Feb 22, 2024 School Board

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THE FLOWER BOARD OF EDUCATION. THIS MEETING IS CALLED TO ORDER AT 4:00 P.M. ON THE DOT. WILL

CALL PLEASE. >> STUDENT MEMBER BY AS. DR. ELHESSEN. MS. ARMSTRONG. MRS.

GARZA. MS. STEWART. MR. CRITCHFIELD. >> TONIGHT WE DO NOT HAVE

[3. CLOSED SESSION]

[4. RECONVENE INTO OPEN SESSION/CALL TO ORDER]

ACTION WAS TAKEN IN CLOSE SECTION. >> 11 POINT ONE IS ON THE BACK TABLE AND TONIGHT WE DO HAVE REQUEST TO ADDRESS THE BOARD. I GOT TO READ MY SPIEL FIRST.

DON'T START THE TIME IT. WHILE MEETINGS OF THE GOVERNING BOARD ARE NOT PUBLIC MEETINGS THEY ARE OPEN TO THE PUBLIC AND INDIVIDUALS BUT TO ALLOW THREE MR. ADDRESSED THE BOARD ON EACH ATTENDANT OR NON-AGENDA AND BID THE TOTAL TIME WILL BE LIMITED TO 21 MINUTES ON EACH ITEM FOR WARD LAW. 93 22.2. MAY HAVE DAISY -- I DON'T WANT TO MESS IT UP. PLEASE.

>> HELLO. I AM DAISY AND CURRENTLY A NINTH GRADER AT MAYFAIR HIGH SCHOOL. THANK YOU FOR ALLOWING ME HERE TODAY. AND TO DISCUSS MY PERSONAL EXPERIENCE WITH SKILLS USA IS ONE OF THE COUNTLESS MEMBERS. LITTLE MORE THAN A YEAR AGO I ENROLLED INTO THE FUNDAMENTALS OF ENGINEERING AND WAS INTRODUCED TO SKILLS USA. WHEN I LEARNED ABOUT OF WHAT IT OFFERED I WAS INSTANTLY HOOKED AND ACTIVELY JOINED IN THE DIFFERENT ACTIVITIES. PRIOR TO JOINING I WAS A SHY STUDENT BUT DURING MY TIME I LEARNED CONFIDENCE AND HOW TO BE A LEADER THROUGH THE OPPORTUNITIES OFFERED. ONE OF WHICH IS THE SKILLS USA LEADERSHIP ACADEMY. THIS RETREAT IS SPECIFICALLY DESIGNED TO DEVELOP STUDENTS INTO STRONG LEADERS FOR THE COMMUNITIES AND SCHOOLS. OUT OF 45,000, VANIA MEMBERS IN SCHOOL YOU SAY ONLY 18 STUDENTS WERE EXCEPT IT. I WAS ONE OF THEM. TO ATTEND I WROTE A PERSONAL STATEMENT AND BETTER UNDERSTOOD THE FOUR PILLARS OF LEADERSHIP. COMPASSION, TRUST, STABILITY AND HOPE ANALYZE TRADES FOUND IN LEADERS BASED ON THE PILLARS AND HAD TO APPLY THESE QUALITIES TO REAL-LIFE SITUATIONS. MY EXPERIENCE WITH SKILLS USA IS NOTHING POSITIVE FOR WHAT IT HAS DONE. SHARING THESE LESSONS WITH FELLOW MEMBERS IN SKILLS USA CHAP DIRK HAS HELPED NOT JUST ME BUT MANY OTHERS. EVERYTHING SKILLS USA DOES IS TO TRAIN STUDENTS AND I'M ONE OF THEIR MANY MEMBERS THEY TRAIN OUT OF THE HELP OF MAYFAIR'S CHAPTER ADVISEMENT.

>> THANK YOU SO MUCH. GARCIA. GARCIA AND I SERVE AS A PRESENT FOR OUR MAYFAIR SKILLS USA CHAPTER AND I WOULD LIKE TO GIVE YOU GUYS A QUICK BRIEF LOOK INTO WHAT WE HAVE BEEN ABLE TO DO THIS SCHOOL YEAR.

THIS PAST SEMESTER WE FOCUSED ON COMMUNITY SERVICE AND VOLUNTEER EVENTS BOTH WITH THE NEIGHBORING CITIES AND AT SCHOOL SO WE ARE ABLE TO ATTEND THE PARADE AND TOY GIVING EVENTS AND DONATED BOOKS AND COLLABORATED UNICEF FOR LOS ANGELES JONES HOSPITAL AND WE MADE VALENTINE'S DAY CARDS WHICH ARE DONATED TO SENIOR HEALTHCARE FACILITY WHICH IS A WALKING DISTANCE FROM MAYFAIR. WE WERE ABLE TO SHOW HOW OUR MEMBERS ARE INVOLVED IN COMMITTEE BUT ALSO ENHANCE THEIR PERSONAL AND WORKPLACE SKILLS. I'M ALSO VERY GLAD TO INFORM YOU GUYS WITH A TOTAL OF 20 HIGH SCHOOL CONTESTANTS AND SIX MIDDLE SCHOOL CONTESTANTS THAT WILL BE ATTENDING THE SKILLS USA STATE CHAMPIONSHIP IN ONTARIO WHICH WILL BE HELD FROM APRIL 4TH TO THE SEVENTH. THE SCHOOLS WILL BE COMPETING IN A RANGE OF COMPETITIONS

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>> THANK YOU SO MUCH. >> VERY WELL DONE. DO YOU HAVE ANY AMENDMENTS TO THE AGENDA

THIS EVENING? >> WE DO NOT HAVE ANY AMENDMENTS. I HAVE A MOTION TO APPROVE -- WEIGHT. NO AMENDMENTS TO THE AGENDA. OKAY. SKIPPING THAT. NOW WE MOVE ON

[6. PLEDGE OF ALLEGIANCE]

LEAD US IN THE PLEDGE OF ALLEGIANCE. >> GOOD EVENING. COULD YOU PLEASE STAND AND PUT YOUR RIGHT HAND OVER YOUR HEART INDIVISIBLE, WITH LIBERTY AND

JUSTICE FOR ALL. >> THANK YOU. NOW IT'S TIME FOR DISCUSSION ITEMS AND I

[7. DISCUSSION]

>> WHY DON'T I HELP YOU START THOSE DISCUSSION ITEMS. THIS EVENING WE HAVE FOUR DISCUSSION ITEMS FOR THE FIRST DISCUSSION ITEMS IS THE LCAP MIDYEAR UPDATE PRESENTATION. AT THIS TIME I'LL TURN THE MEETING OVER TO THE DIRECTOR OF AKIN DIMOCK ACCOUNTABILITY. DR.

DEIDRE REYES TO PROVIDE YOU AN UP DATE ON THE LCAP. >> THANK YOU. GOOD EVENING PRESIDENT CRITCHFIELD AND MEMBERS OF THE BOARD. THE PURPOSE OF THIS PRESENTATION TONIGHT IS TO REPORT ON THE MIDYEAR OUTCOME EXPENDITURE AND IMPLEMENTATION DATA ON THE ACTIONS IDENTIFIED IN THE 23/24 LCAP. PLEASE KEEP IN MIND THAT THE INFORMATION PROVIDED IS FOR EXPENDITURES THAT HAVE BEEN BUDGETED OR COMPLETED THROUGH JANUARY 31ST, 2024. ALL LCAP GOALS AND ACTIONS BUDGETED ENCOMPASS ALL DEPARTMENT AND SITE EXPENDITURES WHICH INCLUDE ELSIE FF. STATE, FEDERAL AND OTHER LOCAL FUNDING SOURCES. SOME EXAMPLES OF THESE RESOURCES ARE THE GENERAL FUND. SUPPLEMENTAL. CONCENTRATION. TITLE. AND SPECIAL EDUCATION FUNDING AMONG OTHERS. YOU WILL ALSO NOTICE THAT THERE ARE SOME METRICS THAT ARE IN PROGRESS WHICH MEANS WE ARE NOT ABLE TO REPORT ON THEIR PROGRESS AT THIS TIME. AS I PRESENT, IF YOU HAVE QUESTIONS, PLEASE GATHER THEM TO ASK AT THE END OF THE PRESENTATION. AND YOUR QUESTIONS MAY BE ANSWERED BY THE TIME I COMPLETE THE PRESENTATION. SORRY. THAT WAS THE SLIDE THAT WENT WITH WHAT I JUST SAID. THERE IS THE SUMMARY THERE. LET'S TAKE A MOMENT TO REVIEW OUR JUNIOR WITH THE LCAP SO FAR THIS YEAR. FROM SEPTEMBER TO DECEMBER, WE HAVE BEEN REVIEWING THE GOALS AND ACTIONS IN THE LCAP AND SEEKING INPUT FROM ALL EDUCATIONAL PARTNERS. THESE GROUPS INCLUDE THE DISTRICT ENGLISH LANGUAGE ADVISORY COMMITTEE, THE DISTRICT ADVISORY GROUP. PARENT ADVISORY COMMITTEE. STUDENT ADVISORY COMMITTEE AS WELL AS ADMINISTRATION AND TEACHERS FROM SCHOOL SITES. IN JANUARY AND FEBRUARY, WE STARTED TO ANALYZE THE INPUT WITH ALL GROUPS AND OUR EDUCATIONAL PARTNERS REFINED THEIR INPUT AFTER WE SHARED DASHBOARD DATA WITH THEM. IN APRIL, WILL ANALYZE THE DATA FROM OUR LCAP SURVEY AND PRIORITIZE ACTIONS TO BE INCLUDED IN THE NEW LCAP. IN MAY THERE WILL BE AN OPPORTUNITY FOR THE PUBLIC TO REVIEW AND MAKE COMMENTS ON THE PLAN AND IN JUNE WE WILL HAVE OUR PUBLIC HEARING AND PLAN ADOPTION MEETING. TONIGHT IS OUR MIDYEAR UPDATE IN THIS PROCESS. THE ORIGINAL BUDGETS IN THE BUDGET OVERVIEW FOR PARENTS REFLECT THE BOARD ADOPTED BUDGET PRIOR TO JULY 1ST 2023. AT THAT TIME THE STATE BUDGET ACT WAS NOT COMPLETE AND ONLY INCLUDED NEW REVENUE FOR THE PROPOSED BUDGET FOR THE FISCAL YEAR 23/24. NO CARRYOVER FUNDS WERE INCLUDED AT THAT TIME. THE UP DATED

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WE MET OUR GOALS FOR DECREASING THE EXPULSION RATE. THE METRICS ON THE SLIDE RELATE TO STUDENT ENGAGEMENT. THE FIRST METRIC SHOWS OUR AVERAGE DAILY RATE OF ATTENDANCE SO FAR AND IS STILL IN PROGRESS. MOVING ONTO CHRONIC ABSENTEEISM, WHICH WE HAVE DISCUSSED BEFORE AND THE STRUGGLES THAT WE ALONG WITH OTHER DISTRICTS HAVE FACED WITH THIS METRIC SINCE THE PANDEMIC.

WE HAVE NOT REACHED THE GOAL THAT WAS SET BEFORE COVID-19 BUT AS MENTIONED DURING OUR DASHBOARD PRESENTATION LAST MONTH, CHRONIC ABSENTEEISM HAS DECLINED OVER THE PAST YEAR.

DID NOT MEET OUR METRIC FOR THE FOUR-YEAR ADJUSTED HIGH SCHOOL COHORT DROPOUT RATE.

CONTINUING IN THE AREA OF DROPOUT RATES, WHEN LOOKING AT STUDENT GROUPS, WE CAN SEE SOME INCREASES IN THE RATE AND THE BLACK OR AMERICAN STUDENT OR AFRICAN-AMERICAN STUDENT DROPOUT RATE HAS IMPROVED. THE METRICS ON THE NEXT TWO SLIDES ARE RELATED TO SCHOOL CLIMATE.

THE MIDYEAR EXPENDITURES FOR OUR SCHOOL CONNECTED METRIC IS SHOWN HERE. OUR SCHOOLS RECENTLY COMPLETED THE HEALTHY KIDS SURVEY AND THE RESULTS ARE EXPECTED IN THE BEGINNING OF MARCH. SCHOOL SAFETY IS ALSO MEASURED BY THE HEALTHY KIDS SURVEY. AND THE PROGRESS OF OUR SITES WITH IMPLEMENTING SCHOOLWIDE POSITIVE BEHAVIOR INTERVENTION AND SUPPORT IS MEASURED BY A SURVEY CALLED THE TIERED FIDELITY INVENTORY WHICH IS TAKEN IN THE SPRING. BOTH METRICS ON THE SLIDE HAVE BEEN MET AND ARE FINAL. 87% OF SITES REPORT THAT THEY ARE DEVELOPING IN COLLABORATIVE CULTURES BY PROVIDING THE TIME AND STRUCTURES FOR OUR TEACHERS TO HAVE REGULAR PLCS. AND 100% OF OUR STUDENTS HAVE ACCESS TO STANDARD ALIGNED MATERIALS.

THE TWO METRICS ON THIS SLIDE ARE ALSO FINAL. WE MET OUR TARGET FOR 12TH GRADE STUDENTS COMPLETING A THROUGH G COURSES. THE CLASSIFICATION RATE IS THE MOST RECENT ONE WE RECEIVED

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DEEPENING THE KNOWLEDGE AND UNDERSTANDING OF WHAT IT MEANS TO HOLD EFFECTIVE PLCS, WE HAVE SEEN INCREASES IN THESE METRICS. THE FOLLOWING ACTIONS ARE FINAL. AND ALL ARE APPROVED OR MET AT THIS TIME. ALL THE PERCENTAGES HERE COME FROM STATE TESTING. WE MET OUR GOAL FOR THE PERCENT OF ENGLISH LEARNERS MAKING PROGRESS AS DISCUSSED AT THE DASHBOARD PRESENTATION LAST MONTH. NOW THE BASELINES FOR THE ACADEMIC GOALS WERE ESTABLISHED PRIOR TO THE PANDEMIC AND/OR BASED ON THE PROGRESS WE WERE MAKING ANNUALLY IN THESE AREAS. WE DID NOT TEST IN 2020 OR 2021 AND WHEN WE DID RETURN TO TESTING, WE DID SEE A DECLINE IN OUR RESULTS IN LINE WITH OUR SURROUNDING DISTRICTS. WE ARE NOW ON A NEW TRAJECTORY AND HAVE MADE GROWTH OVER THE LAST TWO YEARS IN STATE TESTING. OUR GOAL IS TO CONTINUE TO IMPROVE EVERY YEAR AND EXCEED THREE PANDEMIC LEVELS IN THESE AREAS. WE HAVE ALSO SEEN IMPROVEMENT IN ELA AND MATH FOR VARIOUS STUDENT GROUPS. AGAIN THE BASELINE YOU SEE IS PRE-PANDEMIC. WE HAVE NOT RETURNED TO THAT LEVEL YET BUT HAVE SHOWN IMPROVEMENT ON THE 2023 DASHBOARD. WE MAINTAIN THE GRADUATION RATE FROM LAST YEAR ON OUR COLLEGE AND CAREER INDICATOR IS ALSO FINAL AND SHARED ON THE 2023 DASHBOARD. WE MET OUR GOAL FOR THE PERCENT OF STUDENTS MEETING YOU CCS YOU REQUIREMENTS OVERALL AND FOR BLACK AND AFRICAN-AMERICAN STUDENTS, ENGLISH LEARNERS CONTINUE TO BE A FOCUS FOR THIS METRIC. THE NEXT TWO METRICS COVER STUDENT ACHIEVEMENT IN READING FOR OUR YOUNGEST LEARNERS. THIS IS MEASURED BY OUR AND W EA ADAPTIVE ORAL READING ASSESSMENT WHICH IS MEASURES AWARENESS AND PHONICS.

ALL SECOND-GRADE STUDENTS ARE EXPECTED TO MEET THE CRITERIA IN READING SKILLS TO MOVE ON TO THE ADAPTIVE ORAL READING PART OF THE TEST WHICH INVOLVES READING CONNECTED TEXT AND ANSWERING COMPREHENSION QUESTIONS ABOUT THE TEXT. WE MET THE TARGET FOR THIS METRIC.

THE SECOND METRIC MEASURES THE PERCENT OF SECOND GRADE STUDENTS THAT ARE SCORING BELOW EXPECTATION IN PHONICS AND PHONOLOGICAL AWARENESS. THIS SLIDE SHOWS OUR MIDYEAR EXPENDITURES RELATED TO CTE. DUAL ENROLLMENT AND SUPPLEMENTAL COLLEGE AND CAREER SUPPORTS. AS YOU CAN SEE ALL OF THESE EXPENDITURES ARE IN THE PROGRESS. ALL THE METRICS LISTED ON THIS SLIDE ARE FINAL. WE MET OUR GOAL FOR MAINTAINING CTE PATHWAYS AND A THROUGH G AND CTE COMPLETION. PAST RESULTS FOR OUR 11TH GRADERS HAVE IMPROVED AS WELL AS GRADUATES COMPLETING A PATHWAY. WE CONTINUE TO WORK ON INCREASING CTE ENROLLMENT AND THE PERCENTAGE OF STUDENTS PASSING AP EXAMS WITH A THREE OR HIGHER. THE FINAL METRIC

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THANK YOU. >> THANK YOU DOCTOR. QUESTIONS OR COMMENTS FROM THE BOARD? DR.

SUE? >> THANK YOU FOR A GREAT PRESENTATION. AND I HAVE JUST ONE QUESTION UNDER GOAL 1. IT'S ABOUT THE DROPOUT RATE. I WANTED TO ASK, IN LOOKING AT THAT, ARE THERE INTERVENTIONS THAT ARE ACTIVELY PUT IN PLACE? AND WHAT ARE THOSE

INTERVENTIONS? >> SO, THE DROPOUT RATE CAN'T BE REALLY ANALYZE BECAUSE IT'S A SMALL NUMBER OF STUDENTS. AND SOME MAY BE MOVING ON TO BE FIFTH-YEAR SENIORS. IN SOME CASES IT MAY BE THAT THE STUDENT LEFT AND WE JUST DON'T HAVE ANY INFORMATION ON WHERE THEY WENT. BUT WE ARE TRYING TO START EARLY WITH THESE INTERVENTIONS FOR KEEPING OUR STUDENTS AT SCHOOL SO WE USE -- WE ARE STARTING TO USE A WEAPON CALLED C CGI CALIFORNIA COLLEGE GUIDANCE INITIATIVE AND THAT CERTAIN SEVENTH GRADE WITH INTEREST PROFILE IS, CAREER PROFILERS WHERE STUDENTS CAN REALLY START THINKING THEN ABOUT WHAT THEY WANT TO BE.

THERE'S PLACES THEY GO ON THE PLATFORM. OKAY, IF THIS IS WHAT YOU'RE INTERESTED IN, THESE ARE COLLEGES THAT PROVIDE THIS. AND IF YOU'RE INTERESTED IN A CAREER, HERE IS WHAT THE CAREERS ARE. HERE IS WHAT THE SALARY MIGHT BE FOR THAT. SO OUR COUNSELORS WORK LAST YEAR TO CREATE A PLAN AND CAME IN FOR A DAY OVER THE SUMMER TO FINALIZE THE PLAN. AND I RECENTLY MET WITH C CGI AND THEY WERE ASKING US HOW DID WE GET SO MANY STUDENTS WITH THEIR ACCOUNTS REGISTERED AT OUR HIGH SCHOOLS THAT THERE IS A HIGH NUMBER. SO WE ARE FOLLOWING THROUGH WITH THAT PLAN WITH THE COUNSELORS DOING IMPLEMENTATION. SO THAT'S DEFINITELY ONE OF THE WAYS THAT WE ARE LOOKING AT KEEPING EVERYONE --

>> EXCUSE ME. THE EMOTIONAL SOCIAL ASPECT FOR A DROPOUT IN REGARDS IT

>> I THINK THAT IS TAKING CARE OF AS WELL. AT THE HIGH SCHOOLS ARE DEAN OF CLIMATE AND CULTURE WHO ARE DEVOTED TO THAT SITE. OF STUDENT WELLNESS. AS WELL AS THE ADDITIONAL COUNSELORS AND OTHER WELLNESS CENTERS IS A PLACE TO GO JUST TO INCREASE THE CLIMATE AND CULTURE OF STUDENTS WANTING TO BE THERE AND BE AT SCHOOL SO I THINK THAT'S BEEN COVERED QUITE

WELL. >> THANK YOU. >> I HAVE A FEW QUESTIONS BUT I'LL ASK ONE OR TWO QUICK WINS AND THEN YOU CAN GO. BUT MY FIRST ONE IS WHEN A LOT OF

THESE GOALS ARE IN PROGRESS WHEN WILL THESE ALL BE FINAL? >> THE HEALTHY KIDS SURVEY WHICH ANSWERS A FEW QUESTIONS ON THE METRICS AND WE JUST CLOSE THAT SO IN TWO WEEKS WILL GET THE SERVER AND COMPILE IT AND I CAN GO THROUGH THAT AND GET ALL THE DATA THAT'S NEEDED FOR PARTICULAR METRICS. ON THAT AND THE OTHER BIG PIECES THE LCAP SURVEY WOULD YOU GO OUT TO THE PARENTS, COMMUNITY, MEMBERS, STAFF AND STUDENTS FROM FIFTH GRADE AT. AND THAT

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>> I JUST TOOK MY LCAP FOR MY DISTRICT SO BY MAY WE SHOULD HAVE AN INDICATION OF EVERYTHING ON THIS. AND SUMMER SCHOOL IS THIS INCLUDED IN THE EXPENDITURES AND THE LCAP PLAN.

>> YES, I BELIEVE IT IS IN THEIR . >> WHEN YOU SAY THAT 23/24 YEAR

THAT INCLUDES THE SUMMER SCHOOL SESSION? >> YES. SUMMER SCHOOL. IT IS

INCLUDED. >> ANY MORE QUESTIONS FROM THE BOARD?

>> MY QUESTION PERTAINS TO THE IMPLEMENTATION OF PLCS. HOW DO YOU GATHER THAT DATA AGAIN?

>> THE IMPLEMENTATION OF PLCS IS GATHERED EVERY YEAR BY THE SITES CREATING OR COMPLETING PLC REFLECTION SURVEY. THAT SURVEY IS BASED ON THE PILLARS THAT YOU WOULD NEED TO SEE IN A PLC AND FOR EACH ONE THERE IS A RUBRIC. SO IT SITES AND WILL GO THROUGH THAT LOOK WHERE THEY ARE PRODUCED DIFFERENT STAGES AND WE ARE HOPING EVERYONE IS DEVELOPING AND ABOVE. NOT ONLY DOES THE SURVEY SORT OF SHOW THEM WHERE THEY ARE, IT SETS THE STAGE FOR WHAT YOU FOCUS ON

IN PLCS FOR THAT YEAR. >> SO IS IT FILLED OUT BY TEACHERS IN THEIR GRADE LEVELS

OR BY A WHOLE SCHOOL? >> WE GET ONE SURVEY PER SITE. SO THE PRINCIPAL WILL FILL THAT OUT BUT SOME PRINCIPALS WILL SEND IT OUT TO THE TEACHERS AND KIND OF COLLATE THE DATA. THAT WAY. AND OTHERS WILL GO WITH HER LEADERSHIP TEAM AND WORK ON IT IN THAT WAY. BUT WE JUST GET

ONE FOR EACH SITE. >> THANK YOU. >> MS. STEWART?

>> MY NEXT QUESTION IS FROM LCAP STUDENT ACHIEVEMENT. THE NUMBER FIVE ADDITIONAL EXTENDED

LEARNING OPPORTUNITIES. THAT IS OUR ELO-P PROGRAM, CORRECT? >> I'M SORRY WHERE? MAKE LCAP

GOAL 2 STUDENT ACHIEVEMENT. >> I'M JUST GETTING THERE. >> UNDERSTAND THAT OF ASKED THIS QUESTION PRIOR UNDERSTAND THAT TEACHERS HAVE TO VOLUNTEER AND TEACHERS HAVE TO DO THIS.

BUT WHEN YOU LOOK AT THIS GOT THIS IS OUR EXTRA FUNDING FOR OUR YELLOWS. FOR MIDDLE SCHOOLS AND SUMMER BRIDGES AND WHEN YOU LOOK AT THE BUDGET AND IT'S $90 MILLION AND WE'VE ONLY SPENT 4 MILLION ALL THAT'S GOING BACK INTO THE GENERAL FUND. SO WHEN WE HAVE A COMEDIAN OR TEACHERS AND EVERYTHING WE NEED TO SPEND THIS MONEY ON THE KIDS, WE ALSO NEED SOME OF THESE TEACHERS AND SOME OF THESE PEOPLE TO STEP IT UP AND DO SOME OF THIS COURSE.

YOU CAN GET PAID EXTRA HOURS, I UNDERSTAND. I KNOW AT THE END OF THE DAY YOU'RE TIRED AND THINGS LIKE THAT AND THIS IS CONCERNING TO ME. WHEN WE HAVE 90 MENTALS TO SPEND ON HER KIDS AND WE ARE ONLY SPENDING $4 MILLION. I DON'T KNOW WHAT WE CAN DO OR IF WE CAN PUT A PUSH OUT AND REALLY TRY TO EMPHASIZE THIS TO OUR SITES AND OUR PRINCIPALS TO GET MORE INVOLVEMENT. I REALLY WISH I'D SEE MORE OF THIS MONEY SPENT ON OUR KIDS. THAT'S JUST MIKE'S

THAT IS JUST MY OPINION. >> THAT FUNDING DOESN'T GO TOWARD GENERAL FUND ON THIS ONE. IT IS EXPANDED LEARNING SO WE KEEP IT. SOME OF THIS FUNDING IS CARRYOVER FUNDING.

SO WHEN ELO-P STARTED, IT STARTED IN A SMALL FUND. AROUND THREE MENTALS. AND THE STATE CONTINUE TO INCREASE THE FUNDING TO THIS. AND SO WE WILL BE SPENDING THIS ON OUR KIDS

BUT IT WILL NOT BE ALL SPENT THIS YEAR. >> SO THIS CAN BE A VARIETY OF DIFFERENT THINGS. IT'S NOT JUST ELO-P FOR PROGRAMS AND TEACHERS DOING THIS. THIS CAN

BE USED IN MANY DIFFERENT WAYS IS WHAT I'M HEARING? >> IT HAS REQUIREMENTS BUT THIS IS WHERE IT'S FUNDED FROM AND THINK TOGETHER AND YMCA AND THE S.T.E.M. PROGRAMS AND THE LAYERED SERVICES WE PROVIDE AFTER SCHOOL FOR THE KIDS AND DURING THE SUMMER AND SPRING BREAK I BELIEVE WE DID THIS YEAR. THAT'S WHERE THIS FUNDING COMES FROM.

>> SO EVEN THOUGH IT IS MIDYEAR CUT WE COULD BE SPENDING A LOT MORE THAN THIS LATER ESPECIALLY

SUMMER BRIDGE AND THINGS LIKE THAT. >> ABSOLUTE.

>> OKAY. I GET IT. THANK YOU. >> MS. GARZA? >> THANK YOU. A COUPLE MORE QUESTIONS WITH REGARDS DOES MAKE AND CORRECT ME IF I'M WRONG. AND W EA. HOW YOUNG ARE

STUDENTS THAT TAKE THIS TEST. >> WE START AT TK. >> AND WHAT IS THERE PLATFORM?

IS IT PENCIL PAPER ONLINE >> THEY TAKE IT ON THE COMPUTER.

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>> I'M CONCERNED ABOUT THAT BECAUSE THEY ARE SO YOUNG. AND I UNDERSTAND AND I KNOW THAT TK TEACHERS ONLY HAVE TO WALK AROUND AND LOG THEM IN. SO HOW ARE WE PROVIDING SUPPORT FOR THE TEACHERS FOR OUR YOUNGEST LEARNERS AND WE HAVE GOT LIKE MAY BE 2426 KIDS IN THE CLASSROOM. THEY ARE ALL TAKING ONLINE. THEY DON'T HAVE THE SKILLS TO TYPE YET. SO WHAT ARE

WE DOING? I'M NOT SURE EVEN IF THIS DATA IS RELIABLE. >> THE GUIDANCE WITH GIVING IT TO TK AND EVEN TO KINDERGARTEN IS WOULDN'T DO IT WHOLE CLASS. IT WOULD HAVE TO BE DONE IN SMALL GROUPS. THERE ARE SOME OPTIONS. SO A LOT OF THE ELEMENTARY SITES HAVE THEIR INTERVENTION TEACHERS AND INSTRUCTIONAL SPECIALIST THE IN THERE WITH THE TEACHERS WHEN ADMINISTERING IT. SO THEY CAN BE IN THERE TO REDUCE THE RATIO BETWEEN THE ADULT AND THE STUDENTS. OR THEY CAN PROVIDE COVERAGE SO THAT A TEACHER COULD TAKE OUT A FEW STUDENTS AT A TIME AND DO THAT WITH THEM. IT WOULD BE -- THEY DO NEED A LOT OF SUPPORT AND GUIDANCE. BUT I THINK WE GET A LOT OF GOOD DATA FROM IT. I MEAN, A LOT IT MIGHT BE NO EXPECTATION BUT WE ALWAYS HAVE STUDENTS THAT COME IN AND ARE SHOWING US SKILLS THAT THEY HAVE THAT WE CAN IMMEDIATELY START WORKING ON AND HAVING THEM CONTINUE IN THAT TRAJECTORY. SO THAT EVERYONE IS OUT OF FOUNDATIONAL SKILLS AND INTO THAT ORAL READING BY THE

BEGINNING OF SECOND GRADE. >> SO IT'S NECESSARY FOR US TO TEST OUR TK AND KINDERGARTNERS AT THAT LEVEL, ONLINE, SO THAT WAY WE CAN GET THEM TO GET BETTER RESULTS BY THE SECOND

GRADE? >> IT'S TO SEE WHERE EVERYONE IS WHEN THEY COME IN. WE DON'T WANT TO PUT A CEILING ON ANYONE. AND I MEAN, IT IS TAKEN BY TK AND K ACROSS THE COUNTRY.

IT'S NATIONALLY NORMAL. SO AGAIN, I WOULD GO INTO A CLASS OF 24 TK OR K IN SAY HERE, I AM ONE TEACHER KNEW MY STUDENTS AND YOU ARE GOING TO TAKE THE TEST. DEFINITELY EXTRA SUPPORT AND GUIDANCE AND PROMPTING IS NEEDED BY ADULTS CLOSE TO THE STUDENTS.

>> SO DO WE KNOW HOW MUCH EXTRA SUPPORT PROMPTING IS GIVEN AT THIS TIME FOR ALL OF THESE

CLASSES? >> NO, I WOULD HAVE TO GO SITE BY SITE TO SEE WHAT THEIR PLAN

IS FOR ADMINISTRATION. >> YEAH, THAT WOULD BE GREAT IF WE COULD GET THAT INFORMATION WHENEVER POSSIBLE PLEASE. I UNDERSTAND THAT WE WANT TO HELP OUR STUDENTS AND WE WANT TO GET THEM ON THE RIGHT TRACK BUT I'M GOING TO KIND OF CHALLENGES TO SEE IF THERE'S SOMETHING MORE APPROPRIATE THAT CAN GIVE US THE SAME INFORMATION FOR OUR YOUNGEST KIDS BECAUSE I CAN TELL YOU HAVING BEEN A KINDERGARTEN TEACHER AND PUTTING THEM ONLINE ON A COMPUTER THERE, THAT THEY DON'T NECESSARILY ALWAYS -- WE ASSUME EVERYONE HAS ACCESS TO.

AND THEY CRY. THEY BREAK DOWN. NOT SAYING THAT IT'S NOT GOOD DATA. I'M JUST SAYING IS IT APPROPRIATE AT THIS AGE. THEY ARE FIVE OR SIX? SOMETIMES EVEN FOUR. SO I'M JUST A LITTLE

CONCERNED WITH THAT MYSELF. >> THANK YOU. >> MS. ARMSTRONG?

>> WANT TO THANK YOU FOR THE REPORT. I KNOW WE HAVE A LOT OF WORK AHEAD OF US SO SOME OF MY COLLEAGUES HAVE ARGUED ASKED QUESTIONS. SO I DON'T HAVE TO REPEAT IT. BUT I DO WANT TO KNOW THIS. EVEN THOUGH SOME OF THE DATA YOU SAY IS FINAL, WE STILL HAVE -- I MEAN WE ARE STILL MID YEAR SO WHEN YOU COME BACK TO US AGAIN OF THOSE NUMBERS GOING TO BE UPDATED?

>> NOT IF THEY SAY FINAL. IF THERE WAS NUMBERS IN PROGRESS, YES, THOSE WILL. BUT FINAL IS BASED ON IS MAKING A LOT OF THAT YOU WILL PROBABLY NOTICE FROM THE PRESENTATION LAST MONTH DOES COME FROM THE DASHBOARD AND IT'S LOOKING AT LAST YEAR. SO IF IT SAYS FINAL

THAT NUMBER WILL STAY. >> OKAY. AND I WANT -- I AM MAIN EARLY CHILDHOOD SPECIAL EDUCATION TEACHER AND I WANT TO MAKE A COMMENT TO PIGGYBACK ON MY COLLEAGUE HERE. I KNOW LIKE EVERY DAY, AND I TEACH CHILDREN WITH AUTISM. MOST HAVE AUTISM. BUT WE PUT OUR CHILDREN AT

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THEY WANT THEM EXPOSED EARLY, EARLY, EARLY SO BY THE TIME THE GET TO BE FIVE OR SOMETHING LIKE THAT, THAT THEY COULD REALLY -- I MEAN I HAVE CHILDREN THAT ARE THREE AND FOUR-YEAR-OLDS THAT COULD REALLY NAVIGATE A LAPTOP. AND IT JUST DEPENDS ON HOW THEY ARE BEING TAUGHT BEFORE THAT TEST. SO I HAVE ALL THE CONFIDENCE THAT WE CAN GET SOME RELIABLE DATA AS LONG AS WE MAKE SURE THOSE PRACTICES ARE BEING IMPLEMENTED DID

>> ABSOLUTELY. THERE HAS TO BE A PLAN FOR ADMINISTRATION. >> SO I AM EXCITED.

>> THANK YOU. STUDENT BOARD MEMBER BAEZ, DO YOU HAVE ANY QUESTIONS? I DO HAVE ONE QUESTION. SO I UNDERSTAND THE ASTERISK NEXT TO A LOT OF THESE BECAUSE OF COVID-19. BUT IT DOES FEEL LIKE WE ARE LOOKING AT THIS DATA AND SOME OF IT FOR ME GOING THROUGH IT IS CONCERNING BUT AGAIN I KNOW IT'S BECAUSE WE ARE AT THE BASELINE WAS THREE COVID-19. SO WHAT I WOULD LIKE TO ASK IS YOU LOOKING AT THIS DATA AND BEING CLOSER TO IT, WERE THERE ANY

AREAS THAT YOU FELT WERE CONCERNING? >> I MEAN, I THINK IN THE AREA THAT WAS A LONG WAY FROM THE ORIGINAL BASELINE WOULD BE OF CONCERN. WHAT HARDENS ME IS AS WE ARE COMING BACK EVEN THOUGH WE ARE NOT THERE, WE ARE SHOWING IMPROVEMENT. I WOULD JUST LIKE IT TO BE MORE, OBVIOUSLY. BUT THAT IS THE STORY OF THIS LCAP. I HOPE WE NEVER HAVE ANOTHER LCAP THAT HAS A PANDEMIC IN THE MIDDLE OF IT. NO ONE WOULD HAVE THOUGHT -- AND NO ONE WOULD HAVE EVER THOUGHT HOW WE WOULD END UP THREE YEARS LATER. BUT I THINK WE HAVE GOT A LOT OF GREAT THINGS IN PLACE THAT GO WITH THESE METRICS THAT WE ARE

SEEING GOOD RESULTS WITH. >> THANK YOU SO MUCH FOR THE PRESENTATION.

>> THANK YOU, EVERYONE. THANK YOU. >> OKAY. IF I MAY MOVE ON THE NEXT DISCUSSION IS THE FIRST READING OF THE REVISED BOARD POLICY 6142.7: PHYSICAL EDUCATION AND ACTIVITY. I WOULD LIKE TO ASK MRS. CARTER TO PROVIDE YOU UPDATE REGARDING

THIS PARTICULAR POLICIES UPDATES. >> WILL BE LOOKING AT TWO TONIGHT. THE FIRST ONE IS FIRST READING OF THE PHYSICAL EDUCATION AND A 77.2. BOTH POLICIES ARE BEING UPDATED TO REFERENCE ED CL AND NO CHANGES TO CURRENT PRACTICES IN ANY OF THESE. THIS WAS MENTIONED IS THE FIRST READING. SO IF THERE ISN'T ANY CHANGES MADE TONIGHT AND THEY WOULD SHOW UP IN ANOTHER BOARD MEETING UNDER CONSENT. SO AS YOU ARE LOOKING THROUGH THEM, THE CHANGES THAT ARE IN THE PHYSICAL EDUCATION ARE IN RED. AND WHAT WAS ADDED IN HERE IS ED CODE ABOUT INCLUSIVENESS AND THEN THE TWO-YEAR EXEMPTION INFORMATION AS WELL WAS ADDED IN HERE AS FAR AS PE EXEMPTIONS, WHICH WAS ACTUALLY IN OUR ADMINISTRATIVE REGULATION AND SO WE ARE JUST PUTTING IT IN THE POLICY SO THAT IT'S AVAILABLE MORE READILY AVAILABLE FOR PUBLIC AND FOR TEACHERS AND AND BETA STRANGERS TO SEE.

>> ARE THERE ANY QUESTIONS? >> MS. GARZA? >> MS. CARTER, CAN YOU EXPLAIN TO US JUST FOR EDUCATION FOR THE PUBLIC AND MAY BE A REMINDER OF OUR STAFF STAFF, WHEN WE HAVE CLASSROOM MANAGEMENT AND INSTRUCTION RULES STRATEGIES PROFESSIONAL

DILEMMA, HOW ARE TEACHERS BEING MADE AWARE OF IT? >> SO WE HAVE PROFESSIONAL DEVELOPMENT THAT IS SENT OUT TO ALL TEACHERS BY EMAIL. THEY HAVE A LISTING OF THE CURRENT ADDITIONAL DEVELOPMENTS THAT ARE HAPPENING. SO THAT THEY HAVE THE ABILITY TO SIGN UP.

THOSE ARE AFTER SCHOOL. >> I'M SORRY. I HAVE TO COUGH. >> THOSE ARE AFTERSCHOOL OPPORTUNITIES BUT THEY ALSO HAVE OPPORTUNITIES WITH THEIR INSTRUCTIONAL SPECIALIST OR LEADERS AT THEIR SCHOOL SITES AS WELL. AND THEY ALSO HAVE THE OPPORTUNITY FOR TOS I ASKED TO COME IN. AS FAR AS PHYSICAL EDUCATION GOES. THANK YOU. AS FAR AS PHYSICAL EDUCATION, WE

[00:40:01]

STRATEGIES THAT THEY NEEDED, AS WELL. >> THANK YOU MS. GARZA. MS.

ARMSTRONG? >> I HAVE A QUICK QUESTION. THESE UP DATES GOT DO THESE

UPDATES ADHERE TO THE LEGAL REQUIREMENTS OF TITLE IX? >> THEY DO AND THAT WOULD BE

THE INCLUSIVE SECTION. >> ALL RIGHT. VERY IMPORTANT. LOTS OF UPDATES. THANK YOU.

>> DR. SUE? >> THANK YOU. I HAD A QUESTION BECAUSE I KNOW WHEN I WAS MAINSTREAMED AND I PARTICIPATED SPECIAL AND THERE WERE CERTAIN LIBERTIES THAT I WAS ABLE TO DO SEPARATE FROM SOMETIMES MY CLASSMATES. AND I KNOW PART OF INCLUSIVENESS IS MAKING SURE EVERYONE IS PART OF THE TEAM. I WAS WONDERING, ARE THE PT TF -- PHYSICAL EDUCATION TEACHERS WHO ARE GOING TO BE WORKING WITH A LOT OF OUR SPECIAL ED STUDENTS ARE GOING TO GO THROUGH SOME TRAINING OR WORK WITH OT THERAPIST TO KIND OF DEVELOP THEIR OWN UNIQUE PROGRAMS SO

THEY CAN PARTICIPATE EQUALLY? >> I KNOW WE HAVE A VERY GOOD ADAPTIVE PE PROGRAM HERE AT THE DISTRICT. AND ANY STUDENT THAT HAS AN IP AND HAS SERVICES OR NEEDS OR REQUIREMENTS IN THAT IAP THEN THERE WOULD BE THAT COORDINATION. SO IF THEY ARE NOT IN ADAPT THAT THERE SHOULD

BE COORDINATION WITH THE GENERAL TEACHER AS WELL. >> THANK YOU DR. SUE. MS.

GARZA? >> THANK YOU. I HAVE A QUESTION AND I THINK I KNOW THE ANSWER BUT I WANT TO MAKE SURE. IF A STUDENT DOESN'T PASS THE TWO REQUIRED YEARS OF PHYSICAL

EDUCATION, WHAT HAPPENS THEN? >> ARE YOU TALKING ABOUT IN HIGH SCHOOL THAT THEY DIDN'T PASS? YEAH, THEN THEY WOULD END UP WITH PETE E SUMMER SCHOOL. POSSIBLY.

>> AND YOU PROBABLY DON'T KNOW THE NUMBERS OFF THE TOP OF YOUR HEAD NOW BUT IS THAT SOMETHING WE ARE VERY SUCCESSFUL IN HAVING OUR STUDENTS MEET THAT REQUIREMENT OVER THE SUMMER? I AM JUST WORRIED THAT THERE WILL BE A STUDENT TAKING PE FOR THREE OR FOUR YEARS BECAUSE THEY HAVEN'T PASSED IT FOR WHATEVER REASON. IS THAT A POSSIBILITY?

>> THE MAJORITY OF THE NINTH AND 10TH GRADE STUDENTS WITH PETE COURSES AND USUALLY THE SUMMER SESSION YOU USUALLY HAVE ONE TEACHER TEACHING PE. YOU CAN TELL BY WHITTLING DOWN THE NUMBERS OF HOW MANY KIDS ARE PASSING THEIR PE CLASS VERSUS HOW MANY ARE NOT PASSING. IF

YOU WANT EXACT NUMBERS WE CAN PULL THOSE NUMBERS FOR YOU. >> SO IT DOES HAPPEN THOUGH.

OVER THE SUMMER THEY WILL PASS. DURING THE SCHOOL YEAR AND THEY WILL PASS A MAJORITY OF THEM IN THE SUMMER AS WELL.

>> WE CAN PULL NUMBERS FOR YOU. AND HAVING PE FOR FOUR YEARS IS PROBABLY GOOD BUT IF IT'S NOT A CHOICE, OBVIOUSLY -- I JUST WANT TO ASK THAT QUESTION. THANK YOU.

>> THANK YOU MS. GARZA. AND CONGRATS FOR MAKING IT THROUGH THAT COUGH ATTACK.

>> DON'T BRING IT BACK. [LAUGHTER] >> ARE WE READY TO MOVE ONTO THE NEXT TIME. ALRIGHT SO THE NEXT DISCUSSION ITEM FOR FIRST READING ALSO IS THE REVISED BOARD POLICY OF EDUCATION CODE 6174: EDUCATION FOR ENGLISH LEARNERS. AND AGAIN MS. CARTER

WILL PROVIDE YOU AN UPDATE ON THAT LANGUAGE. >> AGAIN THIS IS FIRST READING.

IF THERE AREN'T ANY CHANGES MADE TONIGHT THAT IT WILL COME UNDER CONSENT IN THE NEXT BOARD MEETING. THIS TOO IS BEING UPDATED AND YOU CAN SEE THAT IN RED ON YOUR COPY. TO ADD ED CODE AND PRACTICES WE ARE CURRENTLY DOING. BUT NO PRACTICES THAT ARE BEING

CHANGED BASED OFF THE RED IN THIS POLICY. >> ANY QUESTIONS OR COMMENTS

FROM THE BOARD? MS. GARZA. >> THANK YOU. MS. CARTER, WITH REGARDS TO OUR ENGLISH

[00:45:03]

>> IT DOES. >> SO NOW THAT YOU CLARIFIED THAT FOR ME, I DO HAVE SOME CONCERNS GOING FORWARD WITH THIS BECAUSE OUR DUAL IMMERSION PROGRAM STUDENTS ARE NOT -- THEY ARE ASSESSED IN ENGLISH BUT I'M CONCERNED THAT MAYBE THE DATA THAT YOU WILL BE REPORTING BACK TO US MAY NOT BE AS RELIABLE BECAUSE OUR STUDENTS IN THE 90 TEMP PROGRAM ARE NOT TAUGHT ENGLISH AND TELL -- WELL, THEY ARE TAUGHT ENGLISH BUT THEY ARE NOT NECESSARILY FOCUSED ON TEACHING THOSE SKILLS UNTIL ABOUT THIRD GRADE. SO IF WE ARE TESTING OUR

STUDENTS, OUR EL STUDENTS DOING THIS TEST, IS IT EL PAC? >> IT IS.

>> HOW ARE WE GOING TO NEGOTIATE THAT PIECE THAT IS REALLY DIFFICULT .

>> YOU ARE ABSOLUTE RIGHT AS FAR AS OUR ASSESSMENTS FOR OUR DUAL IMMERSION STUDENTS.

ENGLISH ASSESSMENT STARTING AROUND THIRD GRADE. THEY ARE STILL REQUIRED TO HAVE ELD AND EVERY ENGLISH LEARNING IS REQUIRED TO TAKE THE LPAC. THEY WILL HAVE TO TAKE THAT. AS FAR AS DATA AND WHETHER IT'S VALID OR NOT I WOULD LOOK AT IT AS SORT OF A BASELINE FOR THEM AND IMPROVEMENT. OUR GOAL IS TO RECLASSIFY OUR STUDENTS AND TO PROVIDE SUPPORTS IF THEY ARE NOT AT THE RECLASSIFICATION LEVEL. SO IN ESSENCE THEY HAVE TIME AND FROM THE PRESENTATION WE DID IN AUGUST WITH OUR DUAL IMMERSION PROGRAM, OUR STUDENTS DO END UP FARING PRETTY WELL AS FAR AS STATE TESTING AS THEY PROGRESS WHICH IS RESEARCH-BASED BASED ON DUAL IMMERSION PROGRAMS ANYWAYS. SO THE DATA MAY -- THERE MAY BE SOME ENGLISH LEARNERS THAT ARE STILL NEEDING THOSE SUPPORTS IN THIRD GRADE BUT THE GOAL WOULD BE THAT THEY WOULD RECLASSIFY

IN LATER YEARS. >> I HAVE A LOT OF QUESTIONS SO IF ANYBODY ELSE WANTS TO GO, GO

AHEAD. >> ANY OF THE QUESTIONS FOR MANY OF THE MEMBERS OF THE

BOARD? THE FLOOR IS YOURS. >> THANK YOU. SO, MOVING FORWARD THANK YOU FOR THAT EXPLANATION. SO WE WOULD HAVE TO BE ABLE TO ALSO PROVIDE TRAINING FOR OUR TEACHERS,

CORRECT? >> TRAINING IN LPAC? >> NO NOT ON THAT BUT WITH THE

ELD INSTRUCTION. >> ABSOLUTELY. >> SO BETWEEN DESIGNATED ELD AND INTEGRATED ELD. SO DO WE KNOW IF ALL OF OUR TEACHERS ARE TRAINED IN THAT?

>> ALL TEACHERS. ABSOLUTELY. SO ALL TEACHERS SHOULD KNOW THE DIFFERENCE BETWEEN INTEGRATED AND DESIGNATED INDIA. THERE HAS BEEN PROFESSIONAL DEVELOPMENTS THAT HAVE BEEN PROVIDED EITHER AFTERSCHOOL OR TWO ENGLISH LEARNER INSTRUCTIONAL LEADERS. INSTRUCTIONAL SPECIALISTS AND ADMINISTRATORS AS WELL. AND TYPICALLY WHAT WE WILL DO IS IF WE ARE DOING A PROFESSIONAL DEVELOPMENT FOR A SMALLER GROUP LIKE AN INSTRUCTIONAL LEADER OR INSTRUCTIONAL'S SPECIALS, ADMIN WILL PROVIDE A SLIDE DECK FOR THAT SO THEY ARE ABLE TO GO BACK TO THE SCHOOL SITES AND PROVIDE THAT PD TO THEIR ENTIRE STAFF AS NEEDED. OR THEY COULD ASK FOR THE SUPPORT TO HAVE

THEM COME AND HELP THEM WITH THAT. >> CAN I ASK A QUESTION. CAN YOU EXPLAIN THE DIFFERENCE BETWEEN INTEGRATED AND DESIGNATED AND INTEGRATED ELD

BECAUSE I DON'T KNOW THAT ANSWER. >> NO PROM. DESIGNATED ELD IS FOCUSED ON YOUR EDL STANDARDS AND IT'S A DESIGNATED TIME THAT ALL ENGLISH LEARNERS ARE SUPPOSED TO BE LEARNING HOW ENGLISH WORKS OR HAVING OPPORTUNITIES TO COLLABORATE WITH EACH OTHER AND USE THOSE ALL FOUR DOMAINS THAT THEY ARE TRYING TO LEARN. LISTENING, SPEAKING, READING AND WRITING. INTEGRATED THE OTHER IS ACROSS ALL CONTENT AREAS PRESENT EVERY CONTENT TEACHER SHOULD BE PROVIDING EITHER AND LANGUAGE OBJECTIVE OR UTILIZING STRATEGIES LIKE SENTENCE FRAMES OR COLLABORATION TO BE ABLE TO ENSURE THAT ENGLISH LEARNERS ARE NOT JUST GETTING INSTRUCTION TO IMPROVE THEIR ENGLISH JUST DURING ELD TIME OR

IN ELD CLASS. >> THANK YOU. >> IF I CAN JUMP IN. JUST TO BE

[00:50:01]

>> IT'S RECOMMENDED FROM CSB A BUT A RECOMMENDATION FROM CSB A.

>> I WANT TO MAKE SURE WE PICK UP. WHEN WE DO THE GLOBAL POLICY ADOPTION, WE ARE STILL

GOING FORWARD WITH THAT. >> THAT'S MY UNDERSTANDING THAT IT IS STILL HAPPENING. MAY BRING THESE FORWARD IS NOT BECAUSE WE WON'T BE DOING THAT LATER. IT'S BECAUSE I NEEDED

TO MAKE SURE THAT THESE WERE UPDATED. >> GOT IT. THANK YOU. ANYMORE

QUESTIONS? GO FOR IT. >> SORRY. THANK YOU FOR YOUR PATIENCE. DO WE HAVE A CURRENT

MASTER PLAN FOR DEI? >> WE HAVE A MASTER PLAN THAT WE ARE REVISING. AND SO THAT IS BEING TAKEN THROUGH OUR ADVISORY GROUPS RIGHT NOW. IT SHOULD BE COMING TO BOARD IN

MARCH. >> OKAY AND THAT MASTER PLAN, WHO'S GETTING PUT ON THAT. HOW

ARE WE DEVELOPING THAT OR UPDATING. >> WE TOOK THE MASTER PLAN THAT WAS DEVELOPED PREVIOUSLY. WE STARTED OFF AT DISTRICT OFFICE WITH ALL OF OUR DIVISIONS INVITING FEEDBACK ON THINGS THAT NEEDED TO BE UPDATED. THEN WE TOOK IT THROUGH ALL OF OUR ADVISORY GROUPS. SO IT'S GONE TO OUR DISTRICT ADVISORY GROUP. OUR STUDENT ADVISORY COMMITTEE.

PARENT ADVISORY COMMITTEE AND DISTRICT ENGLISH LEARNER ADVISORY COMMITTEE WAS THE LAST ONE THAT JUST SIDE. WE ALSO SHARED WITH PRINCIPLES. WE BROUGHT IN PRINCIPLES IN THEIR INSTRUCTIONAL LEADERS TO DISTRICT OFFICE FOR THEM TO BE ABLE TO WALK THROUGH THAT MASTER PLANT BECAUSE WE WANTED TO MAKE SURE THAT THEY KNEW THAT THERE WAS A MASTER FOR BASIC LEVELS. THAT THEY KNEW THERE WAS A MASTER PLAN AND HAD THE ABILITY TO GET INTO IT AND REALLY LOOK AT IT AND SORT OF RE-CENTER OURSELVES ON OUR ENGLISH LEARNERS BECAUSE WE

KNOW THE DATA IS SHOWING THAT THEY ARE NEEDING SUPPORT. >> SO THIS MASTER PLAN HAS BEEN

LOOKED AT BY AN INDUSTRY SPECIALIST? >> I DID MISS ONE GROUP AND WE DID BRING IT TO SUSAN'S TASK FORCE IS ALSO THE COMMITTEE COULD ALSO HAVE THAT INPUT. I APOLOGIZE FOR MISSING IT. ONCE MAKE SURE YOU LET YOU KNOW BUT AS FAR AS INDUSTRY, IT WAS BASED OFF OF MY UNDERSTANDING IS THE PREVIOUS MASTER PLAN WAS BASED OFF OF SORT OF MODEL

MASTER PLAN LANGUAGE THAT OTHER DISTRICTS HAVE USED. >> THE REASON I'M ASKING THAT QUESTION IS BECAUSE A LOT OF TIMES IT TENDS TO BE JUST TRANSFERS OF SKILLS FROM ENGLISH. BUT THEY ARE NOT ADAPT IF TO MEET THOSE NEEDS FOR THE DEI STUDENTS. BUT THAT IS JUST THE REASON WHY WAS ASKING THAT. WITH REGARDS TO EL'S, I'VE HEARD THAT SOME OF OUR STUDENTS WHO COME INTO THOSE DEI PROGRAMS ARE DESIGNATED EL STUDENTS. BUT IT'S NOT THERE TRUE LEVEL OF KNOWLEDGE. SO I'M NOT SURE EXACTLY WHERE THE DISCONNECT IS. IF IT'S THAT MAY BE WE ARE NOT COMMUNICATING TO PARENTS WHEN THEY ARE MATRICULATING WITH US IN OUR OFFICES THAT THEY ARE DESIGNATED ELD STUDENTS OR THEY SPEAK SPANISH IN THE HOME, THAT THE CHILD ACTUALLY SPEAKS SPANISH IN THE CLASSROOM TOO. SO WHAT HAVE HEARD FROM THE COMMUNITY IS THAT THE KIDS ARE DOC AS AN EL LEARNER BECAUSE THEY CAN'T PASS THAT LPAC .

CAN WE SOMEHOW FIND OUT OR SIFT THROUGH THE DATA SO THAT WE CAN SEE MAY BE MORE IN DETAIL WITH REGARDS TO THE HOME LANGUAGE SURVEY THAT IS GIVEN TO PARENTS INITIALLY.

>> CAN I CLARIFY WHAT YOU'RE ASKING TO MAKE SURE I UNDERSTAND IT. BECAUSE I THOUGHT THAT YOU WERE ASKING FOR SIFTING THROUGH DATA TO SEE HOW DUAL IMMERSION STUDENTS ARE DOING OR ARE YOU TALKING ABOUT ENTRANCE ENGLISH LEARNERS AND HAVE A COMPLETE THAT HOME LANGUAGE SURVEY TO BE ABLE TO BE IDENTIFIED OR NOT. BUT NOT SPECIFIC TO DUAL IMMERSION.

>> SO MY QUESTION IS SPECIFIC TO DUAL IMMERSION STUDENTS BUT THAT EL'S WITHIN THAT DUAL IMMERSION GROUP BECAUSE WHEN THEY COME IN AND PARENTS FILL OUT THE HOME LANGUAGE SURVEY, SOMETIMES THEY ARE FILLING IT OUT AND IT'S WHAT I'VE BEEN TOLD THAT BECAUSE THEY HAVE A

[00:55:02]

-- >>, TO SEE WHAT'S MARKED IN THOSE FOUR AREAS? WE CAN LOOK AT THAT. NOTE THAT THE ENGLISH LEARNERS THAT DO COME IN, ALL FAMILIES HAVE TO VISIT THE ASSESSMENT CENTER AND THEY DO TALK TO THEM ABOUT THAT. WE ALSO DO TRAIN OUR CLERKS TO BE ABLE TO SPEAK TO OUR PARENTS ABOUT THE COMPLETION OF THE HOME LANGUAGE SURVEY. SO WE DO HAVE SYSTEMS IN PLACE TO BE ABLE TO SUPPORT THAT FOR FAMILIES TO KNOW WHAT THEY ARE PUTTING DOWN AND WHAT THAT MEANS. BUT WE CAN TAKE A LOOK.

>> THANK YOU MS. GARZA. DR. SUE? >> THANK YOU. I'VE A QUESTION ABOUT THE PROGRAM EVALUATION SECTION. IN EACH ONE THAT'S IDENTIFIED, ARE THERE PERFORMANCE INDICATORS AND ARE WE LOOKING AT BENCHMARKS FROM PREVIOUS YEARS MOVING FORWARD OR HOW IS THAT BASED ON IN REGARDS TO EACH OBJECTIVE THAT IS IDENTIFIED. WHAT ARE THE

PERFORMANCE INDICATORS AND WHAT IS IT COMPARED TO? >> SO THE PRESENTATION THAT WAS DONE WITH THE ADVISORY GROUPS INCLUDES THOSE METRICS BECAUSE IT IS PART OF THE BACKGROUND FOR REVISING THE ENGLISH LEARNER MASTER PLAN. SO IN THAT YOU WILL SEE THINGS LIKE HOW MANY STUDENTS ARE RECLASSIFIED. TO DR. REYES POINT, WE'LL HAVE THE SAVE BUTTON THAT PRESENTATION THAT YOU WILL SEE WE PUT IN HOW MANY ACTUAL RECLASSIFICATIONS HAVE HAPPENED BECAUSE WE CAN'T RELY ON THAT DATA FROM THE STATE AT THIS MOMENT. SO WE ARE LOOKING AT DO WE HAVE MORE RECLASSIFICATIONS THIS YEAR THAN WE DID LAST YEAR. SO EACH ONE OF THESE MARKERS, WE HAVE SOME KIND OF METRIC. WHETHER IT'S THE STATE TEST PASSED THE

ELA OR MAST OR LPAC OR RECLASSIFICATION. >> SO BASED ON THAT, EACH YEAR NEW OBJECTIVES ARE IDENTIFIED, RIGHT. EVEN THOUGH YOU HAVE THE MAJOR HEADING OF THE ACHIEVEMENT OF ENGLISH LEARNERS ON STANDARD BASED TESTS IN AREAS, THE OBJECTIVE, THE SPECIFIC GOAL AND EACH INDIVIDUAL OBJECTIVE TO ACHIEVE THAT WILL BE DIFFERENT FOR EACH

GRADE LEVEL AND EACH -- >> YOU PROGRESS. >> THAT'S WHAT I'M SAYING.

THANKS. >> THANK YOU DR. SUE. MS. ARMSTRONG?

>> I HAVE A QUESTION. HOW WOULD YOU HANDLE A PARENT -- I KNOW YOU HAVE SYSTEMS IN PLACE BUT HOW WOULD YOU HANDLE A PARENT NOT WANTING TO MARK THAT THEIR CHILD IS INDEED AN ENGLISH LEARNER TO AVOID THE PROCESS OF BEING REDESIGNATED? HOW DO YOU HANDLE THAT.?

>> YOU CAN'T TELL A PARENT WHAT THEY WILL WRITE ON A FORM. BUT IT SHOULD BE ACCURATE.

TALKING WITH PARENTS ABOUT WHAT ENGLISH LEARNER SERVICES ARE AS WELL AND THAT THERE OUR SERVICE IS TO PROVIDE AND HELP SUPPORT STUDENTS IS ONE WAY TO ADDRESS THAT AS WELL. TO LET THEM KNOW THAT DEPENDING ON WHAT THEY ARE PUTTING ON THIS FORM, THEIR CHILD WILL RECEIVE MORE

SERVICES THAN THEY MAY HAVE NOT IF THEY DON'T PUT IT DOWN. >> SO, MORE HELP.

>> THANK YOU MS. ARMSTRONG. MS. GARZA, GO FOR IT. >> I'M SORRY. I JUST HAVE TO ASK THIS. IN HIGH SCHOOL, OUR EL LEARNERS, DO THEY GET ELECTIVES?

>> WE HAVE MOVED TO THE BLOCK SCHEDULE SO THAT HAS HELPED US A LOT. OUR EL STUDENTS DO HAVE TO TAKE AN ELD COURSE AND SO IF THERE WAS AN ELECTIVE IT WOULD HAVE TO BE IN THE LATER BLOCKS OF SEVENTH OR EIGHTH PERIOD. AND WE DID ALSO WITH THE HELP OF SOME TEACHERS IN OUR PTOSIS IMPLEMENTED A NEW CLASS WE ARE UTILIZING THIS YEAR WHERE STUDENTS MEET THE CRITERIA CAN TAKE ENGLISH AND ELD AT THE SAME TIME INSTEAD OF TWO COURSES SO WE ARE SEEING IF

[01:00:03]

>> ANY MORE QUESTIONS? BACK TO YOU. >> ONTO THE NEXT ONE.

>> SO THE LAST DISCUSSION -- >> I'M SORRY. YOU HAVE A QUESTION? COMMENT?

>> SHE'S NOT SURE HOW TO USE THIS BUTTON. >> SORRY. I MEANT ELD STUDENT MYSELF SO I WAS LIKE KIND OF HARD LIKE MS. GARZA SAID THAT IF WE GET ELECTED, WE DON'T.

IT'S KIND OF DIFFICULT. SO LIKE, IT WAS HARD FOR ME TO GET ELECTIVES BECAUSE I WAS WANTED AN ELECTIVE AND I'M LIKE, WHY AM I STILL HERE AND WHAT'S THE PROBLEM? BECAUSE I WOULD ALWAYS GET A THREE. AND I WANT TO KNOW WHAT WAS GOING ON SO I COULD LEARN FROM MY MISTAKE AND GET BETTER. SO YEAH, I WOULD LIKE GET RESULTS FOR MYSELF TO SEE WHAT AM I MISSING? IS IT THE SPEAKING OR THE WRITING OR IS IT MY VOCABULARY? BECAUSE I DON'T REALLY USE STRONG

VOCABULARY. SO I JUST WANTED TO KNOW. >> I APPRECIATE THAT.

ABSOLUTELY. THAT IS ANOTHER SYSTEM IN PLACE THAT SHOULD BE HAPPENING AND THAT IS DATA CHATS. SO STUDENTS IN ELD SHOULD MEET WITH THE TEACHER AND SET THOSE GOALS. THEY SHOULD HAVE THE ASSESSMENT RIGHT THERE AND NOT JUST HELP PAC LPAC AND NWEA AS WELL. AND WHAT YOU NEED TO MAKE IT TO THE NEXT LEVEL. SO LIKE SPEAKING AND SOMETHING THAT HAPPENED THIS YEAR AS WELL IS THE STATE SET UP PRACTICE TEST FOR THE TEST ITSELF. SO THOSE COULD BE UTILIZED IN THE CLASSROOMS AS WELL TO SUPPORT STUDENTS WITH WHERE THEY ARE AT. THANK YOU.

>> THANK YOU FOR THE QUESTION. MS. ACIVEDO? >> THE LAST DISCUSSION ITEM IS THE CALIFORNIA VOTERS RIGHT ACT. THE GENERAL COUNSEL MR. SERRANO WILL PROVIDE YOU WITH

THAT INFORMATION. >> THANK YOU. THE ITEM BEFORE YOU IS BASED ON THE FEDERAL VOTER RIGHTS ACT. THE CALIFORNIA VOTING RIGHTS ACT IS A MORE STRINGENT VERSION OF THAT. IT BASICALLY ALLOWS PLAINTIFFS TO BRING SUITS AGAINST GOVERNMENT AGENCIES SEEKING TO ADDRESS MINORITY VOTE DEVOTION. AT-LARGE ELECTION SYSTEMS ARE SEEN AS DISCRIMINATORY TOWARD MY NOTARY VOTERS BECAUSE IT DILUTES THEIR VOTE OR DISENFRANCHISES THEM.

AT THIS TIME THE DISCUSSION ITEM IS MORE GEARED TOWARD ALLOWING THE BOARD TO DISCUSS THE MATTER AND PROVIDING DIRECTION TO STAFF WHETHER THEY GO OUT AND SEEK A DEMOGRAPHER THAT CAN ANALYZE THE DISTRICT ITS CONSTITUENTS AND COMMITTEES AND MAKE A DETERMINATION IF IT WOULD BE APPROPRIATE FOR THE DISTRICT TO MOVE TO DISTRICT ELECTIONS. THE REALITY IS THAT THESE REVIEWS ARE RATHER NECESSARY ESPECIALLY GIVEN THE CLIMATE CURRENTLY FACING PUBLIC AGENCIES WITH MANY ARE MOVING TO DISTRICT ELECTIONS VERSUS AT-LARGE. OBVIOUSLY BELLFLOWER IS AN AT-LARGE ELECTION DISTRICT THERE FOR A CANDIDATE FOR DISTRICT ELECTIONS. AND WE KNOW THE INFORMATION THAT WE CURRENTLY HAVE IS VERY PRELIMINARY. A MORE DETAILED ANALYSIS OF THE DISTRICT WOULD BE NEEDED IN ORDER TO DETERMINE WHETHER OR NOT THE DISTRICT IS IN COMPLIANCE WITH THE CALIFORNIA VOTER RIGHTS ACT. THIS EVENING WHAT WE ARE ASKING FOR IS DIRECTION IN TERMS OF ENGAGING A DEMOGRAPHER TO CONDUCT AN ANALYSIS OF THE DISTRICT AND PROVIDE FEEDBACK TO THE BOARD AS TO WHETHER OR NOT A MOVE TO DISTRICT-BASED ELECTION WOULD BE NECESSITATE.

TO THE BOARD. COMMENTS? >> IS THIS SOMETHING THAT WE NEED TO PUT ON AN AGENDA ITEM

TO TAKE ACTION ON? >> AT THIS TIME IT IS JUST DIRECTION TO THE STAFF WHICH WILL THEN BRING BACK A REPORT TO THE BOARD AND THE BOARD CAN MAKE A DETERMINATION AT THAT TIME IF WILL SEEK TO ENGAGE IN THE PROCESS OF SWITCHING FROM AN AT-LARGE TO A DISTRICT BASED

ELECTION. >> WHAT WOULD BE THE GENERAL COST OF HAVING A DEMOGRAPHER DO

THE STUDY? >> IT DEPENDS ON THE INDIVIDUAL'S CHOSEN TO DO THAT. NDC IS GENERALLY THE MOST ACCEPTED AND KIND OF THE EXPERT IN THE FIELD OF DEMOGRAPHY. I BELIEVE IT WOULD BE WITHIN THE SUPERINTENDENT'S AUTHORIZATION TO BE ABLE TO ENGAGE IN THAT.

[01:05:01]

VOTER RIGHTS ACT. >> WHAT WOULD THAT GENERALLY'S PEEKING, WHAT WOULD THAT

TIMEFRAME LOOK LIKE? >> THE GOAL WOULD TRY TO BE TO HAVE THIS ITEM BACK BEFORE YOU

BY THE NEXT BOARD MEETING. IF NOT THE SECOND MEETING. >> ANY ADDITIONAL COMMENTS? SO

RIGHT NOW WE ARE LOOKING FOR DIRECTION. >> SIMPLY DIRECTION. AND ADVISING STAFF TO GO OUT AND ENGAGE WITH THE DEMOGRAPHER TO CONDUCT THAT ANALYSIS AND

PROVIDE THE RESULTS TO THE BOARD. >> SO I WOULD BE IN SUPPORT OF

ENGAGING IN THE DEMOGRAPHER PORTION. >> THERE IS NO MOTION NEEDED.

IT SIMPLY THE BOARD WITH DIRECTION OF'S DEATH. >> ALL IN FAVOR SAY AYE. ALL

[8. MAJOR ACTION]

OPPOSED? >> THANK YOU. >> THAT GOOD?

>> THANK YOU. NOW MOVING ONTO MAJOR ACTION. THE FIRST MAJOR ACTION ITEM OF THE MEETING'S APPROVAL SETTLEMENT AGREEMENT BETWEEN THE DISTRICT AND DR. DRATI. ANY QUESTIONS OR COMMENTS FROM THE BOARD? SEEING NONE, TO HAVE A MOTION TO APPROVE THE SETTLEMENT

AGREEMENT? >> SO MOVED. DO I HAVE A SECOND.

>> SECOND. >> ROLL CALL PLEASE. >> STUDENT MEMBER BAEZ.

>> ABSTAIN. DR. ELHESSEN AYE. MS. ARMSTRONG AYE. MS. GARZA AYE. MS. STEWART AYE. MR. CRITCHFIELD I DID. MOTION PASSES. THE LAST ACTION ITEM IS APPROVAL OF INTERIM SUPERINTENDENT EMPLOYMENT CONTRACT. DO I HAVE ANY QUESTIONS OR COMMENTS FROM THE

BOARD. >> YES, YOU DO. PRESIDENT CRITCHFIELD.

>> MS. GARZA. >> THANK YOU. SO, I WILL REPORT OUT ON LISA ACIVEDO HAS BEEN OFFERED A CONTRACT OF EMPLOYMENT THAT WILL BE VOTED ON BY THE BOARD OF EDUCATION THIS EVENING. THE TERM OF THE CONTRACT WILL EXPIRE JUNE 30TH, 2025. A SALARY OF $295,000 PER YEAR HAS BEEN OFFERED. ADDITIONAL BENEFITS INCLUDE A $900 MONTHLY ALLOWANCE FOR EXPENSES RELATED TO THE DISTRICT BUSINESS. THE CONTRACT ALSO CALLS FOR MEDICAL BENEFITS

RECEIVED BY CURRENT CABINET EMPLOYEES. >> MR. PRESIDENT, JUST TO CLARIFY. THAT IS A REPORT THAT HAS TO BE GIVEN ANY TIME IN EXECUTIVE COMPENSATION WILL BE

VOTED ON BY THE BOARD OF EDUCATION. >> OKAY. IT WASN'T ON MY

SCRIPT. OKAY, DO I HAVE A MOTION TO APPROVE? >> A MOTION. SECOND. ROLL CALL

PLEASE. >> STUDENT MEMBER BAEZ . ABSTAIN. DR. HEALTH HASSAN DR.

ELHESSEN. MR. CRITCHFIELD. MS. STEWART. MS. ARMSTRONG. >> MOTION PASSES.

[9. CONSENT AGENDA]

>> CONGRATULATIONS. >> THANK YOU ALL. >> MOVING ON TO THE CONSENT AGENDA. DO WE HAVE ANY ITEMS TO WITHHOLD FROM THE CONSENT AGENDA THIS EVENING?

>> I HAD A QUESTION ON ONE ITEM. I WOULD LIKE TO PULL 9.1.

>> 9.1? ANYTHING ELSE? OKAY. WHAT ITEM IS THAT? >> IT'S THE BOARD MINUTES. THE REGULAR MINUTES FROM FEBRUARY 8TH. THERE WAS A CORRECTION AND I'M JUST NOT SURE IF IT GOT

CORRECTED. >> OKAY. TO HAVE A MOTION TO APPROVE THE CONSENT AGENDA AND

WITHHOLD THE ITEMS 9.1 FOR SEPARATE CONSIDERATION? >> SO MOVED. A SECOND?

>> SECOND. ROLL CALL PLEASE. STUDENT MEMBER BAEZ. AYE. DR. ELHESSEN AYE MS. ARMSTRONG AYE.

MS. GARZA AYE. MR. AYE. MR. CRITCHFIELD. THE MOTION PASSES. THE FIRST ITEM WITHHELD IS ITEM

[9.1 MINUTES OF THE FEBRUARY 8, 2024, REGULAR MEETING: It is proposed that the Board of Education approve the minutes of the February 8, 2024, regular meeting of the Board of Education as presented on the attachment.]

[01:10:08]

9.1. THE MINUTES FROM THE FEBRUARY EIGHTH MEETING. >> I KNOW I HAD TALKED TO MS. AZEVEDO ABOUT THAT ENDING TIME. IT SAID WE ENDED AT 10:57 P.M. AND I DON'T REMEMBER ENDING AT 11:00? WAS THAT ACCURATE OR DID WE END AT 9:57?

>> SO THAT WOULD INCLUDE THE CLOSED SESSION MATTER AS WELL. SO ADJOURNMENT WOULD BE AFTER

CLOSED SESSION. >> AND IT WAS AT 11:00? OKAY. THANK YOU.

>> WHEN YOU'RE HAVING FUN, TIME FLIES. ALL RIGHT YOU HAVE A MOTION TO APPROVE ITEM 9.1

REGULAR MINUTES FROM FEBRUARY 8TH? >> SO MOVED.

>> A SECOND? >> SECOND. ROLL CALL PLEASE. STUDENT MEMBER BAEZ . DR.

ELHESSEN MS. ARMSTRONG MRS. GARZA MS. STEWART MR. CRITCHFIELD AYE.

[10. BOARD COMMUNICATIONS]

>> NOW IS TIME FOR BOARD COMMUNICATIONS. AND WE WILL START WITH STUDENT BOARD MEMBER BAEZ. DO YOU HAVE SOMETHING? NOTHING? WHATEVER YOU WANT TO TALK ABOUT. ANYTHING YOU WANT

TO SHARE? >> IT WAS MY BIRTHDAY ON TUESDAY.

>> WE WILL ALL SING NOW. [LAUGHTER] I'M KIDDING. >> IT WAS MY BIRTHDAY. I WENT TO THE OLIVE GARDEN. I HAD CHICKEN ALFREDO. I FINISHED IT UP AND THEN I EAT THE CAKE THAT THEY GAVE ME. [LAUGHTER] AND I WAS NOT STILL FULL SO I KIND OF GOT CELEBRATED THIS WHOLE WEEK.

IT WAS PRETTY FUN. AND THEN I CAN'T WAIT TO GRADUATE HIGH SCHOOL. SO, YEAH.

>> I LOVE IT. >> SO I'M OFFICIALLY AN ADULT. BUT I'M TRYING TO BE INDEPENDENT NOW BECAUSE WHEN YOU TURN 18 THAT'S WHEN YOU ARE ALL BY YOURSELF. SO, YEAH.

I'M TRYING TO LEARN FOR MYSELF NOW TO BE INDEPENDENT. SO, YEAH. PRETTY FUN.

>> CONGRATULATIONS. >> THANK YOU. EVERYBODY HAPPY BIRTHDAY ON THREE. ONE, TWO,

THREE. HAPPY BIRTHDAY! >> I DIDN'T MEAN WHOLE SONG. >> THANK YOU. MS. ARMSTRONG?

>> THIS PAST WEEK OVER THE HOLIDAYS I HAD TWO THREE-DAY WEEKENDS AND I REALLY JUST ENJOYED FAMILY. THE ONLY THING I REALLY DID WAS I DID MEET WITH OUR -- CONGRATULATIONS TO MISS LISA ACIVEDO. I MET WITH OUR INTERIM SUPERINTENDENT AND THAT IS ABOUT IT. JUST ENJOYING THE FAMILY AND HAD A NICE CONVERSATION WITH OUR INTERIM. THAT'S IT.

>> THANK YOU MS. ARMSTRONG. MOVING ON. DR. ELHESSEN. >> THANK YOU. I STAYED INDOORS A LOT BECAUSE OF THE RAIN. AND I DID ATTEND YESTERDAY'S GROUND BREAKING CEREMONY AT CERRITOS COLLEGE. IT WAS VERY INTERESTING AND ACTUALLY ASSEMBLYMAN DEDICATED THE WHOLE STUDENT CENTER IN HIS NAME. WHICH I THOUGHT WAS GREAT. I THINK HE CONTRIBUTED 1.6

MILLION . >> 16 MILLION IF I REMEMBER RIGHT.

>> IT WAS WELL DESERVED HAVING HIS NAME PUT UP. IT WAS GOOD RECONNECTING AGAIN WITH EVERYBODY AT THE COLLEGE BECAUSE I USED TO WORK THERE YEARS AGO. I BROUGHT MY NIECE WITH ME TO INTRODUCE HER TEACHER ABOUT NETWORKING. HIGH SCHOOL STUDENTS KNOW NOTHING ABOUT NETWORKING AND I THINK THAT IS SOMETHING THAT WE SHOULD DEFINITELY INSTILL INTO OUR CAREER EDUCATION PROGRAM. THESE DAYS WHAT SHE IS STRUGGLING THE MOST IS THIS NEW PROCESS OF APPLYING FOR JOBS. AND I SAY THIS BECAUSE WITH MANY SENIORS THAT WILL BE LOOKING FOR WORK. AND IT'S IMPORTANT FOR THEM TO REALIZE THAT WHEN YOU ARE JUST APPLYING ONLINE, THERE IS THE OLD WAY WHERE WE USED TO GO THROUGH AND DO A FOLLOW-UP OR HAVE A PHONE CALL. THERE IS NO ONE TO REACH. THERE IS NO ONE TO TALK TO. THERE IS NO NAME. SO SHE IS STRUGGLING WITH THAT SO I TOLD HER ONE OF THE MOST IMPORTANT THINGS AND WHY I EMPHASIZE INTERNSHIPS. THAT'S WHY I'M SO PROUD OF OUR COLLAPSE PROGRAM BECAUSE THAT'S ANOTHER WAY OF BUILDING NETWORKS AND SUPPORTING STUDENTS. SO I REALLY ENCOURAGE THAT FOR

[01:15:02]

EVERYONE. THANK YOU. >> THANK YOU. MS. GARZA. >> NOTHING TO REPORT BUT

CONGRATULATIONS. >> MS. STEWART? >> MY NAME HAS BEEN ON FOR A WHILE. GOOD EVENING. SO I DID ATTEND DIDN'T ATTEND THEIR MINIVANS BUT LAST WITHIN THIS MADAME MET WITH OUR NEW INTERIM SUPERINTENDENT LISA ACIVEDO. WE SAT DOWN AND HAD LONG DISCUSSIONS ON THINGS THAT ARE GOING WELL AND THINGS THAT ARE STILL CONCERNS AND IT WAS A GREAT CONVERSATION AND I REALLY LOOK FORWARD TO MORE COLLABORATION IN THE FUTURE. ON TUESDAY I ATTENDED OUR CAL APPS MEETING. AND LASTLY I RECEIVED AN ANSWER THAT I WOULD LIKE TO FOLLOW UP ON. ON A QUESTION THAT I RECEIVED MANY TIMES FROM OUR TEACHERS, EMPLOYEES AND PARENTS AND EVEN SOME OF OUR STUDENTSNEEDS STUDENT . THAT WAS QUESTION. I GAVE NUMEROUS EXAMPLES OF BENEFITS TO OUR STUDENTS IN MY NOVEMBER BOARD REPORT AND I RESEARCHED AND LISTED A PLETHORA OF THINGS THAT WE COULD ADD ADD LIKE ADAPTIVE SWINGS, TEXTILE PANELS, VISUAL PERSPECTIVES AND. AUDITORY TOYS AND THINGS LIKE THAT. I WAS SENT A VIDEO FROM ONE OF OUR KIDS THAT WAS ONE OF OUR TK SPECIAL ED STUDENTS AND HE TALKED ABOUT ALL HE COULD DO AT RECESS WAS PLATE WITH CHUCK AND NOBODY WOULD PLAY WITH THEM BECAUSE THEY WERE ALL ON THE PLAYGROUND. AND IT IS SO AMBIGUOUS TO ME THAT WE DID NOT CONSIDER OUR MOST VULNERABLE STUDENTS WHEN MAKING THIS DECISION. IT WAS DISAPPOINTING TO HEAR THAT ALTHOUGH OUR PLAYGROUNDS DO MEET AND EXCEED OUR ACCESSIBILITY REQUIREMENTS, WE DID NOT PURCHASE ANY SPECIFIC EQUIPMENT FOR THOSE CHILDREN. WHEN ASKED ABOUT THIS OCTOBER 1ST, I WAS TOLD IT WAS A POSSIBILITY THAT WE WOULD FOLLOW UP AND LOOK INTO IT AND THEN IT WOULD BE SOMETHING THAT OUR DISTRICT WOULD WORK WITH OUR SPECIAL EDUCATION DEPARTMENT ON ANY ADDITIONAL EQUIPMENT THAT WAS NEEDED. I WAS TOLD THAT A CONVERSATION WOULD TAKE PLACE AND WE WOULD LOOK AT SOME OF THESE TO POSSIBLY ADD. SO HEARING THIS ANSWER MY QUESTION IS, ARE WE SAYING THAT WE COLLABORATED WITH OUR SPECIAL EDUCATION DEPARTMENT AND THEY FELT NOTHING WAS NEEDED FOR THE STUDENTS? NOBODY FOLLOWED UP WITH MYSELF OR THE BOARD AS A UNIT. NOBODY ASKED QUESTIONS ARE ASKED FOR FEEDBACK AND WE DID NOT PURCHASE ANY OF THAT EQUIPMENT AND FOR ME THAT IS REALLY DISAPPOINTING. THIS IS NOT THE COLLABORATION THAT I WOULD LIKE TO SEE IN OUR DISTRICT AND I HOPE THIS CHANGES IN THE FUTURE. THE FACT THAT OUR FACILITIES HAVE NEVER HAD ANY SPECIFIC EQUIPMENT FOR OUR STUDENTS WITH NEEDS AND THAT WE DON'T RENOVATE PLAYGROUNDS VERY OFTEN, I WOULD SAY THIS IS PROBABLY A LONG OVERDUE , I BELIEVE WE MISSED THE OPPORTUNITY TO MAKE LONG-LASTING POSITIVE CHANGES FOR OUR STUDENTS. SO I AM NOT SURE IF WE CAN STILL ADD EQUIPMENT. I'M NOT SURE WHAT HAPPENED BUT TO ME THIS DOES NOT SOUND EQUITABLE OR INCLUSIVE AND I WOULD LIKE AN ANSWER ON OUR NEXT MEMO IF POSSIBLE AS TO WHY WE FELT THAT THESE STUDENTS SHOULD NOT HAVE BEEN CONSIDERED IN THIS PURCHASE OF THIS EQUIPMENT WAS

NOT NECESSARY. THANK YOU. >> THANK YOU MR. >> FIRST OFF I WANT TO -- MORE CLAPPING? I WANT TO START BY CONGRATULATING MS. LISA ACIVEDO AND SAY I'M VERY EXCITED ABOUT WHAT WE CAN DO IN A VERY COMPETENT IN YOU LEADING US THROUGH THIS TRANSITIONAL TIME AND SEEING WHAT YOU HAVE DONE OVER CAL APPS HAS BEEN AMAZING AND I FEEL VERY -- I AM HAPPY FOR OUR STUDENTS AND STAFF THAT YOU WILL BE IN THAT ROLE. SO THANK YOU VERY MUCH FOR TAKING THAT ON AND THANK YOU IN ADVANCE FOR PUTTING UP WITH ALL OF US. I WOULD ALSO LIKE TO SAY THAT TODAY IS STATE CHAMPIONSHIPS FOR OUR WRESTLING PROGRAM. AND I WANT TO GIVE A HUGE SHOUT OUT TO BELLFLOWER HIGH FOR HAVING THEIR FIRST CIF CHAMPION. I DON'T WANT TO BUTCHER HIS NAME. MARK HILLEL. FIRST CHAMPION IN 40 YEARS FOR THAT PROGRAM. A PHENOMENAL KID AND PHENOMENAL ATHLETE. NICE AS HECK AND A JUDO WRESTLER. IT'S FUN TO WATCH SO IT'S REALLY IMPRESSIVE AND ALSO ARE MAYFAIR TEAM FOR ACTUALLY TAKING AND WINNING A LEAGUE AND THEN WINNING CIF WITH THE WHOLE TEAM IS HUGE. AS WELL AS THE LADY MONSOONS WHO SENT THREE WRESTLERS TO STATE. THAT IS HUGE. AND ALSO KAYDEN KART FOR WINNING CIF AS WELL. VERY

[01:20:10]

>> THAT'S WHAT I SAID. CHECK THE TAPE. THAT ONE. THERE EXCITED AND I WENT LAST YEAR AND HONEST FOR ME PERSONALLY IT'S HEARTWARMING BECAUSE I KNOW MY DAUGHTER WILL BE GOING TO THAT SCHOOL AND WAY TOO SOON. SHE WILL BE IN MIDDLE SCHOOL AND IT'S CRAZY BUT

[11. INFORMATION ITEMS]