Aug 24, 2023 Special School Board

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>> PRESIDENT: GOOD EVENING EVERYONE.

TONIGHT'S MEETING OF THE BOARD OF EDUCATION IS CALLED TO ORDER AT 4:59 P.M. IN OPEN SESSION. TONIGHT, WE DO NOT HAVE REQUEST TO ADDRESS ANY AGENDA ITEMS. LET'S TAKE ROLL CALL, PLEASE.

>> CLERK:

[3. DISCUSSION: BOARD REVIEW OF STUDENT ACHIEVEMENT AND SOCIAL-EMOTIONAL DATA]

LET'S BEGIN THE RETREAT. >> THANK YOU.

I APPRECIATE EVERYONE COMING IN TODAY.

YOU WILL NOTICE THAT THIS IS A DIFFERENT SET UP BUT WE NORMALLY HAVE. I WILL LIKE FOR US TO REMEMBER THIS BECAUSE I WOULD LIKE TO CONTINUE TO EXECUTE THIS PROCESS. IT ALLOWS FOR A MUCH DEEPER CONVERSATION. I LIKE THIS BETTER BECAUSE OTHERWISE, WE STOP PROJECTING INFORMATION TO BOARD MEMBERS AND THEY WILL PASS RECEIVERS INFORMATION.

I DON'T THINK YOU GET ENOUGH DEPTH OF THE UNDERSTANDING OF THE DATA. BOARD MEMBERS ARE SO ESSENTIAL TO OUR SUCCESS, STAFF AND BOARD MEMBERS HAVING THE SAME UNDERSTANDING OF THE ISSUES THAT WE HAVE TO ADDRESS ON WHAT IS WORKING AND NOT WORKING, WE HAVE TO BE ON THE SAME PAGE AS THAT. THIS IS THE PROCESS THAT WE WILL CONTINUE TO ENGAGE IN. WE WILL TAKE NOTES ON HOW THIS GOES AND IF WE NEED TO IMPROVE ON IT, WE WILL IMPROVE ON IT.

IN THE TABLES, WE HAVE STAFF MEMBERS THERE THAT LIVE THIS DATA. THEY WILL ALSO HELP US FACILITATE SOMEOF THE DISCUSSIONS .

THERE WILL BE A PART OF IT. US TALKING TOGETHER AND COMING TO CONCLUSIONS ON WHAT WE SEE IS IMPORTANT.

WITH THAT, I WILL SET THE STAGE AND MY APOLOGIES, I WILL READ SOME THINGS BECAUSE I REALLY DO WANT PEOPLE WERE NOT HERE TO LISTEN AND PAY ATTENTION TO THIS.

THIS IS BEING TELEVISED. LET ME SET THE STAGE, AND WE WILL GET GOING. THROUGHOUT THE SCHOOL YEAR, STAFF WILL CONDUCT FOR STUDY SESSIONS TO DISCUSS IMPORTANT INFORMATION WITH THE SCHOOL BOARD AND COMMUNITY.

THIS INFORMATION WILL INCLUDE STUDENT PROGRESS, AND WILL BE CONDUCTED INTO FOUR PARTS. QUARTER ONE, QUARTER TWO, QUARTER THREE, AND QUARTER FOUR.

QUARTER ONE WILL SHOW STUDENT PROGRESS IN THE PREVIOUS 2022 Ã 2023 SCHOOL YEAR, REFERRED TO AS LAG DATA.

QUARTERS TWO, THREE AND FOUR WILL SHOW STUDENT PROGRESS DURING THE CURRENT SCHOOL YEAR AND DETERMINE IF CHANGES ARE NEEDED TO HELP OUR STUDENTS EXCEL.

THIS INFORMATION IS REFERRED TO AS A LEAD DATA.

I AM SAYING THOSE THINGS BECAUSE YOU WILL BE HEARING A LOT OF ME USING THOSE TERMS, LAG AND LEAD DATA.

STAFF ARE ALSO THE DATA, RIGHT NOW WE ARE IN AUGUST.

WE'RE LOOKING AT THE LAG DATA. IN NOVEMBER, WE WILL GET LEAD MARKS, WE LOOK AT LEAD AND QUARTER FOUR IS THE FINAL DATA THAT WE LOOK AT AS WE DEVELOP AND ADOPT - -. ON AUGUST 24, TODAY, HE WILL PRESENT DATA FOR QUARTER ONE WHICH WILL ALLOW THE BOARD TO REVIEW AND DISCUSS STUDENT PROGRESS DURING THE 2022 Ã2023 SCHOOL YEAR. THIS WILL IDENTIFY THE AREAS OF WEAKNESS AS WELL AS STRENGTHS. THIS WILL GUIDE THE BOARD IN DECISION-MAKING, BUT I WANT TO BE CLEAR, OBJECTIVES WE ARE ON TODAY. TODAY, WITH THE DISTRICT OFFICE STAFF - - GOAL SET IN THE PREVIOUS THREE YEARS LCAP.

BOARD MEMBERS AND STAFF WILL IDENTIFY AND COME TO A CONSENSUS ON AREAS WHERE THERE WAS GROWTH AND PROGRESS AND AREAS OF CHALLENGE BASED ON DATA COLLECTED.

BOARD MEMBERS AND STAFF WILL IDENTIFY FURTHER QUESTIONS TO CONSIDER BASED ON THE DATA. THE EXPECTATION IS NOT TO FALL INTO THE TRAP OF DEPOSITING SOLUTIONS IN THIS MEETING.

THIS IS A REVIEW OF HOW WELL OUR LCAP HAS WORKED IN THE LAST TWO YEARS OF THE THREE-YEAR PLAN WE FINALIZE THIS CURRENT YEAR. LET ME REPEAT THAT AGAIN, THIS IS HOW WELL LCAP HAS WORKED OVER THE LAST TWO YEARS OVER THAT THREE-YEAR PLAN WILL FINALIZE THIS COMING YEAR.

I WILL FURTHER IN THIS MEETING, TALK ABOUT THE PLANS MOVING FORWARD THAT WILL RESULT IN A NEW, THREE-YEAR LCAP PLAN THAT WILL SUPPORT OUR FIVE YEAR STRATEGIC PLAN THAT I WILL BRING TO THE BOARD FOR APPROVAL IN THE SPRING.

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WITH THAT, LET'S GO AHEAD AND GET STARTED.

I WANT TO FRAME THIS CONVERSATION AROUND WHAT WE ARE GOING TO DO THIS YEAR AND WHAT THIS MEETING MEANS TO THE BIGGER PICTURE. WHAT YOU ARE LOOKING AT HERE IS BASICALLY A TIMELINE I WILL USE TO ESTABLISH A FIVE-YEAR PLAN.

THIS WILL INVOLVE THE MEETING OF COMMITTEE MEMBERS THROUGHOUT THE DISTRICT. MY GOAL IS TO GET OVER 1000 PEOPLE. THE OTHER GROUPS SEEM TO HAVE LIKE THE CONVERSATION, BUT AND NEVER TALK ABOUT WHAT IT IS WE WANT THE DISTRICT TO BE. AND, I ALSO DEPOSITED A BUNCH OF IDEAS THAT YOU AS A BOARD FAR TO POSSIBLY INCORPORATE HERE. THIS CAN BE ABOUT ME ONLY OR THE BOARD ONLY, IT'S ABOUT WHAT THE COMMUNITY WANTS.

I WILL DEPOSIT SOME IDEAS THAT WE NEED TO MULL OVER IT.

SUCH ESTIMATE WE WANT SEPARATE MIDDLE SCHOOLS FROM HIGH SCHOOLS? DO WE WANT A FULL IMMERSION SCHOOL? DO WE WANT TO CONSIDER THE WHOLE CONCEPT OF BASED LEARNING BECAUSE THE MEANS SHIFTING CURRICULUM TO SUPPORT THAT? DO WE WANT A GRADUATE REQUIREMENT THAT WILL ALLOW FOR STUDENTS TO TAKE INTERNSHIPS AS WELL AS CERTIFICATION? ALL THOSE THINGS ARE BIG, HUGE AND MACRO CONCEPTS. THE FIVE-YEAR STRATEGIC PLAN IS HOW YOU GET THAT ACCOMPLISHED. IN THE MEANTIME, THE NEW THREE YEAR LCAP WE HAVE TO BUILD NOW. WE ARE IN THE FINAL STAGES OF THE THREE-YEAR LCAP. IT ENDS IN 24 AND WE HAVE TO BUILD A 24 27 LCAP. THEY ARE GOING TO HAVE TO ALIGN. THE GOAL OF THIS IS TO ALIGN THOSE TWO.I AM SAYING ALL THIS TO SAY THAT IS WHAT I DON'T WANT TODAY TO BE A PROBLEM-SOLVING SITUATION.

THERE IS A LOT WE HAVE TO TALK THROUGH TO BUILD ANY PROGRAMS AND ACTIONS AND STRATEGIES THAT WILL INCORPORATES.

LET THE JOURNEY THAT WE WILL GO THROUGH TO HELP US ESTABLISH THAT. THIS IS AN IMPORTANT START.

WE GET A LOOK AT THE BASELINE OF WHERE STUDENTS ARE CURRENTL . WE ARE GOING TO SET NEW GOALS IN THE NEW LCAP BASED ON WHERE WE ARE RIGHT NOW.

THAT IS WHY THIS IS SO IMPORTANT TO HAVE THIS CONVERSATION. WITH THAT, I WILL PASS THIS ON TO MRS. BONNIE CARTER, WHO WILL ACTUALLY TAKE US BACK THROUGH THE CURRENT LCAP. THEY WILL TALK WITH THEIR VALUES AND GOALS BECAUSE WE NEED THAT AS WE READ THE DATA.

WE HAVE TO COORDINATE THE GOALS THAT WE HAVE AN MEASURED AGAINST THE OUTCOMES THAT WE SEE.

MR. CARTER, ALANNA YOU TAKE THIS THROUGH THAT PIECE?>> ABSOLUTELY, THE SLIDE YOU ARE SEEING IS A ONE-SHOT AT OUR CURRENT LCAP. OUR CURRENT LCAP IS BUILT ON THE CORE VALUES OF EQUITY, ACHIEVEMENT AND COMMUNITY.

IN INCORPORATED THE STATE PRIORITIES AND THE HEADING FOR THE SAME PRIORITIES ARE CONDITIONS FOR LEARNING, STUDENT OUTCOMES AND PARENT ENGAGEMENT.

UNDERNEATH THAT, YOU WILL SEE THE THREE GOALS ESTABLISHED FOR OUR LCAP. THE FIRST GOAL UNDER EQUITY BEING PROVIDE ALL STUDENTS SAY COLLABORATIVE FOR LEARNING, THE SECOND GOAL ABOUT ACHIEVEMENT AND THE THIRD GOAL ABOUT ENGAGING OUR COMMUNITY AND OUR PARENTS.

UNDERNEATH THERE IS SOMETHING CALLED FOCUS AREAS.

THIS WAS ESTABLISHED THIS YEAR. AS WE ARE LOOKING AT OUR DATA AND COMING TOGETHER AS DISTRICT AND ADMINISTRATIVE TEAM TO LOOK AT, WHERE ARE THE AREAS THAT WE NEED TO FOCUS IN ON? AS YOU KNOW, WE ARE IN DIFFERENTIATED ASSISTANCE.

FOR CERTAIN THINGS, SUCH AS THE SUSPENSION RATE AND CHRONIC ABSENTEEISM WHICH IS WHY THE FOCUS AREA FOR US.

MATH ACHIEVEMENT, COLLEGE CAREER AND ELA.

SPECIFICALLY FOR STUDENT GROUPS AS WELL AND MAKING SURE THAT ACHIEVEMENT GAP IS CLOSED. WE ALSO HAVE, AS YOU HAVE HEARD IT MANY BOARD MEETINGS, A FOCUS ON IMPROVING OUR DISTRICT WEBSITE AND COMMUNICATION STRATEGIES AS WELL.IF YOU LOOK AT YOUR FATHER, TO ACCLIMATE YOU TO SOME OF THE INFORMATION THAT YOU HAVE, IF YOU TURNED OUT TO THE FIRST PAGE, YOU WILL SEE A DOCUMENT THAT SAYS GOAL ONE.

IT HAS THE GOAL, IT HAS A DESCRIPTION OF THE GOAL AND OUR

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IT GIVES YOU THE MATTER, THE BASELINE, WHERE WE ARE AT WITH YOUR TWO AND WHERE WE ARE TRYING TO GET TO BY THE END OF THIS YEAR. WE ARE IN THE THIRD YEAR OF OUR LCAP, OUR FIVE-YEAR STRATEGIC PLAN WILL HELP US BUILD THE NEXT THREE YEAR LCAP. I WANT TO DRAW YOUR ATTENTION TO UNDER CHRONIC ABSENTEEISM. YOU WILL SEE AN AREA WITH SOME BULLETS. YOU WILL SEE THAT WE ARE LOOKING AT CERTAIN METRICS THAT WE HAVE IN OUR LCAP.

BUT, SPECIFIC TO STUDENT GROUPS.

THAT SPEAKS TO THE PIECE OF TRYING TO ENSURE THAT WHAT WE ARE DOING HERE AS I DISTRICT IS EQUITABLE.

NEED TO MAKE SURE THAT THE STUDENT GROUPS THAT ARE NOT ACHIEVING, THAT THEY HAVE THAT OPPORTUNITY TO ACHIEVE.

WHETHER IT IS A BARRIER IN THE WE ARE WAY MAY BE, THAT IS SOMETHING THAT WE WILL LOOK AT TONIGHT BECAUSE WE ARE LOOKING AT THE BASELINE DATA AND YOU WILL SEE THAT.

THESE ARE SOME METRICS THAT WE HAVE PUT TOGETHER TO MONITOR TO MAKE SURE OUR STUDENT GROUPS ARE ACHIEVING.

IT'S A LITTLE LENGTHY, ABOUT EIGHT PAGES BUT IT HAS THE GOALS THERE. THAT LAYS THE FOUNDATION OF WHERE WE ARE AT WITH OUR LCAP NOW, IF YOU WANT TO SHARE.

>> I WANT TO EXPLAIN THE METHOD I AM ASKING US TO USE IN ESTABLISHING COHERENT FROM THE DISTRICT.

LET ME EXPLAIN WHAT I MEAN BY COHERENCE.

IN THE EDUCATION REALM, COHERENCE REFERS TO ALIGNMENT AND CONNECTION THROUGH VARIOUS COMPONENTS OF RAIN EDUCATIONAL SYSTEM, CURRICULUM OR INSTRUCTIONAL APPROACHES.

IT INVOLVES ASSURING THE DIFFERENT ELEMENTS WERE TOGETHER IN A SEAMLESS AND LOGICAL MATTER TO ENHANCE LEARNING OUTCOMES AND OVERALL EFFECTIVENESS.

COHERENCE CAN BE OBSERVED IN VARIOUS LEVELS IN THE EDUCATIONAL SYSTEM. SSENTIALLY, WHAT WE ARE SEEING HERE IS HOW CAN WE ENSURE, OR GUARANTEE, THE EVERY GRADE LEVEL IS RECEIVING THE LEVEL OF TIER 1 INSTRUCTION AND RIGOR TO BE SUCCESSFUL AT THE GRADE LEVEL? MEANING, IF EACH GRADE LEVEL DOES THEIR PART, THE NEXT GRADE LEVEL WILL HAVE A MUCH BETTER SHOT AT ADDRESSING THE GAP AT THE GRADE LEVEL AND THE ACHIEVEMENT.

EACH GROUP DEBATED IN THIS ILLUSTRATION HAS A PART TO DO.

OUR SUCCESS WILL BE A RESULT OF THE STAFF AND BOARD WORKING TOGETHER WITHIN THEIR RESPECTIVE ROLES.

WHAT YOU'RE LOOKING AT HERE IS A DIAGRAM THAT DEPICTS THE DIFFERENT CONSTITUENTS WE HAVE IN THE SYSTEM.

I WILL START OFF WITH THE STUDENT LEARNING.

WE ALWAYS NEED TO BE CLEAR ON WHAT WE EXPECT OUR STUDENTS TO BE ABLE TO DO AND NO. CAN WE AS ASSISTANT DESCRIBE WHAT THAT IS? IF YOU DON'T KNOW WHAT YOU WANT YOUR STUDENT TO KNOW OR BEHAVIOR, HOW DO YOU DRAW OUR PLAN FOR THAT? I AM GOING FROM BOTTOM UP, I WILL EXPLAIN TO YOU IN A LITTLE BIT.

I'M ASKING THE TEACHERS TO BE ORGANIZED WITH THIRD TEAMS, GRADE LEVEL TEAMS. SUBJECT SPECIFIC TEAMS IN THE SECONDARY. IF YOU HAVE MIKE - - OR SEAN DIAZ, WHEN YOU HAVE A SCIENCE DEPARTMENT, YOU HAVE BIO OR SCIENCE, CHEMISTRY AND PHYSICS IN THERE.

THOSE ARETHREE DIFFERENT DISCIPLINES .

WE EVEN HAVE THREE DIFFERENT CREDENTIALS AND THERE.

YOU MAY HAVE FOR CHEMISTRY TO MEET AS A GROUP A LOT OF TIME TO DO THAT LIKELY WILL BE TALKING ABOUT SOME OTHER SCIENTIFIC SITUATION THAT INVOLVES BOTH CURRICULUMS. THAT IS THE WAY IT SHOULD BE ANYWAY, BUT THE POINT IS THAT CHEMISTRY IS TAUGHT WITH CHEMISTRY STANDARDS AND BIOLOGY IS COLLEGE BIOLOGY STANDARDS. THOSE TEACHERS HAVE TO WORK COLLABORATIVELY TO ENSURE THAT. SAME FOR THE DIFFERENT GRADE LEVELS. I'M ALSO ASKING IF SEAN DIAZ OR MIKE LUNDGREN CAN JUST MEET WITH THE ENTIRE 8200 STAFF TO TALK ABOUT INTRICATE DETAILS OF WHAT THEY WANT TO ACCOMPLISH AT THIS SCHOOL. THE PRINCIPAL IS TO BE ABLE TO WORK WITH THE REPRESENTATIVE OF THE SCRIPTURE TEAMS.

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PRINCIPALS ARE ESSENTIAL TO THIS BECAUSE THEY ARE THE FACILITATORS OF THIS CONVERSATION .THE STUFF I'M DESCRIBING MAY SOUND EASY, BUT IT IS A DIFFICULT THING TO DO.

BRINGING PEOPLE TOGETHER IN THE ROOM TO ASK THEM TO CHANGE THEIR GRADING PRACTICES OR POSSIBLY DROP WHAT THEY HAVE DONE BECAUSE IT IS NOT WORKING. BUT, THEY ARE THERE.

THEY ARE INVOLVED IN THE CONVERSATION.

WE ARE NOT BEING TAPPED DOWN SAYING YOU WOULD DO THIS WITHOUT ANY CONSENSUSBUILDING WITH THE TEAM.

IT'S ESSENTIAL THAT THOSE TEAMS WORK TOGETHER AND COLLABORATIVELY IN THAT WAY. LASTLY, DISTRICT LEADERSHIPS AND I'M PUTTING BOARD MEMBERS AS A PART OF THAT, THIS IS WHERE WE SET THE EXPECTATION AND THE OUTCOMES AND EVERYTHING ELSE. THAT IS WHY I'M HAVING THE STRATEGIC PLAN CONVERSATIONS AND LCAP CONVERSATIONS.TO ESTABLISH DISTRICTWIDE, WHAT IS OUR GOAL FOR EACH STUDENT? WHAT ARE OUR VALUES? DO WE WANT GRADUATION RATES AT A CERTAIN RATE? IF IT'S A YES, GUESS WHAT? PRIDE THE DATE IS BE EXPECTED STUDENT READ THIS MANY CERTIFICATIONS, THIS MAY INTERNSHIPS, AND THEN REESTABLISH THE DISTRICTS. THE SCHOOL SITES THEN LOOK AT WHAT THE BOARD ESTABLISH WITH THE EMPEROR AND FROM THE COMMUNITY. SO IF YOU DO IT RIGHT, THEY SHOULD NEVER BE ANYONE SAYING THEY WERE INVOLVED IN THE DECISION-MAKING. TODAY WE'RE LOOKING AT DATA AND OUTCOMES. IT WILL HELP US FORMULATE THE GOALS FOR THE NEXT LCAP THAT IS HOW THE WHOLE THING TRICKLES DOWN. I DO NOT WANT PEOPLE OUT THERE TO THINK THAT SOMEHOW I AM SITTING HERE ON HIGH TELLING PEOPLE WHAT TO DO. THAT IS ACTUALLY A HUDDLE.

WITH THE STUDENTS IN THE MIDDLE.

WE ARE ALL HUDDLED UP AND WE HAVE PROBLEMS TO SOLVE.

COHERENCE MEANS LET'S FIGURE OUT WHAT IS DISTRACTING US FROM US BEING AS EFFICIENT AS POSSIBLE.

I WILL GIVE YOU AN EXAMPLE. RIGHT NOW WE ARE SETTING FOR EXAMPLE THE ORGANIZATION. I AM BRINGING THAT UP BECAUSE IT IS A TOPIC THAT IS VERY SENSITIVE DURING THE COMMUNITY.

I HAVE LEARNED AND SEEN THAT, BECAUSE A LOT OF ANXIETY AND STRESS FOR STUDENTS AND PARENTS.

IT INVOLVES PARENT DECISION, STAFF POSITIONS AND PRINCIPLES.

SO, IN THEIR HONOR SOLVE THE PROBLEM AND MAKE A REORGANIZATION MUCHEASIER , WHAT YOU WILL NOTICE IS IF WE HAVE IDEAS TO IMPROVE IT - - THAT IF WE DO THIS, THIS IS WHAT THAT MEANS. ARE YOU ALL GOOD WITH THIS? WILL ALLOW THE STUDENT TO BE IN THE CLASS FOR THE FIRST DAY OF SCHOOL WITHOUT ANY MOVEMENT? ARE YOU GUYS GOOD WITH THAT? I MET THE PIERCING PEOPLE OFF ON MAKING DECISIONS EARLY ON.

THOSE ARE THE TYPE OF CONVERSATION AND HAPPENING BUT IT REQUIRES THOSE CONVERSATIONS TO TAKE PLACE AND EVERYONE UNDERSTAND THE REASON FOR WHY WE'RE DOING WHAT WE ARE DOING.

WITH THAT, I WILL PASS THIS ON TO BONNIE CARTER.

WE ARE SETTING THE STAGE FOR EVERYTHING MOVINGFORWARD TO MAKE SENSE . WE HAD TO SET THE STAGE ON THIS. WHEN WE TALK ABOUT THE CONNECTION BETWEEN LCAP AND THE SCHOOL PLANS AND HOW THE WHOLE

THING WORKS TOGETHER. >> ON THIS SLIDE YOU WILL SEE THE HUDDLE THAT - - IS TALKING ABOUT ON THE TOP LEFT CORNER.

BUT THE BOTTOM RIGHT YOU SEE AN IMPROVEMENT OR SCHOOL PLAN.

THAT PLAN IS CONNECTED TO THE FOCUS AREAS.

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WE DID AS ADDICTED AS WELL, BUT THEY ARE ALL INTERCONNECTED.

FOR US TO CREATE OUR LCAP INCLUDES ALL OF OUR STUDENTS.

YOU WANT ALL OF OUR STUDENTS TO BE SUCCESSFUL, HOWEVER EACH ONE OF OUR SITES HAS DIFFERENT COMMUNITIES, DIFFERENT NEEDS.

BUT, THEIR NEEDS ARE NOT YOU WILL BE OUTSIDE OF WHAT IS IN THE LCAP AND WHAT ARE THE FOCUS AREAS OF THE DISTRICT AS WELL.

THERE IS AN ALIGNMENT THERE. IT LOOKS LIKE BECOMES TOP-DOWN, LCAP IS SCHOOL PLANS AND SCHOOL SITES FOCUS AREAS BUT REALLY THEY ARE INTERCONNECTED. AS A SCHOOL SITE PRINCIPAL, - - LOOK AT THE DATA WITH MY STAFF. THINK ABOUT, IS THERE AN AREA CONNECTED TO THE LCAP THEN THEY ALSO HAVE THE SAME NEED? IS AN AREA OF LINCOLN THE FOCUS AREA FOR OURSELVES? THE SITE WITHIN THE MONITORING THOSE FOCUS AREAS FOR THE REMAINDER OF THE SCHOOL YEAR. THAT IS WHAT DOCTOR - - WILL TALK ABOUT. THIS FOURTH-QUARTER REVIEW IS ABOUT THE SCHOOL SITE LOOKING AT WHAT THEIR NEEDS ARE AND MONITORINGTHE PROGRESS , BUT US AS A DISTRICT AS WELL LOOKING HOW OUR STUDENTS ARE ACHIEVING THROUGHOUT THE YEAR.

LOOKING TO SEE IF WHAT WE ARE PUTTING IN PLACE IS WORKING.

>> GREAT. WITHIN THE THEORY OF ACTION, AND S3 COMPONENTS. THE FIRST IS TO ESTABLISH A CULTURE OF SHARED ACCOUNTABILITY THROUGH A SYSTEMS APPROACH. I JUST GOT THROUGH DESCRIBING THAT WHEN I COULD SEE THAT. ANOTHER COMPONENT IS YOU CAN TEACH CROSS CULTURE AND SOCIAL EMOTIONAL SKILLS.

THAT'S WHEN WE ENGAGE STUDENT IMAGES AND LEARNING.

WE LOOKING AT HERE IS THE PROCESS AND THAT IS HOW WE WOULD DO THAT. REORGANIZE THE YEAR FROM FOUR QUADRANTS, QUARTER ONE - - WE ARE LOOKING AT LAG DATA.

QUARTER ONE WILL BE, LET ME BACK OFF, SORRY.

I WILL START WITH QUARTER FOUR, THAT WILL MAKE MORE SENSE.

QUARTER FOUR IS OUR PROCESS OF ADOPTING THE LCAP EVERY YEAR.

WE ALSO ADOPT THE SCHOOL SITES PLAN.

WE ADOPT THE EXPENDITURES, THE RESOURCES AND EVERYTHING AND IT DONE RIGHT, STAFF WORKING WITH THE PRINCIPLES WERE TO HAVE INPUT TO THE SITE PLAN IS. WE HAVE THE LCAP ALREADY.

WHAT WE'RE LOOKING AT RIGHT NOW, AS FOR THE QUARTER ONE NOW. .

FROM APRIL THROUGH JUNE, WE TOOK AN ASSESSMENT AND COLLECTED DATA OF WHAT OUR STUDENTS NOW AND AUGUST DURING QUARTER ONE IS HOW OUR STUDENTS DO IN THE GOALS AND DATA WE COLLECT AT THE END OF THE YEAR. IN THERE, I AM ASKING PRINCIPLES TO MEET WITH HER STAFF TO GO OVER THE SPECIFIC DATA ON THEIR SITES. WE WILL LOOK AT DATA RIGHT HERE, BUT THE SITES ARE LOOKING FOR SPECIFIC STATE SITE DATA TO SEE OTHER STUDENTS DID. WE WILL ASK THE QUESTION, TO BE ACCOMPLISH OUR GOALS? OR DIDN'T WE? WHY OR WHY NOT? WAS IT OUR PROGRAMMING? DO WE NEED TO REVISE OUR LCAP OR DO WE NEED TO RECOMMIT AND GO FOR IT? YOU ESTABLISH THAT CONSISTS WITH YOUR STAFF AND IMPLEMENT POLICY.

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YOU ARE NOT GOING TO RESIST PROGRESS.THAT IS ALL I'M ASKING FOR, LET'S NOT RESIST PROGRESS.

IF YOU DON'T GET YOUR WAY, DON'T TAKE YOUR MARBLES AND GO HOME. IT'S IMPORTANT, I THINK IS ADULT SOMETIMES, WE DON'T DEAL WITH CONFLICT WELL.

DOING THAT HURTS STUDENTS. THIS IS HOW IT IS DESIGNED.

AT THAT TIME I WILL PASS IT ON AND WE WILL GET STARTED ON THE DATA AND MRS. CARTER WILL SET THE STAGE THEN.

>> WE ARE GOING TO START TO GET INTO THE DATA.

TONIGHT WE ARE FOCUSING JUST ON LAG METRICS.

I WILL SET YOU FOCUS ON WHAT YOU WILL BE SEEING.

BEFORE WE DO THAT THOUGH, YOU WANT TO SET SOME NORMS. ANYHOW WE ARE LOOKING AT DATA, ITIS IMPORTANT FOR US TO HAVE SOME NORMS . THESE ARE A COUPLE HERE.

I WILL READ THEM. I WOULD LIKE YOU TO THINK ABOUT CAN WEAGREE TO THESE? IS THERE SOMETHING ELSE WE NEED TO ADD TO THEM ? NUMBER ONE, BE RESPECTFUL AND ASSUME POSITIVE INTENT. THAT SPEAKS TO WHAT DOCTOR - - WAS TALKING ABOUT. WE ARE ALL IN THIS FOR OUR STUDENTS AND WHEN WE LOOK AT SOMETHING, WE NEED TO LOOK AT IT FROM EVERYBODY TRYING TO DO THE BEST, THAT IS POSITIVE INTENT. REFRAIN FROM JUDGMENT AND BLAMING, AND FOCUS ON THE FACTS.

CAN WE AGREE TO THOSE? IS THERE ANYTHING YOU WOULD

LIKE TO ADD? >> WE ARE TAKING YOU THROUGH

THE EXERCISE. >> WE WILL REMEMBER THESE.

IF THERE IS ANY TIME ON THE TABLE, - - DON'T HAVE TO DO CALL THEM OUT TO, JUST SAY NORM CHECK AND EVERYONE WILL KNOW.

ALRIGHT, THIS IS GOING TO BE OUR FIRST QUESTION.

BEFORE WE GET INTO THIS, WE WILL HAVE THREE AREAS WE LOOK AT DATA. WE WILL TO ACADEMIC DATA, COLLEGE CAREER AND ENGAGEMENT DATA.

ONE OF OUR FOCUS AREAS WHEN WE CAME TOGETHER AS A DISTRICT ADMIN LOOKING AT THESE THINGS AND PRINCIPAL ACTING AS WELL, HE WANTED EQUITY TO BE ONE OF OUR FOCUS AREAS BUT WE DECIDED THAT IT RUNS THROUGHOUT ALL. AFTER LOOKING THROUGH THIS DATA, YOU WILL SEE THAT IT IS BROKEN DOWN BY ACCIDENT GROUPS AS WELL SO WE CAN HAVE THE EQUITY CONVERSATION WITH EACH OF THE AREAS THAT WE ARE LOOKING AT.

HE WILL ALSO NOTICE THAT WE HAVE DATA IN HERE FROM 21 Ã22.

BE VERY CAUTIOUS ABOUT THE YEARS YOU'RE LOOKING AT.

HE WANTED TO GIVE YOU DATA IN COMPARISON TO OTHER DISTRICTS SURROUNDING US WHERE SOME OF HER STUDENTS MAY GO.

IF YOU GO BACK INTO YOUR FOLDER, RIGHT AFTER THE LCAP METRICS, YOU WILL SEE A TABLE THAT HAS BLUE HEADINGS.

IT BASICALLY SHOWS YOU FROM THE U.S. CENSUS DATA JULY 2022, THE AREAS THAT YOU WILL BE LOOKING AT.

THE REASON WE DON'T HAVE A BCS UNIFIED IS BECAUSE - - IS CLOSER TO US. THAT WAS THE CITY THAT WE USED

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TYPICALLY, YOU WILL SEE AFRICAN-AMERICAN OR BLACK, HISPANIC OR WHITE. THIS GRAPHIC WILL SHOW YOU ASIAN, PACIFIC/ISLANDER. WE ALSO LOOK AT ENGLISH LEARNER, SOCIOECONOMIC DISADVANTAGE AND STUDENTS WITH DISABILITIES AS WELL. IF YOU WANT A REFERENCE CHECK, YOU HAVE GOT THAT DEMOGRAPHIC. THE NEXT CHART THAT IS IN YOUR IS ABOUT BELLFLOWER. IT BREAKS UP OUR STUDENT ENROLLMENT 22 Ã23 BASED OFF OF OUR STUDENT GROUPS AND OTHER GROUPS THEY ARE IN. IF YOU'RE LOOKING AT HER AFRICAN-AMERICAN GROUP, 12.6% OF OUR POPULATION IS AFRICAN-AMERICAN OR BLACK. HOWEVER, THAT GROUP IS ALSO 12.4% OF THE SOCIOECONOMICALLY DISADVANTAGED.

.6% ARE ENGLISH LEARNERS, 13.4% OF STUDENTS WITH DISABILITIES.

21.2% ARE FOSTER USE AND - - ARE HOMELESS.

THAT IS HOW YOU READ THAT CHART AS WELL.

IF YOU GET INTO THE STATE ACADEMIC ASSESSMENTS, YOU WILL SEE ELA WHICH IS ENGLISH LANGUAGE ARTS.

YOU WILL BASICALLY SEE US BROKEN DOWN BY 21 Ã22 COMPARISON OF DIFFERENT DISTRICTS.

THE REASON WE HAVE 21 Ã22 IS BECAUSE 22 Ã23 IS NOT OUT YET SO WE CANNOT SHOW THAT TO YOU. THEN YOU HAVE GOT ENGLISH LANGUAGE ARTS COMPARISON OF PERCENT PROFICIENT IN ENGLISH LANGUAGE ARTS. I WANT TO HOWEVER YOU THAT EVERY DATA YOU SEE IS PRELIMINARY.

THE STATE IS STILL COLLECTING EVERYTHING .

IT IS VERY CLOSE OUR BASE OF THE AREAS DATA THAT WE HAVE, NOT BASED OFF OF THE DASHBOARD TO WHICH OUR OFFICIAL DATA GOES.AFTER WE TALK ABOUT 22 Ã 23 BEING PRELIMINARY.

THOSE NUMBERS MAY CHANGE AS THE YEAR GOES ON.

THOSE DASHBOARDS SHOULD BE COMING UP IN NOVEMBER AND WE SHOULD HAVE MORE SOLID NUMBERS AT THAT TIME.

STAFF AT YOUR TABLE WILL HELP YOU WORK THROUGH THE DATA IN YOUR ACADEMIC SECTION. I AM GOING TO SET THE STAGE FOR WHAT YOU'RE GOING TO DO.YOU HAVE AT YOUR TABLE A SHEET THAT SAYS FACTS AND INFERENCES. AS YOU ARE LOOKING AT THIS DATA, YOU ARE COLLECTING FACTS. JUST GREAT FACTS.

TAKE ABOUT EIGHT MINUTES OR SO. GET ALL THE DIFFERENT DATA AND THERE ARE QUESTIONS THAT MIGHT LEAD YOU AT YOUR TABLE.

TAKE A MINUTE TO THINK ABOUT INFERENCES.

WHETHER SURPRISES THAT YOU HAD? THOSE WILL BE JOTTED DOWN IN YOUR INFERENCES. AT THE END OF THE 16 MINUTES OR SO THAT WE LOOK AT THIS DATA, OBVIOUSLY WE CAN CHANGE DEPENDING ON YOUR NEEDS , WE WILL ASK EACH TABLE TO SHARE OUT WHAT THE INFERENCES WERE FOR YOUR TABLE.

SO, BE READY FOR THAT, SOMEBODY WILLING TO SHARE AT OUT.

DOCTOR REUS WILL CAPTURE THAT FOR YOU.

SO, WITH THAT BEING SAID, I BELIEVE THAT WE ARE READY TO GET STARTED ON OUR ACADEMIC DATA.

ALL THE TABLES CAN WORK TOGETHER.

MAKE SURE YOU HAVE THAT SOMEBODY WAS SCRIBING AND CALLING OUT AFTER YOU HAVE SOMEBODY THAT LOOKS AT THE DAT

. >> I HAVE A QUESTION, WE ARE

ONLY LOOKING AT ELA RIGHT NOW? >> NOW, YOU'RE LOOKING AT ALL THE DATA IN THE ACADEMIC SECTION.

ELA, MATH/SCIENCE, LCAP IS IN THERE AS WELL.

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>> ALRIGHT, I AM GOING TO STOP YOU GUYS.

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DAY THAT. >> JUST FOR CLARIFICATION,

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MS. CARTER WILL TALK TO TYPE UP THE REST OF THE RESULTS ON WHAT YOU FOUND SO WE CAN PROJECT UP THERE AS WELL.

ALL THIS WOULD BE A PART OF THE NEWSLETTER.

FOR THE PEOPLE AT HOME, MY STATEMENT IS FOR YOU ACTUALLY.

DON'T WORRY, YOU WILL GET TO SEE WHAT WE TALKED ABOUT HERE

WHEN WE PROJECTED OUT. >> HOW ABOUT MRS. STEWART'S

TABLE? >> I WAS NOT TOTALLY PREPARED, WE HAD SO MANY GOOD THINGS IT WAS HARD TO CHOOSE.

ONE THINGS WE WERE NOTICING WAS THAT THE WRITING PROFICIENCY WAS DRAMATICALLY DIFFERENT AND HIGHER.

OUR QUESTION IS WHAT ARE THEY DOING PROVIDING? IS IT SOMETHING WE CAN IMPLEMENT? ANOTHER ONE WE TALKED ABOUT IS HOW A LOT OF OUR SCHOOLS WERE BELOW BOTH STATE AND DISTRICT STANDARDS.

WHAT SYSTEMATIC SUPPORT WAS NEEDED TO ASSIST OUR STUDENTS.

WHAT ADDITIONAL SUPPORTS TO A NEED FOR DIFFERENT AREAS TO

ENSURE PROFICIENCY. >> THAT'S GREAT.

>> ARE 11TH GRADE SHOWED THE MOST GROWTH IN ELA.

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SOME OF THE INFERENCES THAT WERE DRAWN IN REGARDS TO THE LOWER SCORES WERE COVID DURING 21 AND 22, AND ALSO CHRONIC ABSENTEEISM. THE OTHER THINGS THAT WE WERE LOOKING AT WAS MATH SCORES WERE LOWER THAN THE EL SCORES.

SEVERAL SCHOOLS MADE GROWTH IN MATH OVERALL, BUT IT WAS VERY SMALL. WHENEVER INFERENCES YOU ARE LOOKING AT WORK WHAT ARE THERE STANDARDS IN SIXTH GRADE? IT IS DIFFICULT IN REGARDS TO THE TRANSITION TO THE SEVENTH GRADE? MATH SCORES DECLINED AS GRADES MOVED UP. ANOTHER FACT WE LOOKED AT IN REGARD TO GEOMETRY IS IN FOURTH GRADE MATH, A MAJORITY OF STUDENTS WERE MATH AND SCIENCE. VERY SMALL INCREMENTS OF GROWTH BASED ON THE DATA. SOME INFERENCES BE CREW WERE HOW CAN WE MOVE THE STUDENTS ARE MERELY MET TO MATT AND SCIENCE. I THINK THAT IS IT.DID I MISS

ANYTHING, GUYS? >> THANK YOU FOR THAT.

DIGGING INTO WHAT THE STANDARDS ARE AND WHAT NEEDS TO BE TAUGH

. >> SOME OF THE INFERENCES FROM THE SCORES. WE HAD GREAT DIALOGUE.

>> THE FIRST FACT IS THAT THERE IS WE TOO MUCH READ ON THESE PIECES OF PAPER APPEARED JUST LOOKING AT THAT GENERALLY BEING SOME OF THE INFERENCES WE HAVE WERE WHAT WOULD BE THE FACTORS THAT CONTRIBUTE TO THE SUBGROUPS? STUDENTS WITH DISABILITIES, FOSTER YOUTH.

VERY LITTLE TO NO GROWTH BETWEEN FIFTH AND SIXTHGRADE .

WHAT CAUSED THE DIFFERENCE BETWEEN ELEMENTARY AND SECONDARY SCHOOLS FOR LITERACY TEXT.

THERE IS A BUNCH MORE, BUT WILL INTEREST TO WORK ON HIS

HANDWRITING. >> IN THE INTEREST OF TIME, WE

CAN MOVE ON. >> A COUPLE OF THINGS THAT WE NOTICED WERE THE NARRATIVE WRITING AND THE HIGHEST AREA FOR EVERYONE. WE WONDERED WHY THAT WAS THAT WAY. WE FELT LIKE NARRATIVES OFTEN HAVE A STRONG COMMAND OF LANGUAGE.

WE FOUND THAT TO BE VERY INTERESTING.

WE DID ALSO NOTICE - - IS OUTPERFORMING EVERYONE.

WE ARE ALSO SEEING MATH. WE SAW THAT OVERALL - - ONE OF THE THINGS MS. ARMSTRONG WAS SAYING WAS THAT IT'S IMPORTANT TO LOOK AT THE QUESTIONS AND TO SEE - - SCHOOL SITE ASSESSMENTS HAVEBEEN GIVEN . TEACHERS CAN TALK ABOUT WHY IN MY GROUP TO WELL? SHE TALKED ABOUT WHEN SHE WAS LOOKING, SHE COULD SEE ALL I KNEW THIS WAS MISSING.

AND I SAID YOU DID NOT TELL ME AHEAD OF TIME? SHE HAD THE INFORMATION AND I DO NOT HAVE IT.

>> THAT IS GREAT. WE WILL COLLECT ALL OF IT BECAUSE ALLOF YOUR INFERENCES AND YOUR WORK IS IMPORTANT .

I AM STARTING TO SEE A THEME AND THAT IS DIVING INTO WHAT IS IT THAT OUR STUDENTS ARE SUPPOSED TO BE LEARNING AND WORKING TOGETHER TO FIGURE OUT WHY MAYBE THEY ARE NOT.

SO, I'M GOING TO WALK AROUND TO THE TABLES AND GRAB YOUR WORK

[01:40:03]

COLLEGE CAREER, JUST ACCLIMATE YOU, TAKE A LOOK AT A THROUGH G. THAT IS PAGE 35 IN YOUR BINDER.

WHEN YOU LOOK AT THIS DATA, PLEASE KEEP IN MIND THAT THE STATE HAS CALCULATED A THROUGH G DIFFERENT WAYS OVER THE LAST THREE YEARS. DON'T GET STUCK SO MUCH IN THE EIGHTH THROUGH G LAND. THAT'S BECAUSE OF COVID AND NOT HAVING THE DASHBOARD. WHAT YOU ARE GOING TO SEE THERE IS, 19 Ã20, AT THE PERCENTAGE OF STUDENTS THAT GRADUATED PREPARED, WHICH MEANS THAT THE PAST TWO AP CLASSES, THERE WERE A LOTOF DIFFERENT WAYS THEY CAN GRADUATE BEING PREPARED .

THE PERCENTAGES OF THE STUDENTS THAT GRADUATED PREPARED IN THE STATE, 80% OF STUDENTS GRADUATED PREPARED BASED OFF OF A THROUGH G COMPLETION. IN 2021, IT DOES NOT DO IT THAT WAY.IT IS MORE OF A ONE YEAR, HOW ARE GRADUATES GRADUATING? THE 30 YEAR YOU WILL SEE THAT IT IS NOT THE SAME GROUP.IT'S NOT THE COMBINED GRADUATION RATE AND CONTINUATION IN HIGH SCHOOLS. THE NEXT YEAR IT WAS THE FOUR AND FIVE YEAR GRADUATION. THE SCORES ARE NOT NECESSARILY COMPARABLE TO WORK WITH THE 35% IS BASED OFF THE 21 Ã22 METRICS FOR WHAT THE PRELIMINARY IS.

THIS IS BROKEN DOWN BY SPITTING GROUP.

YOUR NEXT GROUP OF DATA IS GOING TO BE AP EXAMS. AND THE AMOUNT OFEXAMS TAKEN AND STUDENTS TAKEN THOSE EXAMS . THE NEXT SECTION IS THE PERCENT OF STUDENTS TAKING ADVANCED CLASSES.

IF YOU LOOK AT PAGE 37, JUST TO GIVE YOU AN IDEA OF WHAT THE YELLOW BAR MEANS, THIS IS NOT AN EQUITY METRIC.

WHILE WE'RE LOOKING AT IS WE PUT THE DISTRICT ENROLLMENT PERCENTAGE THERE. ON PAGE 37, THE SECOND CHART FOR BLACK AFRICAN-AMERICAN STUDENTS IN BELLFLOWER, WE HAVE 12.6% ENROLLED IN THE DISTRICT. IN 22 Ã23, 12% ARE IN ADVANCED ELA CLASSES. YOU DON'T SEE A DISPARITY THER , BUT YOU MAY SEE A DISPARITY IN OTHER AREAS COULD YOU WILL SEE THAT FOR ELA AND MATH SCIENCE, SOCIAL SCIENCE.

THEN YOU WILL SEE A COUPLE OF GRAPHS ON OUR DUAL ENROLLMENT.

THE COURSES THAT ARE TAKEN IN THE STUDENTS TAKING THOSE COURSES OVER THE LAST TWO YEARS AND ARE CAREER TECHNICAL EDUCATION INFORMATION. THIS OUTFIT IS TAKING A CONCENTRATED COURSE AND BREAKDOWNS BYETHNICITY , SITTING GROUP AND GENDER. THAT SECTION ENDS WITH - - THE PERCENTAGE OF STUDENTS THAT HAVE IP OVER THE LAST FEW YEARS. IT WILL HAVE THE EQUITY MARKER IN THERE AS WELL. IT WILL HAVE THE ENROLLMENT FOR EACH ONE OF THE STUDENT GROUPS AS WELL.

THAT IS WHERE YOU WILL STOP FOR THIS NEXT SECTION.

I WILL GIVE YOU MAY BE 20 MINUTES TO GET THROUGH THOSE, A LOT LESS SLIDES. IF YOU HAVE ANY QUESTIONS,

PLEASE ASK ME. >> ALLOWED THE STATE IS ABOUT ACCESS. A LOT OF WHAT YOU SEE OUT OF THIS WILL BE HAVE PREVENTED OUR STUDENTS IN THE DIFFERENT PROGRAMS THAT WE HAVE. I THINK WHAT I WANT YOU TO LOOK AT IS THE CONCEPT OF DISPROPORTIONALITY.IN A PERFECT WORLD, IF YOU HAVE SAY 10% GIRLS IN OUR SCHOOLS THEN

[01:45:04]

BUT IF YOU SEE IT IS DISPROPORTIONATE AND OTHER GROUPS ARE NOT, THAT IS LOOKING AT THE CIRCLE AND SAY WHAT IS WRONG? IF I WAS THE SECOND CALCULUS CLASS AND WALK AROUND AND SEE THEM OF THE SUPERGIRL SCHOOL IS 50% FEMALE AND I WALK AROUND AND SEE ONLY 10%, I CIRCLE BAC . THE REASON WHY WE LOOK AT THAT DATA, AS EVERYBODY CONSISTENTLY HAS ACCESS TO THE PROGRAMS OR SERVICES THAT ARE LEFT OUT OF CERTAIN THINGS.

CONSIDER DISPROPORTIONALITY WHEN WE LOOK AT THIS AND ALSO LIMITS ARE LOOKING AT THE DISCIPLINE DATA AND EVERYTHING

ELSE TOO. >> OKAY, YOUR 20 MINUTES BEGINS NOW.

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[02:18:04]

WE DID NOTICE THAT THERE WERE QUITE A FEW STUDENTS THAT WERE IDENTIFIED MORE STUDENTS IDENTIFIED IN THE PERCENTAGE OF THE POPULATION OF SPECIAL EDUCATION.

WE WERE WONDERING WHY THAT WAS OVERIDENTIFICATION.>> MR.

RICHFIELD, YOUR TABLE? >> WE NOTICED A 50% INCREASE IN OUR BLACK STUDENTS INTHE A THROUGH G COMPLETION RATE OVER THE PAST FEW YEARS . WHAT CAUSED A SIGNIFICANT INCREASE IN THE SUBGROUP? THEY TOOK A FEW OF OUR GOOD ONES. BASED ON THE DEMOGRAPHIC DATA, BSD HAS THE HIGHEST RATE OF STUDENTS WITH DISABILITIES AT 15.4%. WHY ARE SOCIAL OR ECONOMIC DISADVANTAGE SUBGROUP INCREASING IN REPRESENTATION IN SPECIAL EDUCATION. WITH ATTENDANCE, OUR NATIVE HAWAIIAN PACIFIC ISLANDER AND HOMELESS HAVE THE HIGHEST RATES OF CHRONIC ABSENTEEISM. THE QUESTION WE HAVE IS WHAT FACTORS OR BARRIERS WOULD INDEED BE REMOVED TO ADDRESS

THIS CONCERN? >> THANK YOU FOR SHARING.

[02:20:03]

>> WE FOLLOW DIRECTIONS, SO I ONLY HAVE A FEW PARTS.

LAST NIGHT. WE NOTICED THAT OUR COMPLETION RATES ARE VERY LOW, 35% IS TOO LOW.

HOW MANY OF OUR COURSES ARE APPROVED AS - -? DOING TO LOOK AT THE COURSES THAT ARE OFFERED ARE NOT OFFERED? IS THERE A PARTICULAR COURSE OR SOMETHING THAT IS AN OBSTACLE FOR OUR STUDENTS ALONG THOSE LINES? LOOKING AT CTE, THE NUMBER OF STUDENTS IN DUALPROGRAMS THAT INCREASED .

WE ARE WONDERING WHY WE DON'T HAVE THIS PROGRAM AT MAYFAIR BECAUSE IT IS SO GOOD AT BELLFLOWER.JUST HIGHER PARTICIPATION RATES ON CTE BUT LOWER COMPLETION RATES.

WHY AREN'T WE SEEING A HIGHER NUMBER OF CTE PATHWAYS BEING COMPLETED? THOSE WERE SOME OF THE ONES

THAT WE CAME UP WITH. >> THANK YOU.

>> WHAT WE FOUND IN CAN, WE WERE REALLY SURPRISED ABOUT HAVING THE LOWEST IN REGARDS TO THE COMPLETION.

ALSO, OUR STUDENTS ARE BELOW OUR STUDENTS WITH DISABILITIES IN COMPLETION RATE. SOME OF THE THINGS WE WERE ASKING WERE HOW DO WE MAKE OUR AP COURSES AND HONOR COURSES MORE ACCESSIBLE: ALSO, VERY LOW PERCENTAGE OF STUDENTS TAKING - -. MORE STUDENTS TO TEST, BUT LAST PAST.

YOU'RE LOOKING AT ARE WE ALLOWING MORE STUDENTS TO TAKE THE AP EXAMS THAT ARE NOT READY?THOSE ARE SOME OF THE QUESTIONS WE WERE ASKING. FINALLY, WE WERE LOOKING AN INCREASE IN DUAL ENROLLMENT REQUEST FOR YEARS THAT WAS GREAT, DECREASED - - EXISTING MORE IN CT COURSES.

WE ARE HAPPY TO SEE THAT. ALSO, AN INCREASE, STUDENTS WITH DISABILITIES INCREASED BECAUSE THEY ARE ABLE TO HAVE A DIFFERENT TYPE OF LEARNING WHICH MEETS THEIR NEEDS.

ALSO, CT AND GENDER DISPARITY. WE ARE SURPRISED AT THE HIGHER NUMBER OF MALES AND ROLLEDAND CTE COURSES .

SOME OF THE REASONS IS HIGHER RECRUITING.

ALSO, THERE ARE MORE TRADITIONAL CAREERS AND SOME OF OUR AUTO MECHANIC COURSES. THEY ARE SEEN TRADITIONALLY AS

MALE DOMINANCE. >> THANK YOU FOR SHARING THAT.

I APPRECIATE THAT EVERYONE TOOK TO HEART WHAT DOCTOR - - ASKED WHICH WAS TO LOOK AT THE STUDENT GROUPS IN THE DISPARITIES. THINK ABOUT THE BARRIERS TWO MONTHS AS OUR BASELINE THAT WE ARE SETTING SO I APPRECIATE THAT. WOULD YOU LIKE TO SAY SOMETHING

BEFORE WE HAD THE LAST PIECE OF DATA?>> YES, I AM SURE WE HAVE LOST OVER A LITTLE BIT BUT WE DID NOT - - I NEED YOU TO SPEAK WITH THIS BECAUSE IT'S AN IMPORTANT FOCAL POINT FOR THIS COMING YEAR. THE STATE AND COUNTY ARE WATCHING US WITH OUR DISPROPORTIONALITY WITH SPECIAL EDUCATION. WE SEE A STEADY INCREASE IN SPECIAL EDUCATION FROM 2020 THE 2023.WHAT IS MORE DISTURBING IS THAT HEAVY DISPROPORTIONALITY WE SEE WITH AFRICAN-AMERICANS ASSIGNED TO SPECIAL EDUCATION.

I HIGHLIGHT THAT BECAUSE HE AN EMAIL EVERY WEEK AND KATHY, WHAT ARE YOU GUYS DOING ABOUT THIS? AND IT IS PUBLIC TO EVERYBODY, WE ARE TO FOCUS IN ON THIS AREA. IN NEED TO BE ADDRESSED.

I HAVE THEORIES ON WHY THAT EXISTS, BUT THIS IS NOT SOMETHING WE CAN GLOSS OVER AND NOT DEAL WITH IN THE REAL WAY.

>> THANK YOU DOCTOR. THAT WILL COME WITH A LOT OF WORK AND LOOKING INTO WHAT THAT FACTOR IS THERE.

THE LAST PIECE OF DATA THAT YOU ALL WILL LOOK AT IS THAT ENGAGEMENT DATA. YOU HAVE BEEN THINKING ABOUT IT

[02:25:06]

THAT IS FOR TWO YEARS. SO 21, 22 AND 22 Ã23.

OUR GRADUATION RATE ACROSS IN COMPARISON TO ALL DISTRICTS AND BY STUDENT GROUP OR BELLFLOWER WITH OUR PRELIMINARY AND FINALLY, OUR SUSPENSION RATE. LOOKING AT IT FROM THE DASHBOARD IN COMPARISON TO OTHERUNIFIED .

LOOKING AT IT AS OUR STUDENT GROUPS AND LOOKING AT IT AND THAT FINAL CHART, BRINGING BACK THE EQUITY DATA.

RAIN WILL BE YOUR ENROLLMENT. IT LOOKS LIKE FOUR DIFFERENT STUDENT GROUPS THAT WERE PLACED WITH THAT ENROLLMENT GROUP THE COMPARED TO THE 21 Ã22 AND 22 Ã23 DATA.

REMEMBER, THIS IS A COMPARISON OF DASHBOARD AND PRELIMINARY AREAS. THESE NUMBERS CAN CHANGE, BUT IT WILL AT LEAST START CONVERSATIONS FOR THE SECTION.

TAKE ABOUT 15 MINUTES. I WILL, COLLECTOR OTHER GROUPS.

THIS IS THE FINAL ONE FOR THE NIGHT.

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>> A COUPLE, AND THE DROPOUT DATABASE - - INCREASE FOR AFRICAN-AMERICAN STUDENTS. THE INFERENCE CAN BE WHAT COULD BE CAUSING THAT. IN SUSPENSION RATE, B IS THE HIGHEST RATE COMPARED TO SURROUNDING DISTRICTS, HIGHEST GROUPS, NATIVE AFRICAN-AMERICA , HOMELESS AND FOSTER YOUTH.

THE QUESTION IS WHAT IS CAUSING THAT DISPROPORTIONALITY IN

DIFFERENT WITH OTHER DISTRICTS. >> THANK YOU.

>> MISS GARZA, DOCTOR ELHESSEN? >> PRESENT.

WE WERE SURPRISED - - IS THE HIGHEST SUSPENSION RATECOMPARED TO OTHER DISTRICTS . WE WERE MORE CONCERNED TOO ABOUT THE DEMOGRAPHICS OF OUR NATIVE HAWAIIAN ISLANDERS ALMOST HAD THE HIGHEST SUSPENSION RATES AMONG OUR GROUP THAN OTHER DISTRICTS. WE ARE THINKING THAT THE DISTRICT IS MORE LENIENT IN REGARDS TO THEIR POLICY STANDARDS AND LOOKING AFTER SUSPENSION RATE.

IS THERE ASOCIOECONOMIC COMPONENT OR A CULTURAL COMPONENT ? PART OF THE CULTURE ISSUES, I WAS LOOKING AT ENGAGING OR SUPPORTING OUR PACIFIC ISLANDERS AND NATIVE HAWAIIAN POPULATION IN ADDITION TO SOCIAL EMOTIONAL COMPONENT. IN REGARDS TO THE INFERENCE IN OUR BLACK, AFRICAN-AMERICAN GROUP, AN INCREASE IN DROPOUT RATE, YET THERE IS AN INCREASE IN THE GRADUATION RATE.

SOME OF THE THINGS WE WERE ASKING THE QUESTION ABOUT WAS, IS THERE A POSSIBILITY THAT STUDENTS ARE ABLE TO PICK OUT CREDITS FROM SOMERSET HIGH SCHOOL? THE OTHER FACTOR WE WERE LOOKING AT IS ALTERED IN GROUPS DECREASED IN THE DROPOUT RATE EXCEPT FOR THE BLACK, AFRICAN-AMERICAN GROUP. THERE IS AN INCREASING GRADUATION RATE FOR AFRICAN-AMERICAN GROUPS.

SOME OF THE INFERENCES DRAWN, WHAT CAN WE DO TO ENGAGE ALL STUDENTSAND HELP THEM UNDERSTAND THE VALUE OF EDUCATION . AS WELL AS IN LOOKING AT OUR NATIVE AMERICAN PACIFIC ISLANDERS AND HOMELESS COME AT A VERY HIGH CHRONIC ABSENTEEISM.

I WAS LOOKING AT THE SUSPENSION RATE ON WHY WE DID NOT REPORT AS A PART OF THAT. THE SUCCESS RATE IS ALSO STANDARD SHOWING ACADEMIC PERFORMANCE.

WHAT INTERVENTIONS AND INCENTIVES CAN BE PUT IN PLACE TO DECREASE CHRONIC ABSENTEEISM? HOW CAN WE ENGAGE WITH PARENTS IN THE PROCESS?

>> THANK YOU. ONE OF THE THINGS YOU NOTED AND ANOTHER CABLE NOTED AS WELL, THAT WAS THE DROPOUT IN THE GRADUATION RATE. THERE IS A DIFFERENT POOL OF DATA FOR THAT AS WELL FROM OUR PRIOR GENERATION RATE IS FOURTH AND FIFTH YEAR SENIOR COHORTS AND DROPOUT IS THE END OF THAT YEAR. THE NUMBERS ARE GOING TO LOOK A LITTLE DIFFERENT FOR THAT AS WELL.

IT IS IMPORTANT TO KNOW THANK YOU FOR SHARING THAT.

STUART, YOUR TABLE?>> ONE THING WE NOTICED WAS THE ABSENTEE DATA, WE WONDER WHAT IT WILL LOOK LIKE IF WE INCLUDED THE HIGH SCHOOL DATA. WE ALSO NOTED THE DROPOUT RATES FOR AFRICAN-AMERICANS AND OBVIOUSLY, WE TALKED ABOUT THE BUSD SUSPENSION RATE IN COMPARISON TO OTHER DISTRICTS.

HE OTHER DISTRICTS DOING A LITTLE SUSPENSION? COULD THERE BE A DIFFERENCE IN THE WAY THEY ARE CODING THINGS? THEN HONESTLY, I DON'T KNOW IF I SHOULD SAY THIS, BUT ARE THEY TRULY BEING HONEST ABOUT THEIR SUSPENSION RATES? SOMETIMES THEY ARE NOT. IS THAT MAKING A DIFFERENCE? ARE WE BEING TRUTHFUL OR ARE WE NOT?

[02:50:05]

>> THANK YOU, MISS STEWART. OKAY, MISS ARMSTRONG?

>> MOST OF WHAT EVERYONE SO WE NOTICED AS WELL.

WE ALSO NOTICE THE GRADUATION RATE WAS HIGHER THAN THE STATE.

HE WAS SURPRISED IT WAS HIGHER THAN LONG BEACH.

WITHOUT US BECAUSE OF THE SUMMER SCHOOL WE HAD IN SOMERSET. WE ALSO NOTICED THE AFRICAN-AMERICAN GROUP WAS THE ONLY GROUP THAT INCREASE IN THE DROPOUT RATE. WE WONDERED, WERE THEY GOING OUT AND GETTING JOBS TO TAKE CARE OF THEIR FAMILIES? WAS IT TRAUMA? WE DID NOTICE ALSO THAT WE HAD THE SUSPENSION RATE AND WE WERE NOT SURE WHY.

>> THANK YOU FOR SHARING THAT. THE OVERALL PATTERN THAT I HEARD WAS MORE DATA. LOOKING INTO THE Y FOR THIS SECTION IS WHAT IS HAPPENING. ANYTHING TO SHARE ON THE

SECTION? >> I THINK YOU GUYS NAILED THOSE PIECES. THE SUSPENSION RATE, THE OTHER AREAS BESIDES - - WATCHING TO SEE WHAT WE DO.

AS WE MOVE FORWARD AND ALL THAT, IT WILL MAKE INITIATIVES THAT WE BRING YOUR WAY THAT TARGET THE SUBGROUPS TO MAKE SURE THAT WE ARE ACTUALLY RESPONDING.

THIS IS NOT ONE OF THOSE THINGS WE CAN JUST AVERAGE OUT.

I'M NOT SHY ABOUT SAYING THIS ASSESS THERE WITH MY CONNECTIONS WITH SEE SBA AND THE SUPERINTENDENT, I THINK THE STATE - - NOT NAMING THE ISSUES AND WHAT TO ADDRESS AND TYING RESOURCES TOWARDS IT. FOR EXAMPLE, THEY NAMED SUPPORT - - WAY THAT IS PRESCRIBED. IF WE DON'T DO THAT, WE GET PUNISHED FOR THOSE THINGS. STOP SHORT OF SAYING, YOU WILL NOTICE THAT ARE ENGLISH LEARNERS DO BETTER NOW THE SECOND GENERATION LATINOS AND AFRICAN-AMERICANS THESE ARE STUDENTS WHO COME NOT KNOWING ENGLISH SURPASSING ENGLISH ONLY STUDENTS BECAUSE WE HAVE THESE THINGS IN PLACE.

YOU WILL NOTICE ME YOU WILL SEE ANYTHING LIKE THATFOR AFRICAN-AMERICANS , YOU WILL SEE THEM PACIFIC ISLANDERS OR LATINOS. THOSE ARE ALL WRAPPED AROUND SOCIOECONOMIC DISADVANTAGES. THE SAD PART IS WHEN YOU BREAK IT UP BY EQUITY, YOU WILL STILL SEE THAT THE POOR WHITES PROBABLY DO BETTER THAN THE WEALTHIER AFRICAN-AMERICANS.

UNLESS YOU NAME IT, YOU WANT TO ADDRESS IT.

THE ONLY WAY WE ADDRESS THAT ISSUE HERE IS YOU'VE GOT THE NAME IT AND IDENTIFY IT AND PRESCRIBE SOLUTIONS TO IT IN A WAY THAT WE CAN MONITOR SO WE CAN ADDRESS IT.

IF YOU TRY TO AVERAGE THIS THING OUT OR EQUAL THIS THING OUT, YOU WON'T GET THE RESULTS YOU NEED.

THAT'S ALL I WANT TO SAY. >> THANK YOU.

I WOULD LIKE TO THANK EVERYONE APPEAR FOR YOUR PERSEVERANCE AND DILIGENCE IN GOING THROUGH ALL THAT DATA.

I KNOW THAT LOOKING THROUGH ALL IF THAT IS, IT TAKES TIME, BUT IT IS TRULY IMPORTANT TO FIND WHAT IT IS AS A BASELINE SO WE CAN START TO LOOK AT SOLUTIONS. HE WANTED TO CLOSE OUT TODAY WITH THE QUESTION WAS WHAT ARE WE DOING HERE IN BELLFLOWER UNIFIED? ONE OF THE THINGS THAT WE DO OUR TEACHERS ARE THE CLOSEST TO OUR STUDENTS ANDTHEY MAKE THE MOST IMPACT . OUR MINISTER HAS BEEN ANNEXED TO IMPACT AND PROFESSIONAL LEARNING COMMUNITIES IS LARGE AND IMPORTANT. THE WORK THAT IS DONE IN THOSE MEETINGS WITH TEACHERS IS VERY IMPORTANT.

IT'S VERY ANALYZE AND BREAKDOWN STANDARDS.

IT'S WHERE WE TALK ABOUT WHAT IT IS THAT WEEXPECT STUDENTS TO LEARN . THIS IS JUST A STRUCTURE, AN EXAMPLE OF THE OPPORTUNITIES THAT WE HAVE AT ELEMENTARY AND SECONDARY TO BE ABLE TO HAVE PROFESSIONAL LEARNING COMMUNITIES . IN ELEMENTARY, WE HAVE PE TEACHERS THAT RELEASE OUR TEACHERS TO HAVE THAT OPPORTUNITY AND WE HAVE A LATE START MONDAYS AND SECONDARY.

[02:55:03]

ALSO, OUR ADVENTURES ARE VERY SUPPORTIVE OF PROFESSIONAL LEARNING COMMUNITIES AND THERE HAS BEEN TRAINING PROVIDED TO OUR INSTRUCTIONAL SPECIALISTS AND OUR ADMINISTRATORS ON HOW TO HOLD THAT PROFESSIONAL LEARNING COMMUNITY.

JUST TO SHARE WITH THE PUBLIC WHAT PROFESSIONAL LEARNING COMMUNITY IS, IT'S GOING TO JUST COME TOGETHER, YOUR SCHOOL COMES TOGETHER AND THEY REALLY ANSWER FOUR QUESTIONS.

WHAT IS THAT WE WANT STUDENTS TO LEARN? HOW IS IT THAT WE KNOW THEY LEARN IT?WHAT DO WE DO IF THEY HAVE NOT LEARNED AND WHAT ARE WE GOING TO DO IF THEY ALREADY KNOW IT? THAT IS THAT THE WORK PACKAGES AREDOING . THAT WILL REALLY IMPACT THE SUCCESS OF OUR STUDENTS. THIS GRAPHIC JUST SHOWS THAT SAME THING, BUT IN A LINEAR FASHION.

IT WILL SHOW YOU THE THINGS THAT HAPPENED DURING THOSE SECTIONS OF PROFESSIONAL LEARNING COMMUNITIES WHERE YOU ARE REALLY DIVING INTO WHAT ARE THE STANDARDS, HOW ARE WE ASSESSING THEM AND HOW ARE WE ANALYZING THE DATA TO MAKE SURE THAT OUR INSTRUCTION IS MEETING THE NEEDS OF OUR STUDENTS AND REFLECTING ON THAT ? THE BIGGEST PART OF PROFESSIONAL LEARNING COMMUNITIES, THERE'S PROFESSIONAL LEARNING TOOL THAT WAS CREATED.

TEACHERS HAD ASKED IF WE HAD A DOCUMENT THAT HAD ALL THESE DIFFERENTPIECES IN IT , SO EACH SECTION OF THE CYCLE THAT JUST GO THROUGH AS PART ABOUT TOOL. THIS QUESTION I KNOW IS ONE THAT - - WILL BRING US HOME WITH, DURING PROFESSIONAL LEARNING COMMUNITIES, WE HAVE TO COME TOGETHER AS A COLLECTIVE. IF WE BRING OURSELVES BACK TO THE BEGINNING OF THIS CONVERSATION, WE ARE TALKING ABOUT THE LCAP AND OUR SCHOOL PLANS.

WE ARE ALL IN THIS TOGETHER. WE HAVE CREATED A BASELINE TODAY, WE HAVE LOOKED AT IT, ANALYZED AND WILL NEED TO MOVE FORWARD. TOGETHER, WE WILL NEED TO DO

THAT WORK. >> ONLY MAKE A COMMENT, WE TALKED ABOUT THIS EARLIER. THERE IS NOT ONE PERSON THAT WILL ADDRESS THIS ISSUE.OU DECIDE DATA THAT IS BROKEN DOWN BY STATE STANDARDS, THINGS HAPPEN TO RED MARKS AROUND WERE KIDS NOT TO DO NUMBERS ARE NOT. WE HAVE OVER 10,000 STUDENTS AND EVERY SINGLE INSTRUCTOR HA , WHAT THE TERM CALLED? ACADEMIC - -. IF I HAVE ACADEMIC FREEDOM, THREE OF US TAKING ALGEBRA AND I DON'T WANT TO TALK WITH YOU AND DO ME, AND THESE TWO COLLABORATE ON SOLUTIONS, MY NUMBERS ARE STILL LOW BUT CONTINUE TO GROW. THEY ARE PUTTING THEIR HEADS TOGETHER AND FINDING SOLUTIONS AND SHARING IDEAS, BUT I'M NOT IN THERE. IT'S NOT ABOUT ME, IS ABOUT 220 KIDS AND TEACHING MISSING OUT ON IT.

THIS IS WHY THE PROCESS BECOME SO IMPORTANT.

WHEN SHE DOES RED MARKS, I'M SURE ALL OF YOU ARE SAYING WHAT IS THAT? WHY ARE WE MISSING A MARK ON THIS ANDWHAT IS WRONG ? I LOVE HIGH SCHOOL BECAUSE YOU THE PUBLIC KIDS IN AND SAY DO YOU GUSSY THESE RESULTS? THE POINT IS, WE OUGHT TO LEARN FROM THAT EXPERIENCE.

THE ONLY WAY TO DO THAT - -. EVEN IF I FELT LIKE I HAVE THE ANSWER MIGHT TEST SCORES AND I'M GOING TO SHARE WITH ANYBODY ELSE, WHAT GOOD IS THAT? THAT'S ONLY ONE THIRD OF THAT GRADE. ANYWAY, THIS IS WHERE THE SCHOOL SYSTEM COMES INTO PLAY. IF THE PROBLEM SOLVED ABOUT

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>> PART OF THAT YOU WANT TO SHARE.

ADVOCACY BUILT INTO COLLECTIVE EFFICACY.

IF WE CAN BELIEVE IN OURSELVES ONLY MADE AN IMPACT IN ACCIDENTS, IT WILL BE BETTER FOR THE COLLECTIVE TO MAKE IMPACTS ON ALL OF OUR STUDENTS THE OTHER PIECE OF SELF-EFFICACY IS KNOWING WHEN YOU ARE IMPROVING AWAY YOUR STRENGTH IS IN WEAKNESSES SO YOU CAN BUILD OFF OF YOUR PLC, YOUR PARTNERS. SOMEBODY IN THAT PLC MAY HAVE A

STRENGTH THAT YOU DON'T. >> THIS GOES BACK TO THE WHOLE PIECE.THAT IS THE NUMBER ONE REASON WHY A STUDENT LEARNS.

IF THE EFFICACY. FOR EXAMPLE, ON THE SUPERINTENDENT I'M PUSHING HARD FOR US TO OPERATE IN A CERTAIN WAY SUCCESSFULLY BELIEVE IN THAT.

IF I DO NOT BELIEVE IT, I WOULD NOT BE SPINNING MY WHEELS STAYING UP TILL MIDNIGHT PULLING DATA.

I BELIEVE SOMETHING WILL HAPPE .

YOU WANT TO JUST SIMPLY THE SAME THING, OPERATE THE SAME WAY. AS INDIVIDUALS, WE ALL COME TOGETHER AND INCREASE HER EFFICACY.

THE ENTIRE SYSTEM INCREASES. THE ONLY PROCESS THAT CAN BRING THE TOGETHER ARE PLC. THERE IS NO OTHER PROCESS WE CAN INCORPORATE THAT ADDRESS THE QUESTION.

ÁC EFFICACY IS SOMETHING WE CAN ALL LEARN BY HAVING A GROWTH MINDSET. IF I DON'T PRODUCE, THE COMMUNITY WILL GET ME OUT OF HERE.I AM BOLD ENOUGH TO DO IT. SO WE TAKE THAT RISK.

>> IF WE CANBELIEVE YOU HAVE AN IMPACT ON STUDENT LEARNING, WE INDIVIDUALLY AND NOT AS A COLLECTIVE , HE'S ABSOLUTELY RIGHT. 1.4 EFFECT SIZE WHICH IS THREE YEARS OF GROWTH, .4 IS A YEARS WORTH OF GROWTH.

IT'S ON THE TOP OF HIS LIST OF THINGS THAT WILL IMPACT OUR STUDENTS AND THAT IS ALL OF US COMING TOGETHER BELIEVING THAT WE MAKE AN IMPACT ON STUDENTS FOR.

>> WE STARTED OFF WITH THIS EARLIER LOOKING AT QUARTER ONE.

THIS CONCEPT HERE IS MANUFACTURING SITUATIONS THAT FORCE US TO DO THIS ACTIVITY ON A REGULAR BASIS.

THIS IS OUR FIRST EXPERIENCE OF THIS I WILL TAKE NOTES DOWN TRYING TO UNDERSTAND. NEXT YEAR, WE WILL LOOK AT HOW WE DO THESE QUARTER ONE DATA. HE WILL SEE THE LAG TWO DATA.

THE GOAL IS TO HAVE THEM HERE TO TALK ABOUT THEIR INDIVIDUAL DATA. SOME TEACHER LEADERS AND PARENTS. BASED ON MY READING OF THE STAFF, THAT MIGHT BE TOO EARLY. WE MIGHT DO A SIMILAR THING HERE.THE THIRD GOAL IS TO INCORPORATE THE SITES INTO THOSE CONVERSATIONS. YOU WILL NEVER HEAR FROM ME SOMETHING IS TIED DOWN. YOU HAVE TO PROFESSIONAL LEARNING BECAUSE WE ARE NOT PERFECT.

WE CAN'T JUST WALK AWAY AND SAY LET'S JUST TO US.

YOU GOT TO COMMIT. WE ARE GIVING DIRECTIONS FOR PRINCIPAL TO LEAVE THEIR TEACHING TEAMS COLLECTIVELY TO ESTABLISH THEIR GAME PLAN AND THEN REVIEW ON A QUARTERLY BASIS WHETHER THE PROCESS IS WORKING OR NOT, THEN MAKE DECISIONS ALONG THE WAY. THIS YEAR, I WILL GUARANTEE YOU THAT YOU WILL STRUGGLEWITH SUBS .

NEXT YEAR LCAP WE WILL HAVE BUYBACK DATES.

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THE POINT IS ALONG THE WAY WE WILL CONTINUE TO LEARN AND THIS ALLOWS FORTHAT TO OCCUR . IT'S LIKE A STOCK MARKET.

EVERY YEAR IT WILL BE TOO PICK UP SOMETHING.

I'M DESCRIBING EVERYTHING THING TO DO WITH ALL OF OUR INITIATIVE THAT WE ARE DEVELOPING.

THIS YEAR, IF WE DO IT RIGHT AT THE SITE LEVEL IN THE DISTRICT LEVEL AND WE DO OUR PART WITH THE PARENTS, THIS IS WHERE WE START MAKING COLLECTIVE DECISIONS AS A DISTRICT.

>> THANK YOU. THAT'S IT FOR OUR RETREAT DATA

ANALYSIS. >> I KNOW THIS MIGHT HAVE BEEN EXHAUSTING. I GET IT.

I DO WANT US TO ALWAYS THINK ABOUT LOOKING AT DATA.

THIS IS NOT A PERFECT SCIENCE HERE.

IF THERE ARE THINGS WE CAN IMPROVE ON I WILL BE ASKING YO . YOU SEE THE SYSTEM WE ESTABLISHED AND WE WILL CONTINUE TO LOOK AT DATA AND THAT WE ACTUALLY GET TO WHERE WE NEED TO GET TO.

OKAY? THANK YOU.

>> DOING THE BREAK?BATHROOM BREAK ANYONE?

[4.1 CONTRACT APPROVAL OF AERIES COMMUNICATION POWERED BY PARENT SQUARE]

[03:11:17]

>> THIS IS NO LONGER HYPOTHETICAL AND THERE IS A LOT OF DATA THAT YOU ARE FAMILIAR WITH THAT WILL TELL YOU A MORE INFORMED AND ENGAGED PARENTS OR GUARDIAN WILL LEAD TO A HIGHER ACHIEVING STUDENT. AND IT IS HARD WORK THOUGH. AND THE DISTRICT IS TRYING TO GET COMMUNICATION OUT IN A VARIETY OF DIFFERENT WAYS AND THEY ARE MAINTAINING A WEBSITE AND TEACHERS ARE USING DIFFERENT APPLICATIONS AND SOMETIMES WHATEVER APPLICATION THEY CAN FIND TO BETTER COMMUNICATE WITH PARENTS AND GUARDIANS AND THERE ARE FORMS THAT NEED TO GET SIGNED AND WAYS TO PARTICIPATE THAT TEACHERS AND PRINCIPALS AR TRYING TO GET PARENTS TO GET INVOLVED WITH AND IT IS DIFFICULT. IT IS DIFFICULT FOR PARENTS. YOU ARE BEING ASKED TO SOMETIMES DOWNLOAD SEVEN OR EIGHT OR NINE DIFFERENT APPS ONTO THE PHONE AND SOMETIMES YO ARE DIGGING THROUGH E-MAILS ARE GETTING TEXT MESSAGES OR PHONE CALLS AND IT IS HARD ESPECIALL WHEN YOU HAVE SEVERAL CHILDREN AT THE DISTRICT LIKE I DO. EVEN

[03:15:07]

>> THANK YOU, CHRIS. THERE IS OPPORTUNITY TO PILOT PARENTSQUARE AT THREE OF OUR SCHOOL SITES WITH THE FULL SUPPORT OF THAT AND IT WOULD BE BELLFLOWER AND MAYFLOWER AND FRANKIE WOODRUFF ELEMENTARY AND IN THE DISTRICT WIDE LAUNCH AND ROLLOUT IS PLANNED FOR THE 2024 2025 SCHOOL YEAR.

>> THANK YOU FOR THAT PRESENTATION. BOARD? MS. ARMSTRONG? COMMENTS OR QUESTIONS?

>> WILL THE TEACHERS HAVE TO DO ANY PROFESSIONAL DEVELOPMENT TO UNDERSTAND HOW TO USE THIS PLATFORM?

[03:20:02]

>> YES. WE WILL HAVE SOME TRAINING ON IT SO THAT IS WHY THIS YEAR WE WILL WORK ON IMPLEMENTING THE THREE SCHOOLS AND WORKING OUT THE KINKS AND THEN DURING THE YEAR WE WILL DEVELOP A PLAN INCLUDING PARENT AND STUDENTS.

>> PARENTSQUARE FROM WHAT I UNDERSTAND THAT WAS JUST SPOKEN OF IS GOING TO ENCOMPASS AND ENCAPSULATE THE ENTIRE COMMUNICATION SYSTEM WE HAVE NO AS IN AERIES AND THAT IS OUR

INFORMATION SYSTEM? >> AERIES IS A STUDENT COMMUNICATION BUT NOT PARENT AN IT IS CONNECTED TO AERIES.

>> IT WILL BE CONNECTED? >> YES. BUT WHAT PARENTSQUARE I REPLACING HIS BLACK BOARD AND THAT USED TO BE A MASS COMMUNICATION PLATFORM BUT THE PARENTSQUARE HAS A LOT MORE

FEATURES. >> THE TWO-WAY COMMUNICATION WA THE BIGGEST SELLING POINT FOR U AND RIGHT NOW WE CAN ONLY DISSEMINATE INFORMATION. RIGHT NOW, PARENTS, IF THEY HAVE QUESTIONS AND CAN'T RESPOND INFORMATION WE SEND OUT,

PARENTSQUARE PROVIDES THAT. >> WHEN YOU DECIDE TO CONTACT FAMILIES, AND/OR TEACHERS, CAN THE INFORMATION BE SEPARATED OR SEGREGATED FROM WHERE YOU CAN TARGET A GROUP? DOES IT ALWAYS HAVE TO BE A MASS OR CAN IT BE ANY GROUPING?

>> I THINK THERE ARE TARGETED GROUPS.

>> GROUPS WILL COME THROUGH AERIES AUTOMATICALLY AND THEN TEACHERS OR THE PRINCIPAL OR TH DISTRICT ADMINISTRATION WILL HAVE THE ABILITY TO CREATE GROUPS NOT AUTOMATICALLY COMING THROUGAERIES SUCH AS THE MAYFAIR HIGH SCHOOL FOOTBALL

TEAM OR BAND. >> WILL BE BE USING AND I KNOW YOU SAID SOMETHING ABOUT BEING ABLE TO LOG ON AND WILL WE BE ABLE TO USE OUR EXISTING EMAIL ADDRESSES FOR THIS? AND PHONE

NUMBERS? >> ALL OF THAT WILL BE COMING I -- THE ADMINISTRATORS AND USER OF THE PLATFORM AT THE DISTRICT WON'T HAVE TO GENERATE NEW USER CREDENTIALS AND THIS IS ALL A SINGLE SIGN-ON THROUGH AERIES.

>> ALL RIGHT. THAT IS IT FOR ME THANK YOU VERY MUCH.

>> THANK YOU MS. ARMSTRONG. >> I DIDN'T HEAR ANY ACCESSIBILITY FEATURES TO YOUR SYSTEM SO IF A PARENT IS VISUALLY IMPAIRED OR BLIND, WHA OPTIONS DO THEY HAVE?

>> ALL OF OUR PRODUCT DEVELOPMENT IS VERY ACCESSIBILITY FOCUSED WITH 2.1 AA STANDARDS AND I BELIEVE 2.0 OR 2.1 AND IT IS A MOVING TARGET, THINGS LIKE THE POSTS THAT ARE CREATED, IT WILL BE ACCESSIBLE VIA A SCREEN READER OR A VARIETY OF DIFFERENT WAYS FOR THOSE WHO ARE VISUALLY CHALLENGED OR HEARING IMPAIRED.

>> SO YOU DO HAVE IT SYNCED UP ALREADY? TO ACCOMMODATE THOSE

NEEDS RIGHT NOW? >> WE DO.

>> WHAT HAS BEEN THE FEEDBACK? ON THE ACCESSIBILITY FEATURE?

>> I DON'T HEAR MUCH FEEDBACK, WHICH IS GENERALLY A GOOD THING BECAUSE WE WILL HEAR ABOUT IT AND WE HAVE THOUSANDS OF USERS ACROSS THE COUNTRY. ACCESSIBILITY IS VERY IMPORTANT FOR THE MAN TO US. SO WE DON'T HEAR ABOUT IT.

>> WHO IS YOUR COMPETITOR? >> BLACKBOARD AND NOW FINAL SIT AND SCHOOL MESSENGER, WHICH IS, I BELIEVE, OWNED BY A COMPANY

CALLED ENTRADA. >> SO IN REVIEWING THE CONTRACT AND BREAKDOWN OF COSTS , THE FIRST YEAR WILL ONLY BE USING THE THREE SCHOOLS YOU IDENTIFIED?

>> 64,000? >> THIS PERIOD BEFORE THE COMMENCEMENT OF THE CONTRACT WHICH IS JULY 1 OF 2024, IS A PILOT PERIOD THAT THERE IS NO COST EXCEPT THE ONBOARDING ARE IMPLEMENTATION COSTS AND THAT I THE FULL COST.

[03:25:04]

>> OKAY. WHEN YOU TALK ABOUT RENEWAL AND SUBSCRIPTION UPDATE THAT WOULD BE AN ONGOING COST FOR THE DISTRICT?

>> IT WOULD BE. I SEE THE CONTRACT HERE IS ALREADY SIGNED? PRIOR TO BOARD APPROVAL?

>> THIS IS ONE OF THOSE THAT IT IS A TIME SENSITIVE THING WHERE WE GET THINGS LINED UP TO DO PILOTS AND ALL THAT AND GET THE INFRASTRUCTURE READY SO I KNOW THAT WHEN WE WERE ASKED TO LOOK INTO IT, I WAS TRYING TO GET IT AT THE LAST BOARD MEETING BUT THE TIMING DIDN'T WORK OUT AND YOU NOTICE WE ARE TRYING TO DO IT AT THIS SPECIAL BOARD MEETING BECAUSE OF THE TIMING AND WE DO NEED THAT. AND THE CONFIDENCE AND KNOCK ON WOOD THAT YOU WOULD ACCEPT IT BUT I DON'T SEE ANY OTHER COMPETITION AND WE ARE NOT ADDING ADDITIONAL FUNDING BECAUSE WE ARE USING THE MONEY WE WOULD HAVE USED FOR BLACKBOARD FOR

THIS. >> IT WOULD BE NICE TO LOOK AT DIFFERENT -- SO WE HAVE IS A BOARD A DECISION TO MAKE AND THAT IS JUST MY IDEA

THANK YOU. >> THANK YOU .

>> I GUESS I WILL BE THE TESTIMONIAL PART OF THIS. WE SWITCH TO THAT IN PARAMOUNT'S UNIFIED AND I LOVE IT. I GOT A MESSAGE AND I AM THE VOLLEYBALL COACH AND IT IS ONE OF THE TRYOUTS AND IT GOES RIGHT TO MY EMAIL AND I CAN RESPOND RIGHT BACK AND IT HAS MADE A DIFFERENCE FOR OUR TEACHERS LIVES, AND WE REALLY ENJOY USING IT. I THINK IT IS A GOOD THING. I THINK IT IS GREAT. THANK YOU.

>> THANK YOU FOR THE PRESENTATION AND ANYTHING THAT INCREASES OUR COMMUNICATION AND ENGAGEMENT WITH THE COMMUNITY I THINK IS AN AMAZING THING AND I APPRECIATE THE INITIATIVE AND I WOULD SAY OR HOPE THAT IN THE FUTURE WE PUT THIS BEFORE THE BOARD AHEAD OF TIME AND I DO THINK THAT IS REALLY AN IMPORTANT THING TO DO AND ORGANIZING OUR AGENDAS IN A WAY WE CAN DO THAT ESPECIALLY WHEN THINGS ARE TIME SENSITIVE I THINK WOULD BE IMPORTANT AND HOW MUCH WE CURRENTLY PLAY FOR

-- PAY FOR BLACK WORD? >> I WOULD HAVE TO GET BACK TO

YOU WITH THAT INFORMATION. >> I WOULD HOPE BECAUSE OF THAT WOULD BE AN IMPORTANT PART OF THIS CONVERSATION IF WE JUST SAID THERE IS NO ADDITIONAL COST TO THIS AND THAT WOULD BE INFORMATION THAT WOULD BE IMPORTANT FOR THE BOARD TO

HAVE. >> WE KNEW THIS WOULD BE A POSSIBILITY AND WE DO HAVE AN OPT OUT CLAUSE STARTING NEXT YEAR IN CASE WE ARE TO GO WITH THIS PLATFORM WITH BLACK FORD

-- BLACKBOARD. >> IS IT A MONTH TO MONTH?

>> WE ARE IN A CONTRACT RIGHT NOW THAT JUST STARTED IN JULY AND THERE IS A TRANSITION OVER TO FINAL SITE THAT WILL BE OUR NEW WEBSITE PLATFORM AND THE MASS NOTIFICATIONS AS A PART OF THAT PEACE THAT WE DO HAVE AN OPT OUT CLAUSE BECAUSE WE KNEW

THIS WOULD BE A POSSIBILITY. >> EVERYBODY WILL STILL BE USING THAT FOR THIS COMING YEAR?

>> EVERY BUT HE WILL STILL BE USING BLACKBOARD AND WE WOULD HAVE THE FULL ROLLOUT FOR NEXT SCHOOL YEAR.

>> WHY DID WE SELECT THOSE SCHOOLS?

>> THOSE ARE IN CONVERSATIONS WITH THE DR. AND PRINCIPLES.

>> THE TWO HIGH SCHOOLS ARE THE TWO BIGGEST POPULATIONS AND WITH ALL THE ACTIVITY WE THOUGHT IT WOULD BE A GREAT PLACE TO PILOT AND KNOCK OUT THE KINKS AND WE CHOSE AN ELEMENTARY SCHOOL WITH A PRINCIPAL THAT IS SOMEWHAT USED

TO IT . >> WHAT IS THE COST BREAKDOWN PER STUDENT IF YOU DID IT THAT WAY?

>> I THINK IT IS SIX DOLLARS.

>> THANK YOU. I REALLY DO APPRECIATE THESE EFFORTS. I THINK IT IS ONE OF THE MOST IMPORTANT THINGS WE COULD DO SO

I DO APPRECIATE IT. >> THANK YOU. I WILL SAY I AM A LITTLE DISAPPOINTED THAT THIS CAME UP TO THE BOARD THIS WAY.

I DO AGREE WITH MY FELLOW BOARD MEMBERS THAT THIS COULD HAVE BEEN PLACED AT ANOTHER MEETING OR PERHAPS EVEN HAD PERHAPS NOT NOW LIKE THIS BUT ME, MYSELF PERSONALLY, COLLEAGUES, I DON'T FEEL WE HAVE ENOUGH INFORMATION AT THIS POINT TO MAKE A DETERMINATION AND GO FORWARD WITH THIS CONTRACT RIGHT NOW AND YOU BRING UP A VERY GOOD POINT. WHAT IS THE COMPARISON?

[03:30:07]

BLACKBOARD. >> MAINLY BECAUSE THIS IS THE BEST OUT THERE. I SAY THAT BECAUSE I AM EXPERIENCED WITH IT MYSELF AND I HAVE BEEN IN EDUCATION FOR A LONG TIME AND I DO KNOW ALL THE PLATFORMS. THIS IS THE BEST ONE OUT OF ANYONE THAT YOU WILL FIND AND EVERYBODY IS GOING AWAY FROM BLACK WORD BECAUSE OF THIS COMPANY. I AM FAMILIAR WITH THEM BECAUSE I KNOW THEM FROM SANTA BARBARA BECAUSE WAS CREATED WITH PARENTS. THIS STARTED 10 YEARS AGO AND THEY ARE OVERTAKING EVERYBODY BECAUSE OF WHAT THEY DO. I AM 100% CONFIDENT IN THAT AND KNOWING WHAT YOU GUYS WANT AS A BOARD AND KNOWING THAT AND WHAT WE NEED IS A DISTRICT IN TERMS OF COMMUNICATION AND ALL THAT AND I BELIEVE YOU ANSWERED ALL OF THAT AND I DON'T THINK THERE IS ANOTHER COMPANY THAT CAN DO THIS AND IN TERMS OF COST AND ALL THAT I WON'T DRIVE THE DISTRICT INTO FINANCIAL RUIN AND AT THE END OF THE DAY I HAVE TO ANSWER TO WHETHER WE CAN AFFORD THIS OR NOT. A LOT OF PROCESSES WE WENT THROUGH SO I DON'T WANT TO SAY WE CAN'T DO THIS. I DO KNOW WE CAN AFFORD THIS AND I HAVE SEEN THE NUMBERS AND THAT IS WHY WE ARE CONFIDENT AND I AM HOPING WE CAN COME BACK AND PROVIDE THOSE COMPARISONS BUT I DO HOPE -- I DON'T KNOW IF I CAN BRING ANOTHER COMPANY AND COMPARED TO WHAT WAS HAPPENING HERE BUT IF YOU WANT US TO DO THE RESEARCH, I AM A MOVER AND SHAKER AND THIS ONE OF THOSE THINGS I CAN DO BECAUSE THIS WILL ALSO HELP US WITH THE COMMUNICATION STUFF I WANT TO EMPLOY SO HAVING THIS IN PLACE AS SOON AS POSSIBLE AND GETTING A PILOT IN PLACE AND GETTING IT CORRECTED AND GETTING LESSONS AND PROFESSIONAL LEARNING LINED UP TO GET PEOPLE TRAINED BEFORE THE START OF THE SCHOOL YEAR IS GETTING THIS APPROVED AS SOON AS POSSIBLE.

>> IF I MAY, AND I AM SORRY. DIANA AND TEAM HAVE VETTED THIS FOR QUITE SOME TIME, MANY MONTHS. AND HAVE DONE FAR MORE DUE DILIGENCE THAN MOST DISTRICTS I WOULD SAY.

>> THAT IS EXACT WE WHY I BRING THAT UP BECAUSE I DO SEE HERE ON THE CONTRACT IT WAS EFFECTIVE JULY 2023 AND WE ARE NOW IN AUGUST. SO IT HAS TAKEN ALL THAT TIME TO THAT THE COMPANY IS WHAT I AM ASKING. THIS REALLY COULD HAVE BEEN PLACED SOMEWHERE EARLIER PERHAPS, OR THE BOARD COULD HAVE BEEN MADE AWARE OF IT. THIS IS THE FIRST TIME WE SEE IT WITH ALREADY AN APPROVAL ON IT. I AM EVEN QUESTIONING, AND WITH ALL DUE RESPECT, WHAT IS YOUR APPROVAL LIMIT FOR APPROVING CONTRACTS AT THIS POINT BECAUSE I THOUGHT THERE WAS A VERY DEFINITE AMOUNT AND I AM NOT SURE IT THIS POINT THAT IT IS $280,000 WORTH OF IT.

>> I DID TAKE A SHOT AT THIS AND THERE ARE TIMES IN OUR DISTRICT WHERE WE RATIFY CONTRACTS AND THINGS BECAUSE OF DECISIONS MADE AND I REALIZE THIS IS A BIG UNDERTAKING AND I GUESS I WAS NOT CONFIDENT KNOWING WHAT WE WANTED IN TERMS OF COMMUNICATION. AND I DID GO AFTER IN A WAY I KNEW WE COULD AFFORD AND I AM NOT SAYING THAT AND I'M LOOKING AT THE REGIMEN AND SCHEDULE AND WHAT WE HAVE TO GET LINED UP IS WHAT I WANTED TO DO AND WE WERE CONSIDERING EVEN -- THE REASON I DID IT HERE IS BECAUSE I KNOW THAT THE FACT I SIGNED IT IN JULY KNOWING WE HAD TO GET THINGS LINED UP AND I KNOW THAT IF I HAD WAITED UNTIL THE NEXT TIME AROUND. I CRAMMED IT AT THE SPECIAL MEETING CLOSEST AS POSSIBLE TO WHEN I SIGNED IT KNOWING THIS COULD BE A POSSIBILITY BUT WE ARE USED TO RATIFYING INFORMATION AND CONTRACTS BUT OBVIOUSLY IF YOU

[03:35:02]

>> IT'S NOT THE FACT THAT WE DON'T WANT IT BUT IT SEEMS LIKE AN EXCELLENT PROGRAM. IT WILL FACILITATE A LOT OF MUNICATION BETWEEN TEACHERS AND PARENTS IN OUR DISTRICT. I BELIEVE MYSELF PERSONALLY, I AM NOT OKAY WITH THE WAY IT WAS PRESENTED TO THE BOARD. COLLEAGUES? ANYONE ELSE?

>> I WOULDN'T MIND SPEAKING. I DO UNDERSTAND WHAT MY COLLEAGUES ARE SAYING AND I ALSO UNDERSTAND THAT WE HIRED A PROFESSIONAL MUNICATION'S OFFICER. I DO ALSO UNDERSTAND THAT WE HAVE A LOT OF ISSUES WITH COMMUNICATION FROM THE PAST AND WE HIRED HER TO DO A JOB OR HIM TO DO A JOB. AND I AM OKAY WITH IT BECAUSE THEY BROUGHT IT TO US AND THE ONLY THING I WOULD TRY TO DO IS TRY TO NEGOTIATE HOW MUCH IT WILL COST AND WE HAVE A FIVE-YEAR BREAKDOWN BUT WHAT WILL HAPPEN AFTER FIVE YEARS? THAT WOULD BE MY QUESTION AND HOW MUCH MORE WILL THIS COST IN THE FUTURE? RIGHT NOW THEY SAY WE CAN

AFFORD THIS. AM I CORRECT? >> WHEN YOU ADOPT A BUDGET CUT EACH DEPARTMENT WILL BUDGET FOR A DIFFERENT AMOUNT AND DIFFERENT CONTRACTS AS NEEDED. THIS IS SOMETHING BUDGETED AND NOT SPECIFICALLY WITH THE NAME OF THE CONTRACT BUT YOU BUDGET BY OBJECT CODES DEPENDING ON WHAT THE NEEDS OF THE AREAS WILL BE SO THIS IS SOMETHING BUDGETED BUT NOW SPECIFIED WITH AN ACTUAL CONTRACT AND THIS IS WHERE THIS COMES INTO PLAY IN TERMS OF DETERMINING OKAY WE SET MONEY ASIDE WITH THESE EXPENDITURES AND THESE ARE SOME OF THE PROGRAMS AND THESE ARE SOME OF THE CONTRACTS THAT WE WILL ENGAGE IN TO EXPEND THOSE FUNDS UNDER THOSE OBJECT CUTS. THIS IS SOMETHING THAT IS MISS ARMSTRONG SAID WITHIN THE SUPERINTENDENT'S BUDGET IS UNDER CONTRACTS OBJECT CODE AND THEY BUDGETED FOR THIS

EXPENDITURE. >> THANK YOU. WITH THAT SAID, I DO APPRECIATE THE DILIGENT WORK YOU HAVE DONE IN BRINGING IT TO US AND I CAN HAGGLE LITTLE BIT AND WE CAN HAGGLE IN THE FUTURE AFTER THESE FIVE YEARS BUT THANK YOU FOR YOUR WORK. AND THANK YOU FOR BETTING AND I WANT TO SUPPORT YOU AND WE HAVE TO GET IT TOGETHER. I AM A PARENT. I DO HAVE ONE MORE KID LEFT IN THE DISTRICT 2 MORE YEARS. IT WOULD BE NICE TO BE ABLE, SOMETIMES, TO RESPOND BACK. AND EVEN WITH THIS SYSTEM SOMETIMES YOU GET THOSE CALLS ALL THE TIME AND A LOT OF TIMES OUR PARENTS WILL OPT OUT AND OUR PARENTS CAN'T EVEN GET THE INFORMATION. SO THAT IS ANOTHER ISSUE WITH BLACK BOARD

AN -- BLACKBOARD. >> THANK YOU.

>> I WANT TO BE VERY CLEAR. WHEN WE TALK ABOUT COMMUNICATION, I THINK YOU KNOW I AM ALWAYS FOR IT. I DO HEAR WHAT MY COLLEAGUES ARE SAYING AND I DO THINK THE HARD PART IS HOW IT COMES ABOUT AND IT DOESN'T LINE UP ABOUT IT BEING SO URGENT THAT WE HAVE TO DO IT NOW BUT WE ARE VETTED FOR A LONG TIME AND EXTENSIVE TIME AND THERE ARE INCONSISTENCIES AND NOT HOW MUCH WE ARE PAYING FOR BLACKBOARD AND WE TALK ABOUT THAT LINE BETWEEN THE BOARD AND STAFF AND HOW WE CAN BEST BE PARTNERS AND IT IS IMPORTANT THAT WE HONOR THAT SO WE CAN WORK TOGETHER THE BEST WAY POSSIBLE AND I DON'T THINK ANY BOARD MEMBER WOULD FEEL GOOD ABOUT WORKED AROUND IN THAT WAY SO I THINK IT IS IMPORTANT THAT WE ARE IN PARTNERSHIP BECAUSE, SPEAKING FOR MYSELF, I AM TOTALLY FOR THIS. I WOULD WANT TO BE A PART OF THAT PROCESS IN PARTNERSHIP AND NOT AN AFTERTHOUGHT AFTER WE SIGNED A CONTRACT.

>> WITH THE BUSY SCHEDULES AND WHAT WE ARE TRYING TO ACCOMPLISH AND IT IS MOVING AND THIS IS ONE OF THOSE THINGS THAT, HONESTLY, I LOST TRACK OF TIME ON THIS. I KNOW I NEEDED

[03:40:04]

THINK IT IS NEEDED. >> I DO. AND I THINK IT IS IMPORTANT. AGAIN, IT IS NOT THAT. AND EVEN IF IT DOES COST MORE, IT IS WHAT IS THE EXTRA VALUE AND IT DOES SOUND VERY ROBUST AND WITH A LOT OF VALUE IN IT. BUT WHAT WE WERE PAYING WOULD BE A GOOD COMPARISON AND IF WE COMPARE IT TO BLACKBOARD LET'S DO THAT. BUT IT IS ALL ABOUT JUST GIVING US THE DATA THAT WE SHOULD HAVE TO MAKE A DECISION AND IT ISN'T A SMALL CONTRACT, 280,000. BUT IF IT IS WORTH IT, IT IS WORTH IT AND I THINK IT IS IMPORTANT TO BE PART OF THAT PROCESS.

>> I DON'T KNOW IF WE CAN COMPARE IT BECAUSE THEY ARE DIFFERENT THINGS AND, MADAM PRESIDENT, I UNDERSTAND WHAT YOU ARE SAYING AS FAR AS THE CONTRACT BUT AS A BOARD WE NEED TO THINK ABOUT, HOW IT WAS HANDLED MAY HAVE BEEN WRONG BUT IS THIS THE BEST PROGRAM FOR OUR STUDENTS IN OUR DISTRICT AND THEY HAVE VETTED IT AND I HAVE USED IT AND OTHER TEACHERS HAVE USED IT AND THIS IS ONE OF THE BEST PRODUCTS FOR THIS. I THINK MAYBE OUR PRESIDENT MAY BE ABLE TO HANDLE WHAT HAPPENED WITH THE CONTRACT IN A SEPARATE ISSUE, BUT I DON'T THINK WE SHOULD LOSE SIGHT OF THE PROGRAM AND WHY WE ARE GETTING THIS. I WOULD AGREE WITH MY COLLEAGUE THAT I DO SUPPORT

THIS. >> REALLY QUICK. I THINK THOSE ARE TWO VERY SEPARATE THINGS AS FAR AS ONE DOESN'T NEGATE THE OTHER AND IT IS MORE OF IF WE DON'T ADDRESS IT IN THE MOMENT, IT BECOMES A PROBLEM LATER ON. I THINK THIS IS THE ONLY TIME

WE WILL BE ABLE TO ADDRESS IT. >> THE CONTRACT IS NEGATING THEM AND I UNDERSTAND THAT. THE ACTUAL PRODUCT IS WHAT I AM TALKING ABOUT. THEY VETTED IT AND YOU SEE STATISTICS AND HOW MAY DISTRICTS ARE USING IT AND THINGS LIKE THAT AND THAT IS THE PART I AM TALKING ABOUT BUT NOT THE WAY IT IS HANDLED. I UNDERSTAND YOUR VIEWS AND HOW YOU THINK ABOUT THAT 100%.

>> MY UNDERSTANDING IS PART OF THE VETTING PROCESS COMES THROUGH THE BOARD SO WE KNOW WHAT IT IS.

>> USUALLY IT DOESN'T COME TO US IN VERY MANY OPTIONS BUT WE

LOOK AT IT AND VOTE ON IT. >> I UNDERSTAND WHAT YOU ARE SAYING BUT I SAID IS A BOARD WE MADE DECISIONS AS FAR AS FINANCIAL IN REGARDS TO FUNCTIONALITY AND OPERATION ALDI OF WHATEVER WE DO. SO DIANA DID HEARD DUE DILIGENCE IN PROVIDING THAT. BUT ALL I AM SAYING IS WE COULD HAVE GOTTEN THAT INFORMATION FROM DIANA PRIOR TO US AND DR. DRATI SIGNING THE CONTRACT. WHAT THIS TELLS ME IT IS ALREADY AGREED UPON AND REALLY THE BOARD'S DECISION DOESN'T REALLY COUNT.

THERE IS NO CONTRACT. >> MY POINT IS I AGREE WITH YOU AND IT IS AN IMPORTANT OPTION FOR COMMUNICATION AND I DON'T DISAGREE WITH THAT. I AGREE WITH MY COLLEAGUES. I SAID IF WE MAKE IMPORTANT DECISIONS, WE HAVE TO HEAR THE VETTING PROCESS PRIOR, AND THEN WE DECIDE WHETHER WE WILL GO TO A BOAT FOR IT. RIGHT NOW, WE VETTED IT AND IT LOOKS GREAT.

BUT WE DON'T KNOW WHAT THE PROCESS WAS OR WHAT OTHER

COMPANY IS THAT SHE REVIEWED. >> I HAVE BEEN ON THE BOARD FOR

[03:45:01]

BOARD MEETING EVER. >> CAN I FINISH MY THOUGHT?

>> YES. >> YOU BROUGHT UP A VALID POINT. WITH THE DOGS, WE DIDN'T VOTE AS A BOARD. IT WAS IN THE CONTRACT AND WE VOTED INTO THAT AND WE HAD NO SAY IN REGARDS TO THIS PARTICULAR COMPANY AND THEY PRESENTED AND WE WEREN'T HERE THAT TIME AND IT WAS PRESENTED AND THE CONTRACT ON JULY 7 AS PART OF THE METRICS. I DIDN'T SEE IT AND WE DIDN'T HAVE ANY DISCUSSION ON IT AND IT WAS APPROVED THROUGH THE CONSENT AGENDA. WHAT I AM SAYING IS I DON'T WANT THE BOARD OR US TO SEE THIS AS A PRECEDENT OF WHAT WE WILL BE DOING MOVING FORWARD. IT IS ALREADY HAPPENING. I WANT US TO BE PART OF EVERY SINGLE DECISION-MAKING PROCESS, WHICH IS WHAT WE ARE RESPONSIBLE FOR. THAT IS ALL I AM SAYING.

>> I AGREE WITH YOU. AND WE HAVEN'T BEEN A PART OF THAT PROCESS IN VETTING ALL OF THE OTHER COMPANIES AND IF IT IS ON THE CONSENT AGENDA, YOU HAVE THE RIGHT TO PULL THAT AND DISCUSS IT AND IF IT WASN'T, WE JUST APPROVED IT.

>> I AM HEARING ALMOST ALL THE SAME THINGS WITH DIFFERENT WAYS OF SAYING IT. I DO HAVE A QUESTION BEFORE WE CONTINUE.

YOU TALKED ABOUT AN OPT OUT CLAUSE. CAN YOU DESCRIBE IT TO

US? >> WE DO HAVE THAT CLAUSE WITH A FINAL SAY WHICH IS THE MASS COMMUNICATIONS PIECE. IF WE ARE NOT SATISFIED WITH FINAL SITE AND WE HAVE AN ALTERNATIVE FOR THE MASS COMMUNICATION NEEDS, WE CAN REMOVE THE MASS NOTIFICATIONS PIECE FROM THE CONTRACT. AND WE JUST NEED A WRITTEN NOTICE 30 DAYS PRIOR TO THE NEXT PERIOD OF THE

CONTRACT. >> SO 30 DAYS PRIOR TO THE ENDING OF THE CONTRACT ITSELF. AND THERE ARE NO PENALTIES INCURRED BY THE DISTRICT WHEN WE DECIDE TO NOT CONTINUE WITH

IT? >> YES. THAT DECISION WOULD

HAVE TO BE MADE NEXT JULY. >> SO FOR A YEAR WE WILL KEEP

THIS IS WHAT YOU ARE SAYING? >> WE ARE KEEPING BLACK BOARD FOR THE START OF THIS NEW CONTRACT WITH BLACKBOARD AND A FINAL SITE BECAUSE REMEMBER, FINAL SITE IS THE NEW CORPORATION THAT TOOK OVER BLACKBOARD SO WE ARE STARTING WITH THAT CONTRACT WITH THEM THE FIRST YEAR WITH THE MASS

NOTIFICATION PIECE. >> I DO WANT TO CLARIFY AND I SHARED THAT ALL OF OUR DEPARTMENTS AND SITE BUDGET SO WHEN YOU APPROVE THE BUDGET YOU ACTUALLY WON'T SEE EACH SINGLE ITEM THAT EACH DEPARTMENT AND/OR SCHOOL SITE WILL BE EXPENDING ON, BUT YOU WILL SEE THE TOTAL AMOUNT AS A WHOLE DISTRICT YOU ARE PROVING AND WITH THAT SAID, YOU HAVE THE SCHOOL SITES AND DEPARTMENTS WHERE THEY MAY ENGAGE IN CONTRACTS AND THAT IS WHERE THAT MATRIX COMES INTO PLAY AS SHE WAS SAYING WHERE WE LIST ALL OF THE DIFFERENT CONTRACTS THAT ARE SCHOOLS AND DEPARTMENTS ARE ENGAGING IN BUT ALL OF THOSE ITEMS WILL BE BUDGETED FOR TO ALLOW FOR THOSE EXPENDITURES TO HAPPEN AND THOSE ARE THE BALANCE IN REGARDS TO WE WOULDN'T ALLOW A CONTRACT TO GO THROUGH THAT BUDGETED AMOUNT WASN'T SOMETHING BUDGETED FOR THAT DEPARTMENT SO FOR EXAMPLE WE TALK ABOUT THE CANINES IN THAT DEPARTMENT WOULD HAVE HAD TO BUDGET UNDER CONTRACTS AND SERVICES TO IMPLEMENT THAT AND WOULD BRING IT THREE CONTRACT MATRIX AND ONE OF THOSE THINGS IS WE HAVE BEEN DOING PRESENTATIONS ON A LOT OF THESE ITEMS. SOMETIMES WITH THOSE PRESENTATIONS MAYBE THE CLARITY IN REGARDS TO AT THE NEXT MEETING IT WILL BE ON THE CONTRACT MATRIX FOR THE APPROVAL. I THINK THAT MIGHT BE THE ADDITION TO THE COMMUNICATION. BUT, AGAIN, ALL OF OUR SITES AND DEPARTMENTS HAVE BUDGETED FOR THOSE. IT IS JUST THAT WE CAN'T NAME THE 2000 VENDORS AT EACH SCHOOL OR DEPARTMENT AND WHAT THEY WILL USE IT BUT THE CHECKS AND BALANCES THERE IS THAT AS A DISTRICT WE MAKE SURE THERE IS ENOUGH MONEY AND THAT DEPARTMENT AND ALLOCATION TO MAKE THOSE EXPENDITURES IF THAT

MAKES SENSE. >> THAT IS WHERE THE RATIFICATION AND APPROVAL COMES INTO PLAY.

>> IF THAT IS THE CASE, WHY THIS ONE AND NOT THE OTHERS?

>> WHICH OTHER ONES?

[03:50:05]

>> WHAT PROMPTED THE NEED TO COME FORWARD AND HAVE US APPROVE THIS CONTRACT AND NOT THE OTHER 2000 CONTRACTS?

>> YOU ARE APPROVING THEM BUT WHAT I AM SAYING IS THE DIFFERENCE WOULD'VE BEEN -- WEEK TO PUT IT IN THE CONTRACT MATRIX AND I THINK THEY WANTED TO DO A PRESENTATION FOR YOU OF

THE FULL INFORMATION. >> I CHOSE TO PRESENT ON THIS AND NOT PUT IT IN CONSENT SOMEWHERE BECAUSE IT IS IN THE INTEREST OF THE COMMUNITY. SO SOMETHING THIS BIG YOU CAN'T GLOSS OVER AND THIS IS WHY YOU ARE PRESENTING IT BECAUSE AS

PART OF YOUR GOALS? >> THERE ARE QUESTIONS ABOUT WHAT WE ARE DOING OR NOT DOING AND SOMETIMES IF EVERYTHING HAD CONSENT YOU WOULDN'T HAVE LEARNED ABOUT WHERE WE ARE AND YOU WILL NOTICE ALL THE PRESENTATIONS OF THE PROGRAMS AND THINGS LIKE THAT AND THE DRUG DOGS WE COULD HAVE COME OUT AND SAID IT IS UNDER CONSENT AND THAT IS A BIG DEAL.

SO DO A PRESENTATION. NOT THAT YOU ARE SAYING THIS BUT IF THERE IS NO INTEREST IN SEEING SOME OF THESE THINGS, I THINK IT HURTS THE DISTRICT. AND WITH THAT SPECIFIC EXAMPLE THERE WOULD BE INTERESTS OR INCIDENCES WHERE IT IS IMPORTANT TO BRING TO THE BOARD AND I APPRECIATE THE EXPEDIENCE OF WHAT YOU HAD TO DO AND BY NO MEANS TALKING ABOUT MICROMANAGING AND TYPICALLY THE BOARD WOULD SAY CONTRACT THE

SIZE BEFORE HAND, RIGHT? >> I WILL APOLOGIZE AND I MENTIONED. IT'S JUST ONE OF THOSE THINGS AND I HAVE TO SLOW MYSELF DOWN. AGAIN I AM FOR THIS AND I WON'T LET A PROCEDURAL THING GETTING AWAY OF WHAT IS BEST FOR THE STUDENTS, BUT I WILL SAY IT HAS TO BE BETTER I THINK THERE IS PLENTY OF STUFF ON THE AGENDA THAT SOMETIMES DESERVES LESS OF OUR ATTENTION AND WILL IMPACT EVERY SINGLE PARENT AND EVERY SINGLE STUDENT IN OUR DISTRICT. WE CAN SPEND A LITTLE BIT OF TIME ON THIS. I GET IT.

THE PROCESS HAS TO BE WHERE -- THERE MIGHT BE SITUATIONS WHERE, AND I WANT TO BE CLEAR ON THIS, I HAVE RATIFIED THINGS WHERE SOMETIMES THIS IS ABOUT TO OCCUR AND SOMETIMES SOMEBODY DID NOT SUBMIT THE CONTRACT IN ENOUGH TIME. THE QUESTION IS DO I JUST SIGN UP AND THEN YOU RATIFY IT? I DON'T WANT TO MAKE A DECLARATION THAT THIS WILL NEVER HAPPEN. SOMETHING THIS BIG IS OBVIOUSLY GOING TO HAPPEN. I DON'T WANT TO MISLEAD YOU THAT YOU WILL NEVER SEE ANY RATIFICATIONS, BECAUSE THE REASON WHY THESE RATIFICATIONS EXIST ARE BECAUSE OF THESE

THINGS. >> YEAH, SO I THINK WE ARE UNDERSTANDING THAT. THANK YOU FOR THE EXPLANATION, DR. DRATI . IN THE FRIDAY MEMO, COULD YOU PLEASE PROVIDE THE BOARD WITH THE PROCESS THAT OUR CONTRACTS GO THROUGH, PLEASE, SO THAT WE ARE ALL UNDER THE SAME UNDERSTANDING AND WORKING ON THAT DEFINITION. ALSO, HOW MUCH SPENDING -- WHAT IS YOUR SPENDING LIMIT ON CONTRACTS AS WELL? THANK YOU. I THINK WE MAY BE READY TO MOVE FORWARD NOW. DO I HAVE A MOTION TO APPROVE THE ITEM 4.1 CONTRACT APPROVAL BY PARENTS SQUARE?

>> SO MOVED. >> I SECOND.

>> ROLL CALL, PLEASE? >> MS. ARMSTRONG?

[03:55:07]

>> AYE. >> MS. STORE?

>> AYE. >> MRS. GARZA?

>> AYE. >> THANK YOU SO MUCH, BOARD, AND THANK YOU, STEPH. IF THERE IS NO MORE OBJECTION, THIS

* This transcript was compiled from uncorrected Closed Captioning.