR MARCH MEETING. SO THEY HAVE NOT CHANGED. WE ARE IN THE PROCESS CURRENTLY OF DEVELOPING THE BUDGET FOR NEXT YEAR. BASED ON THE STAFFING WE HAVE AND THE PEOPLE IN PLACE AND THE PROJECTIONS FOR NEXT YEAR. SO WITH THAT, 280, $281 MILLION IS LCFF FUNDING. WITHIN THAT IS $24.5 MILLION FOR SUPPLEMENTAL GRANT FUNDING FOR ALL OF OUR UNDUPLICATED PUPILS. OUR OTHER STATE REVENUES TOTAL ABOUT 78.5 MILLION FEDERAL FUNDS, JUST OVER $10 MILLION PROJECTED FOR NEXT YEAR, BASED ON WHAT'S COMING OUT OF WASHINGTON NOW, WHICH IS CHANGES REGULARLY. RIGHT NOW, THEY'RE TALKING ABOUT A FLAT FUNDING FOR NEXT YEAR. THEY'RE NOW TALKING ABOUT THE FOLLOWING YEAR. SO WE DO FOLLOW THAT CLOSELY BECAUSE IT IS $10 MILLION. THEN ALL LOCAL SOURCES, ABOUT $11.5 MILLION, FOR A TOTAL OF ABOUT $394 MILLION ON THE. AND THAT'S THE REVENUES ON THE NEXT PAGE. WHAT WE SEE IS THAT IN A PERCENTAGE BASIS AND THE PIE SHOWS THAT OUR LCFF BASE, AT 67% OF OUR TOTAL FUNDING, WITH SUPPLEMENTAL GRANT FUNDING FROM THE LCFF AT ABOUT 6.5%, THOSE TWO NUMBERS TOGETHER MAKE UP ABOUT THREE QUARTERS OF ALL OF OUR DOLLARS. WE GET INTO THE DISTRICT. IT'S MOSTLY STUDENTS.

COMING TO SCHOOL IS THE WAY THE MAJORITY OF OUR FUNDS WORK. GOING DOWN THE LINE, STATE FUNDING A LITTLE OVER 20% OF OUR BUDGET, LOCAL SOURCES, ABOUT 3%. AND THEN LASTLY, AT LEAST 2.6% FROM THE FEDERAL GOVERNMENT. WHILE IT'S NOT A LARGE PERCENTAGE, $10 MILLION IS A LOT OF MONEY TO MOST PEOPLE. SO WITH THAT, THAT'S THE FUNDING WE'RE LOOKING AT THAT MAKES UP THE ENTIRE BUDGET, THE SUPPLEMENTAL GRANT FUNDING, SUPPLEMENTAL DOLLARS IN THERE, YOU SEE AT 6.4%, IS ABOUT 10% OF OUR TOTAL FUNDING ON LCFF. AND THAT MAKES SENSE BECAUSE OUR UNDUPLICATED RATE IS JUST UNDER 50%. AND FOR EACH UNDUPLICATED STUDENT, WE GET A

[00:10:05]

SO IT SHOULD BE ABOUT 10%. AND THE NUMBERS ALL MAKE SENSE. SO WE JUST WANTED TO GO QUICKLY THROUGH HOW WE'RE FUNDED AND WHAT WE'RE LOOKING AT FOR NEXT YEAR. THANK YOU. THANK YOU VERY MUCH. WE ARE IN THE MIDST OF OUR DEVELOPMENT TIMELINE AND APPRECIATE THE TIME TO GATHER INPUT FROM OUR GOVERNING BOARD AS WE WORK TO FINALIZE OUR L CAPS. THE INTENT FOR THIS SESSION IS FOR EVERYONE TO HAVE A CLEAR UNDERSTANDING OF THE WHY BEHIND OUR GOALS AND PLANNED ACTIONS, AND OUR HOPES FOR HOW WE CAN IMPROVE OUR USE OF DATA AS A DISTRICT. SO WE WILL USE THE INPUT FROM THIS SESSION TO FINALIZE OUR L CAPS FOR OCD TO REVIEW. WITH THE LCAP AND DISTRICT BUDGET ADOPTION SCHEDULED FOR THE MEETINGS IN JUNE YOU SEE ON THE SCREEN. WE WILL GROUND OUR DISCUSSION IN THE ESSENTIAL QUESTION FOR THIS EVENING, WHICH IS TO WHAT EXTENT ARE THE PLANNED ACTIONS ALIGNED WITH THE DEMONSTRATED NEEDS OF STUDENTS WITHIN OUR DISTRICT, AND ARE THEY LIKELY TO PRODUCE THE INTENDED OUTCOME? OUR DISTRICT LCAP IS DIVIDED INTO NINE GOALS, WITH THE FIRST TWO FOCUSING ON ACTIONS PROVIDED FOR ALL STUDENTS IN ORDER FOR THEM TO SUCCEED AND ENJOY THEIR TIME IN OUR DISTRICT. THE NEXT FIVE GOALS ARE FOCUSED ON CLOSING THE ACHIEVEMENT GAPS FOR ALL UNDUPLICATED STUDENTS, WHICH ARE ENGLISH LEARNERS, LONG TERM ENGLISH LEARNERS, SOCIOECONOMICALLY DISADVANTAGED STUDENTS, AND FOSTER YOUTH. THESE GROUPS WERE PICKED BY THE STATE AS THE FOCUS GROUPS FOR THE LCAP PROCESS. BECAUSE OF DATA GAPS AND HISTORICAL HISTORIC UNDERPERFORMANCE FOR THESE STUDENT GROUPS ACROSS THE STATE, AND WE INITIALLY EXPLORED THIS DURING THE DECEMBER DATA PRESENTATION THAT USED FRONTLINE ANALYTICS. GOAL EIGHT PROVIDES FOCUSED ACTIONS TO ADDRESS THE LOWEST PERFORMING GROUPS AT PARTICULAR SCHOOL SITES, AND GOAL NINE IS INCLUDED BECAUSE EL CAMINO REAL CONTINUATION HIGH SCHOOL RECEIVES EQUITY MULTIPLIER FUNDS EACH YEAR, AND SO THEY NEED TO BE NAMED IN OUR DISTRICT. LCAP. THE GOALS AND ACTIONS FOR THE LCAP ARE LARGELY THE SAME AS THE PYLUSD LCAP. WITH THE OMISSION OF THE LAST TWO SCHOOL SITE SPECIFIC GOALS, THE DRAFT LCAP HAS THREE FUNDED ACTIONS IN ALIGNMENT WITH LAST YEAR'S LCAP ONE FOR THEIR STAFFING, ONE THAT CAPTURES THEIR SUPPLEMENTAL FUNDS THAT WILL BE A PART OF THEIR ACTION PLAN, AND ONE FOR THE COSTS OF THEIR SINGAPORE MATH CURRICULUM. AND BECAUSE OF THIS SIMILARITY, WE ARE ABLE TO HAVE ONE INPUT SESSION FOR BOTH DOCUMENTS. SO THE NOTES FROM TODAY WILL BE USED TO INFORM BOTH L CAPS. SO HERE'S WHERE WE GET NEW TO ENSURE THAT WE GROUND OUR DISCUSSION IN THE INTENT OF THE LCAP LEGISLATION TO FOCUS ON STUDENT GROUP OUTCOMES, WE WILL USE AN INSTRUCTIONAL STRATEGY CALLED CENTER SPIRALING ANALYSIS, WHERE WE WILL START WITH GOAL SEVEN, WHICH IS AT THE CENTER OF THIS DOCUMENT AND CONTAINS THE BULK OF OUR ACTIONS, AND THEN SPIRAL OUT TO THE OTHER GOALS DEVELOPED FOR SPECIFIC STUDENT FOCUS GROUPS THAT ARE HIGHLIGHTED IN GOLD. THEN WE WILL DISCUSS THE LIGHT BLUE GOALS FOR OUR STUDENTS AT SPECIFIC SITES, AND THEN WE WILL FINISH BY GATHERING INPUT ON THE GOALS THAT CAPTURE EXPERIENCES THAT ALL STUDENTS ENJOY. DISTRICT WIDE, HIGHLIGHTED IN WHITE. TO HELP US WORK OUR WAY THROUGH THIS INPUT SESSION IN AN ORGANIZED MANNER. EVERYONE HAS A NOTE CATCHER PACKET ON YOUR AT YOUR SEAT SEAT THAT IS PRINTED IN THE ORDER IN WHICH WE WILL DISCUSS THESE GOALS. PLEASE USE IT TO CAPTURE YOUR THOUGHTS AND WONDERINGS AND WE CAN COLLECT THESE AT THE END OF OUR SESSION TODAY. SO WE'RE GOING TO JUMP INTO IT. SO WE WILL START WITH GOAL SEVEN. CLOSE THE ACHIEVEMENT GAPS FOR ALL UNDUPLICATED PUPILS THROUGH DISTRICT WIDE AND SCHOOL WIDE.

ACTIONS ON THE SCREEN ARE THE CALIFORNIA DASHBOARD DATA POINTS THAT WE WORK TO IMPROVE FOR OUR UNDUPLICATED PUPIL GOAL. THERE ARE SEVERAL OTHER METRICS THAT ARE TRACKED ON A MANUAL BASIS, BUT MANY OF THEM ARE WHAT ARE CALLED LAGGING INDICATORS THAT PRODUCE RESULTS.

AFTER THE STUDENT EXPERIENCE HAS FINISHED. AS WE MOVE FORWARD AS A DISTRICT, IN ALIGNMENT WITH OUR NEW STRATEGIC PLAN, WE WOULD LIKE TO CREATE AND LEVERAGE A DATA DASHBOARD THAT GIVES US INFORMATION DURING THE STUDENT EXPERIENCE SO THAT WE CAN ADJUST OUR ACTIONS TO SUPPORT ACHIEVEMENT. EXAMPLES OF THIS DATA WOULD INCLUDE THINGS SUCH AS THE TRANSITION TO MIDDLE SCHOOL STUDENT PROFILE THAT CAPTURES ATTENDANCE, GRADES AND BEHAVIOR IN THE FIRST TWO MONTHS OF MIDDLE SCHOOL RESULTS FROM STANDARDIZED TESTS TO GIVE AN INDICATION OF ELA AND MATH MASTERY THROUGHOUT THE YEAR PRIOR TO THE CASP ASSESSMENTS AND A MONITORING TOOL FOR ON TRACK COLLEGE AND CAREER READINESS. ALSO ON THE SCREEN IS A WORD CLOUD THAT CAPTURES A 10,000 FOOT VIEW OF OUR INTENTIONS. WITH THE ACTION FOR THIS GOAL, THE MAJOR ACTIONS FOR THIS GOAL ARE CONTINUED INVESTMENT IN THE TIME FOR PROFESSIONAL LEARNING COMMUNITIES, FOR OUR TEACHERS, WELLNESS SPECIALISTS AT SITES ACROSS THE DISTRICT, AND CONTINUING TO FUND OUR CAREER TECHNICAL EDUCATION PROGRAM. SO WITH THAT FRAMING AND ACKNOWLEDGMENT OF OUR DATA NEEDS, I'D LIKE TO OPEN IT UP

[00:15:02]

[00:20:04]

AND IT LOOKS LIKE WE'RE GOING TO MEET IT. SO THAT'S PRETTY EXCITING. AND SO WHAT WE WANT TO DO IS WE WANT TO LOOK AT THE DATA NOW TO SEE ARE WE SEEING DIFFERENCES IN LEARNING BECAUSE THAT'S THE WHOLE GOAL. I MEAN WE WANT STUDENTS TO BE HERE OBVIOUSLY AND CONNECT. BUT WHAT WE'VE BEEN DOING WITH THESE EFFORTS IS NOT JUST SAYING, LOOK AT THE AMOUNT THAT WE GET BECAUSE STUDENTS ARE COMING. WE'RE SAYING YOU CAN NOW ENGAGE MORE SOCIALLY. IT'S MORE BENEFICIAL FOR YOU ACADEMICALLY, IT'S MORE BENEFICIAL FOR YOU WHEN YOU'RE HERE. AND SO WE'VE BEEN REALLY PUSHING, WE HAVE A, WHAT DO YOU CALL IT, LIKE A, IT'S NOT A LOGO, A TEND TO ACHIEVE. YEAH. A TEND TO ACHIEVE IS OUR AND LAURA LEE HELPED US WITH THAT. SO WE'VE BEEN PUSHING THAT OUT THIS YEAR. AND I THINK THE SCHOOL SITES ARE REALLY EXCITED ABOUT IT.

AND THEY KNOW THAT THIS IS DEFINITELY A PRIORITY FOR US. BUT WE'VE ALSO DONE INDIVIDUAL THINGS BASED ON THE REGION OF THE DISTRICT. AND BALDWIN, DO YOU WANT TO ADD ANYTHING? YEAH, JUST TO JUST TO PIGGYBACK ON THAT. YEAH. IT STARTED LAST SPRING WITH ATTEND TO ACHIEVE OUR CAMPAIGN AND KIND OF SPEARHEADED AND KICKED OFF OUR YEAR. AND SO JUST KEEPING ATTENDANCE AT THE FOREFRONT EVERY TIME THAT WE'RE MEETING, WHETHER AT PRINCIPAL MEETINGS OR EVEN THROUGH JUST CONSTANT REMINDERS, WHILE LIKE DOCTOR KIM HAD MENTIONED ABOUT US LOOKING AT SOME WAYS THAT WE CAN BUILD A DASHBOARD, WE'VE WORKED TO PUT TOGETHER AN ATTENDANCE DASHBOARD KIND OF ON OUR OWN TO HELP KEEP THAT INFORMATION IN FRONT OF OUR, OUR SCHOOL STAFF AND REALLY LETTING OUR PRINCIPALS OWN THAT PIECE AT THEIR SCHOOL SITES AS WELL TO, TO PUSH FOR ATTENDANCE. AND SO AGAIN, I CAN'T THANK ENOUGH JASON PIKE HAS DONE A LOT, YOU KNOW, HELPING DO HOME VISITS AS WELL. AND IN SOME OF THAT DATA, WE'VE ACTUALLY ARE LOOKING AT BREAKING IT DOWN. SO DISAGGREGATING, LIKE DOCTOR KIM HAD SAID, LET'S LOOK AT SOME OF OUR SUBGROUPS BECAUSE ATTENDANCE IS REALLY JUST A SYMPTOM, RIGHT? SO IT REALLY GETS DOWN TO KIND OF LOOKING AT WHAT ARE SOME OF THE REASONS WHY MAYBE OUR FOSTER YOUTH MIGHT BE EXPERIENCING SOME, SOME ATTENDANCE ISSUES OR SOME OF OUR MCKINNEY-VENTO OR OUR STUDENTS WITH DISABILITIES. SO EACH OF THOSE FACTORS, WHETHER THEY'RE SCHOOL OR HOME RELATED, WE NEED TO TALK TO FAMILIES, WE NEED TO TALK TO SCHOOL SITES AND TRY TO FIND OUT WHAT THOSE ARE SO THAT WE CAN ADDRESS THOSE, THOSE BARRIERS. SO THAT'S WHAT WE'RE KIND OF AT RIGHT NOW. HOW DID SPECIFICALLY TRANSPORTATION, WHAT ARE SOME OF THE BARRIERS BEYOND, YOU KNOW, I DON'T HAVE A CAR TO GET IN HERE ARE PART OF OUR REQUIREMENTS ARE TO MAKE SURE KIDS ARE GETTING IN HERE. SO HOW ARE WE ADDRESSING IT? DO WE NEED TO SPEND MORE MONEY ON MAKING SURE THAT THAT THERE'S TRANSPORTATION AVAILABLE? WHAT DO WE DO NOW? I MEAN, I KNOW WE HAVE BUS PASSES AND THINGS LIKE THAT, BUT WE ARE REQUIRED TO GET THEM HERE. SO DO DO WE OFFER THAT? DOES EVERYBODY KNOW AT THE FRONT OFFICES THAT THAT'S AVAILABLE? IS IT A COMMUNICATION ISSUE? WHEN YOU HEAR THAT TRANSPORTATION IS ONE OF THE THE GAPS FOR FAMILIES, WHAT ARE THE NEXT STEPS FOR THEM? SO PART OF THE EDUCATION AND LETTING YOU KNOW OUR STAFF KNOW ABOUT, YOU KNOW, THE RIGHTS AND, YOU KNOW, WHETHER THEY'RE MCKINNEY-VENTO FOSTER YOUTH, ESPECIALLY WITH OUR MCKINNEY-VENTO STUDENTS, THAT, YOU KNOW, TRANSPORTATION IS SOMETHING THAT WE CAN HELP AND SUPPORT WITH. SO ON A CASE BY CASE BASIS, WE HAVE ALLOCATED RESOURCES TO HELP AND SUPPORT FAMILIES THAT MIGHT NEED TRANSPORTATION, WHETHER THEY BE FOSTER YOUTH OR STUDENTS EXPERIENCING HOMELESSNESS, BUT THROUGH BUS PASSES OR EVEN DISTRICT TRANSPORTATION. SO ON A CASE BY CASE BASIS, YOU KNOW, WE'LL UTILIZE THOSE RESOURCES, BUT OUR SCHOOLS ARE AWARE TO REACH OUT TO US TO TO LET US KNOW IF BARRIERS SUCH AS TRANSPORTATION HAPPENS TO BE ONE OF THE FACTORS THAT WE WANT TO LOOK AT THAT AND SEE HOW WE CAN BEST SUPPORT THAT. YEAH. ADD TO THAT, ONE OF THE THINGS THAT I'VE, I'VE SEEN HAPPENING, OBVIOUSLY, I'VE ONLY BEEN HERE FOR WHAT, CLOSE TO SEVEN MONTHS NOW, BUT AS I'VE OBSERVED THE TEAM, THE, THE, WHEN, WHEN THERE'S A FAMILY THAT'S STRUGGLING, THE SIT DOWN, HAVE A CONVERSATION, ASK THE QUESTION, WHAT IS IT? WHAT? YEAH, WHAT IS WHAT ARE THE OBSTACLES AND HOW CAN WE PROBLEM SOLVE AND HELP YOU? BECAUSE THAT'S STEP NUMBER ONE, RIGHT, IS TO FIGURE OUT AND DEFINE THE PROBLEM. FROM THERE, FIGURE OUT WHAT RESOURCES DO WE HAVE THAT WE CAN BRIDGE THAT GAP FOR THEM. SO PART OF IT IS BUILDING THAT PERSONAL

[00:25:03]

AND SO, I MEAN, THERE'S, THERE'S A COMBINATION, IT'S NOT ONE THING. IT'S REALLY SORT OF A RECIPE OF THINGS THAT GET US THERE. THANK YOU. YEAH. AND I DO WANT TO HIGHLIGHT, SINCE I HAVE GINA NEXT TO ME, EL CAMINO HAS DONE GREAT THIS YEAR, MAKING SOME GREAT STRIDES WITH THEIR ATTENDANCE AS WELL TOO. SO KUDOS TO TO GINA AND HER TEAM. THANK YOU. IT'S A HEAVY LIFT AND IT'S A CASE. IT REALLY IS ALL ABOUT BUILDING RELATIONSHIPS AND CONVINCING FAMILIES AND THOSE STUDENTS TO COME TO SCHOOL, BECAUSE IT'S A GOOD PLACE TO BE. SO THANK YOU FOR THAT. I JUST HAVE ONE MORE QUESTION IN ACTION. ITEM 7.2 20. IT TALKS ABOUT MULTI-TIERED SYSTEMS OF SUPPORT. WHERE IT ADDRESSES THAT WE HAVE MORE KIDS NOW PASSING THEIR CLASSES, BUT YET THERE'S STILL A GAP. IT DOESN'T IT'S NOT TRANSLATING OVER TO THE STANDARDIZED TESTING. AND ESPECIALLY IN MATHEMATICS. AND I WAS WONDERING. WHY WE WHY THERE MIGHT BE THAT IS OR ESPECIALLY IN SECONDARY SCHOOLS. I CAN GIVE YOU MY HYPOTHESIS, BUT CERTAINLY I'M GOING TO I'M GOING TO ASK DOCTOR PEREZ TO, TO LEAN INTO THIS TOO, BECAUSE AS A AS A CURRICULUM INSTRUCTION PERSON, CERTAINLY THERE, THERE ARE STRONG OPINIONS AS WELL AS EXPERIENCES WHEN WHEN YOU LOOK AT GRADES AND YOU LOOK AT PASSING CLASSES, THERE'S A COMPONENT OF THAT THAT IS, DO YOU PLAY SCHOOL? WELL, I DON'T CARE WHAT YOU DO.

THERE'S A COMPONENT OF THAT IS DO YOU PLAY SCHOOL WELL? DO YOU DO WHAT'S BEING ASKED OF YOU? AND THAT IS A COMPONENT OF HOW WE CREATE A TRANSCRIPT OF WHETHER A STUDENT IS SUCCESSFUL.

WHEN YOU'RE LOOKING AT ASSESSMENTS TO DETERMINE WHETHER A STUDENT IS PROFICIENT, IT IS PURELY BASED ON CAN YOU SHOW THAT YOU HAVE MASTERED THE CONTENT? AND SO THERE HAS TO BE A RECOGNITION OF, ARE WE SETTING KIDS UP TO BE ABLE TO DEMONSTRATE THAT THEY HAVE THE KNOWLEDGE AND SKILLS THAT THEY NEED IN ORDER TO BE PROFICIENT IN THE STANDARDS THAT WE, AND THE STATE OF CALIFORNIA SAYS IS REALLY IMPORTANT FOR THAT THEY KNOW HOW TO DO. AND THOSE ARE TWO, YOU HOPE THAT THOSE ARE WELL CONNECTED TO ONE ANOTHER, BUT THEY ARE NOT COMPLETELY OVERLAPPED 100%. THEY'RE JUST NOT. YOU WANT TO ADD? YES. I THINK IT'S A GREAT OBSERVATION AND WONDERING, AND I WOULD ECHO WHAT DOCTOR KIM SHARED, AND ALSO A LOT OF WORK THAT WE HAVE TO DO WHEN WE THINK ABOUT STANDARDS BASED INSTRUCTION IS HOW WE ASSESS THAT LEARNING AND THAT IT IS NOT PERFORMATIVE OR BASED OFF OF COMPLIANCE INDICATORS, WHICH IS HISTORICALLY HOW I WENT TO SCHOOL, HOW YOU WENT TO SCHOOL. AND SO AS WE REIMAGINE HIGH SCHOOL EXPERIENCES AND SECONDARY EXPERIENCES, IT'S REALLY THINKING ABOUT STUDENT MASTERY IN A DIFFERENT WAY. SO AS WE REDESIGN THAT, YOU'LL SEE A CLOSER ALIGNMENT BETWEEN THE ACHIEVEMENT AND THE GRADES. DOCTOR GRAY, ANYTHING YOU WOULD ADD? OR DIRECTOR YOUNG NOT AT THIS POINT. YOU PUT IT VERY SUCCINCTLY. THANK YOU. THANK YOU GUYS. SO IN SECTION, I HOPE I'M IN THE RIGHT SECTION. I LIKE THE FACT THAT WE'RE DOING IT IN THE OPPOSITE WAY, BUT IT DOES THROW ME OFF A LITTLE BIT. SO GOAL NUMBER 77.3 THE REDUCTION OF CLASS SIZE. AND I WOULD LIKE US TO LOOK AT EXPANDING THAT TO FIRST AND SECOND GRADES AS WELL AS WE'RE BUILDING OUT AND WHAT WE DO, HOW CAN WE EXPAND THAT? BECAUSE THE YOUNGER AND WE'RE LOOKING AT PREVENTION INTERVENTIONS, ALL OF THAT, IF WE CAN PUT ALL THAT FOCUS INTO PRIOR TO THIRD

[00:30:06]

I'M LEAVING IT AND GOT TO SEE SOME OF THE AMAZING PRESCHOOL AND TK AND KINDERGARTEN AND ALL THE OTHER GRADES, BUT IT WAS REALLY WE TALK ABOUT FULL INCLUSION AND HAVING FULL INCLUSION PRESCHOOLS, AND IT TAKES A LOT MORE TIME. BUT IF WE INVEST THE TIME NOW, IT'S GOING TO PAY OFF THE. JUST GOING BACK TO THE NUMBER OF STUDENT COUNT. SO AND WE HAVE 800 MORE UNHOUSED STUDENTS THIS YEAR THAN WE DID THE YEAR BEFORE. THAT IS INCREDIBLE. AND IT'S JUST GROWING BY LEAPS AND BOUNDS AND THE ECONOMY THE WAY IT IS. AND IN ORANGE COUNTY, THE WAY THE COST OF LIVING IS, IT'S ONLY GOING TO INCREASE. SO WE NEED TO BE WAY MORE STRATEGIC AND PUT MORE EFFORT INTO IT. AND IF WE COULD DO MORE TO GROW THE BRAINS AND GET THEM TO THAT POINT, THEN WE'RE GOING TO HAVE FEWER PEOPLE THAT ARE UNHOUSED BECAUSE THEY.

BECAUSE THEY NEED TO BE IN SCHOOL. AND WE SEE THAT THAT THEY'RE NOT GRADUATING AT THE SAME RATES. THEIR SCORES ARE LOW. THIS IS THE KEY MOMENT AND TIME AND AGE. SO THANK YOU.

JUST TWO THINGS ON THE BEGINNING OF. GOALS AND ACTIONS FOR SEVEN. THE SECOND PARAGRAPH, IT SAYS 181%. AND WAS DOCTOR LEON JUST TOLD ME IT WAS 18%. SO I WAS LIKE, WOW. AND THEN I WOULD. RIGHT. YEAH. AND JUST ANOTHER THING TO PIGGYBACK OFF OF WHAT KERRY SAID ABOUT LOWERING CLASS SIZES, I WOULD EVEN GO ON FURTHER TO SAY K TO SIX. WE THINK WE NEED TO LOWER CLASS SIZES AS WELL BECAUSE I AGREE. ARE THOSE YEAH, THOSE, THOSE STUDENTS THAT, YOU KNOW, ESPECIALLY NOW, HOPEFULLY IN YEARS TO COME, WE'LL HAVE LESS AND LESS IN THE UPPER GRADES THAT HAVE CATCH UP WORK TO DO. BUT I THINK RIGHT NOW, ESPECIALLY, WE NEED TO REALLY FOCUS IN AND HONE ON AND MAKING THOSE CLASSES SMALLER SO THEY CAN GET MORE INDIVIDUAL ATTENTION. AND THEN AS WE BEEF UP THE, YOU KNOW, FIRST QUALITY, FIRST INSTRUCTION, HOPEFULLY THAT WILL HELP AS WELL. SO YEAH. ALL RIGHT, WE ARE ON TO GOALS THREE AND FOUR. SO GOALS THREE AND FOUR ARE GOALS THAT ARE DESIGNED TO SUPPORT THE ACHIEVEMENT OF OUR ENGLISH LEARNERS AND OUR LONG TERM ENGLISH LEARNERS, COMPRISING ABOUT 2500 STUDENTS ACROSS OUR DISTRICT. AGAIN, WE HAVE THE DASHBOARD DATA FOR THESE STUDENTS AND THE OTHER METRICS THAT ARE LISTED IN THE LCAP. SO THE LEADING INDICATORS THAT WE HOPE TO MONITOR IN THE FUTURE FOR THIS STUDENT GROUP INCLUDE ENGAGEMENT AND SCHOOL CONNECTEDNESS METRICS, INFORMATION RELATED TO LANGUAGE MASTERY ACROSS THE FOUR DOMAINS OF SPEAKING, LISTENING, READING AND WRITING, AND SYSTEMIC WAYS OF MONITORING STUDENTS THAT ARE AT RISK OF BEING DESIGNATED AS LONG TERM ENGLISH LEARNERS. MAJOR ACTIONS FOR THESE GOALS INCLUDE OUR BRIDGING AND EMERGING ENGLISH LANGUAGE DEVELOPMENT COURSES AT OUR HIGH SCHOOL. HIGH SCHOOLS. ELD ACADEMIC SUPPORT TEACHERS AT ELEMENTARY SITES AND PROVIDING GUIDED LANGUAGE ACQUISITION DESIGN TRAINING FOR TEACHERS. SO WITH THAT BEING SAID, I'D LIKE TO OPEN IT UP FOR QUESTIONS AND WONDERINGS. MY FIRST QUESTION IS AROUND THE DISTRICT WRITING PROMPT THAT'S COMING UP SOON. THIS THE LAST YEAR, IT SEEMED LIKE A SIGNIFICANT DROP. CAN YOU MAYBE SHARE A LITTLE BIT INFORMATION ON THAT? AND ARE THE DISTRICT WRITING PROMPTS SIMILAR TO HOW THEY HAVE BEEN IN THE PAST, WHERE YOU TRAIN FOR, YOU KNOW, DIFFERENT TYPES OF WRITING PROMPTS AND YOU GET WHAT YOU GET AND YOU SOMETIMES GET ONES THAT ARE BETTER AND EASIER, AND

[00:35:02]

AND SO WE'RE, WE'RE AT THAT POINT WHERE WE'RE GOING TO BE REVISITING THE SEQUENCE OF OUR WRITING PROMPTS, THE CONTENT OF OUR WRITING PROMPTS, WHETHER WE STILL WANT THEM TO ALIGN TO HISTORY, SOCIAL SCIENCE, TO CREATE IMPORTANCE TO THAT, AND WHERE IT LOGICALLY, DEVELOPMENTALLY MAKES SENSE FOR STUDENTS IF THEY HAVE A GREATER SKILL SET TO PULL FROM BECAUSE THEY HAVE LIFE EXPERIENCES. TO WRITE ABOUT MY TRIP TO DISNEYLAND, THEN MAYBE WE START THERE AND BUILD ON THEIR EXISTING ASSETS, MOVE THEM INTO HOW YOU TAKE THAT SKILL SET OVER TO EXPOSITORY WRITING, HOW YOU TAKE THAT TO NONFICTION. SO WE'RE WE'RE IN THE WORKS TO IMPROVE THESE RESULTS AS WELL. I APPRECIATE, I APPRECIATE THAT AND I, I HAVE SEEN WONDERS IN ACTION IN THE LAST WEEK OR SO, AND THE TEACHERS ARE LOVING IT. AND THIS THE KIDS LOVE IT. SO I THINK IT'S BETTER THAN BENCHMARK. SO THANK YOU FOR THE INFO. THIS WILL BE INTERESTING TO WATCH. YEAH. THANK YOU FOR BRINGING THAT UP. I HAD IT ON HERE AND I WROTE CONCERN. SO SINCE I HAD A CONCERN I'LL GIVE A NICE JOB ON 3.5. DOING MORE OF OUR CAREER, EXPANDING OUR CAREER IN EDUCATION OUT TO OUR ENGLISH LEARNERS. WE'RE UP AT WHAT, 20%? WHEN WE STARTED THIS, WE WERE AT 11%. SO REALLY NICE JOB MAKING SURE EVERYONE GETS OPPORTUNITIES FOR CAREER AND LEARNING. BUT NOW I LIKE TO TRANSITION TO ACTION. 3.2. AND AGAIN, I WANT TO KNOW. HOW THIS IS WORKING IN OUR SECONDARY SCHOOLS, BECAUSE THAT. THAT SPECIFIC INTEGRATED INSTRUCTION DESIGNATED AND INTEGRATED INTO OUR MIDDLE SCHOOLS AND, AND HIGH SCHOOLS. SO FOR OUR ENGLISH LEARNERS, SO THEY CAN MOVE FORWARD TO NOT BEING AN ENGLISH LANGUAGE LEARNER, SO THEY CAN TRANSITION. AND WE JUST AND MY BIGGEST CONCERN IS OUR ELL TELLS IS, WHICH IS IN THE NEXT GOAL THAT WE HAVE SO MANY LONG TERM ENGLISH LANGUAGE LEARNERS AND THAT HAVE BEEN IN OUR DISTRICT ALL THEIR YEARS, AND THEY HAVEN'T TRANSITIONED. SO I JUST I'M JUST REALLY CONCERNED HOW WE'RE DOING THERE IN THAT AREA. IF SOMEONE WOULD LIKE TO ADDRESS THAT. YEAH.

THANK YOU. THAT'S A GREAT WONDERING AND QUESTION. AND I WOULD SAY A LOT OF THE WORK THAT WE ARE STARTING TO THINK ABOUT IN OUR STRATEGIC PLAN INCLUDES HOW WE SUPPORT BILINGUALISM, WHAT WE KNOW ABOUT STUDENTS AND IDENTITY AND CULTURE AND LANGUAGE, AND HOW THOSE ARE INTERTWINED. WHEN WE TRY AND JUST TEACH ENGLISH HISTORICALLY AND WE DON'T

[00:40:02]

[00:45:03]

I'VE SEEN LOTS OF IT HAPPENING RECENTLY, AND THE TEACHERS ARE VERY EXCITED ABOUT IT AND, AND SHOW ME AS WELL WHEN IT'S COMING UP. ALL RIGHT. WE ARE ON TO. OH WAIT. I TURNED TO GOAL FOR. HERE'S A WONDERING IN 4.7, IT TALKS ABOUT HOW WE'RE GOING TO BE DOING STUDENT FOCUS GROUPS. AND. AND I WAS JUST WONDERING TO ENGAGE OUR LITTLES. AND I WAS WONDERING WHAT KIND OF FEEDBACK HAVE WE RECEIVED ON THAT? JOSE CABRERA LED THAT. THEY PILOTED IT AT VALADEZ MIDDLE SCHOOL ACADEMY. HE'S ALSO PART OF THE COMMUNITY ENGAGEMENT WORK THAT THEY'VE ENGAGED IN. I DON'T WANT TO PROVIDE THE WRONG INFORMATION OR TOO BROAD OF A PICTURE, SO I'LL ASK JOSE TO PROVIDE A PRETTY DETAILED UPDATE. I DO KNOW THAT THEY HAD QUITE A GOOD TURNOUT ONCE THEY CONDUCTED THOSE INTERVIEWS AND WERE LISTENING TO FAMILIES. DOCTOR PEDRAZA, WERE YOU PART OF THOSE CONVERSATIONS? I DON'T WANT TO PUT YOU ON THE SPOT, BUT PHONE A FRIEND. YES, I DID HAVE AN OPPORTUNITY TO ATTEND THE EL TELL NIGHT AND LISTEN AND SIT

[00:50:06]

[00:55:02]

THIS IS ONE OF MY JOYS. SO WE'RE REALLY EXCITED BECAUSE THE WE HAVE INVESTED IN, POURED INTO OUR TEACHERS TO TURN AROUND AND HELP SUPPORT OTHER TEACHERS. SO IT'S TEACHER SUPPORTING TEACHERS. WE HAVE 12 OF THEM WHO HAVE. AND WE. THIS WAS A PART OF A THREE YEAR PLAN.

SO WE STARTED OUT BY EQUIPPING OUR TEACHERS WITH THE PROFESSIONAL DEVELOPMENT THAT THEY NEEDED. WORKING WITH UCLA, WE TRANSFERRED OVER TO UC IRVINE AND EVEN INCLUDED ORANGE COUNTY DEPARTMENT OF ED. SO WE REALLY POURED INTO HELPING TO SUPPORT A COHORT OF TEACHERS THAT WAS ABSOLUTELY INTERESTED, TOTALLY VOLUNTARY. AND THIS IS IN YEAR THREE. THEY ARE ACTIVELY WORKING WITH 30 TEACHERS WHO HAVE SAID, COME AND TEAM TEACH WITH ME. OR NOW THERE ARE EVEN SOME OF THEM HAVE EVEN SAID LIKE, YEAH, IF YOU WANT TO COME AND RECORD ME, BECAUSE WE'D LIKE TO, I'D LIKE TO DEBRIEF, YOU KNOW, WITH YOU ABOUT LIKE WHAT WENT RIGHT, WHAT CAN I DO BETTER? AND SO WE'RE AT THE POINT WHERE THEY'RE SO INTERESTED, WE'RE MOVING INTO YEAR FOUR. AND SO THEY'RE SAYING, AND WE'RE REALLY TRYING TO CONSOLIDATE OUR EFFORTS BECAUSE INITIALLY WE WERE LIKE, WHO WANTS TO BE A PART OF THIS? AND ACROSS THE 21 SCHOOLS, WE GOT SOME GROUP OF TEACHERS AND THEN WE SAID, OKAY, WELL, HOW CAN WE CONCENTRATE OUR EFFORTS AT A TITLE ONE SITE? AND SO WE HAD ONE OF OUR TITLE ONE SITES THAT THE TEACHERS

[01:00:01]

THE ELEMENTARY SCHOOL COUNSELORS AT HIGH IMPACT SITES. I THINK THAT'S CRITICAL AND MAKING SURE THAT WE'RE DOING IT EQUITABLY ACROSS SCHOOLS, MEANING THAT IF SOME SCHOOLS HAVE HIGHER NUMBERS AND LOWER NUMBERS, AND SO THE HIGHER NUMBER SCHOOL MIGHT NEED SOME MORE TIME VERSUS JUST EVERYBODY GETS, YOU KNOW, A CERTAIN AMOUNT OF TIME. YEAH. HAVING THE EQUITABLE SERVICES, I THINK IS A BIG THING AS WELL. BECAUSE LIKE YOU SAID, IT'S NOT EVERY SCHOOL IS NOT EQUAL AND THERE ARE GOING TO BE SOME HIGHER NEED SCHOOLS. AND BETWEEN THE COUNSELING, I MEAN, EVERYTHING LISTED ON THIS ARE JUST ESSENTIAL PROGRAMS THAT WE NEED FOR OUR DISTRICT AND FOR OUR STUDENTS. AND ESPECIALLY WITH THE THE CD GROUP. AND I'M JUST THINKING ABOUT WHAT YOU HAD SAID EARLIER ABOUT SHADOWING A STUDENT LIKE THIS WOULD BE AMAZING TOO, FOR THAT, NOT JUST LANGUAGE WISE, BUT JUST CIRCUMSTANCE WISE. IN FACT, I'M GOING TO SHARE WITH YOU ALL ON FRIDAY. THERE'S AN ARTICLE THAT JUST CAME OUT TODAY IN CHALKBEAT, WHICH IS A NATIONAL EDUCATION PUBLICATION THAT THEY A A RESEARCH GROUP OUT OF ONE OF THE UNIVERSITIES, I THINK IT'S MARYLAND THAT STUDIED SORT OF THE IMPACTS OF POVERTY ON A STUDENT'S EXPERIENCE ALL THE WAY THROUGH. AND THEY WERE ABLE TO SORT OF QUANTIFY, LIKE, WHAT IS THAT IN RELATION TO A STUDENT WHO DOESN'T EXPERIENCE POVERTY IN TERMS OF SORT OF THE VALUE THAT CAN BE ADDED TO THEIR EXPERIENCE? AND WHAT DOES THAT MEAN FOR EDUCATION? WHAT DOES THAT WHAT DO WE DO TO LEVEL THE PLAYING FIELD? THE POSITIVE IS IT TALKED ABOUT FEDERAL FUNDS REALLY MAKING A BIG DIFFERENCE, BUT IT ALSO TALKED ABOUT THE STUDENT EXPERIENCE REALLY BEING SORT OF THAT FULCRUM POINT OF IF THEY'RE GETTING THEIR NEEDS MET BECAUSE THE MONEY IS THERE, ARE WE USING IT WELL? I'M JUST GOING TO THROW THIS OUT FOR YOU ALL TO WATCH. I RECENTLY WAS WORKING WITH DOING SOMETHING FOR WORK AND WE DID A MOVIE SCREENING. IT'S A DOCUMENTARY CALLED POSSIBLE SELVES, AND IT IS ABOUT FOSTER YOUTH AND IT AND IT FOLLOWS TWO FOSTER YOUTH OVER A PERIOD OF TIME AND WHERE THEY GO AND WHAT HAPPENS TO THEM AND THEIR EXPERIENCE. IT'S INCREDIBLY WELL DONE. AND THE TWO SUBJECTS IN THE DOCUMENTARY ARE DOING GREAT, AND I CAN SHARE AFTER YOU WATCH IT, I'LL TELL YOU WHERE THEY ARE AND WHAT THEY'RE DOING, BUT I HIGHLY ENCOURAGE IT BECAUSE IT REALLY SHINES A LIGHT ON WHAT FOSTER YOUTH EXPERIENCE. AND I THINK IT'S ANOTHER THING TO GO TO, LIKE ALMOST BREAKING THE CYCLE. YOU KNOW, IT'S YOU NEED TO GIVE THEM THE TOOLS AND THE SUCCESS SO THAT THEY'RE NOT JUST REPEATING WHAT THEY'VE LEARNED OR SEEN. IT'S BASICALLY SOMETHING THAT THEY CAN ACHIEVE AND KNOW THAT THEY CAN AND KNOW THAT SOMEONE ACTUALLY BELIEVES THAT THEY CAN TOO, AS WELL. AND THAT'S WHERE OBVIOUSLY OUR STAFF COMES IN. SO. SO AT 607, DO YOU WANT TO GO MOVE THROUGH THIS ONE AND THEN GRAB DINNER OR GRAB DINNER AND THEN MOVE ON? WHY DON'T WE DO THIS ONE AND THEN WE'LL TAKE A 15 MINUTE BREAK AND LET PEOPLE GET SOME FOOD. PERFECT. ALL RIGHT. GOAL SIX IS TARGETED AT FOSTER YOUTH. SO THERE ARE SMALLEST OF THE STUDENT GROUPS IN OUR LCAP 2425 DATA INDICATED WE HAVE ABOUT 100 STUDENTS THAT ARE DESIGNATED THIS WAY COULD BE HIGHER THIS YEAR. AND SO GIVEN THAT THIS STUDENT GROUP IS FLUID, OUR HOPE IS FOR OUR FOSTER YOUTH LIAISON TO HAVE THEIR OWN MASTER DATA DASHBOARD THAT WILL HELP THEM KEEP A PULSE ON ALL OF THESE STUDENTS ACROSS THE DISTRICT TO ENSURE THAT RESOURCES ARE PROVIDED ON A PROACTIVE MANNER TO SUPPORT THEIR SOCIAL AND EMOTIONAL NEEDS IN THE YEARS AHEAD. MAJOR

[01:05:05]

AND, AND WE MIGHT NOT HAVE THAT ANSWER TONIGHT. YEAH, I WOULD SAY WE PROBABLY DON'T. BUT.

BALDWIN, YOU WANT TO. YEAH. WE CAN WORK TO SEE IF WE CAN PULL SOME, SOME INFORMATION TOGETHER TO GATHER THAT. BUT JUST TO SAY, YOU KNOW, IT IS OUR FOSTER YOUTH FLUID. IT'S SUCH A FLUID SITUATION IN A CASE BY CASE, WHETHER THEY'RE WITH FOSTER PARENTS, WHETHER THEY'RE WITH EXTENDED FAMILY, WHETHER THEY'RE IN A GROUP HOME. SO THE VARIOUS LIVING CONDITIONS WE'VE HAD SOME IN ORANGEWOOD AS WELL TOO. SO WITH THOSE FLUID SITUATIONS, IT IS DEPENDENT, BUT WE CAN WORK TO GET SOME INFORMATION, SEE IF WE CAN FIND THAT OUT FOR YOU. I JUST THINK THAT WILL HELP US UNDERSTAND AND BETTER SERVE THEM. AND WE KNOW HOW LONG THEY'RE STAYING HERE. AND THEN THAT JUST DOVETAILS INTO .6.5 WITH ENGAGING WITH FAMILIES AND CAREGIVERS OF FOSTER YOUTH. SO THAT WE KNOW HOW TO DEAL WITH THEIR NEEDS. HOW HAS THAT BEEN WORKING OUT, AND HOW EFFECTIVE HAS THAT BEEN? KARINA LUNA IS OUR FOSTER YOUTH LIAISON, SO SHE DOES A GREAT JOB AT MAINTAINING CONSISTENT COMMUNICATION WITH CAREGIVERS, THOSE THAT ARE CHARGED WITH WITH THE CARE OF OUR FOSTER YOUTH. SHE WORKS VERY CLOSELY WITH COMMUNITY AGENCIES AS WELL SOCIAL SERVICES AS WELL IN DETERMINING, YOU KNOW, EDUCATIONAL RIGHTS, YOU KNOW, CERTAIN CIRCUMSTANCES, SITUATIONS THE KIDS ARE IN. BUT I LOVE THE IDEA OF BUILDING ON THAT EXPANDING, YOU KNOW, THE SUPPORT FOR THE CAREGIVERS IN SUCH THINGS AS, AS YOU MENTIONED, PRESIDENT BUCK, YOU KNOW, OPPORTUNITIES TO HELP MAYBE BRIDGE SOME OF THOSE OPPORTUNITIES FOR WITH, WITH THE KIDS AS WELL, TOO, WITH SOME WORKSHOPS OR, YOU KNOW, SOMETHING AROUND THOSE THINGS. SO I ACTUALLY LIKE THAT IDEA.

I'D LIKE TO, TO WORK ON THAT PIECE FOR SURE. YOU CAN SPEAK A LITTLE BIT ABOUT THE FAMILY WELLNESS EVENT THAT HAD THE BREAKOUTS AND WHAT YOU PLAN ON DOING. YEAH, YEAH, WE NOT A SHAMELESS PLUG, BUT IF YOU REMEMBER MARILYN FROM LAST YEAR, WE HAD OUR WELLNESS EVENT AT MELROSE IN WHICH WE'RE REPLICATING AGAIN MAY 8TH AS WELL TO AT VALDEZ. SO THAT INFORMATION IS COMING OUT. BUT WE'RE LOOKING KARINA IS GOING TO PUT TOGETHER A VERY SPECIFIC WORKSHOP FOR OUR CAREGIVERS AS WELL, OUR FOSTER YOUTH CAREGIVERS. SO JUST BECAUSE A LOT OF OUR SOME OF OUR CAREGIVERS ARE NEW AS WELL TOO. AND SO WE'VE ACTUALLY REACHED OUT TO ORANGE COUNTY DEPARTMENT OF ED AS WELL TO, TO SEE IF THEY'D LIKE TO HELP AND PARTICIPATE AS WELL. BUT TO, YOU KNOW, HELP THEM UNDERSTAND THE RIGHTS OF OUR FOSTER YOUTH, THEIR RIGHTS AS CAREGIVERS AS WELL TOO. SO, YOU KNOW, MAYBE THAT'S A STEP IN THAT DIRECTION.

AND WE WANT TO BUILD UPON THAT FOR SURE. DO YOU KNOW WHAT TIME THAT IS AS VALID AS YES, IT'S GOING TO BE AT 5:00, 5 TO 8. I KNOW BEING A FOSTER PARENT IS A HUGE UNDERTAKING. AND SO ALL THE SUPPORTS THAT WE CAN DO WOULD BE GREAT. MY NIECE IS AN EXPERT AT THIS BY NOW. SHE'S HAD MANY, MANY CHILDREN IN HER HOME, BUT I JUST WATCH HER AND, AND I, YOU KNOW, WHEN SHE FIRST STARTED AND, AND HOW SHE'S GROWN OVER THE LAST 14 YEARS OF DOING THIS. AND I THINK ANYTHING WE CAN DO TO HELP SUPPORT BECAUSE IT JUST PAYS DIVIDENDS ON THE KIDS. YES, WE ALMOST NEED A SUPPORT GROUP FOR THE PARENTS. I WAS THINKING THAT YES, TO GET THEM TOGETHER.

AND IT'S HARD. IT'S REALLY, REALLY HARD. SO THE MORE WE CAN DO TO SUPPORT THEM, ENCOURAGE THEM, KEEP THEM DOING WHAT THEY'RE DOING. IT'S GOING TO. IT'S. WE SHOULD. I THINK I

[01:10:05]

OFTENTIMES IT'S NOT EXACTLY WHAT PEOPLE NEED. AND I THINK THAT ONE OF THE THINGS THAT WE'VE REALLY COMMITTED TO AS A LEADERSHIP TEAM IS ASKING PEOPLE WHAT THEY NEED FROM US BEFORE WE JUMP RIGHT IN. AND SO I DO THINK THAT BALDWIN'S POINT IS A GOOD ONE, WHICH IS, YOU KNOW, LET'S ENGAGE WITH FOLKS, FIND OUT WHAT THEY NEED, AND THEN LET'S BRIDGE THOSE GAPS AND FIND WAYS TO OFFER IT TO THEM. IF I COULD JUST SAY SOMETHING REALLY QUICKLY, BECAUSE WE HAVE QUITE A FEW FOSTER YOUTH AT EL CAMINO, AND I CAN'T THINK OF ONE WHO DIDN'T COME TO US FROM THE GROUP HOME. SO I THINK ONE AREA OF GROWTH TOO, I SEE IS STRENGTHENING, STRENGTHENING THE PARTNERSHIPS WITH OUR TWO FEEDER GROUP HOMES, OUR BOYS HOME AND OUR GIRLS HOME. IT'S A DIFFERENT EXPERIENCE FOR THOSE STUDENTS AND IT'S A DIFFERENT EXPERIENCE EDUCATIONALLY FOR THE PEOPLE WHO ARE RUNNING THOSE HOMES. AND SO I THINK THERE'S A GAP IN THEM UNDERSTANDING AND US UNDERSTANDING WHAT THEY NEED FROM US AND WHAT WE NEED FROM THEM AS WELL. SO I DON'T NECESSARILY KNOW THAT THEY'D SHOW UP TO AN EVENT, BUT MAYBE WE TAP THEM ON THE SHOULDER AND INVITE THEM AND LET THEM KNOW THAT THERE'S VALUE IN THEM PARTICIPATING AS WELL, OR EVEN IF WE CAN GO TO THEM SOMEHOW, YES, GO TO THEM, BUT ALSO INCLUDE THEM IN OUR EVENTS TOO. I THINK THEY WILL SHOW UP. I JUST HAD A QUESTION REGARDING THE TRAUMA INFORMED PRACTICES. I JUST WANTED TO KNOW HOW THAT PROGRESS WAS GOING AND HOW THAT TRAINING WAS GOING. SO LAST YEAR WE DID A DISTRICT WIDE INITIATIVE TRAININGS AND WE CALLED IT, YOU KNOW, BUILDING COMMUNITY WITHIN YOUR CLASSROOM POSITIVE ENVIRONMENT. SO WE DID THAT. AND THAT WENT WELL. IT WAS A KIND OF A ROAD SHOW THROUGHOUT THE YEAR. THIS YEAR, WE'VE ALSO EXPANDED OFFERING RESTORATIVE PRACTICES, TRAINING AS WELL TOO. SO THAT'S HELPING IN BUILDING COMMUNITY AND RECOGNIZING, YOU KNOW, THAT SAFE SPACE IN THE CLASSROOM. WE ALSO HAVE OUR CRISIS COUNSELOR WHO'S JUST BEEN RECENTLY TRAINED TO BE A TRAINER OF TRAINERS FOR MENTAL HEALTH FIRST AID. AND SO THAT'S GOING TO ALSO BE SOMETHING THAT WE LOOK AT IN HELPING AND SUPPORTING, YOU KNOW, BUILDING AN AWARENESS. AND THAT'S JUST NOT FOR TEACHERS. THAT'S FOR ANY, ANY, ANYBODY, YOU KNOW, ALL OF OUR CLASSIFIED STAFF AND CERTIFICATED STAFF, ESPECIALLY NON MENTAL HEALTH PROFESSIONALS WHO CAN LEARN ABOUT SOME OF THOSE THINGS IN REGARDS TO WHAT TO LOOK FOR, HOW TO SUPPORT STUDENTS AS WELL. SO WE'LL LOOK FORWARD TO BRANCHING OUT THAT AS WELL.

OKAY. AT 616 WE'RE GOING TO TAKE A BREAK FOR DI OKAY. I'M GOING TO BRING US BACK AT 639. AND WE'RE MOVING ON TO GOAL EIGHT. DOCTOR GRAY, TAKE IT AWAY. THANK YOU. SO GOAL EIGHT LISTS FOCUSED ACTIONS TO ADDRESS ACADEMIC ACHIEVEMENT ENGAGEMENT AND SCHOOL CLIMATE FOR SPECIFIC STUDENT GROUPS AT SPECIFIC SITES. WE DON'T HAVE A DATA SNAPSHOT BECAUSE IT'S SIMPLY A LIST OF ANY SITE WHERE ONE OF OUR MEASURED STUDENT GROUPS HAS FALLEN INTO THE RED PERFORMANCE LEVEL. SO AS PART OF OUR NEW DATA CULTURE, OUR SITE PRINCIPALS ARE EAGER TO HAVE ACCESS TO LIVE INFORMATION THAT WILL HELP THEM SEE AND RESPOND TO STUDENT NEEDS AS THEY EMERGE DURING THE SCHOOL YEAR.

REGARDING THE IMPORTANCE OF MONITORING ACADEMICS BEHAVIOR AND COURSE PERFORMANCE IN ALIGNMENT WITH CURRENT TIERED INTERVENTION RESEARCH. MAJOR ACTIONS FOR THIS GOAL INCLUDE FUNDING, STAFFING FOR BEHAVIOR AND SOCIAL EMOTIONAL NEEDS AT SITES ACROSS THE DISTRICT, OFFERING CO-TAUGHT MATH CLASSES AT OUR HIGH SCHOOLS AND ENCOURAGING SCHOOLS TO USE THE PBIS FRAMEWORK OR OTHER FRAMEWORK TO FOSTER A POSITIVE SCHOOL CLIMATE. SO WITH THAT BEING SAID, I'D LIKE TO OPEN IT UP FOR WONDERINGS AND QUESTIONS ABOUT GOAL EIGHT. I'LL JUST CALL OUT AND HIGHLIGHT SOME OF THE PLUSES ON THESE, LIKE TIME'S UP, 13 POINTS, VAN BUREN UP TEN TO FREE UP 22. THERE'S A LOT OF WORK THAT GOES IN ESPERANZA. 24. THERE'S A LOT OF WORK THAT GOES INTO THESE, AND CONGRATULATIONS TO THE INCREASES WE'RE MAKING, AND I'M LOOKING FORWARD TO SEEING MORE.

[01:15:15]

THOSE HAVE JUST ALLOWED US TO KIND OF EXPAND OUR INITIATIVES, BUILD TEAMS LIKE ATTENDANCE TEAMS WITH A SMALL STAFF. IT'S REALLY HARD TO PUT TOGETHER. WE'RE ON EVERY TEAM, SO WE'VE REALLY BEEN ABLE TO BUILD SOME SPECIALIZED TEAMS TO PUT MORE OF A FOCUS ON SOME SOME OF THOSE AREAS. SO I WOULD SAY, YOU KNOW, WE'RE GOING TO CONTINUE TO GROW IN OUR INITIATIVES THAT RELATE TO ATTENDANCE AND BUILDING CONNECTIONS TO THE SCHOOL AND REALLY LOOKING AT OUR ACADEMIC DATA. BUT ALL OF THAT, YOU KNOW, BLENDS TOGETHER TO GET KIDS THERE. AND WE'RE FINDING THAT THEY'RE MORE SUCCESSFUL NOW THAT THEY'RE COMING TO SCHOOL MORE. WE, WE HAVE DONE A GOOD JOB WITH THE, WITH SWEEPING SOME OF THESE ATTENDANCE CHALLENGES, STUDENT SERVICES IS PUT ON. SO THAT'S ALL THANKS TO THE TEAM OF PEOPLE AT EL CAMINO WHO HAVE MADE THIS A NUMBER ONE PRIORITY. COULD YOU ELABORATE ON SOME OF THE THINGS YOU'VE DONE? YES, FOR ATTENDANCE PURPOSES. SO WE DO WE DO HAVE AN ATTENDANCE TEAM. AND SO EVERY OTHER WEEK WE'RE MEETING AND WE'RE LOOKING WE'RE RUNNING A LIST OF ALL OF OUR STUDENTS AND WHERE THEY ARE ATTENDANCE WISE. AND THEN WE REALLY, WE HAVE THE BENEFIT OF HAVING A

[01:20:04]

AND SO BY BUILDING SOME OF THAT ACCOUNTABILITY INTO CREDIT EARNING, AND THAT'S REALLY WHAT MOTIVATES STUDENTS AT EL CAMINO IS TO EARN THEIR CREDITS AND GRADUATE FROM HIGH SCHOOL.

WE'VE SEEN HUGE LIKE IN SOME OF THOSE CONTESTS WE'VE BEEN IN, WE'VE SEEN A GROWTH OF LIKE 12% FROM WHERE WE WERE LAST YEAR DURING THAT SAME MONTH. SO WE'RE AVERAGING AROUND, YOU KNOW, 4 TO 6% GROWTH IN SOME OF THOSE COMPETITIONS WE'VE BEEN DOING, BUT AS MANY AS 12% INCREASE FROM ONE YEAR TO THE NEXT. AND SO I THINK IT'S THAT ACCOUNTABILITY FOR THEM EARNING THEIR CREDITS HAS A BIG IMPACT. AND THEN WE REALLY TRY TO BUILD UP SCHOOL CULTURE AT EL CAMINO.

WHAT I HEARD WHEN I GOT THERE WAS THAT STUDENTS WANTED IT TO FEEL MORE LIKE A, THEY WOULD SAY, A REGULAR HIGH SCHOOL. AND SO I FELT LIKE THAT WAS AN AREA WHERE WE WERE WE WERE MISSING THE BOAT IN TERMS OF BUILDING CONNECTIONS TO THE SCHOOL. HAVE A WONDERFUL STAFF WHO, YOU KNOW, LIKE I SAID, THEY'RE ON EVERY COMMITTEE. THEY'RE, YOU KNOW, THEY THEY WEAR A LOT OF DIFFERENT HATS THERE BECAUSE THEY'RE SO FEW OF THEM. BUT WE'VE STARTED COMPETITION ATHLETICS AGAINST OTHER CONTINUATION HIGH SCHOOLS IN THE COUNTY. AND THAT REALLY MOTIVATES KIDS TO BE THERE AND TO SHOW UP TO OUR FIRST FLAG FOOTBALL GAME TODAY, ACTUALLY AGAINST GILBERT HIGH SCHOOL. WE HAVE AFTER SCHOOL CLUBS NOW, LIKE WE HAVE A CULINARY ARTS CLUB WHERE KIDS ARE STAYING AFTER SCHOOL AND COOKING. THAT'S THEY COME TO SCHOOL JUST BECAUSE THEY'RE EXCITED ABOUT THAT. AND THEN WHEN THEY'RE THERE, THEY'RE LEARNING. WE HAVE INCREASED OUR PARENT ENGAGEMENT SIGNIFICANTLY THROUGH HAVING PARENT NIGHTS AND REALLY BRINGING THE FAMILIES TO OUR SCHOOL. SO WE ADDED TWO EVENTS. WE HAVE A FALL FESTIVAL FOR FAMILIES, AND THEN WE HAVE A SPRING FAMILY NIGHT. AND SO WE MAKE IT FAMILY FRIENDLY. THERE'S ACTIVITIES FOR ALL THE SIBLINGS. WE'RE GETTING FOUR GENERATIONS OF FAMILIES COMING TO EXPERIENCE. THEY GET, YOU KNOW, WE COOK THEM DINNER AND THEY GET TO GO MEET THE TEACHERS AND, YOU KNOW, DO SOME HANDS ON LEARNING WITH THEIR STUDENTS. SO I COULD GO ON AND ON. THERE'S A LOT OF, A LOT OF THINGS THE STAFF HAVE REALLY COMMITTED TO DOING TO GET KIDS EXCITED ABOUT COMING TO EL CAMINO. AND SO I ATTRIBUTE THE GROWTH TO TO THEIR COMMITMENT TO A LOT OF THESE INITIATIVES THAT THAT WE'VE KIND OF DEVELOPED AS A STAFF, AS WE'VE REIMAGINED WHAT OUR KIND OF OUR VISION AND MISSION OF EL CAMINO IS. THANK YOU. I WAS JUST GOING BACK TO THE EL TELLS. AND WHEN THEY'RE IN COMPREHENSIVE HIGH SCHOOL, IT'S, THEY'RE NOT ABLE TO ACCESS THOSE ELECTIVES AS OTHER STUDENTS ARE. AND I THINK THAT SOMETIMES DISCOURAGES THEM FROM COMING TO SCHOOL BECAUSE A LOT OF STUDENTS, THEY GET EXCITED FOR ELECTIVES. YOU KNOW, THAT'S THE REASON THEY COME TO SCHOOL IN THE MORNING. SO BEING ABLE TO EXPOSE THEM TO THAT THERE AT EL CAMINO IS A GREAT WAY TO DO THAT AND GET THEM, LIKE YOU SAID, BACK ENGAGED INTO SCHOOL. YES. YEAH. IT'S BEEN, IT'S, IT'S BEEN A HUGE BLESSING TO HAVE SOME OF THOSE EXTRACURRICULARS. BUT EVEN INSIDE THE CLASSROOM, JUST YOU GUYS TALKED EARLIER ABOUT THE GLAD TRAINING, AND I WANT TO GIVE A SHOUT OUT TO JOSE TO JUST THE DISTRICT WIDE INITIATIVE, EL ROADMAP TRAINING THAT WE'VE HAD AT THE SCHOOL SITES, ALTHOUGH NOT A LOT OF MY TEACHERS HAVE BEEN GLAD TRAINED YET BESIDES MY LANGUAGE ARTS TEACHERS, JUST THAT BRIEF EXPOSURE IN THOSE PROFESSIONAL DEVELOPMENT SESSIONS WITH THE WHOLE STAFF HAS SHIFTED THE MINDSET TO ENGLISH TEACHING THESE STUDENTS THEIR LANGUAGE ACQUISITION SKILLS IS NOT JUST FOR THE LANGUAGE ARTS TEACHERS. AND SO IT'S DEVELOPED A BUY IN WHERE WE ARE ALL TEACHERS OF ENGLISH TO OUR STUDENTS. AND SO JUST THE BRIEF EXPOSURE TO SOME OF THAT CONTENT HAS ALREADY MADE A SIGNIFICANT IMPACT. AND I THINK AS WE GET MORE TEACHERS FULLY TRAINED AND GLAD YOU'LL SEE THAT GROW MORE. I LOVE ALL THIS PROGRESS ON THIS SITE.

IT'S. AND THE RESULTS. IT JUST SHOWS HOW HARD YOU GUYS HAVE BEEN WORKING. AND IT'S A TESTAMENT TO YOUR LEADERSHIP AND TO THE ENTIRE STAFF THERE HOW MUCH THEY CARE. BUT I DID HAVE A QUESTION ABOUT YOUR AVID PROGRAM. HOW ARE YOU GUYS DOING ON YOUR IMPLEMENTATION? WHERE DO YOU GUYS STAND? SO WHEN WE ARE INITIALLY TAPPED TO BECOME AN AVID SCHOOL, IT WAS WITH THE UNDERSTANDING THAT IT WOULD BE AN AVID SCHOOL WIDE CULTURE WHERE WE WOULD TRAIN ALL OF OUR TEACHERS IN AVID STRATEGIES. YOU WOULD SEE THOSE IMPLEMENTED IN THE CLASSROOM. AND WE NOW

[01:25:01]

SO YOU'RE STARTING TO SEE MORE OF THOSE INSTRUCTIONAL PRACTICES IN THE CLASSROOM.

WE'RE HAVING A HARD TIME. WHAT I'M TRYING TO DO IS CONNECT WITH ANOTHER CONTINUATION HIGH SCHOOL WHO HAS A SIMILAR MODEL. AND WE'RE WE'VE WORKED CLOSELY WITH TERRY, OUR REP FOR THE COUNTY, TO FIND SOMEONE. AND WE THEY STILL HAVEN'T BEEN ABLE TO PAIR US WITH SOMEONE BECAUSE I'D LIKE TO SEE HOW THEY'VE SUCCESSFULLY SUCCESSFULLY IMPLEMENTED THE AVID ELECTIVE.

IN THE MEANTIME, THOUGH, WE DO HAVE A TEACHER WHO'S TAUGHT THE ABBOTT ELECTIVE AT A CONTINUATION HIGH SCHOOL BEFORE. AND SO SHE'S GOING TO BE GOING TO TRAINING AGAIN THIS SUMMER AS A REFRESHER. AND WE'RE GOING TO GIVE IT A GO NEXT YEAR. WE FIND THAT WE HAVE A LOT OF STUDENTS COMING FROM OUR COMPREHENSIVE HIGH SCHOOLS WHO HAVE BEEN EXPOSED TO AVID, AND I THINK IT WOULD BE SOMETHING WE COULD PUT IN PLACE TO HELP THAT TRANSITION TO CONTINUATION HIGH SCHOOL AND STILL KEEP REINFORCING WHAT THEY'RE DOING IN THE SCHOOL. SO IT'S PROBABLY GOING TO BE A SLOW TRANSITION. IT'S NOT GOING TO LOOK EXACTLY LIKE IT LOOKS LIKE AT A CONFERENCE OF HIGH SCHOOL, BUT WE'RE GOING TO TAKE STEP ONE IN IN BRINGING THE ELECTIVE TO OUR SCHOOL NEXT YEAR. SO THANK YOU. I'M GLAD TO HEAR THAT ALMOST EVERYONE'S BEEN TRAINED. JUST THAT IS A HUGE STEP. YES. THANK YOU. ALL RIGHT. OUR LAST SLIDE WITH ANY GOALS ON IT IS FOR GOALS ONE AND TWO. SO WE'RE BACK TO THE FRONT OF THE BINDER. OUR LAST DISCUSSION TOPIC WILL BE GOALS ONE AND TWO THAT CAPTURE THE EDUCATIONAL EXPERIENCE OFFERED TO ALL STUDENTS ACROSS THE DISTRICT. THE LEADING INDICATORS WE HOPE TO MONITOR IN THE FUTURE ARE THE PREVIOUSLY MENTIONED ASSESSMENTS OF MASTERY THROUGHOUT THE YEAR. DATA REGARDING THE IMPLEMENTATION OF NEW CURRICULAR RESOURCES AND STUDENT ENGAGEMENT AND PARTICIPATION DATA AT THE STUDENT GROUP LEVEL. THE MAJOR ACTIONS FOR THESE GOALS INCLUDE OUR STAFFING ACROSS THE DISTRICT, OUR INSTRUCTIONAL MATERIALS PURCHASES, OUR PROFESSIONAL DEVELOPMENT PROGRAM, AND OUR BELOVED MIDDLE SCHOOL SPORTS PROGRAM. SO WITH THAT FRAMING AND ACKNOWLEDGMENT, WHAT ARE SOME WONDERINGS OR QUESTIONS THAT WE CAN CONTEXTUALIZE FOR THIS GOAL? I HAD A A WONDERING ABOUT THE I B DIPLOMAS EARNED AND EXAMS. IT'S 1.13. IT SEEMS LIKE WE HAVE BEEN DECREASING IS. AND I WAS JUST WONDERING, IS THAT BECAUSE OF DECLINING ENROLLMENT, WE JUST DON'T HAVE THE STUDENT POPULATION IN THOSE PROGRAMS OR.

WE CAN CHECK WITH PRINCIPAL HERZFELD AND GIVE A COMPREHENSIVE UPDATE IN TERMS OF THE NEEDS ASSESSMENT. AND I NOTICED THE PASS RATE IS GOING UP, BUT THE AMOUNT OF DIPLOMAS, AND NOT THAT IT'S A HUGE DECREASE, BUT IT IS A DECREASE. AND I JUST CURIOUS. YEAH, WE'LL HAVE TO ASK WHAT KIND OF MONITORING THEY'RE DOING THERE. I MEAN IT COULD BE EVERYTHING FROM WE'RE OFFERING MORE OPTIONS TO PEOPLE. AND SO THEREFORE THEY'RE TAKING ADVANTAGE OF OTHER OPTIONS. IT COULD BE LIKE YOU SAID, THE CAMBRIDGE PROGRAM SPEAKS, YOU KNOW, IB AS A PARENT OF AN IB GRADUATE, YOU KNOW, I, I, B IS ALL INCLUSIVE. AND YEAH, IT TAKES A LEVEL OF COMMITMENT, CERTAINLY FOR A STUDENT. AND THEN IT'S, IT'S NOT EASY TO BALANCE THAT WITH MANY OTHER INTERESTS AND AREAS THAT THEY WANT TO EXCEL IN. SO I THINK IT WOULD BE WORTH LEANING IN AND TALKING TO CHRIS AND HIS STAFF. AND WE'LL LET YOU KNOW. OKAY.

THANK YOU. AND THEN IS THERE AN UPDATE ON ACTION ITEM 1.4. THE PROVIDE A DISTRICT WIDE K THROUGH 12 COMPUTER SCIENCE PATHWAY. SO THAT'S A K THROUGH 12 QUESTION. SO I'LL TAKE THE FIRST SWING AT IT AND THEN ASK MIKE AND LIZ TO CHIME IN. SO WE'VE PROVIDED A SYSTEMATIZED LIST OF THE COMPUTER SCIENCE OPTIONS TO MAKE SURE THAT THERE'S AWARENESS AT EACH LEVEL.

BECAUSE ONE OF THE BENEFITS OF PILLS, YOU CAN REQUEST DIFFERENT HIGH SCHOOLS SO STUDENTS CAN FIND THE RELEVANCY. WE HAVE EVERYTHING FROM CYBERSECURITY AND CYBER NETWORKING AT VALENCIA TO THE MORE THE PREVIOUSLY OFFERED SELECTION SUCH AS AP COMP, SCI A, AND SO ON AND SO FORTH. SO THAT IS PART OF THE OPTIONS THAT ARE HAPPENING IN TERMS OF STUDENTS TO MAKE SURE THAT THERE'S AWARENESS. AND THEN ALSO WE HAVE OUR SIS TEAM MEMBERS THAT ARE DOING WORK AT THE ELEMENTARY LEVEL TO BUILD SOME OF THE SKILLS. AND I KNOW LIZ HAS BUMPED UP SOME OF THE OFFERINGS AND SUPPORT THAT THOSE STAFF MEMBERS HAVE FOR OUR STUDENTS. SO IN TALKING TO OUR COMPUTER INSTRUCTIONAL SUPPORT STAFF, WE HAVE CREATED

[01:30:02]

AND SO WE DID OFFER PROFESSIONAL DEVELOPMENT, AND WE NOTICED THAT IT WASN'T VERY WELL ATTENDED BECAUSE IT WAS AFTER SCHOOL AND OUR SIS CHOSE TO PICK UP OTHER JOBS. AND SO THAT WAS A BARRIER THAT WE ARE NOW GOING TO ADJUST FOR NEXT YEAR IN TRYING TO PROVIDE THE TRAININGS DURING THEIR WORK DAY, BUT WHERE IT'S NOT IMPACTING SO THAT WE CAN CONTINUE THIS CONVERSATION OF, OKAY, WE GOT YOUR INPUT INTO THE SKILLS THAT OUR STUDENTS NEED. HOW CAN WE MAKE IT RELEVANT RIGHT NOW TO THE EXPOSURE THAT KIDS ARE ALREADY GETTING THAT IS BEYOND, YOU KNOW, HOW DO YOU TURN ON A COMPUTER AND DO THOSE THINGS? AND SO WE HAVE THAT WE THERE ARE ACTUALLY COMPUTER SCIENCE STANDARDS. AND SO HOW CAN WE ALIGN THE PRACTICES TO THE STANDARDS TO ALIGN WITH EXISTING EXPERIENCES STUDENTS ARE HAVING, AND THEN BRING OUR SIS TOGETHER AT A TIME WHERE THEY CAN ATTEND. I WANT TO ADD, I HAVE PRETTY STRONG OPINIONS IN THIS SPACE AND AFTER TALKING TO A SHOCKING. RIGHT AFTER TALKING TO A THOUSAND PEOPLE IN THIS COMMUNITY ABOUT WHAT THEY BELIEVE, OUR STUDENTS NEED TO KNOW AND BE ABLE TO DO. WHEN WE THINK ABOUT IT'S NOT JUST AI, IT'S, IT'S THE, IT'S THE NECESSITY TO UNDERSTAND HOW TO NAVIGATE TECHNOLOGY IN OUR WORLD. AND IT'S NOT JUST TURNING ON A COMPUTER. IT'S NOT JUST HOW TO DO BASIC COMPUTING, IT'S HOW TO DO CODING. IT'S HOW TO LEARN, UNLEARN, AND RELEARN THE LANGUAGES. IT'S LEARNING HOW TO NAVIGATE WITHIN, YOU KNOW, AI STRUCTURES TO, TO SERVE IN WHATEVER INDUSTRY KIDS ARE GOING TO NAVIGATE INTO. THERE IS SO MUCH FOR US TO CONSIDER DOING IN THIS SPACE, AND IT'S GOING TO BE BRINGING EDUCATORS TOGETHER AND REALLY LOOKING AT WHAT DOES ALL THE RESEARCH SAY? WHAT DOES THE WORLD ECONOMIC FORUM SAY? WHAT DOES, YOU KNOW, WHAT ARE THE DURABLE SKILLS? ALL OF THIS IS GOING TO REALLY HAVE A STRONG VEIN THROUGHOUT OUR STRATEGIC PLAN BECAUSE THE WORLD OUR KIDS ARE GOING TO LIVE IN IS GOING TO REQUIRE THEM TO HAVE A SKILL SET THAT NONE OF US EVEN HAVE OUR HEADS WRAPPED AROUND. AT THIS POINT. IT WAS NICE TO SEE. WHEN I VISITED SIERRA VISTA AND LINDA VISTA YESTERDAY THAT THEY TURNED THEIR COMPUTER LABS, WHICH USED TO BE THE OLD SCHOOL ROWS OF COMPUTERS, INTO STEAM LABS, WHICH NOW THEY HAVE LIKE THE INDY CARS AND THEY'RE, YOU KNOW, CODING WITH THE IPADS.

AND SO IT'S NICE TO SEE THAT TRANSITION GOING ON THERE THAT THEY'VE DONE. AND I THINK THAT'S ONE OF THE THINGS THAT WE CAN TAP INTO AND MAYBE ADD TO THEIR REPERTOIRE. STARTING IN ELEMENTARY SCHOOL. AND ON THE ALTERNATIVE OF THAT, I HEAR A LOT ABOUT STUDENTS HAVING WRITING ON PAPER AND PENCIL AND TOO MANY SCREENS AND WALKING AROUND THE SCHOOLS, ESPECIALLY IN THE YOUNGER GRADES. I WAS PLEASED TO SEE ALL OF THEM WRITING AND USING PEOPLE ARE AFT CHANGE, BUT WE'RE STILL HOLDING TRUE TO WHAT OUR STUDENTS NEED AND DOING IT AT AN AGE APPROPRIATE LEVEL. I AGREE COMPLETELY. YOU KNOW, WHEN WE LOOK AT WHAT IS DEVELOPMENTALLY APPROPRIATE FOR OUR KIDS AND HOW DO THEY LEARN THE COMMUNICATION SKILLS THAT THEY NEED, HOW DO THEY LEARN TO PLAY? HOW DO THEY LEARN TO COLLABORATE AND, AND THINK CRITICALLY AND, YOU KNOW, BE ABLE TO NAVIGATE WORKING WITH ANOTHER HUMAN BEING. ALL THOSE ARE REAL WORLD PEOPLE SKILLS THAT OUR KIDS NEED. AND WE CAN'T SUBSTITUTE THAT FOR MACHINES IN ANY REALITY. AND AT THE SAME TIME, I THINK THAT WE HAVE TO FIND BALANCE WHERE WE GIVE KIDS THE OPPORTUNITY TO BUILD THOSE SKILLS AND STILL BE REALLY GREAT HUMAN BEINGS. SO YESTERDAY WE HELD OUR FIRST AI TASK FORCE MEETING, AND WE HAD REPRESENTATION FROM ALL TEN SECONDARY SCHOOLS. AND A LOT OF THE FIRST STEP IN OUR WORK WAS LOOKING AT AGE APPROPRIATE SCREEN TIME, LOOKING AT HOW DOES THAT ALIGN WITH DURABLE SKILLS, LOOKING AT HOW DO WE WANT TO BUILD THIS RIGHT WHERE WE GO FROM LITERACY TO FLUENCY AND AT WHAT PACE AND AT WHAT SPEED? SO IT WAS REALLY I'M REALLY APPRECIATIVE OF ALL OF THE EDUCATORS THAT ATTENDED YESTERDAY'S FIRST AI TASK FORCE SESSION. THEY HAD ACTUALLY PREVIOUSLY COMPLETED AN ONLINE CERTIFICATE. SO THEY'VE ALL ACTUALLY EARNED A CERTIFICATION IN AI AND GOOGLE, GEMINI AND

[01:35:05]

I'LL JUST HIGHLIGHT BECAUSE IT'S THE RIGHT SECTION, WE HAVE A LOT OF NEW CURRICULUM. WE HAVE A SHORTENED SUMMER, WE HAVE NEW ADOPTIONS, LOTS OF THINGS THAT ARE HAPPENING. AND SO I JUST WANT TO SAY, SHOUT OUT TO OUR TEACHERS WHO DO THIS WORK. THESE NUMBERS ARE AS A RESULT OF ALL THE WORK THAT THEY'RE PUTTING IN, AND WE WANT TO BE SUPPORTIVE OF THEM AND THANK THEM. SO THANK YOU TO ALL OF THE TEACHERS OUT THERE THAT ARE DOING THE WORK FOR US, AND WE WILL BE VERY COGNIZANT OF THE WORK THAT IT TAKES AND THE TIME THAT YOU PUT IN, AND ALL OF THE EXTRA THINGS THAT WE'RE ASKING. THANK YOU FOR. AND ALL OF OUR CLASSIFIED STAFF TOO, AND MANAGERS ALL OF THAT AS WELL. BUT YEAH, ALL THE SUPPORT STAFF IS IT'S A HUGE I DON'T WANT TO EXCLUDE ANYONE. THAT'S RIGHT. IT'S A TEAM EFFORT. AND WE SEE IT AND WE'RE GRATEFUL IT TAKES A VILLAGE. YEAH. I JUST WANTED TO ACTION 1.10 INNOVATIVE PROGRAMS. IT'S JUST WAS KIND OF VAGUE. AND I JUST CURIOUS. WHAT INNOVATIVE PROGRAMS WE'RE TALKING ABOUT OR IS THAT MORE OF LIKE WHAT MRS. AGUILAR DID AT EL CAMINO? AND WE JUST, IT'S JUST KIND OF LIKE A MISCELLANEOUS. YEAH. AS, AS PRESIDENT BUCK POINTED OUT, IT GIVEN THE DOLLAR FIGURE, I'M NOT EXACTLY SURE WHAT THAT CAN BE POINTING TO, BUT WE'LL FIND OUT MORE, I DON'T KNOW. YEAH. I DON'T KNOW WHAT YOU CAN DO WITH $9,000 DISTRICT WIDE. LIKE THE FILLER LINE ITEM I LIKE INNOVATIVE. I LIKE THIS LOOKS LIKE MISCELLANEOUS, NOT SO MUCH AS INNOVATIVE. NOT SURE. I JUST THOUGHT IT WAS WEIRD. I HAD A QUESTION REGARDING OUR PRESCHOOL PROGRAM AND CO-TEACH MODEL. I WAS ASKED YESTERDAY IF I GUESS PARENTS ARE ASKING AS WELL IF THERE'S. I KNOW WE HAVE A PRESCHOOL AND TK. IS THERE ANY INTEREST IN EXPANDING TO KINDERGARTEN? I KNOW WE'RE HOPING THAT THOSE STUDENTS CAN, YOU KNOW, OBVIOUSLY. BUT THOSE OTHER STUDENTS WHO MAYBE DIDN'T GO TO PRESCHOOL AND JOIN THE PROGRAM IN TK AND MAYBE NEED THAT EXTRA YEAR, IS THAT SOMETHING WE'RE LOOKING INTO? I THINK MAYBE IF JAMIE WANTS TO STEP IN AND ANSWER, THIS IS HER AREA OF EXPERTISE FOR SURE. SO THAT'S DEFINITELY SOMETHING WE'RE LOOKING INTO. AND SO NOW WE'RE LOOKING AT WHAT ARE THE NEEDS AS THOSE STUDENTS MATRICULATE. AND THAT'LL HELP US DETERMINE WHAT TYPE OF PROGRAMING WE'LL NEED AT THE NEXT SITE. SO WE'RE IN THAT PROCESS RIGHT NOW, BUT IT'S DEFINITELY SOMETHING WE'RE HOPEFUL THAT WILL CONTINUE AS STUDENTS MATRICULATE. ALL RIGHT. I FEEL LIKE I SHOULD START AUCTIONING LIKE CHAD DID AT THE GOING ONCE, GOING TWICE. I CAN'T. ALL RIGHT. SO I WANT TO CLOSE BY THANKING EVERYONE IN THE ROOM FOR THEIR INPUT. AND AS WAS MENTIONED, THANKING ALL THE STAFF MEMBERS AT THE DISTRICT OFFICE AND THE SCHOOL SITE THAT ACTUALLY MAKE THIS BINDER COME TO LIFE, A WELL-INTENTIONED BINDER GATHERS DUST, AND IT DOESN'T BECOME ACTUALIZED UNTIL PEOPLE COMMIT TO WHAT'S IN THERE AND DO THE WORK FOR OUR STUDENTS. SO IF YOU'D LIKE TO LEAVE YOUR NOTE CATCHER PACKET FOR US TO, TO HAVE THAT, JUST TO MAKE SURE THAT NOTHING SLIPS THROUGH THE CRACKS, WE'RE GOING TO TAKE THIS INPUT AND THE INPUT PROVIDED BY OUR OTHER EDUCATIONAL PARTNERS INTO ACCOUNT AS WE WORK TO FINALIZE OUR LCAP, STARTING WITH A WORK SESSION TOMORROW, WHERE WE MAY FINESSE SOME OF THE COOKIES INTO THAT CONFERENCE ROOM TO FUEL THE WORK. SO THANK YOU ALL VERY MUCH FOR YOUR WORK TONIGHT. BEFORE WE'LL CLOSE THIS, I JUST WANT TO TAKE A MOMENT AND SAY THANK YOU TO DOCTOR GRAY FOR FACILITATING THIS, AS WELL AS SO MANY OTHER STAKEHOLDER GROUPS. I, WE, MANY OF US SITTING AROUND THE TABLE HAVE BEEN A PART OF MEETINGS THAT HE HAS FACILITATED SO MANY DIFFERENT STAKEHOLDERS TO MAKE

[01:40:04]

MOTION CARRIES THREE ZERO

* This transcript was compiled from uncorrected Closed Captioning.