May 22, 2025 School Board

[1. CALL TO ORDER IN PUBLIC SESSION]

[00:00:09]

>> GOOD EVENING, THE MEETING IS CALLED TO ORDER AT 5:00 P.M. AND

OPEN SESSION. ROLL CALL. >> STUDENT FORMATTER --. MS.

ARMSTRONG? >> PRESENT. --

>> TONIGHT WE DON'T HAVE A REQUEST ADDRESSING CLOSED SESSION AGENDA ITEMS. IS THERE ANYONE ELSE THAT WOULD LIKE TO

[3. CLOSED SESSION]

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

>> WELCOME BACK , EVERYONE. TONIGHT'S MEETING OF THE BOARD OF EDUCATION WAS CALLED TO ORDER AT 5:00 P.M. IN OPEN SESSION, THE BOARD ADJOURNED TO CLOSE SESSION AND WILL NOW RECONVENE IN OPEN SESSION AT 6:03 P.M. BOARD CLERK WILL UPDATE US ON

CLOSED SESSION TOPICS. >> THANK YOU. THE TOPICS DISCUSSED WERE ANTICIPATED LITIGATION, PENDING LITIGATION AND LABOR NEGOTIATIONS, THE BOARD TOOK NO ACTION IN CLOSED

SESSION. >> THANK YOU. FOR TONIGHT'S PLEDGE OF ALLEGIANCE WE HAVE MISS CASSONDRA -- FROM FRANKIE WOODRUFF AND SHE IS A FIRST GRADE TEACHER. THANK YOU, SHE IS GOING TO LEAD US IN OUR PLEDGE OF ALLEGIANCE. HIT THE BUTTON

AND IT WILL GO GREEN. >> PLEASE RISE FOR THE PLEDGE OF ALLEGIANCE. PLATEA RIGHT HAND OVER YOUR HEART . LET'S BEGIN.

I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL.

[7. RECOGNITIONS OF STUDENTS / STAFF / COMMUNITY]

>> ALL RIGHT, TO CLARIFY WE DO NOT HAVE REPLACEMENT PAGES OR AMENDMENTS TO THE AGENDA TONIGHT, CORRECT?

>> CORRECT. >> DO WE HAVE RECOGNITIONS?

>> WE DO AND I WILL ASK MS. CARTER TO ASSIST US WITH RECOGNITIONS AND I WOULD LIKE TO ASK BOARD MEMBERS TO COME DOWN

PLEASE . >> THIS EVENING THE BOARD OF EDUCATION IS PLEASED TO RECOGNIZE TEAM AND INDIVIDUAL STUDENT ATHLETES WHO EARNED THE DISTINCTION OF LEAGUE CHAMPIONS DURING THE SPRING SEASON AND OUR STUDENT BOARD MEMBER. STAFF AND STUDENTS AS I CALL YOUR NAME PLEASE JOIN US UP FRONT AND REMAIN FOR A PICTURE. THE BOARD OF EDUCATION WOULD LIKE TO RECOGNIZE OUR 2025 RING SPORTS AND WE WILL START WITH MAYFAIR BOYS TENNIS DOUBLES RECOGNITION. COULD WE PLEASE HAVE MAYFAIR HIGH SCHOOL BOYS TENNIS COACH CHRIS TRAN COME TO THE FRONT .

TONIGHT WE ARE CONGRATULATING TWO STUDENTS, DOMINIC CALJOUN AND ANTHONY QUEROS , PLEASE COME FORWARD. WE ARE RECOGNIZING BOTH BOYS FOR EARNING BOYS DOUBLE TENNIS CHAMPIONS, THE TEAM RECEIVED A REMARKABLE COMPLIMENT BY COMPLETING AN UNDEFEATED SEASON WITH A PERFECT 24-0 RECORD AND ALSO WENT ON TO BE CROWNED LEAGUE INDIVIDUAL CHAMPIONS FOR THE GATEWAY LEAGUE. THE TEAM ALSO EARNED A PRETTY JUST GOT IN THE SOUTHERN SECTION INDIVIDUALS TOURNAMENT. THIS WEEK.

CONGRATULATIONS , GENTLEMEN. DO YOU HAVE ANYBODY IN THE AUDIENCE YOU WOULD LIKE TO THINK OR RECOGNIZE QUICK

>> THANK YOU FOR YOUR HARD WORK AND DEDICATION. THANK YOU. NEXT WE WILL RECOGNIZE MAYFAIR BASEBALL, IF WE COULD PLEASE HAVE COACH FRANK RAVELO COME FORWARD, THAT WOULD BE GREAT.

[00:05:12]

>> GIVE HIM A ROUND OF APPLAUSE.

GENTLEMEN, ARE THERE ANY PEOPLE IN THE AUDIENCE YOU WOULD LIKE

TO RECOGNIZE OR THINK TONIGHT? >>

>> LET'S GIVE ALL OF THEM ANOTHER ROUND OF APPLAUSE AND THANK YOU, COACH RAVELO , FOR YOUR HARD WORK. NEXT , WE WOULD LIKE TO RECOGNIZE OUR STUDENT BOARD MEMBER. COME TO THE CENTER. WE ARE RECOGNIZING 2024-2025 STUDENT BOARD MEMBER ALYSSA --, SHE STARTED HER JOURNEY AT BELFAIR UNIFIED DISTRICT IN KINDERGARTEN ATTENDING ALBERT BAXTER ELEMENTARY AND SHE WAS INVOLVED IN VARIOUS PROGRAMS AND CLUBS THROUGHOUT HER YEARS INCLUDING ASP, PREMED CLUB, APEX , CSF, EARLY COLLEGE ACADEMY, HEALTH OCCUPATIONS AND CT COURSE MEDICAL ASSISTANT. HAVING A CUMULATIVE GPA HAVE A 3.7 SHE HAS TAKEN THREE HONORS CLASSES AND 13 DUAL ENROLLMENT COURSES THROUGHOUT HER HIGH SCHOOL CAREER, AS WELL AS COMPLETED A CT MEDICAL ASSISTANT PATHWAY. HER FAVORITE COURSE WAS HEALTH OCCUPATIONS BECAUSE SHE REALIZED WHAT SHE WANTED FOR HER FUTURE.

TO BECOME A DOCTOR. AFTER GRADUATION SHE PLANS TO ATTEND CAL POLY TO PURSUE HER INTEREST IN THE MEDICAL FIELD TO BECOME A PEDIATRICIAN. THANK YOU FOR YOUR COUNTLESS CONTRIBUTIONS, WE WISH YOU CONTINUED SUCCESS IN THE FUTURE IN EVERYTHING YOU DO.

LET'S GIVE HER A ROUND OF APPLAUSE.

THAT CONCLUDES TONIGHT'S RECOGNITIONS.

>> I JUST WANT TO SAY THANK YOU FOR EVERYTHING, THIS IS AN AMAZING EXPERIENCE AND IT IS NOT EVERYONE GETS TO EXPERIENCE THIS. MY FAMILY COULD NOT BE HERE TODAY OR MY FRIENDS BUT I WANT TO THANK YOU FOR ME. IT HAS BEEN A LONG FOUR YEARS BUT I AM REALLY GLAD I GET TO END IT HERE SAYING THAT I GOT

[00:10:01]

>> THANK YOU , SO MUCH. >> THANK YOU, WE ARE GRATEFUL

[8. PRESENTATIONS FROM STUDENTS / STAFF / COMMUNITY]

THANK YOU SO MUCH. >> HELLO. BOARD PRESIDENT AND BOARD MEMBERS , SUPERINTENDENT, CABINET, PTA AND ETA, MEMBERS OF THE PUBLIC, GOOD EVENING, MY NAME IS ANTHONY RAMIREZ AND I AM THE CSCA THE CHAPTER CAN MEDICATION OFFICER AND I'M HERE TO GIVE A BRIEF UPDATE ON RECENT CSCA CLASSIFIED ACTIVITIES. THIS WEEK IS CLASSIFIED SCHOOL EMPLOYEES WEEK. CLASSIFIED EMPLOYEES ARE PROUD OF THE HARD WORK WE PUT IN EVERYDAY, IN EVERY SINGLE SCHOOL SITE AND APARTMENT TO HELP CREATE THE BEST POSSIBLE LEARNING ENVIRONMENT FOR ALL STUDENTS, THEIR FAMILIES AND THEIR TEACHERS. THANK YOU ALL FOR RECOGNIZING THE VALUE CLASSIFIED EMPLOYEES BEEN TO THE DISTRICT.

ON BEHALF OF CSCA I WANT TO RECOGNIZE BUSD VERY OWN COMMUNICATIONS AND PUBLIC INFORMATION OFFICER ESMERALDA --, BACK IN THE CORNER, EVERYBODY TURNED TO LOOK, HI, ESMERALDA . I WANT TO THANK YOU FOR HELPING US SHOWCASE THE DIGITAL AND SOCIAL MEDIA MANY OF THE CLASSIFIED EMPLOYEES THIS WEEK AND THE WORK THEY DO, A VERY KIND GESTURE, THANK YOU.

YESTERDAY WAS CLASSIFIED EMPLOYEE APPRECIATION WEEK LUNCHEON AND THIS ANNUAL EVENT WAS ORGANIZED THIS YEAR BY OUR CHAPTER VICE PRESIDENT JOANNE CHEYNE, ALONG WITH A COMMITTEE OF VOLUNTEERS. LOTS OF CSCA MEMBERS SHOWED UP , SOCIALIZED AND SOME EVEN WON RAFFLE PRIZES. NOT ME. WE ALSO RAISED FUNDS FOR A CHAPTER SCHOLARSHIP FUND WHICH IS AWARDED ANNUALLY BY A COMMITTEE TO UNIT MEMBERS AND THEIR DEPENDENTS TO HELP PAY FOR THEIR HIGHER EDUCATION COSTS. THANK YOU TO EVERYONE WHO CONTRIBUTED TO OUR SCHOLARSHIP FUND. SOME ADMINISTRATORS WHO ARE HERE TODAY ATTENDED THE LUNCHEON AND I WANT TO THANK YOU FOR JOINING US. BOARD PRESIDENT STEWART, SUPERINTENDENT --, AND DIRECTOR CLASSIFIED --, THANK YOU FOR ATTENDING AND WE ARE GRATEFUL FOR YOUR TIME AND YOUR DONATION . LASTLY, THIS PAST MONDAY LEADERSHIP AND MYSELF ATTENDED THE INAUGURAL BUSD RETIREE SOCIAL AND IT WAS GREAT TO CELEBRATE THE CAREERS OF A GROUP OF VERY DEDICATED AND SKILLED PEOPLE. SOME OF THEM ARE IN THE ROOM TONIGHT. WE WISH ALL OF THOSE RETIRING THIS YEAR A HAPPY RETIREMENT , YOU EARNED IT, ENJOY IT. A LOT OF PEOPLE TURN OUT FOR THIS EVENT, ADMINISTRATORS, TEACHERS AND WE ARE EXCITED TO BE PART OF A NEW TRADITION HERE AT BUSD, HOPEFULLY IT IS A NEW TRADITION. WE HAVE TO KEEP IT GOING. THAT IS ALL HAVE TO REPORT, THANK YOU FOR THE OPPORTUNITY TO UP THAT

YOU ON CSCA HAPPENINGS. >> THANK YOU, SO MUCH. NEXT WE HAVE PTA COMMUNICATIONS AND WE HAVE OUR PRESIDENT, THIS IS HER LAST ONE, THIS YOUR LAST ONE? WE ARE HERE TO CELEBRATE THAT.

PRESIDENT LINDA MORGAN, THANK YOU FOR BEING HERE AND EVERYTHING YOU HAVE DONE THIS YEAR. SOON THANK YOU, VERY KIND OF YOU. COMMUNITY MEMBERS, BOARD MEMBERS, ANYBODY WATCHING, THIS SHOULD BE MY LAST REPORT. IT HAS BEEN DIFFICULT IT HAS BEEN A BLAST AND I'M HONORED TO EVERY MONTH SHARE ALL THE HARD WORK THAT THE UNITS DO FOR OUR STUDENTS AND FAMILIES. I HAVE A FEW MORE PICTURES TO SHARE THIS TIME. IT HAS BEEN A BUSY MONTH.

COUNSEL HOSTED WHAT WE CALL OUR HISTORIAN MIXER. CELEBRATING AND SHARING OUR ACHIEVEMENTS THROUGHOUT THE YEAR. IT IS AN OPPORTUNITY FOR OUR UNIT TO SHARE WITH EACH OTHER , AS WELL AS THEMSELVES. IT IS LIKE A RECAP OF THE WHOLE YEAR. FOR SOME IT WAS LIKE, WE DID THAT, I FORGOT WE DID THAT. WE GET SO BUSY AND IT IS FUN TO SEE EVERYTHING THAT WE HAVE DONE AND THEN THE AMOUNT OF HOURS OR VOLUNTEERS PUT IN, WE PUT A TOTAL OF 35,317 VOLUNTEER HOURS THIS YEAR AND YOU KNOW , THANK YOU. IT IS A COLLABORATIVE EFFORT AND WE KNOW THE VALUE OF WHAT WE DO BUT THERE IS ACTUAL MONETARY VALUE. IF YOU TAKE THE CALIFORNIA VALUE OF VOLUNTEER HOURS AND MULTIPLY BY THE AMOUNT OF HOURS WE PUT IN, IT IS OVER $1 MILLION WORTH OF VOLUNTEER HOURS AND I WANT TO THINK EACH AND EVERY ONE OF THEM FOR ALL THEIR HARD WORK. WE ALSO HELD HER HONORARY SERVICE AWARDS.

RECOGNIZING THE VERY DEDICATED SPECIAL INDIVIDUALS THAT GO

[00:15:06]

>> THANK YOU FOR EVERYTHING YOU HAVE DONE. YOU ARE AMAZING. NEXT

[9. SUPERINTENDENT’S REPORT]

>> THANK YOU. THE MONTH OF MAY AS YOU ARE HEARING IS A BUSY TIME OF YEAR. IT IS A NICE TIME TO BE ABLE TO CELEBRATE OUR STUDENTS AND STAFF WITH LOTS OF DIFFERENT THINGS GOING ON.

CELEBRATING THEIR COMPETENCE THROUGHOUT THE YEAR. IT HAS BEEN A PLEASURE TO ATTEND SO MANY OF THESE EVENTS AND SEE THE PRIDE ON SCALE OF OUR SENIOR'S FACES AS THEY DONE CAPS AND GOWNS DURING SCHOLARSHIPS AND AWARD CEREMONIES. I WANT TO EXTEND A SPECIAL CONGRATULATIONS TO THE STUDENTS AT SOMERSET HIGH SCHOOL AND EARNING MULTIPLE SPRING AWARDS. THEIR ACHIEVEMENTS REFLECT DEDICATION AND PERSEVERANCE AND I'M ALSO INCREDIBLY PROUD OF THE BELLFLOWER HIGH SCHOOL, FIRST COHORT IS TO COMPLETE THE EARLY COLLEGE PROGRAM , THAT WAS AMAZING. THIS PIONEERING GROUP OF 23 STUDENTS SET THE STANDARD FOR FUTURE COHORTS. AMONG THEM SOPHIA JONES DESERVES SPECIAL RECOGNITION FOR COMPLETING NOT JUST ONE BUT TWO ASSOCIATE OF ARTS OR ASSOCIATE DEGREES. CONGRATULATIONS TO HER, VERY SPECIAL. THAT PROGRAM PROVIDES OUR STUDENTS AN OPPORTUNITY TO COMPLETE A SIGNIFICANT NUMBER OF COLLEGE CREDITS WHILE WORKING ON THEIR HIGH SCHOOL DIPLOMA. IT IS A REALLY UNIQUE PROGRAM AND WE ARE PROUD OF THOSE KIDS. I WOULD ALSO LIKE TO CONGRATULATE OUR CSCA MEMBERS, IT IS CLASSIFIED EMPLOYEES WEEK AS MENTIONED EARLIER. WE THANK THEM FOR ALL THEY DO THEY ARE UNIFIED AND ENSURE THAT EVERYTHING WE ARE WORKING ON AT ALL TIMES IS TO

[00:20:01]

[10. COMMITTEE UPDATES]

>> THANK YOU SO MUCH. MOVING ONTO COMMITTEE UPDATES. WE HAVE A LOT OF COMMITTEES AND SOME WE HAVE NOT YET. WE ARE FINISHED WITH OUR -- COMMITTEE BUT ARE SPED AD HOC HAS NOT MET. OUR FOUNDATION IS FINISHING UP AND WE HAVE CHOSEN MEMBERS OF THAT BOARD AND THEY WILL FOLLOW UP AND START TO DO THEIR OWN THING IS WE SEPARATE. I DON'T BELIEVE -- FACILITIES HAVE MET, CORRECT? SAFETY AD HOC, I WILL GIVE IT OVER TO MR. KERCH FIELD.

>> THANK YOU, WE HAD A MEETING ON TUESDAY , BOARD MEMBERS AND I AND DISTRICT CABINET AND WE WENT OVER TWO DIFFERENT PRESENTATIONS, WHICH I APPRECIATE THE WORK THAT WENT INTO THEM. WE HAD EVOLVE, NOT A METAL DETECTOR, IT IS A WEAPON DETECTOR, IT WAS IMPRESSIVE AND WE WILL HAVE MORE INFORMATION ON THAT AND HOPEFULLY THE BOARD WILL CONSIDER THAT WHEN IT COMES UP, I THINK THEY USE THE MET SOLVEIG STADIUM BUT FOR THE PURPOSE OF KEEPING OUR CAMPUSES SAFE AND SECURE. WE ALSO GOT A PRESENTATION AND I WANT TO THINK CHRISTIAN FOR GIVING US A PRESENTATION ON A COMPANY CALLED HALO WHICH DOES VAPE DETECTION, I KNOW WE GET A LOT OF CALLS ON THE EXCESSIVE BATHING IN BATHROOMS. THERE IS NEW TECHNOLOGY TO HELP ALARM VAPE USAGE, CRACKING DOWN ON THAT A BIT WILL BE REALLY IMPORTANT, THOSE ARE TWO THINGS OF THE COMMITTEE WENT OVER AND HOPEFULLY THEY COME TO THE BOARD FOR CONSIDERATION IN THE NEAR FUTURE. THANK YOU, MADAM PRESIDENT.

>> BOARD MEMBER -- ANYTHING TO ABOUT?

>> IT IS NOT FUNNY, IT IS NOT , ONE THING THAT I THOUGHT WAS EXTREMELY, JUST OPEN MY EYES AS ONE OF THE THINGS WE TALK ABOUT HALO AND VAPING IS THAT OUR FACILITIES HAVE SUCH A PROBLEM BECAUSE THE STUDENTS DECIDE TO FLUSH THE VAPES AND WE ARE CONSTANTLY HAVING TO RE-WORK , LIKE THE SEWAGE AND THE PIPES IN THE TOILETS IN THE BATHROOMS AND IN THE STUDENTS DON'T HAVE ACCESS TO THE BATHROOMS AND THEY HAVE TO RUN ACROSS CAMPUS AS THE DOORS ARE LOCKED TO ONE ON THEIR SIDE AND THINGS LIKE THAT BUT IT IS ALL BECAUSE OF THE VAPING PROBLEM ON THE CAMPUSES. SO, ECHO , WITH --, I'M LOOKING FORWARD TO BRINGING SOME SOLUTIONS TO THESE DIFFICULT PROBLEMS THAT OUR STAFF DEAL WITH ACROSS-THE-BOARD , TO HOPEFULLY MAKE IT A BETTER

CAMPUS EXPERIENCE FOR EVERYONE. >> THANK YOU, ANYTHING ELSE? I

SEE YOU WANT TO TALK. >> I KNOW, MY FIRST HIM OUT OF THE HOUSE IN A WHILE. I GOT A TALK. NO. BUT I WILL SAY , MORE INFORMATION WILL COME OUT LATER BUT IN ADDITION TO SOME OF THE THINGS THAT WE DIDN'T EVEN KNOW ABOUT, VAPING CAUSING A PROBLEM WITH THE FACILITIES IN FLUSHING AND ALSO THESE DEVICES, ALSO FOR SECURITY, THEY WILL ALARM IF THERE IS A FIGHT THAT BREAKS OUT IT CAN ACTUALLY TRACK HOW MANY PEOPLE IN A CERTAIN AREA.

ADDRESSING PROBLEMS BEFORE THEY HAPPEN IF THERE IS A GROUP OF KIDS IN A BATHROOM IT WILL ALERT. THERE ARE SO MANY THINGS THAT IT DOES AND I THINK ANAHEIM JUST INSTALLED THESE. I JUST WANT TO APPLAUD STAFF FOR BEING FORWARD THINKING, THIS IS A NEWER TECHNOLOGY, GETTING AHEAD OF IT AND I HOPE IT COMES BEFORE THE BOARD SOON BUT I THINK IT WOULD BE REALLY GREAT AND THANK YOU FOR ALL THE WORK THAT WENT INTO IT.

>> THANK YOU. OUR CULTURE AND CLIMATE COMMITTEE WILL BE MEETING NEXT WEEK, SO, WE WILL HAVE UPDATES NEXT MEETING. OUR ATHLETIC SUBCOMMITTEE, WE MET THIS PAST WEEK. BASICALLY WE FINALIZED STUDENT CODE OF CONDUCT. WE USED TO HAVE SOME VERY SEVERE CONSEQUENCES AND WE TRY TO TEAR THE CONSEQUENCES , AS I STATED LAST MEETING, WITH INTERVENTIONS, NOT JUST GIVING KIDS BLANKET CONSEQUENCES BUT GIVING THEM INTERVENTIONS TO TRY TO HELP THEM GET BACK ON TRACK, WE HAVE LIKE A ONE, TWO, THREE STEP PROCESS AND THAT WAS REALLY GOOD. WE ALSO WENT TO OUR PARENT CODE OF CONDUCT AND WE FINISHED THAT. AND THEN WE LOOKED AT OUR

[00:25:03]

[11. PUBLIC COMMENTS – AGENDA/NON-AGENDA ITEMS]

MY REPORT. >> THANK YOU SO MUCH, BOARD MEMBER ARMSTRONG. ALL RIGHT, PUBLIC COMMENTS, WE DO HAVE AGENDA ITEMS. MEETINGS OF THE GOVERNING BOARDS ARE NOT PUBLIC EATING, THEY ARE OPEN TO THE PUBLIC AND INDIVIDUALS WILL BE ALLOWED THREE MINUTES TO ADDRESS THE BOARD ON EACH AGENDA OR NON-AGENDA ITEM. THE BOARD WILL LIMIT THE TOTAL TIME FOR PUBLIC INPUT ON EACH ITEM TO 21 MINUTES, AS PER BOARD LAW 923.2.

CAN HAVE MS. MARYBELLE VEGA MARYBELLE VEGA ? THANK YOU SO MUCH FOR BEING HERE WITH US. IF YOU COULD HIT THAT GREEN BUTTON.

OR THE PERSON BUTTON >> GOOD EVENING, MEMBERS OF THE BOARD. MY NAME IS MARYBELLE VEGA AND I'M A PARENT OF A CHILD WITH MODERATE TO SEVERE -- AT WASHINGTON ELEMENTARY. I'M HERE TONIGHT BECAUSE I DISAGREE WITH THE DISTRICT MAKING DECISIONS THAT ENDANGER MY CHILD AND OTHERS LIKE HER. DECISIONS MADE WITHOUT A PARENTAL CONSENT, WITHOUT HER INPUT AND WITHOUT BASIC RESPECT FOR OUR ROLES AS PARENTS. MY CHILD IS A RUNNER, SHE IS NOT YET HAVE A CONCEPT OF DANGERS AROUND HERE AND IN EVERY ENVIRONMENT SHE NEEDS TO BE SUPERVISED AND SECURED TO KEEP HER SAFE AT ALL TIMES. WASHINGTON ON MY ENTRY, WASHINGTON ELEMENTARY IS THE ONLY SCHOOL THAT CURRENTLY PROVIDES A LEVEL OF SAFETY MY DAUGHTER REQUIRES. MY DAUGHTER WAS GOING TO SCHOOL IN L.A. COUNTY, COULD NOT FIND ANY SCHOOL TO MEET HER NEEDS, I HAD TO MOVE FOR HERE TO BELLFLOWER, SHE WAS OUT OF SCHOOL FOR ABOUT THREE MONTHS BECAUSE HER SCHOOL WAS PUTTING HER IN GENERAL ED CLASS, WHICH IS REALLY HARD FOR HER, KEPT THE TEACHER RUNNING AFTER HER, IT WAS OUT-OF-CONTROL FOR HER AND THE TEACHER. SORRY. IT IS JUST SO STRESSFUL. SO, WASHINGTON HAS ACTUALLY BEEN A SECURE SCHOOL FOR MY DAUGHTER.

THE STAFF KNOWS HER AND SHE KNOWS THE STAFF, THEY KNOW HOW TO RESPOND WHEN SHE RUNS AND THE SECURE SCHOOL CAN KEEP HER FROM GETTING OUT. THE DISTRICT IS PROPOSING TO MOVE THIS PROGRAM, IT DOES NOT HAVE THE LEVEL OF SECURITY , THEY ARE NOT FULLY

[00:30:03]

>> THANK YOU. ALL RIGHT. THE NEXT NAME, I BELIEVE THIS IS --, I HOPE I PRONOUNCE THAT CORRECT. WHAT IS IT?

>> DON'T WORRY. LOGAN'S MOM IS HOW EVERYONE KNOWS ME. HE WENT OKAY, THANK YOU SO MUCH FOR BEING HERE.

>> HI. OKAY. GOOD EVENING, BOARD MEMBERS. I'M HERE FOR THE SAME REASON AS A PARENT BEFORE ME. MY NAME IS --, LOGAN'S MOM, MY CHILD IS IN THE -- PROGRAM AT WASHINGTON ELEMENTARY AS WELL.

I'M HERE BECAUSE I'M VERY DISAPPOINTED THAT DECISIONS ARE MADE WITHOUT US. THE WAY RECENT DECISIONS HAVE GONE ABOUT IN THE DISTRICT IT GOES TO SHOW THAT MAYBE NO ONE CARES ABOUT OUR LITTLE ONES ARE OUR OPINION. SO THE DECISIONS TO CHANGE THE LOCATION OF MY CHILD PROGRAM WITHOUT INFORMING PARENTS IN ADVANCED , SPEAKING OF THE PARENT WHO DID NOT EVEN GET AN EMAIL, HAD TO REQUEST ONE, WITHOUT INFORMING PARENTS OR SEEKING HER INPUT WITHOUT OBTAINING HER CONSENT , THAT IS HONESTY A VIOLATION OF OUR PARENT RIGHTS PROBABLY A VIOLATION OF FEDERAL RIGHTS, IT IS A LEGALLY BINDING DOCUMENT THAT CANNOT BE ALTERED WITHOUT MEANINGFUL PARENT CONSENT AND PARTICIPATION. THAT IS LITERALLY IN OUR PARENTS RIGHT , THAT WE ARE HANDED OFF EVERY SINGLE TIME WHEN WE ARE HANDED OUR IEP.

THERE ARE SAFEGUARDS. LITERALLY LIKE HOW THE GOVERNMENT, THAT WE GUYS CANNOT MAKE DECISIONS ABOUT US AND WE CANNOT MAKE DECISIONS ABOUT YOU, RIGHT? OUR CHILDREN'S EDUCATION REQUIRES US TO BE INVOLVED AND IT SHOULD BE A TEAM EFFORT , AT LEAST ON OUR PART, RIGHT? THE FACT THAT THE DECISION WAS MADE WITHOUT US AND WE WERE ONLY INFORMED AFTER THE FACT, WITH NO DISCUSSION, NO OPPORTUNITY TO WEIGH IN IT CLEARLY SHOWS THAT OUR VOICES DO NOT MATTER AND PRETTY MUCH HER KIDS DON'T EITHER. THIS CHANGE IS NOT JUST A MOVEMENT OF LOCATION, THE STUDENTS HAVE PROFOUND NEEDS WHO RELY ON SPECIAL SUPPORTS, TEAMS AND SAFETY MEASURES SO THEY CAN THRIVE IN THE SCHOOL. I AM VERY AFRAID THAT THE SCHOOL THAT YOU HAVE CHOSEN HAVE THE LACK OF ESSENTIAL CHANGING FACILITIES, ADEQUATE SAFETY MEMBERS AND DO NOT HAVE -- CLASSES, I SPOKE TO THE SCHOOL THAT MY SON IS ASSIGNED TO AND THEY WILL NOT HAVE MILD/MODERATE AT THAT LOCATION. SORRY, I LOST MY PLACE. SO , STUDENTS CANNOT HAVE A FULL CONTINUUM OF SERVICES AND THIS IS A DANGEROUS COMBINATION AND IT IS SETTING THEM UP TO STRUGGLE AND THEY ALREADY STRUGGLE AS IS. I WOULD LOVE REAL ANSWERS ABOUT HOW MILD/MODERATE CLASSES WILL BE ABLE TO PROVIDE A CONTINUANCE OF SERVICE AT THE SITES. LIKE I SAID BEFORE, SOME SITES WILL NOT HAVE THEM AT ALL. IS THAT THE DISTRICT PLAN TO VIOLATE THE IEP'S THAT REQUIRE THIS? SOME OF THE PARENT THAT YOU HAVE

[00:35:03]

>> YOU CAN TAKE THE TIME TO FINISH. GO AHEAD.

>> OKAY. THE SPECIAL EDUCATION ADMINISTRATION, WE ARE EXPECTING THEM TO PRETTY MUCH NOT KNOW THE LAWS AND THAT WE WOULD NOT UNDERSTAND HER LAWS AND RIGHTS BUT I'M APPEARANCE OR OTHER PARENTS. I'M HERE TO ASK THE BOARD NOT TO MOVE OUR CHILDREN TO SCHOOLS THAT ARE NOT SAFE , EQUIPPED OR APPROPRIATE. SOME SCHOOLS ARE NOT CLARIFIED IF THEY HAVE ENOUGH TEACHERS , I HAVE ASKED AND I WOULD REALLY NOT LIKE A SUBSTITUTE FOR MY CHILD. AND THAT WAS ALL THAT I HAD AT THE BUSD DISTRICT, UNFORTUNATELY. I ASK YOU TO PROTECT THE MOST VULNERABLE STUDENTS IN THE DISTRICT AND TO IGNORE THIS ISSUE WOULD BE VIOLATING OUR PARENT RIGHTS AND I WOULD APPRECIATE IT IF YOU GUYS JUST WEIGH IN, HAVE US GIVE , GIVE US THE OPPORTUNITY. WE HAD TO COME IN HERE TO SAY SOMETHING OR ELSE YOU MAY NOT KNOW US. THANK YOU AND I APPRECIATE YOUR TIME.

>> THANK YOU, SO MUCH. A FEW THINGS, ALL THREE OF THESE SPEAKERS HAVE LEFT THEIR PHONE NUMBERS, CAN YOU PLEASE MAKE SURE WE CONTACT THEM AND THAT WE ANSWER ANY QUESTIONS THEY HAVE AND SECONDLY, CAN YOU PLEASE UPDATE THE BOARD ON OUR FRIDAY MEMO WITH MAKING SURE THAT WE HAVE REACHED ALL OF OUR PARENTS AND HOW THE COMMUNICATION IS GOING WITH OUR PARENTS AND HOW THEY ARE BEING NOTIFIED. WE HAVE SPOKEN ABOUT THIS BEFORE BUT MAYBE AN UPDATE TOMORROW, IF YOU CAN. THANK YOU SO MUCH. OUR LAST SPEAKER WILL USE A TRANSLATOR, IT WILL BE MISS MARIA ZAMARANO , USING JEANETTE MARTINEZ AS A TRANSLATOR. THANK YOU FOR TRANSLATOR, SO, IF WE COULD AT LEAST DOUBLE HER MINUTES, THANK

YOU, SO MUCH. >>

LANGUAGE ] >> TRANSLATOR: HELLO, I'M A PARENT AND I HAVE A SON AT WASHINGTON IN THE SPECIAL NEEDS PROGRAM, HIS NAME IS AARON HERNANDEZ.

>>

>> TRANSLATOR: I WANT TO TALK ABOUT HOW WHEN WE ATTEND MEETINGS WE ARE ALWAYS REMINDED THAT WE ARE PART OF A TEAM AND I FEEL THAT THE TEAM DID NOT INFORM ME. I FOUND OUT ABOUT MY SON BEING CHANGED TO ERNIE -- ELEMENTARY .

>>

>> TRANSLATOR: METHOD HAS ATTENDED WASHINGTON THE LAST FIVE YEARS, HE HAS GOT A TRUE HOME THERE. HE HAS A LOT OF SPECIAL NEEDS, ONE OF THINGS HE DOES IS HE IS A RUNNER AND HE REQUIRES A LOT OF SUPERVISION.

[00:40:21]

>>

>> TRANSLATOR: I TOOK A WALK OVER TO THE ELEMENTARY SCHOOL TO TAKE A LOOK AND I WAS NOT HAPPY WITH THE CHANGE. I AM BEING TOLD MY SON IS BEING MOVED TO THAT SCHOOL BUT I ALSO WANT TO REMIND YOU HE WILL BE A SIX GRADER NEXT YEAR AND MY SON DOES NOT DO WELL WITH CHANGES AND HE'D HAVE TO CHANGE FOR SIX GRADE AND THEN AGAIN WHEN HE MOVES ON THE FALL OF THE MIDDLE SCHOOL.

>>

>> -- >> TRANSLATOR:, I'M HERE TO SHARE THIS INFORMATION BECAUSE MY SON IS A SAFETY NET AND I KNOW THAT IT WASHINGTON HE IS SAFE, AND I JUST DON'T FEEL HE WOULD BE SAFE AT ERNIE PYLE AND I WANTED TO SHARE THIS WITH YOU,

THANK YOU. >> THANK YOU, SO MUCH. ALL RIGHT, OUR NEXT SPEAKER IS ANNA HERNANDEZ. AT HER NUMBER IS ALSO INCLUDED, WE CAN REACH OUT AS WELL. THANK YOU FOR BEING HERE.

>> GOOD AFTERNOON, HER NAME IS ANNA FERNANDEZ, MOTHER OF JESSE MORALES. CURRENTLY AT WASHINGTON ELEMENTARY. I AM HERE IS TO SPEAK FOR MY SON. I KNOW YOU GUYS ARE MAKING CHANGES. I RECENTLY RECEIVED THE EMAIL THAT HE WOULD BE SWITCHED TO ERNIE PYLE , I WENT OVER TO SEE THE PARK, IT IS WAY DIFFERENT THAN WASHINGTON. MY SON HAS A LOT OF ISSUES WITH CHANGES IN EVERYTHING . BACK THEN THERE WERE ISSUES WITH THEY WERE CHANGING THE SUBSTITUTES IN HIS CLASS IN EVERYTHING, UNTIL MR. CHANCE ARRIVED TO WASHINGTON AND HIS BEHAVIORS WERE WILD, HE GOT AGGRESSIVE, HE DID NOT WANT TO GO TO SCHOOL COME ALL KINDS OF THINGS AND NOW HE'S BASICALLY MORE MELLOWED OUT NOW THAT HE KNOWS VERY WELL MR. CHANCE AND GETS ALONG WITH HIM AND NOW THAT MAKING ALL THE CHANGES I THINK IT IS UNFAIR FOR THEM AS WELL, THEIR SPECIAL THEY DON'T UNDERSTAND THOSE CHANGES AND I BELIEVE THAT MR. CHANCE IS GOING TO WOODROW AND THEY SAID NO, THEY'RE SENDING MY SON ERNIE PYLE AND MY THING IS JUST , I WISH YOU GUYS DIDN'T MAKE THE CHANGE JUST BECAUSE OUR KIDS ARE SPECIAL AND NOT EVERYONE UNDERSTANDS THAT I'M ONLY THE PARENTS THAT HAVE SPECIAL KIDS. I AM TRULY ASKING , I AM MY SON'S VOICE AND IT WOULD BE BETTER IF HE STAYS AT WASHINGTON. AND YOU KNOW, I RECENTLY GOT SURGERY ON MY LEG AND HE IS A RUNNER, THE PARK IT WASHINGTON IS WAY DIFFERENT THAN AT ERNIE PYLE IN RIGHT NOW I'M NOT WALKING WELL ON MY LEG AND I KNOW THESE CHANGES IT WILL BE EVEN HARDER FOR ME TO DROP HIM OFF AT SCHOOL. THAT IS IT. THANK YOU.

>> THANK YOU, SO MUCH. IS THERE ANYBODY ELSE WHO WOULD LIKE TO SPEAK? YES, PLEASE . YES, GO AHEAD. AND IF YOU WANT THEM TO CONTACT YOU, YOU CAN FILL THIS OUT AND HANDED TO THEM WITH YOUR

NUMBER. >> I FILLED IN ALREADY. I AM SO SORRY, I CANNOT STRESS ENOUGH ABOUT THE SITUATION. WE DID NOT KNOW AND I FELT LIKE MANY OTHER PARENTS LIKE WE WERE JUST BOMBARDED WITH THIS INFORMATION. I PLEASE ASK FOR YOU GUYS TO REVIEW THIS. MY DAUGHTER , IT IS LIKE, YOU GUYS ARE TAKING THE BEST PART OF MY DAUGHTER RIGHT NOW. SHE FOUND STABILITY, SECURITY AND MR. CHANCE IS HER TEACHER TOO, SHE LOVES HER TEACHER, SHE LOVES GOING TO SCHOOL, SHE DOES HAVE HER DAYS AND HER MOMENTS BUT LIKE WE ARE BEING SELFISH OR AT LEAST WHOEVER MADE THE CHANGES WAS BEING SELFISH AND DID NOT THINK

[00:45:04]

NOBODY KNOWS OUR KIDS BUT US. MY DAUGHTER APRIL, ONCE SHE GETS TO SHE TAUNT YOU AND SHE WILL TRY TO SEE HOW FAR YOU CAN GO, RUN FROM YOU, SHE HIDES, SHE HIDES FROM EVERYBODY, SHE HAD FOR ME AND LOCK STORES, SHE CANNOT GO TO ERNIE PYLE, SENDING HER TO ERNIE PYLE IS LIKE PUTTING HER PUTTING HER LIFE IN DANGER, THAT IS HOW I FEEL. I CANNOT RISK MY DAUGHTER GETTING HURT OR LOSING HER LIFE. THERE HAVE BEEN SITUATIONS WHERE KIDS WITH SPECIAL NEEDS HAVE , YOU KNOW THEY WERE FOUND DROWNED OR LIFELESS AND THAT IS WHAT TERRIFIES ME. PLEASE HELP US PROTECT OUR KIDS AND HELP US BE THEIR VOICE BECAUSE AS PARENTS WE ARE THEIR VOICE, I'M HERE FOR HER AND FOR ALL OF THE KIDS IN HER SHOES BECAUSE WITHOUT US THEY HAVE NO VOICE AND WE HAVE TO SPEAK UP FOR THEM AS THEIR PARENTS. THANK YOU FOR YOUR

TIME. >> THANK YOU SO MUCH. ONE LAST UPDATE, I KNOW WE HAVE BEEN WORKING ON STAFFING. I WOULD LIKE TO KNOW THAT WE HAVE ENOUGH TEACHERS IN THOSE CLASSROOMS AND THAT WE ARE NOT STARTING THE SCHOOL YEAR WITH SUBS, YOU CAN SOMEWHAT GIVE US A LOOK ON THE FRIDAY MEMO WHEREVER YOU ARE.

AND WE MAY NOT BE FINISHED BUT YOU CAN GIVE US A LOOK AT HOW MANY TEACHERS WE HAVE FOR CLASSES AND THINGS LIKE THAT

HAVE BEEN UP TONIGHT. >> SPECIFIC TO THE SPECIAL

[12. DISCUSSION ITEMS]

EDUCATION PROGRAMS? >> YES. THANK YOU. MOVING ON TO OUR DISCUSSION ITEMS, WE HAVE THREE DISCUSSION ITEMS. THE FIRST ONE IS ITEM 12.1. READING DIFFICULTIES , RDS ADOPTION

PRESENTATION. >> YES, I WILL TURN IT OVER TO

MS. CARTER AND HER TEAM. >> THANK YOU. I WILL TURN THE PRESENTATION OVER TO OUR DIRECTOR OF ELEMENTARY

EDUCATION, DR. REYES. >> THANK YOU. GOOD EVENING, BOARD PRESIDENT AND BOARD MEMBERS , INTERIM SUPERINTENDENT AND CABINET AND EVERYONE IN ATTENDANCE THIS EVENING. IT IS A PLEASURE TO STAND BEFORE YOU THIS EVENING AND SHARE THE READING DIFFICULTIES RISK ASSESSMENT SCREENER THAT OUR TEACHERS HAVE SELECTED AND THE PROCESS THEY USED TO COME TO THIS IMPORTANT DECISION. I WOULD LIKE TO START BY INTRODUCING OUR COMMITTEE MEMBERS THAT ARE HERE THIS EVENING TO REPRESENT THE LARGER COMMITTEE AND ALL OF OUR TEACHERS IN KINDERGARTEN THROUGH SECOND GRADE. WE HAVE JOYCE SIEBER, AN INTERVENTION TEACHER AT RAMONA. CASSANDRA WATSON, LEE STOLL EARLIER, FIRST GRADE TEACHER AT WOODRUFF. LOU BABE -- A KINDERGARTEN TEACHER RAMONA.

GEORGINA SOMEONE, INTERVENTION TEACHER AT ERNIE PYLE AND DR.

JEANETTE MARTINEZ, COORDINATOR OF DUAL IMMERSION ENGLISH LEARNERS AND MULTILINGUAL SERVICES AND THEY WILL WALK YOU THROUGH OUR PRESENTATION THIS EVENING. THE FIRST SLIDE IS JUST AN OVERVIEW OF EDUCATION CODE, 53008, WHICH OUTLINES A REQUIREMENT TO SCREEN ALL STUDENTS IN KINDERGARTEN THROUGH SECOND GRADE FOR A RISK OF SCREENING DIFFICULTIES AT THE BEGINNING OF THE SCHOOL YEAR. THIS WILL GO INTO EFFECT IN FALL 25-2026. WE HAD TO SELECT THE SCREENERS FROM A LIST OF APPROVED SCREENERS AND THE CHOICE MUST BE APPROVED BY OUR BOARD OF EDUCATION. THE SCREENER WILL BE A PART OF OUR OVERALL ASSESSMENT SYSTEM AND SUPPORT FOR FOUNDATIONAL SKILLS IN THE PRIMARY GRADES. THE OVERALL PURPOSE OF THE SCREENERS TO IDENTIFY READING DIFFICULTIES EARLY AND IMMEDIATELY INTERVENE , TO ENSURE ALL OF OUR STUDENTS LEARN TO READ. THE RESULTS OF THE SCREENER SHOULD NOT BE USED AS A DIAGNOSIS OF A READING DISABILITY BUT AS A FLAG FOR POTENTIAL RISK FOR READING DIFFICULTIES. I WILL TURN IT OVER TO MS. SIEVERS.

>> THE FIRST STEP IN THE ADOPTION PROCESS WAS TO SELECT A DISTRICT COMMITTEE TO REVIEW THE SCREENERS. THE COMMITTEE HEARD PRESENTATIONS FROM THREE VENDORS AND THEN WENT BACK TO THEIR SITES TO SHARE THE INFORMATION WITH COLLEAGUES. AFTER THAT THEY BROUGHT INFORMATION , AT THE SITES WE GAVE THEM OUR INFORMATION AND AFTER THAT WE BROUGHT THAT INFORMATION BACK TO THE COMMITTEE. SO, THIS SHOWS THE MAKEUP OF THE COMMITTEE, WHICH INCLUDES KINDERGARTEN TEACHERS, FIRST GRADE TEACHERS AND SECOND GRADE TEACHERS OF GENERAL EDUCATION AND SPECIAL EDUCATION, AS WELL AS INTERVENTION TEACHERS AND DUAL IMMERSION TEACHERS. AT OUR FIRST MEETING WE WORKED TOGETHER TO

[00:50:01]

THIS IS A BREAKDOWN OF THE ETHNICITIES OF OUR DISTRICT. IT WAS IMPORTANT THAT THE SELECTED SCREENER WAS PILOTED WITH A SIMILAR POPULATION OF OUR STUDENTS IN THE BELLFLOWER

UNIFIED SCHOOL DISTRICT. >> IS ALSO IMPORTANT TO ANALYZE THE LANGUAGES SPOKEN BY OUR STUDENTS. THIS GRAPH SHOWS THE TOP FIVE LANGUAGES IN BUSD, REPRESENTING OUR MULTILINGUAL LEARNERS. SPANISH IS THE LANGUAGE SPOKEN BY MOST OF OUR STUDENTS. ARABIC, CAMBODIAN, TO GALLIC AND VIETNAMESE ARE ALSO REPRESENTED IN OUR DISTRICT.. THE COMMITTEE EXAMINED -- THE PHONOLOGICAL AWARENESS AND PHONICS SKILLS THAT ARE ASSESSED IN KINDERGARTEN THROUGH SECOND GRADE. AS THE NEW SCREENER WILL BE PART OF OUR OVERALL ASSESSMENT AND INTERVENTION SYSTEM , ALIGNMENT WILL BE VERY IMPORTANT FOR PROGRESS MONITORING AND HERE ARE THE PHONOLOGICAL AWARENESS SKILLS.

ON THE SLIDE AND HERE ARE THE PHONICS SKILLS WE ALREADY TEST AT THE BEGINNING, MIDDLE AND END OF THE SCHOOL YEAR. LET'S RETURN TO OUR ORIGINAL HEADINGS AND SEE THE SPECIFIC DETAILS FOR EACH ONE AFTER THE COMMITTEE REVIEWED ALL THE INFORMATION ON THE PREVIOUS SLIDES. FOR EXAMPLE, YOU CAN SEE THAT ADMINISTRATION OF THE SCREENER IS IMPORTANT AND WE WANT A SCREENER THAT IS EASY TO NAVIGATE , HAS SMALL AND LARGE GROUP OPTIONS AND PROVIDED SAMPLE TEST QUESTIONS FOR STUDENTS. WE COMBINED ALL OF THIS INFORMATION, GATHERED BY THE COMMITTEE AND WE CREATED A VISION STATEMENT FOR OUR WORK. I WILL LET YOU READ THROUGH THE STATEMENT FOR A MOMENT. THIS STATEMENT OUTLINES OUR BELIEF IN QUALITY, EARLY INTERVENTION TO SUPPORT STUDENT SUCCESS BY USING AN EFFICIENT AND EFFECTIVE SCREENER. SO, ONCE WE ESTABLISHED OUR CRITERIA AS A DISTRICT , WE TURNED TO THE FOUR SCREENERS. THE FOUR SCREENERS WERE , THEY CAME FROM AN EXPERT PANEL BASED ON CRITERIA THAT WAS APPROVED BY THE STATE BOARD OF EDUCATION. THEY WERE SELECTED BECAUSE THEY MET THE FOLLOWING CRITERIA. DESCRIPTION OF ASSESSMENT, PSYCHOMETRICS AND COMMUNICATIONS AND RESOURCES.

HERE WERE THE FOUR SCREENERS. IT WAS AMIRA, MULTITUDES AND ROAR.

AS YOU CAN SEE ROAR ONLY ASSESSED FIRST AND SECOND GRADE STUDENTS AND IT WAS ONLY IN ENGLISH AND THE COMMITTEE ELIMINATED THAT RIGHT AWAY. WHICH LEFT US WITH THREE COMMITTEE PRESENTATIONS. WE HEARD FROM AMIRA, M CLASS AND --. SO, WE USED A RATING TOOL TO ASSESS THE SCREENERS. WE EVALUATED EACH SCREENER AND HAD THE OPPORTUNITY TO GO INTO EACH PLATFORM AND TRY THEM OURSELVES. WE TOOK NOTES AND THEN ASK CLARIFYING QUESTIONS AT THOSE PRESENTATIONS. YOU WILL SEE THOSE ARE THE TOOLS THAT WE USED IN THE GOOGLE FORM WAS USED TO GATHER THE DATA OF THE COMMITTEE. AND HERE ARE THE RESULTS OF THE COMMITTEE THOUGHT OF THE SCREENERS. THIS ONE IS M CLASS AND THE ORANGE IS WHAT IT ADEQUATELY MET THE NEEDS OF OUR DISTRICT BUT IT WAS LIMITED. SOME AREAS, SUCH AS ADMINISTRATION AND ACCOMMODATIONS. IT ALSO IS NOT CLOSELY ALIGNED TO THE CURRENT SYSTEM WE USE IN OUR DISTRICT.

SO, YOU WILL NOTICE THAT MULTITUDES NOW, LOTS OF ORANGE, IT ALSO ADEQUATELY MET THE NEEDS OF OUR DISTRICT BUT THE DIFFERENCE WITH MULTITUDE IS THAT IT HAD AREAS OF STRENGTH.

IT GOT STRONG RATINGS FOR IMMEDIATE RESULTS, FAMILY REPORTS AND COMPATIBILITY WITH THE CURRENT SYSTEM WE ARE USING.

THIS IS AMIRA. YOU NOTICE THE BLUE WAS PREVALENT. AMIRA RECEIVED A VERY HIGH RATING IN MOST AREAS THAT WERE MOST IMPORTANT TO THE COMMITTEE AND OUR DISTRICT.

>> BASED ON THE DATA AND DISCUSSION DURING OUR COMMITTEE

[00:55:03]

ALTHOUGH WE STRONGLY SUPPORT, IN SOME AREAS, FOR SCHOOL SITES, MOST TEACHERS ARE RATED MULTITUDE IS ADEQUATE OR LIMITED IN ADEQUATE KEY AREAS. THE MAIN POINTS THAT TEACHERS MADE WHEN READING MULTITUDES THAT IT ALLOWS STUDENTS THE FREEDOM TO CLICK THROUGHOUT THE TASK AND THEN MOVE ON. PART OF THE TASK IS ADMINISTERED ONE-ON-ONE AND TEACHERS FELT IT WOULD TAKE LONGER AND IMPACT INSTRUCTIONAL MINUTES. MULTITUDES ALSO REQUIRED TWO DEVICES TO ADMINISTER THE ASSESSMENT.

ADDITIONALLY, MOST OF MULTITUDES PRESENTATIONS AND TRAININGS ARE VIRTUAL AND TEACHERS WOULD PREFER IN PERSON TRAINING FOR THIS SCREENER. HERE ARE THE RESULTS FOR AMIRA. IN EVERY CATEGORY THE MAJORITY OF THE RESPONDENTS LISTED AMIRA WAS STRONGLY MEETING THE NEEDS FOR BELLFLOWER UNIFIED SCHOOL

DISTRICT. >> AND TEACHERS RESPONSES TO AMIRA WERE ON LAST THEY FOUND FOUR MAIN CATEGORIES. ON THIS SLIDE YOU CAN SEE THE FIRST TWO THEMES. IT IS EASY FOR TEACHER TO ADMINISTER TO STUDENTS AND THE INFORMATION PROVIDED IS VALUABLE FOR INSTRUCTIONAL PURPOSES. IN ADDITION, THERE IS A STRONG ALIGNMENT BETWEEN DATA FROM AMIRA AND OUR CURRENT FOUNDATIONAL SKILLS ASSESSMENTS . THERE WAS ALSO STRONG SUPPORT FOR THE SPANISH ASSESSMENT FOR OUR DUAL IMMERSION AND ENGLISH LEARNER STUDENTS. THE OVERALL RESULTS SHOW THAT 98 PERCENT OF KINDERGARTEN AND SECOND GRADE TEACHERS STATED THAT THEY STRONGLY SUPPORT OR CAN SUPPORT AMIRA AS THEIR NEW SCREENER.

>> SO, BASED ON THE DATA AND FEEDBACK, AMIRA HAS BEEN SELECTED BY BUSD TEACHERS IS A SCREENER WE WILL USE AT THE BEGINNING OF THE 2025 -'26 SCHOOL YEAR. LET'S TAKE A CLOSE LOOK AT OUR SCREENER AMIRA. FOR KINDERGARTEN AND EARLY FIRST GRADE AMIRA FOCUSES ON THE BASICS, LIKE RECOGNIZING LETTERS, UNDERSTANDING SOUNDS AND BEGINNING TO READ SIMPLE WORDS. THESE SKILLS ARE IMPORTANT FOR BUILDING A STRONG READING FOUNDATION , AS CHILDREN MOVE INTO FIRST AND SECOND GRADE THE SCREENER LOOKS AT MORE ADVANCED SKILLS, SUCH AS READING FLUENTLY AND UNDERSTANDING WHAT THEY READ. THIS APPROACH FOLLOWS WELL-KNOWN READING DEVELOPMENT STAGES, ENSURING STUDENTS GET THE RIGHT HELP AT THE RIGHT TIME. THE NATURE OF A SCREENER IS TO ADMINISTER BRIEF ASSESSMENTS ON MULTIPLE EARLY LITERACY MEASURES. AMIRA TAKES BETWEEN 15 AND 20 MINUTES TO ADMINISTER. STUDENTS ARE LED THROUGH THE ASSESSMENT BY AMIRA, THEY DON'T HAVE TO CLICK TO GO ON TO THE NEXT TASK. EACH STUDENT WILL BE ON THEIR OWN PHONE BOOK WITH HEADPHONES AND TEACHERS CAN MONITOR STUDENTS AS THE CLASS TEST. THE STUDENTS CAN SPEAK DIRECTLY INTO THEIR CHROMEBOOK. HOW THIS IS POSSIBLE IS THE AMIRA A.I. SYSTEM. IT IS DESIGNED TO BE FAIR, ACCURATE AND EFFECTIVE, FOR EVERY CHILD. REGARDLESS OF BACKGROUND OR SPEECH PATTERNS. THE SYSTEM RECOGNIZES AND ACCEPTS DIVERSE ACCENTS AND DIALECTS, IT ACCOMMODATES DEVELOPMENTAL SPEECH PATTERNS , IT SHOWS EQUIPMENT ACCURACY ACROSS GENDER , RACIAL AND ETHNIC GROUPS , AND ENGLISH LANGUAGE LEARNERS. IT UNDERGOES CONTINUOUS TESTING TO ENSURE NO BIAS AGAINST ANY STUDENT POPULATION. AMIRA ADAPTS INTERVENTION STRATEGIES TO INDIVIDUAL LEARNING STYLES AND NEEDS. REGULAR EVALUATIONS SHOW THAT AMIRA PERFORMS CONSISTENTLY ACROSS ALL DEMOGRAPHIC GROUPS, WITH ACCURACY RATES EXCEEDING 95% FOR EACH SUBGROUP AND

[01:00:02]

>> AMIRA SPANISH IS THE RESEARCH-BASED TOOL THAT HELPS TEACHERS CHECK FOR KEY READING SKILLS IN SPANISH-SPEAKING CHILDREN . IT WAS CREATED SPECIFICALLY FOR SPANISH READERS AND IT IS NOT JUST A TRANSLATION FROM ENGLISH. THE SCREENER HELPS IDENTIFY READING DIFFICULTIES EARLY ON, USING AN APPROACH THAT RESPECTS BOTH OF THE LANGUAGE AND CULTURE OF SPANISH-SPEAKING STUDENTS. IT GIVES ACCURATE AND FAIR RESULTS , ENSURING THAT ALL CHILDREN GET THE SUPPORT THEY NEED TO BECOME STRONG READERS ,

NO MATTER THEIR FIRST LANGUAGE. >> AMIRA SPANISH IS DESIGNED TO ASSESS READING SKILLS IN SPANISH, FOCUSING ON THE UNIQUE WAY SPANISH WORKS AS A LANGUAGE. SINCE SPANISH HAS A CLEAR AND CONSISTENT CONNECTION BETWEEN LETTERS AND SOUNDS , THE SCREENER EMPHASIZES SKILLS THAT HELP CHILDREN READ FLUENTLY AND ACCURATELY. OVERALL , AMIRA SPANISH IS DESIGNED SPECIFICALLY FOR SPANISH-SPEAKING CHILDREN, ENSURING THAT THEY GET THE RIGHT SUPPORT TO BECOME STRONG AND CONFIDENT READERS.

>> AFTER THE SCREENER IS ADMINISTERED , PARENTS ARE PROVIDED WITH A VERY COMRADES OF REPORT IN ENGLISH AND SPANISH , THAT GIVES AN OVERALL SCORE FOR THE STUDENT BUT ALSO BREAKS READING INTO SUB SCORES , SO STRENGTHS AND AREAS OF IMPROVEMENT ARE EASY TO SPOT. HERE ARE THE NEXT STEPS IN OUR SCREENER PROCESS. ALL KINDERGARTEN THROUGH SECOND GRADE TEACHERS WILL BE TRAINED BY AMIRA TO ADMINISTER THE ASSESSMENTS AND ANALYZE RESULTS AT THE BEGINNING OF THE 2025-'26 SCHOOL YEAR. PARENTS WILL RECEIVE A LETTER EXPLAINING THE PURPOSE OF THE SCREENER BEFORE IT IS ADMINISTERED AND THERE IS AN OPTION FOR PARENTS TO OPT OUT OF THE SCREENER, IN WRITING. WE WILL THEN ADMINISTER THE SCREENER AND AS IS HER USUAL PRACTICE, RESULTS WILL BE DISCUSSED IN PLCS AND INSTRUCTIONAL DECISIONS WILL BE MADE BASED ON STUDENT NEED.

READING INTERVENTION WILL BEGIN AT THE SCHOOL SITES AND STUDENTS WILL BE MONITORED TO TRACK IMPROVEMENT IN READING SKILLS.

PARENTS ARE KEPT INFORMED VIA PARENT CONFERENCES IN SEPTEMBER, ACADEMIC INTERVENTION PLANS AND PROGRESS REPORTS. EARLY IN TARGETED INTERVENTION IS KEY TO HELPING ALL OF OUR STUDENTS BECOME PROFICIENT READERS. THANK YOU FOR LISTENING TO OUR PRESENTATION. ARE THERE QUESTIONS ABOUT THE PROCESS OR

OUR NEW SCREENER? >> FIRST OF ALL I WANT TO SAY THAT WHEN I GOT THIS PACKET I WAS LIKE THIS WILL BE LONG BUT YOU GUYS ARE AMAZING, THIS IS LIKE, YOU GUYS ARE THE MODEL PRESENTATION TEAM. COLLEAGUES, ANY QUESTIONS? VICE PRESIDENT

GARZA? >> THANK YOU. I DO HAVE SOME QUESTIONS WITH THIS PRESENTATION ALTHOUGH IT IS AMAZING, THANK YOU. WILL WE STILL BE GIVING THE AND WEA? IN CONJUNCTION WITH THIS, OKAY. EXPLAIN WHAT IS THE DIFFERENCE BETWEEN THIS NEW AMIR

SCREENER AND THE NWEA . >> SO, THE NWEA FLUENCY TEST ALL THOSE SKILLS AND THIS DOES THE FLAGS FOR THE STUDENTS. IT IS REALLY SOMETHING THAT WE HAVE ALREADY BEEN DOING. AMIRA IS A SCREENER, IT IS A LOT OF THE SAME TESTS ON THOSE PARTICULAR SKILLS, THEY ARE BRIEF AND DONE QUICKLY BECAUSE WE ARE TRYING TO LOOK AT FLUENCY WITH THE SKILLS AND ALSO WILL GIVE THE RED FLAGS, SO , WE KNOWLEDGE OF THE STUDENTS WE NEED TO FOCUS ON AND IN WHAT SPECIFIC AREAS WE NEED TO FOCUS ON. THAT IS WHY WHEN THE COMMITTEE LOOKED AT THE SCREENER'S THEY REALLY WANTED TO FIND ONE THAT ALIGNED AS CLOSELY TO NWEA IS POSSIBLE BECAUSE AMIRA IS JUST OUR SCREENER AND WE WILL CONTINUE USING THE TOOLS WE ALWAYS DO THROUGHOUT THE YEAR TO MONITOR GROWTH AND SEE THAT STUDENTS ARE IMPROVING AND LEARNING TO READ.

THAT ALIGNMENT IS CRUCIAL. IT IS JUST THAT THE STATE HAD THEIR LIST, AS YOU KNOW, AND WE ARE BOUND TO SELECT FROM THOSE. WE DID OUR JOB , YOU GUYS DID AN AMAZING JOB, THE COMMITTEE WAS MUCH LARGER THAN THIS, THEY ARE REPRESENTING THE COMMITTEE AND

[01:05:02]

ALWAYS HAVE. >> SO , CAN YOU PLEASE EXPLAIN WHAT IS THE SCREENER USED FOR AND WHAT IS ITS PURPOSE?

>> A SCREENER IS A SERIES OF SHORT TESTS . FOR EXAMPLE , IT COULD BE IDENTIFYING LETTERS, LETTER SOUNDS AND PUTTING WORDS TOGETHER. AND IT IS TO FIND OUT IF STUDENTS CAN DO THIS WITH EASE AND FLUENCY AND THEN IT WILL TELL YOU, OKAY, THERE ARE SOME AREAS OF STRENGTH, THIS IS WHERE STUDENTS ARE SOLID BUT THERE ARE SOME AREAS HERE THAT NEED WORK AND IT IS IMPORTANT THAT ALL AREAS ARE SOLID BECAUSE THEY ARE ALL THE BUILDING BLOCKS OF LEARNING TO READ AND OUR STUDENTS NEED ALL OF THOSE FOR THEM TO ALL GET TO THAT MASTERY IN READING. SO, ONCE YOU HAVE SCREENED YOU WILL TAKE THE RESULTS AND PLAN YOUR INSTRUCTION. OBVIOUSLY TIER ONE , OUR TEACHERS DO THAT BUT THEN HE WILL PULL SMALL GROUPS AND THE IDEA WITH SMALL GROUPS IS IT IS TARGETED AND THEY ARE GETTING THAT DOUBLE DOSE AND EXTRA PRACTICE IN, SO THAT THEY CAN CATCH UP WHEN THEY'RE BACK IN THE GROUP. THE PURPOSE OF THE SCREENER.

>> I HAVE MORE QUESTIONS BUT IF ANYBODY ELSE WANTS TO JUMP IN.

>> JUST ONE. THE SCREENER WILL BE USED AT ALL ELEMENTARY SITES

INCLUDING DUAL IMMERSION? >> YES.

>> OKAY, GO AHEAD VICE PRESIDENT GARZA.

>> I WILL CONTINUE, THANK YOU. WHAT YOU ARE TELLING ME THEN IS , WHEN WOULD YOU BE ADMINISTERING THE SCREENER'S? THREE TIMES A YEAR? AT THE BEGINNING OR THE END?

>> THE SCREENER WILL BE ADMINISTERED AT THE BEGINNING OF THE YEAR , AS IS IN ACCORDANCE WITH THE EDUCATION CODE. AT ELEMENTARY WITH FOUNDATIONAL SKILLS WE ALSO BENCHMARKED IT IN DECEMBER RIGHT BEFORE WE LEAVE AND THEN WE JUST FINISHED OUR SPRING. WE WILL CONTINUE TO USE NWEA IN THE WINTER AND THE SPRING. THE SCREENER IS JUST AT THE BEGINNING OF THE YEAR, IT IS

NOT INTENDED TO CONTINUE. >> ONCE A YEAR. I DID REMEMBER YOU MENTIONING TO US, A USE FOR PROGRESS MONITORING BUT IT WILL NOT BE USED FOR PROGRESS REPORTS FOR PARENTS OR TO COMPLETE

ACHIEVEMENT REPORTS. >> NO. OUR PROGRESS MONITORING WILL CONTINUE TO BE DONE BY NWEA BUT WHAT WILL HAPPEN WITH PARENTS IS THE SCREENER WILL BE DONE WHEN YOU FIRST COME BACK AND I THE TIME WE HAVE PARENT CONFERENCES, THAT IS SOMETHING TEACHERS CAN SHARE AND THEY ALSO HAVE VERY NICE REPORTS FOR PARENTS, THAT WAS ANOTHER PLUS FROM AMIRA, THEY CAN SHARE WITH PARENTS AT CONFERENCES AND THIS IS WHAT WE ARE LOOKING AT, THESE ARE THE SKILLS THAT ARE STRONG IN THESE NEED WORK AND HERE IS WHAT WE ARE GOING TO DO ABOUT IT AND HERE'S WHAT YOU CAN DO AT

HOME TO HELP. >> THE TEACHERS HAVE ALREADY SEEN THESE NWEA RESULTS MIRROR AMIRA? IS THAT THERE IS A DISCREPANCY AND THEY'RE GOING TO USE THIS FOR PROGRESS REPORTS OR CONFERENCES FOR PARENTS, THEY ARE GOING TO GET AN ACHIEVEMENT REPORT BUT THE AMIRA MAY SAY SOMETHING ELSE AND THERE WILL BE

A DISPUTE. >> AS I SAID THERE IS STRONG ALIGNMENT IN WHAT THEY'RE TESTING. THE SKILLS THEY'RE LOOKING AT WITH AMIRA AT THE BEGINNING OF THE YEAR. IF I AM SAYING I'M WORKING WITH A STUDENT AND I NOTICED THERE ARE SOME DEFICITS IN PHONOLOGICAL AWARENESS, SOME DEFICITS OF BLENDING AND SEGMENTING OF PHONEMIC MANIPULATION AND ALL THE THINGS WE NEED TO HEAR BEFORE WE CAN READ AND WRITE.

AMIRA TELLS ME THAT , THAT IS WHAT I WILL WORK ON. THAT IS THAT I WILL INTERVENE WITH. NWEA PROVIDES PROGRESS MONITORING AND THAT DECEMBER BENCHMARK WHICH WE CONSIDER VERY IMPORTANT BECAUSE YOU WANT TO SEE WHERE WE ARE AT THAT POINT IN THE YEAR, ON THOSE SAME SKILLS. WHAT YOU'RE REALLY LOOKING FOR IS GROWTH AND NOW WITH NWEA ASSESSMENT WHEN IT COMES TO BLENDING AND SEGMENTING AND ALL OF THOSE THINGS, THE STUDENT IS NOW APPROACHING GRADE LEVEL OR ON GRADE LEVEL. AMIRA AS THE SCREENER, IT IS TELLING US WHERE THOSE AREAS ARE. DOES ANYBODY WANT TO ADD TO THAT? I DON'T BELIEVE THERE WILL BE A DISCREPANCY, THAT IS ONE OF THE

REASONS WE CHOSE IT. >> OKAY. WE ARE GOING TO BE TESTING CANTORS AND DUAL IMMERSION AS WELL?

>> YES. >> AND THIS WILL BE IN SPANISH?

[01:10:03]

NOT IN ENGLISH? >> I WILL LET DR. MARTINEZ

ANSWER. >> FOR DUAL IMMERSION STUDENTS IT WILL DEPEND ON THEIR HOME LANGUAGE. WE DO HAVE BILINGUAL STUDENTS AND WE ALSO HAVE ENGLISH ONLY STUDENTS AND SPANISH STUDENTS IN THE DUAL IMMERSION PROGRAM AND WE WILL LOOK AT THEIR HOME LANGUAGE TO DECIDE WHETHER OR NOT THEY WOULD

GET IT IN ENGLISH OR SPANISH. >> WHAT LEVEL OF DIFFICULTY AND WHAT TYPE OF DEVELOPMENTALLY APPROPRIATE BEHAVIORS NEED TO BE DEVELOPED FOR THE STUDENTS IN KINDERGARTEN TO BE ABLE TO TAKE

THIS TEST? >> THE WAY THE ASSESSMENT IS DEVELOPED IT IS APPROPRIATE FOR K TO SECOND, WE DID NOT SEE ANY DISCREPANCIES WITH ALL THE STUDENTS WOULD NEED TO PERFORM IN A REGULAR ASSESSMENT LIKE THE NWEA. WE DO NOT SEE ANY DIFFICULTIES WITH OUR KIDS OR DISCREPANCIES THAT WOULD BE A PROBLEM FOR KIDS TO PERFORM WELL OR TO SHOW IF THEY HAVE A

PROBLEM IN THEIR READING SKILLS. >> ALL STUDENTS WILL BE ABLE TO ACCESS THE INFORMATION THAT THEY ARE SUPPOSED TO UNDERSTAND AND

GIVE ANSWERS TO IN KINDERGARTEN? >> YES AND I CAN SPEAK FROM EXPERIENCE BECAUSE WE HAVE BEEN TESTING OUR STUDENTS AT OUR SITE AND LEARNING A LOT WITH THE EXPERIENCE IN OUR CURRENT SYSTEM. THE NWEA AND THE SCREENER ARE BOTH ADAPTIVE ASSESSMENTS AND YOU CAN WATCH A STUDENT TAKE A TEST AND IF THE INFORMATION BECOMES TOO DIFFICULT OR IF IT BECOMES TOO DIFFICULT, IT GIVES THEM SOMETHING AT THEIR LEVEL, SO THEY DON'T HAVE TO CONTINUE, THEY FEEL SUCCESSFUL AND THEY EXPLAINED AMIRA IS THAT SHE IS THE TEENAGE DORA THE EXPLORER.

THE STUDENT IN THE NWEA HAS A WORM AS THE CHARACTER FOR THAT ASSESSMENT. THEY ARE BOTH ENGAGING ASSESSMENTS FOR THE KIDS AND THE BEST PART IS THAT THEY ARE ADAPTIVE.

>> THANK YOU. MY NEXT QUESTION IS GOING TO GO MORE TOWARDS THE WHAT DO WE DO NEXT , THE NEXT STEPS, AFTER YOU'VE GONE THE SCREENER, THIS INFORMATION, WHAT ARE YOU DOING WITH THE DATA?

>> THE DATA DETERMINES OUR GROUPING AND WHICH STUDENTS ARE IN NEED OF INTERVENTION IN THEIR CLASSROOM AND ALSO WHICH STUDENTS NEED THAT TIER TWO INTERVENTION, WE HAVE THE ABILITY BEING A READING INTERVENTION TEACHER, WE HAVE NOW BEEN ABLE TO TARGET, MORE THAN EVER, USING THE DATA FROM THE NWEA ASSESSMENT AND FROM WHAT I HAVE SEEN WITH AMIRA, IT WILL ENHANCE WHAT WE ARE ALREADY DOING BECAUSE THERE IS A MULTITUDE OF RESOURCES , LOTS OF RESOURCES THAT AMIR HAS THAT WE CAN ACCESS AS WELL. LET ME EXPLAIN THE PROCESS. AFTER THE STUDENTS ARE ASSESSED WE LOOK AT WHAT SKILLS , WHAT SKILL AREA THEY MIGHT NEED , SOME ADDITIONAL SUPPORT IN AND THEN THOSE BECOME OUR GROUPS. WE HAVE A PROGRESS MONITORING PEACE WITH NWEA WE MONITOR ALONG THE WAY. WE ARE NOT WAITING FOR BENCHMARK ASSESSMENTS, WE ARE GIVING THE PROGRESS MONITORING ASSESSMENTS TO MAKE SURE THAT OUR TARGETED INTERVENTIONS AND ARE TARGETED TIER ONE INSTRUCTION , THAT THEY ARE RESPONDING TO BOTH OF THOSE

THINGS. >> THANK YOU FOR THAT ANSWER. MY LAST QUESTION. SORRY. IT IS GEARED MORE TOWARDS , DO OUR TEACHERS, MAYBE THIS IS MORE TOWARDS OUR CABINET, DO THEY HAVE THE STRATEGIES, SKILL SETS, TO BE ABLE TO APPROPRIATELY , AFTER THEY GET THE DATA , TO PUT STEPS IN PLACE , SO THAT THEY CAN DO THE SMALL GROUP ASSESSMENTS AND THE WORK THAT

NEEDS TO GO INTO IT. >> I CAN DEFER TO THEM BUT HOW I WOULD ANSWER IS THAT WOULD NEED TO BE A PART OF THE TRAINING.

WHEN THEY GET THE AMIRA TRAINING I THINK PART OF IT WILL BE THE TRANSITION OF WHAT IS NEXT AND HOW THEY USE THAT IN CLASSROOMS.

ANYTHING TO ADD? >> I WOULD LIKE TO ADD THAT WHEN WE LOOK AT THE REPORTS THEY WERE VERY SPECIFIC AND THEY SHOWED ALL THE DIFFERENT AREAS OF DEFICIT AND I ENVISIONED THAT WE WOULD DEFINITELY DISCUSS ALL OF THAT OUR PLCS, OUR TEACHERS WILL BE TRAINED BY AMIRA WE WILL MEET AS TEACHERS, SEGREGATE AND ANALYZE THE DATA AND THEN DECIDE OUR NEXT STEPS. AS MY COLLEAGUE SHARED, WE ARE NOT GOING TO WAIT BECAUSE THE AREAS ALIGN WITH THE NWEA WE ASSIGN THE PROGRESS MONITORING FOR THOSE SPECIFIC AREAS AND WE CAN SEE AND TRACK THE PROGRESS AND ALL OF THAT INFORMATION IS AVAILABLE TO THE TEACHERS AND A PART OF WHAT WE

[01:15:04]

>> HOW ARE THE TEACHERS GOING TO BE TRAINED? HOW LONG DOES IT TAKE? HOW MANY DAYS DOES IT TAKE? IT IS A PART OF THE PLAN AT THE BEGINNING OF THE YEAR OR THROUGHOUT THE YEAR WITH PLCS? WHAT ARE WE PLANNING FOR TRAINING?

>> AMIR WILL PROVIDE TRAINING FOR THE TEACHERS. WE WILL BE LOOKING TO PROVIDE THAT TRAINING AT THE BEGINNING OF THE SCHOOL YEAR WHEN WE COME BACK. ALL OF OUR KINDERGARTEN FIRST AND SECOND TEACHERS WILL BE TRAINED TO USE AMIRA AND TO HAVE SOME PLANNING TIME TO GET READY FOR THE FIRST ASSESSMENT. IT IS JUST THE SCREENER THAT IS DIFFERENT, OUR TEACHERS ARE USED TO DOING ALL OF THIS AT THE BEGINNING OF THE YEAR. WE LOOK FORWARD TO THE TRAINING AND LEARNING MORE ABOUT IT BUT IT IS VERY USER-FRIENDLY.

>> OKAY. >> THANK YOU FOR THE PRESENTATION. YOU KIND OF ALREADY ADDRESSED THIS BUT I WANT MORE CLARIFICATION. I KNOW CODE 53008 WAS FOR EARLY IDENTIFICATION OF READING, PARTICULARLY DYSLEXIA AND I THINK ONE OF THE CONCERNS WITH THIS IS THE POSSIBILITY OF OVER IDENTIFYING SPECIAL NEEDS AND FURTHER DRAINING RESOURCES WHEN YOU HAVE 1800 ALREADY IDENTIFIED WITH IEP'S, IS THAT SOMETHING WE WILL BE MAKING SURE THAT LIKE THOSE TIER ONE AND 22, THEY WILL BE THERE BUT WE CAN MAKE SURE WE DON'T , THIS IS NOT CAUSE AN OVER-IDENTIFICATION PROBLEM? HAS THAT BEEN TALKED ABOUT?

>> WE DISCUSSED THAT IN THE COMMITTEE AND OUR COMMITTEE MEMBERS WHEN THEY WENT OUT TO THEIR SITES TO WORK IN THEIR PLCS THEY EMPHASIZE THAT. WHEN YOU SEE A RED FLAG IN THE SCREENER IT MEANS NEED TO INTERVENE AND DO SOMETHING NOW AND IF YOU DON'T THIS WILL STILL BE A RED FLAG AT THE END OF THE YEAR. THIS IS OUR OPPORTUNITY TO INTERVENE EARLY AND SPECIFICALLY. THAT HAS BEEN A BIG POINT OF DISCUSSION.

THROUGHOUT THE COMMITTEE. >> THANK YOU.

>> VICE PRESIDENT GARZA? >> THANK YOU . I WANT TO POINT OUT AND HIGHLIGHT THAT -- READING ROPE TALKS ABOUT WHAT YOU'RE SAYING BUT MY REAL CONCERN IS THAT OUR TEACHERS ARE NOT MAYBE FRESH ON THEIR SKILL SETS TO ADDRESS THESE SPECIFIC ISSUES THAT YOU ARE GOING TO BE FINDING. ARE WE PLANNING TO AT LEAST REFRESH THEIR KNOWLEDGE FOR TEACHERS WHO HAVE NOT HAD THIS FOR A VERY LONG TIME? AND NEW TEACHERS WHO ARE COMING THE BELLFLOWER, WILL THERE BE TRAINED AS WELL? AND IS NOT THE SAME IN ENGLISH AS SPANISH AND WE HAVE TO BE VERY, VERY CAREFUL THAT WE ARE NOT JUST DOING DIRECT TRANSLATIONS FOR THE STUDENTS, IT DOESN'T YOU DON'T TEACH READING THAT WAY. TO

STUDENTS OF DIFFERENT LANGUAGES. >> TO ANSWER YOUR QUESTION, WE ARE PUTTING THE SCIENCE OF READING TRAINING FOR NEXT YEAR AND START AT THE BEGINNING OF THE YEAR WE ARE REQUIRED TO GET THIS, MORTIER RUSSIAN SPECIFICALLY, IT WILL NOT BE ON THOSE TWO DAYS, THE 13TH AND THE 14TH OF AUGUST BUT IT WILL BE IN THE BEGINNING OF THE SCHOOL YEAR THAT PROFESSIONAL DEVELOPMENT WILL BE PROVIDED AND TO SPEAK TO MORE OF THE SPANISH SIDE OF THAT AND HOW YOU TEACH THAT LANGUAGE, THAT IS PART OF WHAT WE ARE WORKING ON AS WELL, JEANETTE IS INVOLVED IN ALL OF THOSE PIECES.

IT IS SOMETHING WE HAVE PLANNED AND MOVING OUT FOR THE REMAINDER

OF THE YEAR. FOR NEXT YEAR. >> BY ANY CHANCE DO YOU HAVE ANY IDEA IF WE ARE GOING TO BE ABLE TO MOVE THIS TRAINING , THE

SCIENCE OF READING ? >> THE SCIENCE OF READING

TRAINING. >> OKAY. ARE WE THINKING OF ALSO INVOLVING OUR MIDDLE SCHOOL AND HIGH SCHOOL TEACHERS?

>> AT A CERTAIN POINT BUT WE WANT TO MAKE SURE THAT WE TARGETED KINDERGARTEN THROUGH THREE FIRST, WE HAVE A PLAN HIT ALL THE GRADES AND YOU WILL HEAR ABOUT THAT MORE IN THE L CAP

PRESENTATION. >> OKAY . I WILL ALSO, WELL , I RECOMMEND THAT YOU LOOK AT , I THINK I'VE SAID IT BEFORE, THE

STRATEGIES FOR VOCABULARY. >> GLAD STRATEGIES, YES, YOU ARE

[01:20:09]

HEAR THAT. >> THANK YOU.

>> ANY OTHER QUESTIONS? >> I JUST WANT TO SAY THAT I KNOW YOU GUYS HAVE BEEN WORKING ON THIS SINCE JANUARY. I WAS LIKE, THAT NAME, WAIT A MINUTE, HOW IS IT THAT BONNIE CARTER AND -- RAZOR ON THE SAME WORKSHOP THAT I'M GOING TO ALSO? I AM SO GLAD YOU GUYS FINISHED. I KNOW IT WAS A LOT OF WORK AND I THINK YOU DID A VERY GOOD JOB, ESPECIALLY FIGURING OUT THAT AMIR IS THE BEST ONE FOR US. THANK YOU SO MUCH . WE HAVE A LOT OF WORK AHEAD OF US BUT THE THING IS THAT WE ARE GOING TO IDENTIFY THESE CHILDREN EARLIER AND WE WILL PROVIDE INTERVENTIONS THEY NEED. YEAH. THANK YOU.

>> ANY OTHER QUESTIONS? ALL RIGHT. THANK YOU, WE APPRECIATE

IT. >> I WOULD LIKE TO ECHO MY THANKS TO THE COMMITTEE AND ALSO TO PUBLICLY ACKNOWLEDGE ALL OF OUR KINDERGARTEN, FIRST AND SECOND GRADE TEACHERS WHO ALSO PARTICIPATED, THEY TOOK THE WORK VERY SERIOUSLY AND I THINK THIS IS GOING TO BE GREAT FOR US NEXT YEAR.

>> THANK YOU SO MUCH. MOVING ON TO OUR SECOND DISCUSSION ITEM.

12.2, WORLD LANGUAGE INSTRUCTIONAL MATERIALS, ADOPTION PRESENTATION. HOPEFULLY YOU GUYS WERE TAKING NOTES ON THE FIRST PRESENTATION. MR. CASTENADA . THANK YOU FOR BEING

HERE. >> THANK YOU. GOOD EVENING , MEMBERS OF THE BOARD, PRESIDENT, CABINET MEMBERS AND COMMUNITY.

IT GIVES ME GREAT PLEASURE TO BE HERE THIS EVENING TO PRESENT AN UPDATE ON THE WORLD LANGUAGES TEXTBOOK ADOPTION PROCESS AT BELLFLOWER UNIFIED SCHOOL DISTRICT. OUR PROCESS ENSURES OUR STUDENTS HAVE ACCESS TO HIGH-QUALITY , CULTURALLY RELEVANT LANGUAGES THAT PREPARES THEM FOR GLOBAL CITIZENSHIP AND ACADEMIC SUCCESS. WITH ME THIS EVENING OUR WORLD LANGUAGE TEACHERS, PART OF THE ADOPTION COMMITTEE, FROM VHS, MS. MARTINEZ AND MADAME VON FROM MHS, MS. GARCIA, MADAME -- AND

--. >> THANK YOU FOR ALL OF YOU

BEING HERE. >> AT BELLFLOWER UNIFIED OUR WORLD LANGUAGE PROGRAM SUPPORT STUDENTS FULFILLING THE REQUIREMENT KNOWN AS THE LANGUAGE OTHER THAN ENGLISH REQUIREMENT FOR COLLEGE ELIGIBILITY. CURRENTLY, BELLFLOWER HIGH SCHOOL OFFERS A SPANISH AND FRENCH. WHILE MAYFAIR HIGH SCHOOL PROVIDES SPANISH, FRENCH AND MANDARIN.

THESE COURSES AIM TO BUILD MULTILINGUAL PROFICIENCY , CULTURAL UNDERSTANDING AND GLOBAL AWARENESS. OUR LANGUAGE PROGRAMS ARE GUIDED BY THE CALIFORNIA WORLD LANGUAGE STANDARDS, WHICH EMPHASIZE WHAT IS BEING TAUGHT AND THE FRAMEWORK WHICH FOCUSES ON THE HOW OF LANGUAGE INSTRUCTION. THE STANDARDS AND FRAMEWORK PROMOTE ACTIVE STUDENT PARTS THE PATIENT AND MEANINGFUL , REAL WORLD MEDICATION. INSTRUCTIONAL SHIFTS IN STANDARDS AND FRAMEWORK PLACE A GREATER EMPHASIS ON LEARNERS TAKING AN ACTIVE ROLE IN THE COMMUNICATIVE PROCESS , ENGAGING IN REAL-WORLD COMMUNICATIVE ACTIVITIES AND PARTICIPATING IN INTERACTIONS WITH TARGET LANGUAGE COMMUNITIES AROUND THE WORLD. THE STANDARDS CALLOUT 15 KEY INSTRUCTIONAL SHIFTS. THE ADOPTION COMMITTEE IDENTIFIED THREE KEY SHIFTS TO GUIDE THEIR APPROACH IN SELECTING NEW MATERIALS. MOVING FROM TEACHER CENTERED CLASSROOMS TO STUDENT CENTERED ENVIRONMENTS WHERE STUDENTS LEARN TO USE THE TARGET LANGUAGE WHICH FOSTERS AUTHENTIC CULTURAL CONNECTIONS , STUDENTS ENGAGE IN TASKS THAT REFLECT REAL-WORLD LANGUAGE USE AND DIVERSE CULTURAL CONTEXT. THE TEACHER'S ROLE AS A FACILITATOR OR COLLABORATOR DURING INSTRUCTION PROMOTES ACTIVE STUDENT CENTERED COMMUNICATION.

STUDENTS ARE DOERS AND CREATORS OF LANGUAGE, NOT JUST PASSIVE RECIPIENTS. THERE IS AN EMPHASIS ON INTERPERSONAL, INTERPRETIVE AND PRESENTATIONAL COMMUNICATION, THE THREE MODES OF LANGUAGE USE. THE SEAL OF BILITERACY IS A MOTIVATION FOR OUR WORLDLY WHICH PROGRAMS. HIGHLIGHT STUDENTS WHO HAVE ATTAINED A HIGH LEVEL OF PROFICIENCY IN TWO OR MORE

[01:25:01]

THE FEEDBACK FOCUSED ON ALIGNMENT WITH THE 2019 WORLD LANGUAGE STANDARDS, REAL-WORLD LANGUAGE USE, DIFFERENTIATED SUPPORTS AND A STUDENT CENTERED LEARNING. IT ALSO CONSIDERED DIGITAL RESOURCE INTEGRATION , CULTURAL AUTHENTICITY AND EFFECTIVE SCAFFOLDING FOR DIVERSE LEARNERS. NOW THAT WE HAVE REVIEWED OUR APPROACH TO EVALUATING INSTRUCTIONAL MATERIALS WE WANT TO SHARE INSIGHTS FROM THE TEACHERS WHO PILOTED THESE RESOURCES. THEY WILL WALK US THROUGH THE STRENGTHS AND CHALLENGES OF THE VARIOUS PROGRAMS WE CONSIDERED AND EXPLAIN WHY WE ULTIMATELY SELECTED THE RECOMMENDED MATERIALS FOR EACH LANGUAGE.

>> DURING OUR REVIEW OF THE SPANISH PILOT MATERIALS WE EVALUATED SEVERAL OPTIONS. -- WAS EVALUATED FOR SPANISH LEVELS ONE THROUGH FOUR. THIS TRADITIONAL TEXT RELIES HEAVILY ON VOCABULARY LIST WITHOUT COMPREHENSIBLE INPUT. IT INCLUDES NUMEROUS GRAMMATICAL ERRORS AND HAS A POORLY DESIGNED ONLINE PLATFORM THAT LIMITS STUDENT ENGAGEMENT.

>> FOR SPANISH SPEAKERS WE USE --, THIS PROGRAM WAS LACKING AND HAD AN UNDERDEVELOPED PLATFORM. WE ALSO REVIEWED -- AND WHILE IT PROVIDES SOME IMPORTANT CONTENT IT LACKS , HENCE THE COVERAGE OF THE REQUIRED AP THEMES, REQUIRING SIGNIFICANT SUBMITTAL

RESOURCES. >> FOR OUR SPANISH COURSES WE RECOMMEND THE FOLLOWING MATERIALS FOR ADOPTION. -- FOR SPANISH LEVELS ONE THROUGH FOUR, IS, AUTHENTIC VISUAL SUPPORTS AND ENRICHED DIGITAL RESOURCES. IT PRESENTS REAL-WORLD CONTEXT THAT ENGAGE STUDENTS IN MEANINGFUL LANGUAGE VIEWS WITH A STRONG EMPHASIS ON CULTURALLY RELEVANT TOPICS AND STUDENT

CENTERED ACTIVITIES. >> FOR SPANISH SPEAKERS WE RECOMMEND --, THIS TEXT IS DESIGNED SPECIFICALLY FOR HERITAGE SPEAKERS AND PROVIDES RIGOROUS CONTENT THAT CHALLENGES STUDENTS AND HAS PRACTICE IN PREPARATION FOR AP LEVEL WORK.

IT ALSO INCLUDES GRAMMAR AND VOCABULARY PRACTICE IN CONTEXT, SUPPORTING STUDENTS TO STRENGTHEN THEIR ACADEMIC SPANISH AND CULTURAL CONNECTIONS. FOR AP WE ARE PROPOSING --, THIS CONFERENCE OF TEXT IS FULLY ALIGNED WITH THE AP COURSE AND EXAM DESCRIPTION, ENSURING COMPETENCE OF COVERAGE OF ALL AP THEMES. IT PROVIDES AUTHENTIC RESOURCES AND IS RICH IN CULTURAL AND MULTIMEDIA WILL INTEGRATION. WITH ACTIVITIES THAT ENCOMPASS ALL THREE FORMS OF COMMUNICATION. INTERPRETIVE,

INTERPERSONAL AND PRESENTATION. >> FOR OUR FRENCH PROGRAMS WE REVIEWED -- , A PROGRAM THAT AIMS TO ENGAGE STUDENTS WITH AUTHENTIC CULTURALLY RICH CONTENT. HOWEVER, HAD SEVERAL CHALLENGES. TECHNICAL ISSUES WITH OUR ONLINE PLATFORM , LIMITED AUTHENTIC CULTURAL RESOURCES AND MULTIMEDIA SUPPORT. INSUFFICIENT DIFFERENTIATION FOR DIVERSE LEARNERS, OVERWHELMING VOCABULARY WITHOUT SUFFICIENT SCAFFOLDING. OVERALL IT LACKED FLEX ABILITY AND SUPPORT NEEDED TO PREPARE STUDENTS FOR ADVANCE PROFICIENCY IN AP READINESS.

[01:30:02]

>> FOR OUR FRENCH COURSE WE ARE RECOMMENDING THE FOLLOWING MATERIALS FOR ADOPTION. LEVELS ONE THROUGH FOUR , THIS PROGRAM HAS SELECTED , FOR STRONG ALIGNMENT TO STANDARDS AND COMPETENCE OF SUPPORT FOR BOTH STUDENTS AND TEACHERS. KEY FEATURES INCLUDE THE TEXTBOOK STRUCTURE, WITH SIX MANAGEABLE , FLEXIBLE PACING, AND INTEGRATED CONTEXT, USING PERSONALIZED VISUALS AND IMMERSING RESOURCES. THE STUDENT SUPPORT HAS DIFFERENT ASSESSMENTS, INTERACTIVE ONLINE PLATFORMS BUILT PROFICIENCY IN ALL --. IT SUPPORTS STUDENTS VOICES AND SELF REFLECTION. THROUGH THE UTAH PORTFOLIOS AND PROGRESSIVE TRACKING. THE LAST ONE TEACHES RESOURCES AND INCLUDES LESSON PLANS, SCAFFOLDING, STRATEGIES AND CROSSES IN THE PERRY COLLECTIONS FOR SIMILAR CLASSROOM IN THE MENTATION AND

AP READINESS. >> FOR MANDARIN AND CHINESE WE REVIEWED -- WITH CHINESE AND INTEGRATED CHINESE AND STEP UP TO AP. -- INTRODUCES COMPLEX READING EARLY ON, MAKING THE JUMP FROM LEVEL TWO TO LEVEL THREE ESPECIALLY TOUGH.

INTEGRATED CHINESE AS ORIGINALLY DESIGNED FOR COLLEGE STUDENTS, IT MOVES AT A VERY FAST PACE AND INCLUDES CONTENT THAT CAN OVERWHELM, WITHOUT A STRONG FOUNDATION ALL OF THESE THREE PROGRAMS PRESENT CHALLENGES IN PACING , ACCESSIBILITY AND CULTURAL RELEVANCE TO BETTER MEET THE NEEDS OF OUR STUDENTS, WE ARE RECOMMENDING THE FOLLOWING MATERIALS FOR ADOPTION. AUTHENTIC CHINESE FOR LEVEL 1 TO 3 AND -- CHINESE FOR AP. AUTHENTIC CHINESE FOCUSES ON STUDENT CENTERED LEARNING . IT USES RELATABLE THEMES AND STORY LINES THAT CONNECT HIGH SCHOOL STUDENTS ' LIVES AND ENCOURAGES THE PATIENT AND PRACTICAL COMMUNICATION SKILLS. IT ALSO INTEGRATES MODERN CULTURAL ELEMENTS AND OFFERS A STRONG AP PREPARATION. CHINESE FOR AP IS DESIGNED FOR ADVANCED LEARNERS, IT INCLUDES SIMULATED AP EXAMS, INTERACTIVE TESTS AND REAL-WORLD PROJECTS THAT DEVELOP FLUENCY AND DEEPEN CULTURAL UNDERSTANDING. TOGETHER THESE PROGRAMS PROVIDE A WELL-ROUNDED APPROACH. SUPPORTING STUDENTS FROM BEGINNING TO ADVANCED LEVELS AND PREPARING THEM FOR BOTH THE AP EXAM AND REAL-WORLD COMMUNICATION.

>> THIS TEXTBOOK ADOPTION PROCESS IS A CRITICAL INVESTMENT IN A STUDENT'S LINGUISTIC AND CULTURAL COMPETENCIES, ENSURING THEY ARE PREPARED TO THRIVE IN AN INCREASINGLY INTERCONNECTED WORLD. WE ARE CONFIDENT THE SELECTED PROGRAMS WILL PROVIDE MEANINGFUL, REAL-WORLD LANGUAGE LEARNING EXPERIENCES, THAT ALIGN WITH OUR DISTRICTS MISSION VISION INSTRUCTIONAL FOCUS.

THANK YOU FOR YOUR TIME AND WELCOME QUESTIONS YOU MAY HAVE.

>> COLLECTS? ANY QUESTIONS? VICE PRESIDENT GARZA?

>> I WILL NOT BE AS LONG THIS TIME. SO, WHAT GRADE LEVELS WILL WE BE LOOKING AT FOR THESE ADOPTIONS?

>> IT IS FOR ALL SECONDARY GRADES, GRADES 7 THROUGH 12.

>> SO, I ASSUME THESE OR MAYBE I'M WRONG TO ASSUME THAT THESE TEXTBOOKS ARE ALSO GOING TO BE USED FOR THE DUAL IMMERSION STUDENTS? OR THEY ARE COMPLETELY SEPARATE?

>> THE SPANISH SPEAKER SERIES WILL ALSO BE UTILIZING THE -- .

>> HAVE IT ON A TEST ON THOSE STUDENTS AT THIS TIME? TO SEE IF THEY WILL BE CHALLENGING ENOUGH FOR THEM?

>> MS. GARCIA? >>

>> WE ARE DISCUSSING THAT AND THE BEST OPTION WAS -- BUT THEN AFTERWARDS WE WENT TO VISIT A SCHOOL WITH A DUAL IMMERSION PROGRAM AND WE FOUND A VERY GOOD OPTION THERE. SHE IS WORKING ON THAT WITH THE DISTRICT TO SEE IF IT IS POSSIBLE FOR US TO GET

[01:35:03]

HERE. YOU CAN SPEAK. >> THAT WAS THE QUESTION THIS YEAR, WE HAD TO MAKE SURE THIS ADOPTION WOULD BE APPROPRIATE FOR SPANISH SPEAKERS BUT WE KNOW OUR DUAL IMMERSION SPANISH SPEAKERS ARE A DIFFERENT TYPE OF POPULATION IN A SENSE AND WE ARE LOOKING AT THIS THE NEXT COMING YEAR TO SEE IF WE CAN IDENTIFY NOT JUST ONE BUT WE WANT TO HAVE A FEW MORE OPTIONS TO REVIEW, SO WE CAN HAVE ALTERNATIVES AND SOME CHOICES WE CAN MAKE THAT WILL BE APPROPRIATE FOR DUAL IMMERSION STUDENTS AT THE SECONDARY LEVEL. THAT IS SOMETHING WE WILL COME BACK WITH LATER ON, AS SOON AS WE HAVE A NEW IDEA IN TERMS OF ALL THE APPROPRIATE FOR OUR KIDS IN A DUAL PROGRAM.

>> BUT FOR NOW THIS IS WHAT THEY WILL BE USING?

>> FOR NOW THIS IS WHAT THEY WILL BE USING. THEY ARE USING THE SAME CURRICULUM THEY ARE USING OR THE SAME TEXTBOOKS THAT THE SPANISH FOR SPANISH SPEAKERS ARE USING BUT WE KNOW THERE MAY BE A NEED FOR A CHANGE IN THE FUTURE.

>> I TEACH DUAL IMMERSION AND I CURRENTLY USE -- AND I HAVE BEEN USING IT FOR TWO YEARS AND IT IS A GOOD BOOK BUT WE CAN SEE IF

THERE ARE BETTER OPTIONS. >> ROOM FOR GROWTH. PERFECT. FOR ALL OF THESE NEW ADOPTIONS, HOW OFTEN DO WE HAVE TO GO TO ADOPT

NEW TEXTBOOKS ? >> THERE IS A CYCLE, A TIMELINE ESTABLISHED BY THE DEPARTMENT OF EDUCATION. WE USUALLY WAIT FOR THAT GUIDANCE , USUALLY FOR A LIST TO COME OUT, MS. CARTER, YOU CAN PROBABLY SPEAK MORE TO THAT BUT THIS ONE SPECIFICALLY , WE HAD UPDATED STANDARDS IN 2019 AND THE FRAMEWORK WAS UP IN 2020. A LOT OF THE PUBLISHERS WERE UPDATING THEIR MATERIALS BECAUSE OF THE SHIFTS IN THE FRAMEWORK.

>> IT IS TYPICALLY EIGHT YEARS BECAUSE OF THE SHIFTS THE NEEDED

MATERIALS TO MATCH THAT. >> MS. GARZA IS TAKING ALL THE GOOD QUESTIONS, THAT WAS MY QUESTION, CALIFORNIA SCHOOL DISTRICTS UPDATE BOOKS EVERY EIGHT YEARS MINIMUM AND IF YOU DON'T KNOW THE ANSWER, A COMMITTEE MEMBER ASKED THIS AND YOU CAN GET BACK TO US. WHAT SUBJECTS ARE NEXT FOR ADOPTION AND WHICH BOOKS ARE OVER EIGHT YEARS OLD?

>> I WOULD HAVE TO GET BACK TO YOU ON EIGHT YEARS OLD ON THE TEXTBOOKS BUT WE RECENTLY DID OUR SOCIAL SCIENCE ADOPTION AND THOSE WOULD NOT BE EIGHT YEARS OLD. ARE ENGLISH LANGUAGE ARTS WE ARE RENEWING, THEY ARE EIGHT YEARS OLD. BROUGHT BACK FOR OUR TEAM'S UPDATING TRAINING FROM THE ELEMENTARY RIGHT NOW AND WE ARE WORKING ON SECONDARY NEXT YEAR. WE WILL HAVE THOSE, WE ARE THINKING AT LEAST FOUR MORE YEARS BECAUSE THE NEXT ADOPTION IS MATH AND WE WILL DO FRAMEWORK TRAINING NEXT YEAR AND THOSE TITLES WILL NOT BE OUT UNTIL NOVEMBER, WHICH IS WHEN WE WILL START TO GET AN ADOPTION COMMITTEE TOGETHER AND DO THE ADOPTION COMMITTEE THE FOLLOWING YEAR. SO, SCIENCE IS PROBABLY GETTING CLOSE. PROBABLY ABOUT SIX YEARS BUT THAT IS A GUESS .

>> IF YOU WOULD GET BACK I WOULD APPRECIATE THAT. MY LAST QUESTION IS WHAT IS THE LAST TIME WE ADOPTED WORLD LANGUAGE

BOOKS? >> 2015.

>> HE SAID THAT, I APOLOGIZE. CLERK ?

>> THANK YOU. TWO QUESTIONS. THANK YOU FOR THE WORK THAT WENT INTO THIS, I APPRECIATE IT. THE COST OF EACH PROBABLY VERY, RIGHT , DOES NOT FACTOR IN AT ANY POINT? NOTHING IT SHOULD BUT IT WHAT POINT DO YOU KNOW THE COST OF WHAT THE BOOKS ARE? DO YOU KNOW BEFORE YOU DO THE ASSESSMENT?

>> I WOULD SAY THE COMMITTEE DOES NOT KNOW THE COST BECAUSE IT IS NOT A FACTOR IN WHY WE PICK AT TEXTBOOK.

>> IT SHOULD NOT BE BUT I WAS JUST CURIOUS IF IT WAS A BLIND ASSESSMENT. SECOND QUESTION. AT WHAT POINT DO WE NOT USE TEXTBOOKS AND TO GO DIGITAL? TO SOME DISTRICTS GO DIGITAL? BECAUSE IT IS A LOT OF MONEY AND IF YOU LIKE, I DON'T KNOW, KIND

OF A RHETORICAL QUESTION. >> A LOT OF PUBLISHERS ARE HEAVY ONLINE NOW. THEY ALL SPOKE TO SOME COMPONENT, WHETHER THE PLATFORM WAS SUFFICIENT ENOUGH AND THERE WERE SOME THAT WERE REALLY STELLAR. I WOULD SEE THE ONES THAT WERE SELECTED AND SOME THAT STRUGGLED AND SO, WE ARE SHIFTING TO THAT SPACE AS WELL.

[01:40:04]

THAT ONE SPECIFICALLY IS ALL ONLINE. I THINK AS TIME GOES THAT WILL BE A SHIFT BUT IT WAS NOT A FACTOR FOR OUR SELECTION.

>> THANK YOU. AND DO WE KNOW , ARE THERE SURROUNDING DISTRICTS THAT , HAVE SOME DISTRICTS GONE TO DIGITAL WHEN IT COMES TO

TEXTBOOKS? >> SOME DISTRICTS HAVE GONE

DIGITAL. >> AND WE ARE OPEN TO THAT IN

THE FUTURE ? >> WILL HAVE TO TAKE IT ON A

CASE-BY-CASE BASIS, ABSOLUTELY. >> THANK YOU.

>> VICE PRESIDENT GARZA? >> THANK YOU. MY NEXT QUESTION IS, WHEN STUDENTS ARE FALLING OUT BECAUSE THEY NEED MORE SUPPORT, WHAT ARE THE SUPPORT SYSTEMS WITHIN THESE PROGRAMS?

>> FOR WORLD LANGUAGE OUR TEACHERS ARE VERY , THE BIGGEST SHIFT IS THAT THERE IS A BIG FOCUS ON COMPREHENSIBLE INPUT.

ONE OF THE FOCUSES IS IMMERSING THEM INTO THESE REAL-LIFE EXPERIENCES AND EACH OF THEM IN THEIR OWN RESPECTIVE CONTENT AREAS DO PROVIDE SUPPORT. I KNOW THAT SHIFTING TO BLOCK SCHEDULES, THE SECONDARIES FOR EXAMPLE, THAT DOES ALLOW FOR EXTENDED TIME TO WORK WITH STUDENTS AND I KNOW WITHIN EACH OF THEIR CLASSES I KNOW THE INTEGRATE THOSE SUPPORTS DURING THAT TIME PERIOD. DO YOU WANT TO EXPLAIN FURTHER? YOU CAN.

>> THANK YOU FOR THE QUESTION. IN ALL OF OUR CLASSES ONE OF THE SUPPORTS WE HAVE IS ALSO THROUGH IMMERSIVE READERS. WE HAVE , WE ARE BUILDING AN ONLINE LIBRARY , WHICH WILL PROVIDE ANY ADDITIONAL ASSISTANCE THAT WE NEED TO GIVE TO OUR STUDENTS AND OF COURSE, THAT WILL HELP US KNOW WHAT WE ARE GOING TO DO IN TERMS OF INFORMING OUR INSTRUCTION AND CATER TO WHATEVER NEEDS THE STUDENT NEEDS AT THAT TIME. WE WANT TO KEEP IT RELEVANT AND INTERESTING BECAUSE THAT IS WHAT WE STRIVE TO DO IN

OUR CLASSROOMS. >> SO, CAN I ASSUME YOU'RE ALSO

DOING -- INSTRUCTION IN CLASSES? >> YES, YES, IN TERMS OF DIFFERENT TEACHING STYLES WE LOVE THE SOCIAL INTERACTION AND THIS FOCUSES ON COLLABORATION , COLLABORATIVE. WE HAVE A LOT OF ACTIVITIES THAT CATER TO INTERPERSONAL EXCHANGE , IN TERMS OF READING, CRITICAL DISCUSSION, ET CETERA. BECAUSE THAT IS WHAT MAKES LANGUAGE LIFE. LANGUAGE IS NOT WRITING.

IT IS SPEAKING AND THE STUDENTS HAVE TO HAVE THIS OPPORTUNITY OF EXCHANGING INFORMATION BASED ON WHAT WE HAVE TAUGHT THEM AND THEN THEY HAVE TO USE CRITICAL THINKING TO SHOW THAT THEY CAN SOLVE PROBLEMS. IT IS NOT BECAUSE WE ARE TEACHING LANGUAGES, WE HAVE THE SAME GOAL TO MAKE SURE THAT OUR STUDENTS ARE READY TO FACE THE WORLD. I MAY ADD WITH THE DIGITAL COMPONENT , ARE TEXTBOOKS REALLY ARE CATERED FOR THAT. WE ARE MOVING ON WITH A.I., I NOTICED A PROBLEM BUT WE ARE DOING IT TOO.

THANK YOU. >> TO ADD TO THAT . THE FRAMEWORK CALLS IN THOSE SHIFTS AND THAT IS REALLY ADDRESSING, THE BIGGEST PIECES THAT BEFORE IT WAS A TRADITIONAL MODEL WHERE WAS A TEACHER JUST GIVING INSTRUCTION AND THERE WAS REALLY NO STOPPING. NOW IT IS STUDENT CENTERED AND TAKING INTO ACCOUNT DIFFERENTIATION THAT IS NEEDED TO ADDRESS STUDENT NEEDS.

>> MY STUDENTS JUST FINISHED THE AP EXAM AND THEY TOLD ME THAT, WE DO STUDENTS TALKING TO EACH OTHER LIKE INTERACTIVE AND SHE SAID THAT REALLY HELPS THEM BECAUSE LANGUAGE SHOULD START FROM SPEAKING AND OTHER THINGS FOLLOWS.

>> YES. THANK YOU FOR THAT. HERE, THE SEAL OF BILITERACY, I WANT TO CONFIRM, IS THIS THE ONLY WAY THAT A STUDENT CAN GET

THAT SEAL OF BILITERACY? >> NO, STUDENTS CAN ALSO TAKE OTHER EXAMS. THAT IS THE BASIC CRITERIA BUT THEY CAN TAKE OTHER EXAMS THAT ARE LISTED. THE AP EXAMS, THROUGH COURSEWORK AND THERE ARE OTHER SPECIAL EXAMS LIKE THE IB EXAMS BUT IS USUALLY THROUGH AN I.V. SCHOOL SYSTEM AND THERE ARE OTHER CERTIFICATION EXAMS THE STUDENTS CAN TAKE TO MEET OTHER LANGUAGE

[01:45:04]

REQUIREMENTS AS WELL. >> THE NECESSARILY HAVE TO GO THROUGH OUR WORLD LANGUAGE PROGRAM?

>> NOT NECESSARILY. >> DO STUDENTS KNOW THAT?

>> WE HAVE DONE A BETTER JOB OF COMMUNICATING THAT. I KNOW ONE SCHOOL SITE, LAST YEAR WE RECEIVED POSTERS FOR EACH OF OUR WORLD LANGUAGE CLASSROOMS. THEY ARE IN OUR COUNSELORS' OFFICES , THEY ARE POSTED ALL OVER THE PLACE. IN TERMS OF COMMUNICATING REQUIREMENTS WE HAVE DONE A BETTER JOB OF COMMUNICATING THAT TO STUDENTS. I KNOW THE WORLD LANGUAGE TEACHERS REALLY PRIDE THEMSELVES IN COMMUNICATING THAT AND THERE ALSO HAS BEEN A BIG SHIFT IN THE WORLD LANGUAGE DEPARTMENT IN TERMS OF ENSURING THAT STUDENTS CONTINUE THAT FOUR YEAR SEQUENCE WHETHER IT IS FOR FOUR YEARS OR THAT THEY GET TO AP AND PASS THE AP EXAM TO MEET

THE EQUIVALENCY. >> PERFECT. I'M ASSUMING PARENTS ARE ALSO INVOLVED IN THE PROCESS.

>> ABSOLUTELY. >> THANK YOU FOR ANSWERING MY

QUESTIONS, GREAT PRESENTATION. >> QUESTION, WE TALK A LOT ABOUT OUR STUDENTS BEING GLOBAL CITIZENS. I SPENT SOME TIME IN EUROPE AND MOST COUNTRIES IN EUROPE REQUIRE AT LEAST TWO FOREIGN WARS OF FOUR? I MEAN , FOUR LANGUAGE IS. WHY SPOOKED PEOPLE , IT WAS LIKE AT LEAST TWO LINKAGES OR FOUR THEY HAD TO SPEAK IN A STRUGGLE IN KNOWING THE COGNITIVE BENEFITS, ESPECIALLY AT AN EARLIER AGE OF LIKE A BILINGUAL EDUCATION AND I LOVE THE WORK THAT WE ARE DOING WITH OUR DUAL IMMERSION BUT WHAT IS THE REQUIREMENT , DO THEY HAVE TO LEARN MOURNERS AT ALL

ELECTIVE? >> TO BE IN WORLD LANGUAGE?

>> I KNOW WE HAVE LIKE THE BILITERACY DESIGNATION FOR STUDENTS AND WE ARE ALWAYS TRYING TO GET THAT UP BUT IS THERE A REASON WHY WE DON'T JUST READ CHOIR PROFICIENCY IN

ANOTHER LANGUAGE? >> WE WILL BE LOOKING AT OUR GRADUATION REQUIREMENTS AND ALIGNING IT MORE TO OUR -- REQUIREMENTS, THAT WAY IT REALLY ADDRESSES THAT COMPONENT. RIGHT NUMBER GRADUATION REQUIREMENTS REQUIRE WORLD LANGUAGE, FINE ARTS OR CTE BUT THAT IS SOMETHING WE ARE LOOKING TO ADDRESS IN THE FUTURE TO ENSURE STUDENTS ARE COLLEGE AND CAREER READY, SHOULD THAT BE THEIR CHOICE. I KNOW THAT MOST SCHOOLS OF KIND OF SHIFTED THAT WAY IN TERMS OF PRACTICE AND ENROLLING STUDENTS IN WORLD LANGUAGE STARTING IN THE NINTH GRADE TO SET THEM UP ON THE TRAJECTORY, EVEN IF THEY HAVE NOT SIGNED UP FOR, A LOT OF OUR'S STUDENT SIGN UP FOR IN MIDDLE SCHOOL, THEY HAVE NOT ALREADY STARTED, THE PRACTICE IS TO REGISTER THEM INTO A WORLD LANGUAGE STARTING IN THE NINTH GRADE REALLY SEE THE EXTENDED SCHEDULE STARTING THE NINTH GRADE.

>> THINK THE TO ANY OF THE QUESTIONS ALL RIGHT, THANK YOU, WE APPRECIATE YOUR CALLING, FL CAP, DO YOU WANT TO TAKE A SHORT BREAK WE WILL TAKE A SHORT BREAK, 5 TO 10 MINUTES, 7:51

>> ALL RIGHT, THE BOARD MEETING WILL REOPEN INTO OPEN SESSION AT 8:06 AND WE WILL CONTINUE ON WITH OUR DISCUSSION ITEMS AND WE ARE ONTO 12.3 , REVIEW OF THE PROPOSED L CAP 25 -'26

ACCOUNTABILITY PLAN. >> THANK YOU. I WILL TURN IT OVER TO MS. CARTER WHO WILL WALK US THROUGH THE UPDATED L CAP.

>> THANK YOU. THIS EVENING I WILL BE PROVIDING YOU WITH SOME FOUNDATIONAL INFORMATION REGARDING THE L CAP AND THE PROCESS WE HAVE ENGAGED IN THIS YEAR , TO REVIEW AND COLLECT INPUT FOR POSSIBLE REVISIONS. BEFORE WE REVIEW THE DOCUMENT ITSELF AND TO SUPPORT YOU WITH KNOWING THE REQUIREMENTS OF THE L CAP I WILL BE SHARING HOW THE STATE L CAP TEMPLATE IS FORMATTED. IT IS WHAT TO KEEP IN MIND THAT ANNUALLY THE STATE UPDATES THE INSTRUCTIONS UPDATING THE REQUIREMENTS AND THIS YEAR IT IS NO DIFFERENT. AS THERE HAS BEEN CHANGES THAT CONTINUE TO INCREASE ACCOUNTABILITY AND THE COMPLIANCE INCLUDED IN THE LCAP TEMPLATE. THE LCAP IS A DISTRICT

[01:50:06]

AT THE BEGINNING OF THIS YEAR THE SUPERINTENDENT AND BOARD ESTABLISHED GOALS THAT CONNECTED TO THE LCAP. WHEN REVIEWING THE GOALS IT IS IMPORTANT , EXCUSE ME , FOR US TO REFLECT ON WHAT HAS BEEN ACCOMPLISHED OR IS IN PROGRESS. THIS IS SUMMER MODERN FLEXIBLE SEATING WILL BE PROVIDED TO SOME OF OUR CLASSROOMS DISTRICT WIDE. PBI S TRAINING CONTINUED THIS YEAR AS WERE SOCIAL EMOTIONAL LEARNING SERVICES. FINDING THE COM TRAINING WAS OFFERED TO ALL AND CONSCIOUS DISCIPLINES TRAINING WAS PROVIDED TO EARLY CHILDHOOD AND TRANSITIONAL KINDERGARTEN TEAMS. WELLNESS CENTERS WERE MAINTAINED AND STANDARDS ALIGNED AND INSTRUCTION CONTINUED. PROVIDING RELEVANT LEARNING OPPORTUNITIES IS STILL AN AREA OF NEEDED FOCUS, HOWEVER, THERE ARE SOME SITES THAT PROVIDE THIS TYPE OF INSTRUCTION.

FOUNDATIONAL WORK , FOUNDATIONAL WORK HAS BEEN DONE TO ENSURE OUR SECONDARY SITES WILL OFFER COLLEGE CREDIT COURSES NEXT YEAR. WITH MAYFAIR STARTING IN EARLY COLLEGE CORE HEART IN THE SOMERSET OFFERING COUNSELING DUAL ENROLLMENT COURSES TO UP STUDENTS BUILD COLLEGE READINESS SKILLS. -- IS FOCUSING ON DEVELOPING A PATHWAY FOR STUDENTS TO EARN A CALIFORNIA LAW CERTIFICATE AND THE SOMERSET STUDENTS WILL BE PILOTING PROFESSIONAL SOFT SKILLS DUAL ENROLLMENT COURSE IN THE SPRING.

WE HAVE TWO SITES WITH A PARENT RESOURCE CENTER, ONE OF WHICH IS

[01:55:01]

PERSONALS WORKING ON A PLAN TO FILL VACANCIES, CONDOS AT THE ELEMENTARY LEVEL WERE NOT PERMITTED THIS YEAR AND A MIDDLE SCHOOL ASSISTANT PRINCIPALS WERE HIRED TO PROVIDE FOCUS SUPPORT FOR MIDDLE SCHOOL POPULATIONS. ANALYZING WHETHER PERMITTING ADVISORY AT THE SECONDARY IS STILL UNDER CONSIDERATION, HOWEVER, IN THE MEANTIME A VOLUNTARY TRANSFER PROCESS HAS BEEN DEVELOPED TO PROVIDE STUDENTS WITH ALTERNATIVE OPTIONS FOR ENROLLMENT. AND IN AN EFFORT TO ACCELERATE LEARNING , TWO PROGRAMS THAT ARE ALIGNED TO TARGETS AND DOMAINS ARE CURRENTLY BEING PILOTED AT SELECT SCHOOLS TO DETERMINE EFFECTIVENESS OF THE PROGRAMS. THE ADVISORY GROUPS ALSO DEVELOPED A DRAFT DEFINITION OF A BELLFLOWER GRADUATE HELP MAINTAIN A FOCUS FOR THE INPUT PROVIDED TO OUR OVERALL PLAN. AS THEY GO THROUGH THE LCAP THIS EVENING I WILL SHARE THE PRIORITIES THAT WERE IDENTIFIED BY ADVISORY GROUPS INDIVIDUALLY AND OVERALL. AS FUNDING IS FINITE , IN ORDER TO INCREASE IN ONE AREA THERE NEEDS TO BE A DECREASE IN ANOTHER. WE DID ASK OUR ADVISORY GROUPS TO PRIORITIZE ACTIONS IN THE LCAP.

YOU WILL NOTICE AS WE SHARE THE PRIORITIES THAT EACH GROUP HAS DIFFERENT EXPERIENCES THAT SHAPE THEIR PERSPECTIVE AND INPUT PROVIDED. ALTHOUGH NOT ALL OF THE INPUT MAY BE INCORPORATED INTO THE LCAP, IDENTIFYING THE THEMES OF THE INPUT HELPS TO INFORM REVISIONS OR CHANGES THAT MAY BE MADE. WE NEED TO KEEP IN MIND THAT MANY CHANGES TO THE PLAN ARE EXPECTED TO BE MADE AS WE ARE CURRENTLY IN THE FIRST YEAR OF THIS THREE-YEAR PLAN AND THE LEVEL OF CONSISTENCY WITH WHICH WE IMPLEMENT OUR PLAN IMPACTS OUR EFFECTIVENESS OF OUTCOMES. THIS SLIDE SHOWS THE PRIORITIES OF THE INDIVIDUAL ADVISORY GROUPS FOR GOAL ONE. ON THE RIGHT SIDE OF THE SLIDE YOU CAN SEE FOR THIS GOAL THE TOP PRIORITIES FOR EACH GROUP ARE A BIT DIFFERENT. THE MOST SUPPORTED ACTIONS FOR ALL GROUPS IS A SAFETY AND CUSTODIAL MAINTENANCE AND BEHAVIOR SUPPORT. FOR THIS GOAL LCAP SURVEY DATA REVEAL THERE IS AN AGREEMENT THAT THERE ARE CLEAR RULES AND PROCEDURES IN PLACE AT SCHOOLS AND THAT THE COMMUNITY IS ENGAGED REGARDING SCHOOL SAFETY ISSUES. THE DATA ALSO SUGGEST THERE SHOULD BE AN INCREASED FOCUS ON EFFECTIVE HANDLING STUDENT DISCIPLINE AND ENSURING FACILITIES ARE CLEAN.

AMONG THE GROUPS COMPLETING THE SURVEY BEHAVIOR MANAGEMENT IS RANKED HIGH AND STUDENT CONNECTEDNESS AND SENSE OF BELONGING IS LOW WITH 59% AND 60% OF STUDENTS AGREEING THAT THEY ARE CONNECTED TO SCHOOL OR THAT THEY FEEL THEY BELONG. THIS IS A SUMMARY OF THE INPUT PROVIDED BY ALL GROUPS REFERENCING AREAS IN THE LCAP THAT GROUPS FELT SHOULD BE MAINTAINED AND POSSIBLE AREAS OF FOCUS. GOAL TWO, THE OVERALL THEMES FOR THE GROUPS ARE TO CONTINUE TO PROVIDE SUPPLEMENTAL ACADEMIC SUPPORT AND PROFESSIONAL DEVELOPMENT. FOR THIS GOAL THE LCAP SURVEY REVEALED A PROFESSIONAL DEVELOPMENT IS SUPPORTED AND THERE IS A CLEAR VISION OF STRATEGIES THAT TEACHERS USE DURING INSTRUCTION. AND THAT THERE SHOULD BE AN INCREASE IN TRAINING FOR TECHNOLOGY USE AND OPPORTUNITIES FOR TEACHERS TO OBSERVE EFFECTIVE TEACHING . THE SURVEY REVEALED THAT MORE INFORMATION REGARDING COLLEGE CAREER OPPORTUNITY SHOULD BE PROVIDED TO STUDENTS AT AN EARLIER AGE. THIS IS A SUMMARY OF INPUT FROM GOAL TWO , FROM OUR ADVISORY GROUPS.

GOAL THREE, THE PRIORITY IS PARENT MEDICATION. THE SUMMARY OF INPUT IS REFERENCED ON THE RIGHT OF THE SLIDE. THE LCAP SURVEY REVEALED THERE IS A HIGH AGREEMENT THAT THE COMMUNITY AND PARENTS FEEL WELCOME TO PARTICIPATE AT SCHOOL AND THEIR CONCERNS ARE RESPONDED TO IN A TIMELY MANNER. IT ALSO REVEALED THAT PEOPLE GET INFORMATION FROM THE WEBSITE AND MORE PEOPLE GET INFORMATION FROM INSTAGRAM THAN FACEBOOK. I AM GOING TO GIVE OUR TEAM A MINUTE TO BRING THE LCAP UP AND WHAT I WILL DO FROM HERE IS GO THROUGH THE LCAP TO GIVE YOU AN IDEA OF WHAT HAS BEEN UPDATED AND THE FORMAT OF THE LCAP. IF YOU HAVE QUESTIONS IN THE FUTURE YOU WILL BE ABLE TO REFERENCE THOSE. I WILL START OFF ON PAGE ONE. AND I WILL LET YOU KNOW WHAT PAGES THEY GO TO OUR PARAGRAPH I MET AND IF YOU NEED ME TO STOP BECAUSE WE ARE NOT ON THE SAME PAGE LET ME KNOW.

[02:00:09]

THIS CONTINUES TO PROVIDE INFORMATION ABOUT OUR CORE VALUES AND VISION AND MISSION IN PARAGRAPH ONE. THE REMAINING PARAGRAPHS ON PAGE THREE AND FOUR DESCRIBE THE CRITICAL COMPONENTS OF THE LCAP IN EACH GOAL. ON PAGE FOUR , PARAGRAPH THREE, THE PRIORITY AREAS FOR THE 2025 , 2026 SCHOOL YEAR ARE LISTED, THESE WERE INFORMED BY THE HIGHLIGHTED PRIORITIES THAT WE JUST REVIEWED ON THE PREVIOUS SLIDE DECK. TOWARDS THE MIDDLE OF PAGE FOUR, THIS ALSO INCLUDES THE ANNUAL PERFORMANCE DESCRIPTION. YOU WILL NOTICE THERE IS A DESCRIPTION FOR THE 2024 AND THE 2023 DASHBOARD. THIS IS A THREE-YEAR PLAN, WE ARE REQUIRED TO KEEP THE DESCRIPTION OF PERFORMANCE FOR THE 2023 DASHBOARD. ACTIONS AND METRICS ARE CONNECTED TO THE OUTCOMES AND WILL REMAIN FOR THE DURATION OF THE PLAN. IN COMPARISON TO 2023 DASHBOARD, THERE WERE LESS GOALS WITH STUDENT GROUPS EARNING RED IN MATH , COLLEGE CAREER AND SUSPENSION INDICATORS. NO SCHOOLS EARNED READ ON THE SUSPENSION INDICATOR, HOWEVER THERE WERE MORE STUDENT GROUPS OVERALL EARNING RED IN THE AREA. ON PAGE FIVE. THIS PAGE INCLUDES A DESCRIPTION OF THE PROPOSED PLAN FOR SPENDING LEARNING RECOVERY WITH GRANT FUNDS AND NEEDS ASSESSMENT WAS COMPLETED TO IDENTIFY NEEDS FOR THE 2025-2026 SCHOOL YEAR WHERE SCHOOL SITE OUTCOMES WERE ANALYZED IN THE AREAS OF ELA, MATH AND CHRONIC ABSENTEEISM. AND WHETHER OR NOT SCHOOLS IDENTIFIED AS HIGH NEED WERE IMPROVING. IF SCHOOLS WERE IMPROVING THEY WILL NOT BE TARGETED FOR SUPPORT . THERE WERE NO SCHOOLS THAT MET THE CRITERIA IN ALL THREE AREAS.

HOWEVER, FIVE SCHOOLS WERE IDENTIFIED FOR SUPPORT , ENGLISH LANGUAGE ARTS, FOUR SCHOOLS FOR MATH AND TWO FOR ABSENTEEISM. AS A DISTRICT, LONG-TERM ENGLISH LEARNERS AND STUDENTS OF HIS ABILITIES WERE IDENTIFIED AS A STUDENT GROUPS NEEDING ADDITIONAL SUPPORT. THIS PARAGRAPH REFERENCES THE GOALS AND ACTIONS THAT WERE REVISED TO PROVIDE ADDITIONAL SUPPORT TO THESE SCHOOLS AND TO THESE A STUDENT GROUPS. ON THE BOTTOM OF THE PAGE YOU WILL SEE IT SAYS REFLECTIONS, TECHNICAL ASSISTANCE. IN THIS DESCRIPTION WHICH CONTINUES ON THE NEXT PAGE, IT DISCUSSES THAT ANNUALLY BASED ON THE CALIFORNIA SCHOOL DISTRICT ARE IDENTIFIED FOR ADDITIONAL SUPPORT FOR DISTRICT COUNTY OR STATE. WE WERE IDENTIFIED FOR DIFFERENTIATED ASSISTANCE FOR SPECIFIC STUDENT GROUPS IN THE AREA OF ACHIEVEMENT AND COLLEGE CAREER READINESS AND SUSPENSION RATE.

ALTHOUGH THESE AREAS MAINTAINED OR APPROVED ON THE DASHBOARD ON DIFFERENT STUDENT GROUPS , THEY WERE IDENTIFIED IN THOSE AREAS.

A SUMMARY OF THE CURRENT AND FUTURE FOCUS FOR IMPROVEMENT IS INCLUDED IN THIS SECTION. AN AREA OF ELA AND COACHING PROFESSIONAL DEVELOPMENT WAS PROVIDED FOR FAST-FORWARD, THE PLATFORM TARGETED TO SUPPORT ENGLISH LEARNERS AND STUDENTS WITH DISABILITIES AND LITERACY IMPROVEMENTS, ADMINISTRATORS WERE PARTICIPATING IN THE SCIENCE OF READING TRAINING AND TEACHERS WILL RECEIVE THE TRAINING NEXT YEAR . ADDITIONAL TRAINING IS BEING PROVIDED ON THE CORE INSTRUCTIONAL MATERIALS ON AN EFFORT TO SUPPORT HIGH-QUALITY INSTRUCTION IN ENGLISH LANGUAGE ARTS, AND SPANISH LANGUAGE ARTS FOR DUAL IMMERSION IN ENGLISH LANGUAGE DEVELOPMENT FOR ALL. MATH INTERVENTION TOOLS CONTINUE TO BE UTILIZED. HOWEVER, AN ANALYSIS OF THE EFFECTIVENESS OF THE TOOLS USE IN ELEMENTARY AND MIDDLE GRADES BEING CONDUCTED AND A PILOT FOR NEXT-GEN MAP, THE PLATFORM THAT COMPTON UTILIZES AND IS ALIGNED TO THE RIGOR OF THE STATE TEST, HAS STARTED WITH A FEW ELEMENTARY SITES AND WILL CONTINUE NEXT YEAR TO DETERMINE THE EFFECTIVENESS OF THE PLATFORM AND WHETHER IMPLEMENTATION SHOULD BE EXPANDED. TO SUPPORT IMPROVEMENT IN THE AREA OF

[02:05:03]

ADDITIONAL INCOME AND SPECIAL DEVELOPING FOR STAFF TO UNDERSTAND AND SUPPORT HER FOSTER YOUTH POPULATION WILL ALSO BE PROVIDED BY OUR CHILD WELFARE AND ATTENDANCE OFFICE NEXT YEAR. AS PREVIOUSLY MENTIONED THEY WILL CONTINUE TO BE A FOCUS ON INCREASING DUAL ENROLLMENT OPPORTUNITIES FOR OUR STUDENTS TO SUPPORT THEM WITH GRADUATING AND PREPARED IN A COLLEGE CAREER. AND ADDITIONAL TRAINING FOR COUNSELORS WITHIN PERMITTING A FOUR YEAR PLAN FOR ALL INCOMING FRESHMEN AND COMMUNICATION EFFORTS ABOUT OUR CAREER TECHNICAL PATHWAY OPTIONS , WILL BE INCREASED NEXT YEAR. ANNUALLY, SCHOOLS ARE IDENTIFIED FOR ASSISTANCE, THIS YOUR THREE SCHOOLS EXITED ASSISTANCE IN COMPARISON TO LAST YEAR. TWO SCHOOLS REMAINED. THESE SCHOOLS HAVE COLLABORATED WITH THEIR SCHOOL COMMUNITIES TO IDENTIFY AND REVISE ACTIONS OF AREAS OF NEED AND HAVE MADE THOSE CHANGES TO THEIR SCHOOL PLANS. ON PAGE SEVEN THIS DESCRIBES HOW EDUCATIONAL PARTNERS WERE ENGAGED THROUGHOUT THE YEAR TO REVIEW AND PROVIDE INPUT TO THE PLAN AND PAGE EIGHT DESCRIBES HOW THE INPUT INFLUENCES THE REVISIONS TO THE PLAN. AS WE REVIEW GOALS AND ACTIONS I WILL HIGHLIGHT THE AREAS THAT ARE REFERENCED ON THE PAGE. STARTING ON PAGE NINE, THIS IS GOAL ONE AND THE FORMAT OF THE LCAP IS A DESCRIPTION OF THE GOAL AND THE METRICS ARE LISTED AFTER THAT. THAT ARE USED TO DETERMINE EFFECTIVENESS. IT IS IMPORTANT TO KEEP IN MIND THAT THE METRICS IN THE PLAN WERE ESTABLISHED LAST YEAR WITH A THREE-YEAR PLAN WAS DEVELOPED. THE YEAR ONE OUTCOMES INCLUDED DATA FROM LAST YEAR, THAT IS THE MOST RECENT INFORMATION AVAILABLE FOR SOME METRICS. FOR EXAMPLE, STATE TEST SCORES INCLUDED IN THE PLANNER FROM LAST SPRING AS WE ARE AT THE END OF OUR TESTING SEASON THIS YEAR. ALTHOUGH WE REVIEW THE LCAP ANNUALLY TO MONITOR PROGRESS TOWARD MEETING GOALS, ACTIONS AND SERVICES PLAN LAST YEAR WERE MEANT TO BE IMPLANTED FOR THREE YEARS PRIOR TO MAKING MAJOR CHANGES. AS IT TAKES TIME TO SEE RESULTS WITH CONSISTENT IMPLEMENTATION. THIS YEAR THE FAR RIGHT COLUMN HAS BEEN ADDED.

IT CALLS CURRENT DIFFERENCES FROM THE BASELINE. YOU SEE THERE ARE THE DIFFERENCE BETWEEN THE BASELINE AND YEAR ONE. OVERALL FOR GOAL ONE APPROXIMATELY 62% OF THE METRICS MAINTAINED OR IMPROVED IN COMPARISON TO THE BASELINE. AFTER THE METRICS , WHICH IS ABOUT PAGE 13 AND I WILL NOT GO OVER MOST OF THE METRICS BECAUSE THEY WERE A PART OF THE MIDYEAR REVIEW AND YOU HAVE HAD THE DOCUMENT BEFORE AND THERE WERE NOT MANY UPDATES TO THOSE SENSE THE MID-YOUR REVIEW. ON PAGE 13 , THIS SECTION DESCRIBES, THIS IS THE GOAL ANALYSIS. YOU WILL SEE THIS AFTER EACH GOAL THAT WE HAVE AND IT IS BROKEN DOWN INTO FOUR AREAS WHERE WE LOOK AT THE DIFFERENCES AND COMPARISONS TO ACTIONS AND WE NEED TO EXPLAIN MATERIAL DIFFERENCES AND BUDGETS VERSUS ACTUAL EXPENDITURES. EFFECTIVENESS OF ACTIONS AND DESCRIPTIONS OF ANY CHANGES THAT WILL BE MADE MOVING FORWARD. YOU WILL SEE THE GOAL ANALYSIS AFTER EVERY GOAL. STARTING ON PAGE 14.

THESE ARE THE ACTIONS THAT ARE LISTED FOR GOAL ONE. THERE ARE FIVE COLUMNS FOR EACH ACTION THAT INCLUDE THE NUMBER OF THE ACTION, A SHORT DESCRIPTION AND WHETHER THE ACTION IS IDENTIFIED AS ONE THAT WILL SUPPORT INCREASED AND SERVICES FOR UNDUPLICATED STUDENTS. YOU SEE THE PATTERN THROUGHOUT. I WILL BE , I WILL NOT GO OVER THE PATTERN BUT I WILL GO TO EACH ACTION THAT HAS REVISIONS. ACTION TWO. THIS HAS BEEN REVISED IN REFERENCE TO PRIORITIZING TARGET SCHOOLS FOR ADDITIONAL INSTRUCTIONAL SUPPORT IN PROVIDING TUTORING. PERSONNEL IS WORKING TO STREAMLINE THE PROCESS FOR HIRING AIDS BY REVIEWING AND REVISING JOB DESCRIPTIONS AND REACHING OUT TO COLLEGES. TO ADVERTISE JOB OPPORTUNITIES. AS IT WAS DIFFICULT TO HIRE THESE POSITIONS THIS YEAR WE ARE LOOKING TO SUPPORT WITH HIGH-IMPACT TUTORING , UTILIZING THE LEARNING RECOVERY FUNDS. ACTION FIVE. WILL CONTINUE TO INCREASE SECURITY AND CUSTODIAL EFFORTS AND WAS REVISED TO INCLUDE REVIEWING WORK ORDER FLOW AND PRIORITIZATION OF PROJECTS. WE ARE WORKING WITH BLACK KNIGHT WHO WILL BE WORKING WITH THE SITES TO DEVELOP THE COMPETENCE OF SAFETY PLAN AND THE DISTRICT SAFETY COMMITTEE IS LOOKING AT A VARIETY OF OTHER RESOURCES AND SERVICES, WHICH YOU TALKED ABOUT A LITTLE BIT

[02:10:03]

NOT SPECIFICALLY CALLED OUT IN THE ACTION, PROFESSIONAL DEVELOPMENT TO INCREASE KNOWLEDGE ABOUT A.I. IS BEING PLANNED FOR THE SUMMER INSTTHE NEXT YEAR A FOCUS ON DEVELOPING GUIDANCE AND USE POLICIES AND PRACTICES WILL BE IMPLEMENT IT.

ACTION SEVEN WAS UPDATED TO REFERENCE THE EXPANSION OF DUAL ENROLLMENT COURSES MAINTAINING A FOCUS ON IMPLEMENTATION OF AVID, IMPROVING COMMUNICATION AND CAREER TECHNICAL PATHWAYS ALIGNED WITH CORE CONTENT AND SUPPORTS COUNSELORS WITH REFINING PRACTICES FOR SUPPORTING STUDENTS OF COURSE SELECTION AND THE GOALS AND IMPLEMENTATION OF COLLEGE GUIDANCE INITIATIVES THAT HELP STUDENTS IDENTIFY THEIR INTERESTS AND INVESTIGATE COLLEGE AND CAREER OPTIONS. IT IS PROPOSED THAT A COUNSELOR ON SPECIAL ASSIGNMENT SUPPORT THE EXPANSION EFFORTS AND HELP SUPPORT US WITH COLLEGE CAREER READINESS. FOR NEXT YEAR. PAGE 25. ACTION NINE WAS UP TO SUPPORT PAYING THE COST OF AP EXAMS AND IMPLEMENT IN PSAT AND S.A.T. PREP COURSES FOR STUDENTS. THIS ACTION SUPPORTS THE LIMITATION OF STEAM OR SCIENCE TECHNOLOGY ENGINEERING ARTS AND MATH ACTIVITIES THAT HAPPEN AT SITES CURRENTLY IN ISOLATION. THERE WILL BE A FOCUS TO SUPPORT INCREASED RESOURCES FOR SITES TO WORK TOWARDS INTEGRATION OF THESE ACTIVITIES.

ALTHOUGH ACTION 10 WAS NOT REVISE THE ACTION REMAINS A FOCUS FOR ADDITIONAL SUPPORT NEXT YEAR. OUR COORDINATOR OF MULTILINGUAL AND DUAL IMMERSION SERVICES HAS AND WILL CONTINUE TO SUPPORT DUAL IMMERSION PROGRAMS NEXT YEAR. THIS YEAR TEACHERS AND ADMINISTRATORS WERE ABLE TO VISIT SHOWCASES , SCHOOLS IN SAN DIEGO, RECEIVED INSTRUCTIONAL MATERIALS TRAINING AS WELL AS ENGLISH LANGUAGE TRAINING. THE BRIDGE IS ABATED IN VERTICAL ALIGNMENT MEETING FOCUSING ON TRANSITION FROM SIX GREAT TO MIDDLE SCHOOL AND THEY VISITED A LOCAL DUAL IMMERSION PROGRAM THAT INCORPORATES DUAL ENROLLMENT CLASSES AS PART OF THEIR PATHWAY. IN COLLABORATION WITH A SECONDARY AD IN CERRITOS COLLEGE WE ARE WORKING TOWARDS A PERMITTING DOING ROMAN OPPORTUNITIES FOR STUDENTS AS WELL. NEXT YEAR WE WILL PROVIDE COACHING FOR THE SITES TO SUPPORT COLLABORATION AROUND INSTRUCTIONAL PRACTICES AND IMPROVE INSTRUCTIONAL PROGRAM ARTICULATION. ON PAGE 26 . WE BEGIN GOAL THREE. APPROXIMATELY

[02:15:10]

ALTHOUGH NOT INCLUDED IN THE PLAN LAST YEAR, AS WE HAVE JUST ESTABLISHED, THE PIL POSITION, WE ARE MONITORING ENGAGEMENT METRICS FOR FACEBOOK AND INSTAGRAM. IF POSSIBLE THE METRICS WILL BE ADDED TO THE PLAN AND WILL BE MONITORED THROUGHOUT THE YEAR AND INCLUDED IN THE ANNUAL UPDATE SECTION OF THE LCAP. THERE HAS BEEN AN INCREASE IN FACEBOOK AND INSTAGRAM FOLLOWERS IN COMPARISON TO LAST YEAR. 11,000 CONTENT INTERACTIONS ON FACEBOOK, 900 INTERACTIONS ON IN HAVE OCCURRED. 91% OF USE ARE FOR INSTAGRAM ARE ORGANIC AND 9% COME FROM ADS. 81% OF VIEWS ARE ORGANIC ON FACEBOOK AND 19% COME FROM ADS. A YOUTUBE CHANNEL HAS BEEN CREATED WITH 335 HOURS OF CONTENT WITH OVER 4600 AVERAGE VIEWS AND OVER 130,000 IMPRESSIONS OR CLICKS ON CONTENT. THERE ARE CURRENTLY TWO ARCHIVED VIDEOS ON THE CHANNEL THAT HAVE 586 VIEWS. PART OF THE GOAL IS ENGAGEMENT AND TO SUPPORT THAT THE EDUCATIONAL OPPORTUNITIES PROVIDED BY SITES THROUGH FACTOR AND FAMILY LITERACY PROJECTS WILL CONTINUE NEXT YEAR AND THE ENROLLMENT CAMPAIGNS AND COMMUNICATION EFFORTS WILL ALSO CONTINUE.

ALTHOUGH NOT AN UPDATE TO ACTIONS ADDITIONAL SUPPORT WAS PROVIDED TO OUR DUAL IMMERSION PROGRAM, WHICH HAS RESULTED IN AN ADDITIONAL CLASSROOM BEING ADDED RESULTING IN THREE CLASSES PROJECTED FOR NEXT YEAR FOR TK. TO SUPPORT MEETING THE NEEDS OF THE WHOLE CHILD, NEXT YEAR WE WILL INVESTIGATE EXPANSIONS OF COMMUNITY SCHOOLS WITHIN OUR DISTRICT. PAGE 30. GOAL FOUR STARTS ON PAGE 30 WITH THE DESCRIPTION AND EXPLANATION OF THE GOAL. THE ONLY CHANGES MADE TO THIS IS THE REMOVAL OF -- HOME INDEPENDENT STUDY ACADEMY AS A NO LONGER QUALIFY FOR THE FUNDING. THE METRICS SHOW APPROXIMATELY 67% OF THE METRICS LISTED, MEETING OR MAINTAINING OR IMPROVING. THE ACTIONS FOR THE GOAL WILL REMAIN THE SAME TO SUPPORT CONTINUITY AND CONSISTENT IMPLEMENTATION OF THE SERVICES. ON PAGE 34 . THIS IS THE START OF INCREASED AND IMPROVED SERVICES SECTION, OR THE ACTIONS THAT ARE DESIGNATED TO SUPPORT UNDO LOCATED SERVICES ARE DESCRIBED. CHANGES TO THE SECTION CAN CONSIST OF UPDATED METRICS AND ADDITIONAL INFORMATION IN THE THIRD COLUMN RELATING TO EFFECTIVENESS. THE SERVICES WILL BE MONITORED FOR THE REMAINDER OF THE THREE-YEAR PLAN. FINALLY ON PAGE 36, THIS IDENTIFIES ADDITIONAL FUNDS THAT WE RECEIVED DUE TO OUR HIGH POPULATION OF UNDUPLICATED UNITS AND IT REFERENCES THE ADDITIONAL PERSONNEL , INCLUDING INSTRUCTIONAL AND BEHAVIORAL AIDS. THIS SECTION WAS MODIFIED TO UPDATE THE PERCENTAGES BY SCHOOL SITES. IF WE CAN TAKE A MINUTE TO GO BACK TO THE SLIDE DECK, FOR THE FINAL SLIDE. I WILL LET YOU KNOW WHAT THE APPROVAL TIMELINE IS FOR THE LCAP.

THIS SLIDE IDENTIFIES THE TIMELINE AFTER TONIGHT , WE WERE RIGHT THERE. OKAY. THIS TIMELINE SHOWS YOU THAT IN THE BEGINNING OF JUNE THE LCAP WILL BE POST FOR THE PUBLIC TO PROVIDE PUBLIC WRITTEN, IF THEY CHOOSE AND AN UP DATED LCAP WILL BE POSTED FOR THE JUNE 12TH PUBLIC HEARING WHERE THE PUBLIC MAY PROVIDE COMMENTS REGARDING THE LCAP AND THE FINALIZE LCAP WILL BE POSTED AND BROUGHT TO THE BOARD FOR APPROVAL ON JUNE 18TH. THE COUNTY HAS UNTIL AUGUST 15TH TO APPROVE OUR LCAP, HOWEVER THEY MAY DECIDE TO ASK FOR CLARIFICATIONS REGARDING ANY PORTION OF THE LCAP AND IF THEY DO YOU SEE THE TIMELINE AND OUR RESPONSIBILITIES IF THAT HAPPENS. THE FINAL DEADLINE FOR APPROVAL WOULD BE OCTOBER 25TH. THAT CONCLUDES THE PRESENTATION FOR THE UPDATES AND REVISIONS TO THE LCAP.

>> MS. CARTER BEFORE I OPEN IT UP TO MY COLLEAGUES I WANT ONE CLARIFICATION QUESTION. IT WAS ON THE PERCENTAGES THAT WE

[02:20:02]

GOAL THREE IS 78. >> AND 62 AND 56% ON THE OTHER

TWO? >> 56 IS GOAL TWO. 62 ON THE

FIRST ONE. >> AWESOME. COLLEAGUES, ANY

QUESTIONS? >> I WILL START. MY FIRST QUESTION IS GOAL THREE. I KNOW WE HAVE DONE WELL ON THIS, 70%, ONE COMMON IS THAT WE DEFINITELY WANT TO GET PARENT INPUT BEFORE WE MAKE MAJOR CHANGES. I SUGGEST THAT , OBVIOUSLY WITH SOME OF THE CHANGES WE MADE RECENTLY , WE SHOULD TALK TO PARENTS BEFORE AND BE A LITTLE BIT MORE PROACTIVE. ONE QUESTION , WE TALKED ABOUT A TK TO THREE BEST PROGRAM AT WASHINGTON, IS THERE ANY DISCUSSION ON THAT AND WHERE ARE WE AT WITH THAT PROGRAM?

>> I WILL REFER TO MS. --. >> WE ARE CURRENTLY PLANNING FOR A PROGRAM. IT IS AN ALTERNATIVE BECAUSE WE ARE TRYING TO KEEP WITHIN THE JANET PROGRAMMING AND WE ARE WORKING ON THE PILOT PROGRAM TO LAUNCH FOR THE NEXT SCHOOL YEAR.

>> OKAY. WITH ABBY AT WASHINGTON?

>> YES. >> OKAY. SORRY? WE HAVE A BEST PROGRAM THERE, IS IT ONE THROUGH THREE?

>> RIGHT NOW WE ARE TRYING TO FOCUS ON OUR YOUNGER ELEMENTARY KIDS BECAUSE THAT IS WHERE WE ARE HAVING DIFFICULTIES. WE ARE TRYING TO BE PROACTIVE IN PREVENTING THE SPECIAL EDUCATION IDENTIFICATIONS AND FOCUSING ON A JANET PROGRAM FOR OUR YOUNGER TK STUDENTS, POSSIBLY -- AS WELL.

>> OKAY. ONE THING I'VE NOTICED IN THE SCHOOLS IS ONE MAJOR THING WE ARE TRYING TO DO IS IMPROVE OUR CLIMATE AND CULTURE.

CAN YOU TELL ME WHY WE ARE ELIMINATING THE DEANS OF CLIMATE AND CULTURE AT HER HIGH SCHOOLS AND WHAT IS THE RATIONALE BEHIND

THAT? >> ONE OF THE THINGS WE CONSIDERED WAS THE NEW ADDITION OF THE ASSISTANT PRINCIPALS AND THE JOB DUTIES CURRENTLY BEING DONE BY THE DEANS OF CLIMATE AND CULTURE AND THE JOB DUTIES THAT WOULD BE DONE BY THE MIDDLE SCHOOL ASSISTANT PRINCIPALS AND DETERMINING IF THOSE JOB DUTIES WITH AN OVERLAP. THERE IS A THOUGHT THAT POSSIBLY THE PARTICULAR DUTIES THAT WERE BEING DONE BY THE DEANS OF CLIMATE AND CULTURE BECAUSE THEY FOCUSED SO MUCH ON ATTENDANCE AND SOME OF THE DISCIPLINE ISSUES THAT COULD BE DISTRIBUTING IT AMONGST THE ASSISTANT PRINCIPALS.

>> OKAY. I LOVE THAT. I FOR GOOD FEEDBACK ON OUR APS BUT I WOULD LIKE TO REITERATE THAT OUR DEANS OF CLIMATE AND CULTURE ARE SUPPOSED TO BE THERE TO IMPROVE OUR CLIMATE AND CULTURE AND I UNDERSTAND THAT ATTENDANCE AND BEHAVIOR IS PART OF THAT THERE IS A LOT MORE THAT WE CAN DO TO UTILIZE AND I HOPE WHEN WE TALK WITH OUR APS THAT WE TRY TO BRAINSTORM AND COLLABORATE SO THAT WE CAN COME UP WITH GREAT IDEAS FOR THEM AS WELL.

>> I WILL GO AHEAD AND SAVE SOMEONE AND PASS IT OFF .

>> THANK YOU, MADAM PRESIDENT. WHEN YOU ARE READING THE SOCIAL MEDIA ANALYTICS, I DON'T SEE THAT ON MY PAPER. WITH THE YOUTUBE, LOOKS LIKE YOU HAVE DIFFERENT --

>> THEY ARE NOT ADDED YET, I WILL NEED TO ADD THEM ON AS A DRAFT , SO, THEY ARE IN THE PRESENTATION NOW AND IF I CAN GET IT INTO THE NEXT DRAFT THAT YOU GUYS WILL SEE THEN YOU WILL HAVE THEM. BUT I CAN PROVIDE THEM TO YOU.

>> IS NOT THE CURRENT DRAFT? >> YOU HAVE THE CURRENT DRAFT THAT WE PROVIDED , THOSE METRICS WERE NOT PART OF GOAL THREE AND THEY WERE NOT ABLE TO BE ADDED IN THERE BUT WHEN WE ARE ADDING , IF WE CAN ADD THE NEW METRICS FOR NEXT YEAR WE WILL ADD THEM IN THERE, AND IF NOT I WILL INCLUDE THEM IN THE ANNUAL UPDATE SECTION, WE WILL CONTINUE TO MONITOR THEM AS WE GO

FORWARD. >> YORTY HAVE IDEAS FOR

ADDITIONAL GOALS ? >> ALL OF THOSE METRICS I SET ARE THINGS WE WILL MONITOR GOING FORWARD, WE HAVE FOR THIS YEAR AND WE WILL MONITOR MOVING FORWARD.

>> WOULD WE BE REMOVING ? LIKE WITH THIS DO YOU REMOVE GOALS? I MENTIONED LAST YEAR ABOUT STARTING AN ACCOUNT FOR

[02:25:02]

THE LCAP. >> IT IS IN THE LCAP. IT IS UPDATED AS IT BEING 15 OUT OF 15. LET ME CLARIFY TO SEE WHAT I THINK YOU'RE ASKING ME AND THAT IS IF WE HIT IT WOULD WE REMOVE IT OUT? AS A METRIC? IS THAT WHAT YOU ARE ASKING? IT IS NOT

REMOVE IT IS STILL THERE? >> I KNOW IT IS, A GOAL THAT IS VERY EASY TO HIT, WOULD IT BE SOMETHING THAT WOULD BE REMOVED

AND WE PUT A NEW GOAL IN? >> WE WOULD NOT REMOVE IT OUT BECAUSE IT IS A THREE-YEAR PLAN. WE WOULD LEAVE IT THERE BUT IF WE HAVE ANOTHER METRIC WE WANT TO MONITOR, THAT WOULD BE INPUT YOU COULD PROVIDE OR ADVISORY COULD PROVIDE OR WE COULD ADD IN THERE. THAT ONE WILL STAY BECAUSE IT HAS GOT A STAY FOR THE THREE-YEAR PLAN BUT IF WE WANT OTHER METRICS TO LOOK AT.

>> AT WHAT POINT DOES THE BOARD SEE , THESE ARE THE MODIFICATIONS WE ARE GOING TO HAVE, IS THAT THE NEXT MEETING?

>> YES. THIS IS THE MEETING WHERE YOU WOULD PROVIDE US INPUT AND THEN THE FINAL DRAFT WILL GO OUT BEFORE JUNE , TO THE PUBLIC

FOR PRIVATE COMMENT. >> OKAY. ANOTHER QUESTION. I NOTICED THE CTE PATHWAY HAS DECREASED FROM 17.5% TO 13.3, DO WE HAVE A GOOD IDEA OF WHY? I KNOW THIS IS KIND OF LIKE A DATA BUT DO WE KNOW WHAT HAPPENED THERE?

>> WHAT PAGE ARE YOU ON? >> THIS IS ON , --

>> PAGE 20. >> THANK YOU. WE STARTED OFF WITH 17.4% OF OUR GRADUATES COMPLETING THE PATHWAY AND NOW WE HAVE 13.3%. I DON'T HAVE A DEFINITIVE ANSWER , WE DO DEFINITELY HAVE LESS STUDENTS AND THE RATIOS WOULD CHANGE. IT IS NOT TOO MUCH OF A DIFFERENCE BUT THAT IS ONE OF THE THINGS WE ARE LOOKING AT FOR NEXT YEAR WHEN WE LOOK AT OUR GRADUATION RATE AS WELL. CTE PATHWAY COMPLETION.

>> IS AT SOMETHING, I KNOW A LOT OF THE CTE COURSES ARE PROVIDED BY --, IS A PROGRAMMING GOING TO AFFECT HOW THE GOAL WOULD

ROLLOUT? >> THAT METRIC, NO, IT WOULD NOT CHANGE BECAUSE IT IS A COURSE, THE PATHWAY THEY ARE COMPLETING.

>> OKAY. ONE MORE. I'M CURIOUS, I THINK IT HAS COME UP BEFORE.

RECLASSIFICATION FOR ENGLISH LEARNERS AND THERE IS A RE-CLASSIFICATION DATA THAT SEEMS TO GO UP, BUT THEN THE PROFICIENCY FOR ENGLISH LEARNERS WENT DOWN. IS THAT ONE OF THOSE STATISTICAL THINGS WHERE YOU KIND OF, IT IS GOING TO HAVE THAT EFFECT? IS THAT WHAT WE ARE SEEING?

>> YES AND NO. BASICALLY, THE RECLASSIFICATION DID INCREASE AND WHEN YOU RECLASSIFY A STUDENT AT THAT HIGH LEVEL THEY WILL NOW BE OUT OF THE TESTING ENVIRONMENT, SO, OUR PROFICIENCY COULD GO DOWN. ONE THING TO THINK ABOUT WITH OUR RECLASSIFICATION IS THAT WE MADE A CONCERTED EFFORT AND WE ARE STILL STABILIZING WHAT THAT WILL LOOK LIKE MOVING FORWARD. IT IS

HIGH NOW. >> THANK YOU.

>> I WILL ASK A FEW MORE BECAUSE I DON'T SEE TOO MANY. I HAVE A QUESTION ON LIMITING CONDO CLASSES, THAT WAS THE SAME WORDING WE USED LAST YEAR EVEN THOUGH WE DIDN'T HAVE CONDO CLASSES, I HAVE A QUESTION, ARE WE HAVING CONDO CLASSES? WE ARE STILL TRYING TO LIMIT THEM AS MUCH AS POSSIBLE, CORRECT?

>> ABSOLUTELY. >> HOW MANY DID WE HAVE THIS

YEAR? >> I BELIEVE ZERO.

>> THAT IS THE GOAL FOR NEXT YEAR. OKAY. ANOTHER QUESTION IS ABOUT TUTORING. I NOTICED WE HAVE FOCUSED ON FIVE SITES FOR TUTORING. PRIORITIZING , INSTRUCTIONAL SUPPORT AND THE HIGH DEMAND, IS THERE STILL A PUSH TO DO TUTORING ON ALL CAMPUSES? IN WASHINGTON WE TALKED ABOUT THIS AND I KNOW I'M THE ONE THAT IS ALWAYS PREACHING TUTORING AND TEACHERS DOING THEIR OWN TUTORING BUT THEY WERE TALKING AT OUR CONFERENCE ABOUT HOW THIS IS SO IMPORTANT AND I STILL DON'T THINK THE TEACHERS UNDERSTAND THAT WE PUSH IT, WHAT CAN WE DO

[02:30:05]

>> WE WILL CONTINUE PAPER TUTORING BECAUSE THERE HAS BEEN AN CONTINUED INCREASE AND WE WILL ADVERTISE IT AND WE WILL CONTINUE TO HELP TEACHERS KNOW THE BENEFITS OF THAT. WE HAVE SOME TEACHERS THAT ACCESS IT AND UTILIZE IT IN THEIR CLASS , UTILIZE IT FOR PAPERS TO BE LOOKED AT AND GIVEN FEEDBACK BEFORE IT IS TURNED INTO THEM. AND UTILIZE IT FOR READING AND MATH CHALLENGES. SOME OF THE NEW THINGS THAT ARE HAPPENING. WE WILL CONTINUE WITH THAT NEXT YEAR AND CONTINUE TO INCREASE OUR USE OF THAT. WHAT WE ARE LOOKING AT IS , WE ARE LOOKING AT, WE HAVE HIGH DOSAGE TUTORING THAT WE ARE DOING FOR EXPANDED LEARNING THIS YEAR. OUR SUMMER ACADEMY , WE ARE SORT OF PILOTING THERE, WE HAVE OUR THINK TOGETHER STAFF AND WE ARE TRAINING THEM IN PROGRAMS THAT THEY ARE GOING TO BE UTILIZED IN SUMMER ACADEMY AND I THINK THAT IS THE PIECE WE WERE SORT OF MISSING IN THE PAST. TRAINING OUR TUTORS TO WORK ON A CERTAIN CONTENT PROGRAM OR THING THAT THE TEACHER NEEDS. SO, WE ARE LOOKING TO CONNECT WITH COMPTON AS WELL. TO SEE IF WE CAN BRING THE HIGH-IMPACT TUTORING INTO THE SCHOOL DAY, VERSUS AFTER

HOURS. >> BASICALLY A TYPE OF

INTERVENTION? >> IT IS LIKE AN INTERVENTION.

YOU HAVE A TRAINED PERSON IN HER CLASSROOM TO SUPPORT YOU WITH

THAT. >> THE NEXT TIME THAT WE SEND THIS OUT TO TEACHERS ABOUT TUTORING OR ANY OF THOSE, IF YOU COULD PLEASE COPY THE BOARD ON IT, I WOULD REALLY LIKE TO SEE WHAT WE ARE SAYING TO THEM. I STILL DON'T UNDERSTAND WHY MORE PEOPLE ARE NOT TAKING US UP ON THAT OPPORTUNITY. I KNOW WE HAVE TALKED ABOUT IT, WE TALK ABOUT IT ALL THE TIME BUT I AM NOT UNDERSTANDING WHY THEY ARE NOT UTILIZING THAT AND I WOULD LIKE TO SEE HOW MUCH THE PAY IS FOR TUTORING AFTER SCHOOL , WHO SIGNED UP AND WHAT WE ARE COMMUNICATING WITH OUR TEACHERS THAT THEY JUST DON'T UNDERSTAND WHY THEY SHOULD DO IT, I DON'T

GET IT STILL. >> I CAN TELL YOU THE LAST TIME WE TALKED ABOUT THIS AT THE BOARD MEETING WE PUSHED ANOTHER PUSH OUT FOR THE AFTER SCHOOL COURSES, THAT IS THE COURSE YOU CAN BE DOING INTERVENTION OR A PASSION PROJECT, WHATEVER IT IS AND THERE WAS AN INCREASE. I SHOULD'VE GIVEN YOU AN UP DATE, BUT THERE WERE MORE TEACHERS THAT PARTICIPATED AND TOOK ADVANTAGE OF THAT. I HOPE THAT HELPS.

>> THANK YOU. I WILL PASS IT OFF TO VICE PRESIDENT GARZA.

>> THANK YOU, MADAM PRESIDENT. MY QUESTION IS OFF OF PAGE 14.

ACTION NUMBER EIGHT, POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS. MOST TEACHERS ARE IMPLEMENT IN THIS DURING THEIR SCHOOL DAY BUT WHAT TYPES OF SUPPORTS DO YOU HAVE FOR OUR STUDENTS WHO DO NOT HAVE ANY , THIS DOES NOT WORK FOR, WHAT ARE WE DOING FOR THOSE TEACHERS? ARE WE HELPING THEM OR GIVING THEM DIFFERENT STRATEGIES? IS THERE A DIFFERENT PROGRAM? WHAT IS THE

THOUGHT? >> I'LL ANSWER AND I WILL DEFER TO -- . PBI S IS AT ALL OF OUR SCHOOLS. IT IS A PROCESS, NOT NECESSARILY A PROGRAM, AS YOU FULLY KNOW. AND WHAT WE ARE LOOKING AT IS TRYING TO BE MORE CONCRETE ABOUT THE DISCIPLINE POLICIES, PRACTICES AND PROCEDURES ARE. THEY HAVE HAD TRAINING THIS YEAR BUT WE ARE LOOKING AT POSSIBLY UPDATING THAT TRAINING FOR NEXT YEAR, SO, THEY ARE LOOKING AT DISCIPLINE POLICIES AND PRACTICES AND ARE ALL IN ALIGNMENT . YOU WANT TO

ADD TO THAT? >> THAT IS EXACTLY WHAT WE ARE PLANNING ON EXPANDING. WE HAVE DONE A LOT OF WORK TOWARD PBI S BUT WE WANT TO TAKE IT TO THE NEXT LEVEL IN ALIGNING

PROCEDURES AND EXPECTATIONS. >> ARE YOU GOING TO BE GIVING THEM SOMETHING NEW THEY HAVE NOT HAD BEFORE? OR IS IT JUST A REFRESHER COURSE? I HAVE BEEN TAKING PBI SINCE I WAS EMPLOYED HERE , YOU ARE STILL DOING IT. I'M WONDERING WHAT WILL CHANGE

NOW? >> WHAT WE ARE LOOKING AT IS THE POSSIBILITY OF LOOKING INTO SAFE AND CIVIL SCHOOLS, AN ORGANIZATION THAT IS A VERY WELL KNOWN AND STRUCTURED AND WILL BE SUPPORTIVE IN HELPING THE SCHOOL SITES COME TO THE COMMITMENTS

[02:35:01]

THAT IS WHAT WE ARE LOOKING INTO FOR NEXT YEAR IN THE FOLLOWING

YEARS. >> AND AS A PART OF THE SAFE AND CIVIL , ARE YOU GOING TO REQUEST THAT THEY LOOK AT WHAT DO THEY DO? OR WHAT IS THEIR PROCESS FOR STUDENTS? IT ONLY WORKS FOR ABOUT 75% OF STUDENTS BUT THE OTHER 25%, WHAT DO WE DO FOR THEM? WHAT WE DO FOR KIDS WHO ARE THROWING AND CHECKING THINGS THE TEACHERS? THAT IS ME RIGHT NOW. WHAT WE DO FOR THEM?

>> AGAIN I WILL DEFER TO YOU BUT I BELIEVE THAT IS WHAT THIS WILL HELP US TO BECAUSE YOU ARE TALKING ABOUT TIER THREE BUT IF YOU DON'T HAVE TIER TWO IN PLACE WE DON'T HAVE A POSITIVE BEHAVIOR CONTRACT IN PLACE WHERE WE ARE WORKING IN LOOKING AT DATA CONSISTENTLY, THEN WE WILL HAVE A HARDER TIME WITH TIER

THREE. DO NOT ADD TO THAT? >> YES, WE ARE LOOKING AT ADDITIONAL SUPPORT THROUGHOUT THE DISTRICT. THE PROGRAM I MENTIONED EARLIER IS EXACTLY THE FOCUS WE WANT TO HAVE, WE WANT TO FOCUS ON STUDENTS WHO ARE HAVING REALLY DISRUPTIVE BEHAVIORS. DEVELOPING A PROGRAM THAT WILL SUPPORT THEM AND IN ADDITION HAVING STAFF THAT WILL ASSIST THROUGHOUT THE SCHOOLS, NOT JUST WHERE WE ARE HAVING THAT PROGRAM TO DEAL WITH THOSE MORE SEVERE, ESCALATED BEHAVIORS AND YOU WILL SEE THAT COME

THROUGH LATER. >> THE PROGRAM YOU'RE TALKING

ABOUT IS THE TK BEST PROGRAM? >> WE ARE NOT CALLING IT BEST BECAUSE WE ARE FOCUSING ON PROACTIVE AND PREVENTATIVE. WE ARE WORKING ON PLANNING RIGHT NOW AND PLANNING TO LAUNCH NEXT YEAR AND YOU WILL SEE MORE INFORMATION COME THROUGH ON

THAT. >> I LOVE FOLLOW-UP QUESTIONS RIGHT NOW, IS THAT OKAY? WITH THAT. ARE WE GOING TO BE , I'M TAKING IN MY MIND, WE'RE GOING TO HAVE TO HAVE NEW PEOPLE WHO ARE PART OF THIS TEAM THAT ARE GOING TO TRAVEL AROUND ?

>> DSM DAD? >> NO , I KNOW WE ARE FOCUSING ON OUR YOUNGER STUDENTS BUT YOU'VE IMPLEMENTED A BRAND-NEW PROCEDURE AND PROCESS FOR ADMIN TRANSFER FOR OLDER STUDENTS AND I KNOW RIGHT NOW WE ARE FOCUSED ON PRIMARY BUT AT SOME POINT WE GOT TO TALK ABOUT OLDER STUDENTS AS WELL..

>> WE ARE NOT LOOKING AT THE BEHAVIOR BUT ALSO THE MENTAL HEALTH COMPONENT , WE WILL BE WORKING ON A CAPACITY GRANT WE JUST GOT COMMITMENT THE SUPPORTS.

>> AND THAT WILL BE COMING OUT OF THE SAME POCKET OF MONEY?

>> CORRECT. >> THANK YOU. BEFORE I PASS , I WANT TO SAY IT IS EXCITING , WE REALLY HAVE A COHORT AT MY SCHOOL AND THERE IS EIGHT OF US AND WE HAVE ADMINISTRATORS, SECURITY GUARDS, TEACHERS, A COMBINATION OF ALL DIFFERENT EMPLOYEES AND YOU BASICALLY MAKE THE PROCEDURES AND PROTOCOLS AND STICK WITH THEM, LIKE THIS YEAR WE ARE FOCUSING FOR NEXT YEAR ON OUR DISCIPLINE , HOW TEACHERS ARE WRITING AND SENDING STUDENTS OUT AND IT REALLY GIVES YOU GUIDELINES. I REALLY ENJOYED AND HAVE BEEN DOING IT FOR A LONG TIME. I AM EXCITED YOU ARE EXPLORING IT AND IT IS A REALLY GOOD PROGRAM.

>> THANK YOU, MADAM PRESIDENT. LASTLY WE TALKED A LOT ABOUT HIRING OUR OWN AIDS AND THE DIFFICULTIES IN THAT HIRING. I NOTICED ON THE SUMMARY OF INPUT , FOR GOAL ONE, WE PUT PROVIDE CONSISTENT STRUCTURING AND POSSIBLY MODIFY THE SUPPORT IF WE HAVE DIFFICULTY HIRING. DOES THAT MEAN WE ARE NOT GOING DOWN THAT ROUTE? LIKE HIRING OUR OWN AIDS? AND THE QUESTION IS REALLY, WHAT DO WE NEED TO DO TO FIX THAT?

>> THANK YOU FOR THAT. THAT SECTION OF THE POWERPOINT IS INPUT FROM OUR STAKEHOLDERS. THEY WERE ACTUALLY GIVING SUGGESTIONS OF MODIFICATIONS. WE ARE STILL LOOKING AT HIRING OUR OWN AIDS BUT THEY WERE GIVING SUGGESTIONS SUCH AS PRIORITIZING WHO GETS THE AIDS. MAYBE T KK GETS AN AIDE FOR EVERY CLASSROOM

[02:40:02]

>> IT DEFINITELY HELPS. I KNOW THERE WAS SOME TALK ON THE PAY FOR THE AIDS. SOMETIMES IT IS LESS COMPETITIVE AND THEREFORE IT IS HARDER TO GET, IS THAT ALSO SOMETHING WE ARE LOOKING AT

AND DOING COMPARABLES? >> I CAN DEFER TO DR. SMITH BUT I BELIEVE THAT IS SOMETHING WE LOOK AT BUT WE WOULD HAVE TO LOOK AT THE CLASSIFICATION AND THE CHANGE IN WHAT IT WOULD NEED

TO BE. >> I KNOW IT IS AN ONGOING PROCESS. IT IS JUST SO MUCH TALK, A LOT OF WORK AND HURDLES AND I APPRECIATE THE WORK YOU ARE DOING. I JUST WANT TO MAKE SURE IT HAPPENS BECAUSE I HAVE NOT HEARD PEOPLE BEING AFRAID, BEING AFRAID WILL CONTRACT OUT MORE AND PEOPLE BEING AFRAID WE WILL ACTUALLY LOSE OUR AIDS. PEOPLE GET AFRAID OF THINGS FROM TIME TO TIME BUT I JUST WANT TO MAKE SURE WE ARE STILL ON THE

SAME PATH. >> MATCHUP IN? I HAD THE SAME TYPE OF QUESTION ON INSTRUCTIONAL SUPPORT. I KNOW IT IS ACTION TWO. I WAS CONFUSED BY THE WRITING OF THAT. IT SAYS IT WILL PROVIDE ADDITIONAL INSTRUCTIONAL SUPPORT TO EARLY GRADES TO SUPPORT EARLY LITERACY IN MATH BUT IT SAYS THERE IS A FOCUS AT FIVE DISTRICT SCHOOLS. WE TALKED ABOUT PLACING THEM AT ALL SCHOOLS, IS THAT WHAT YOU ARE TALKING ABOUT AS TRYING TO DIVIDE AND CONQUER? HOW WOULD THAT LOOK?

>> THAT A STRUCTURAL OF THE LCAP. WE ARE LOOKING AT THEM FOR ALL OF OUR SCHOOLS BUT BASED ON OUR DATA THAT WE REQUIRE , WE ARE REQUIRED TO TARGET SCHOOLS OF PRIORITIES. THAT IS WHAT THAT

MEANS. >> GOT IT. IS THERE A THOUGHT PROCESS OF HALF-TIME AIDS IS HIRING FULL-TIME AIDS?

>> YES, THAT IS SOMETHING WE ARE TAKING A LOOK AT NOW AND MISS CARTER DID A GREAT JOB OF SUMMARIZING A LOT OF THE THINGS WE ARE DOING TO MAKE SURE WE HAVE ALL OF OUR OWN AIDS AS OPPOSED TO AGENCY. WE ARE NOT INTERESTED IN EXPANDING AGENCY USAGE AND SERVICES. WE WANT TO HAVE OUR OWN PEOPLE , WE THINK THAT IS WHAT IS BEST FOR THE DISTRICT BUT WE THINK THAT IS ALSO WHAT IS BEST FOR STUDENTS. IT TAKES TIME TO GET THERE BUT TO ANSWER YOUR SPECIFIC QUESTION ABOUT THIS PART, THAT IS SOMETHING WE ARE IN THE PROCESS OF LOOKING AT WITH MS. -- AND ARE -- AND RENEE AND WE'RE TAKING A LOOK AT POTENTIALLY THINKING THROUGH HOW WE CAN ALSO TAKE, FOR EXAMPLE, THE NUMBER OF HOURS THAT THOSE AIDS MIGHT WORK AND POTENTIALLY HAVE SOME FLEXIBILITY DURING THE WEEK , YOU KNOW, THERE MAY BE PEOPLE INTERESTED IN WORKING LONGER HOURS , WHO ONLY WANT TO BE THREE DAYS A WEEK OR SOMETHING LIKE THAT. WE ARE TOYING WITH DIFFERENT CONFIGURATIONS TO SEE WHAT WE CAN DO TO ASK AND THE POOL OF INTERESTED APPLICANTS , SO IT IS NOT JUST THE RUN-OF-THE-MILL, 3.5 HOURS WITH NO BENEFITS AND THAT KIND OF

THING. >> THANK YOU.

>> THE LCAP, THE TITLES, ARE THESE STANDARD? LIKE WHEN WE TALK ABOUT , WE SHUCK ON NUMBER 500 GOAL I THINK IT IS TWO. THE SAFETY AND CUSTODIAL OPERATIONS AND SERVICES, I JUST FEEL LIKE EVEN WITH OUR JOB TITLES AND DESCRIPTIONS, LIKE CUSTODIAL AND SECURITY ARE ALWAYS LIKE TOGETHER AND IN THIS ROLE, THIS ITEM, IT JUST MAKES IT REALLY HARD TO LIVE AN INCREASE FROM THE LAST LCAP AN INCREASE OF 2 MILLION IN THAT ACTION BUT IT IS LUMPED IN WITH SECURITY, SAFETY, TECHNOLOGY, CUSTODIAL, MAINTENANCE, FACILITIES, IT IS ALMOST INTO ONE AND IT IS HARD TO SAY WHAT AND I WOULD GUESS THE BUDGET WOULD JUST BE A CLEAR BREAKDOWN OF THAT BUT IS A STANDARD?

[02:45:01]

>> I CAN SPEAK TO THAT IS A GENERAL ACTION AND WHEN THE LCAP WAS DEVELOPED WE HAD CUSTODIAL AND SECURITY IN THE SAME BUCKET.

IF WE MOVE FORWARD AFTER THREE YEARS AND WANT TO SEPARATE IT OUT WE CAN DO THAT AND TAKE INPUT TO HAVE SEPARATE ACTIONS

FOR THAT. >> I FEEL LIKE IT WOULD MAKE SENSE. I THINK IT SHOULD BE CONSIDERED. AND ACTUALLY ON THE CUSTODIAL PART. I KNOW LAST YEAR WE STARTED TO IMPLEMENT, WAS IT WORKER DUDE? THE SOFTWARE FOR THE WORK ORDER PROCESS.

>> I WILL DEFER TO MS. ARKAS. >> I WAS WAY OFF. THAT IS ALL USE OF THE COLLEGE, IT IS SIMILAR. BUT WE HAVE AMENDED

THAT LAST YEAR, RIGHT? >> YES, WE STARTED USING THAT SYSTEM FOR ALL OF OUR MAINTENANCE TRACKING. AND WE ARE LOOKING INTO WHAT OTHER AREAS WE MIGHT BE ABLE TO EXPAND THE SYSTEM INTO , OR OTHER SYSTEMS TOO.

>> OKAY. THANK YOU. >> COLLEAGUES, ANY OTHER

QUESTIONS? VICE PRESIDENT GARZA? >> PAGE 12, NUMBER 17 , CHRONIC ABSENTEEISM RATE . WHERE ARE WE AT RIGHT NOW? WHAT TYPES OF RESOURCES ARE REPLACING IN THIS AREA?

>> THIS IS AN AREA THAT HAS CONTINUED TO IMPROVE, WHICH IS A GOOD THING AND ALSO THE REALITY THAT OUR NUMBER IS SO HIGH, NOT A GOOD THING. THE SCHOOL SITES HAVE MADE A CONCERTED EFFORT AND MAKING ADDITIONAL PHONE CALLS AND HOLDING THEIR MEETINGS FOR ATTENDANCE THE CHILD WELFARE AND ATTENDANCE OFFICE, COUPLE OF THINGS THEY'RE WORKING ON AND THEY'RE WORKING ON THEIR CERTAIN PROCESS AND WHAT THAT PROCESS IS GOING TO LOOK LIKE MOVING FORWARD. THEY ARE LOOKING AT TRYING TO MAKE SURE THERE'S IS A MEETING AT THE SCHOOL SITE PRIOR TO THE ACTUAL PROCESS HAPPENING. PREVENTATIVE. SO THAT WE CAN CONNECT WITH FAMILIES , HELP THEM WITH RESOURCES BEFORE THEY GET INTO THE BUCKET OF BEING CHRONICALLY ABSENT AND THEY ARE ALSO WORKING TOWARDS OUR FOSTER YOUTH IN THAT AREA AS WELL. WE HAD SOME TRAINING COME OUT THIS YEAR, LATER IN THE YEAR AND WE INCLUDED INDIVIDUALS ON IDENTIFICATION AND SUPPORTS FOR FOSTER YOUTH AND THE CHILD WELFARE AND ATTENDANCE OFFICE IS LOOKING TO DO THAT EARLIER IN THE YEAR AND EXPANDING WHO THEY WILL BRING IN ON THE PROFESSIONAL DEVELOPMENT. IT IS NOT JUST ADMINISTRATORS OR COUNSELORS BUT IT CAN ALSO INCLUDE OUR CSW'S BECAUSE THEY ARE THE FIRST CONNECTS TO OUR PARENTS. REGISTRARS. THEY'RE

LOOKING TO EXPAND THAT. >> OKAY. THIS WOULD BE FALLING INTO THE LAP OF OUR APS? NOW THAT WE NO LONGER HAVE THE

CULTURE AND CLIMATE PEOPLE? >> ADMINISTRATION. AT THE SECONDARY , WHOEVER THEY ARE DESIGNATING FOR THAT AT THE ELEMENTARY IT WOULD BE EITHER THE AP OR THE PRINCIPAL.

>> OKAY. AND TEACHERS ARE PART OF THIS PROCESS AS WELL, RIGHT? THEY ARE PROBABLY THE FIRST LINE, I AM ASSUMING, TO MAKE THE

FIRST CONTACT WITH PARENTS. >> I WOULD DEFER THAT BUT THE TEACHER SHOULD BE PART OF THE PROCESS OF INTERVENTIONS AND

SUPPORTS. DO YOU WANT TO ADD? >> THEY ARE A PART OF THE PROCESS IN TERMS OF COMMUNICATION AND IN TERMS OF SPECIAL ED TEACHERS WE COMMUNICATE WITH THEM ON A REGULAR BASIS SO THAT WE CAN HOLD AMENDMENTS TO ADDRESS IT ALSO WAS TEACHERS. THEY ARE PART OF THE COMMUNICATION PIECE BUT A LOT OF IT WE WORK THROUGH COUNSELORS AND SITE ADMIN AS

WELL. >> OKAY. IS THIS ALSO DONE FOR GENERAL EDUCATION? THE GENERAL EDUCATION STUDENTS AS WELL? OKAY. WHAT I'M LOOKING FOR IS MAYBE MAKING SURE THERE IS A WELL DELINEATED PROCESS FOR TEACHERS TO GO THROUGH, THAT WAY THEY UNDERSTAND , THIS IS WHAT I DO FIRST, THIS IS WHAT I DO NEXT, HAVE I TURN THIS IN ALREADY? ANY TYPE OF FOLLOW-UP THAT HAS BEEN DONE? ARE THEY LOGGING THAT IN SOMEWHERE? SO THAT IT IS SHOWN THAT THESE TEACHERS HAVE DONE THEIR DUE DILIGENCE IN LOGGING IN THOSE CONTACTS THE PARENTS.

>> THAT IS PART OF THE PD WE WORKING ON AS WELL.

>> OKAY. IT IS NOT THERE YET BUT YOU ARE DEVELOPING IT .

[02:50:04]

>> WE ARE WORKING ON CONSISTENCY AND HOW WE ARE DOING THOSE

COMMUNICATIONS. THANK YOU. >> CLERK CRIHFIELD?

>> TALKING ABOUT THE SAFETY METRICS, I NOTICED FOR SECONDARY STUDENTS, STUDENTS THAT FEEL SAFE AT SCHOOL WENT FROM 50.75 TO 46, I THINK THAT IS A SHAME BECAUSE WE HAVE TRIED TO LIMIT THINGS AND HAVE THEM FOMENTED REALLY GOOD THINGS BUT THAT IS HOW THEY FEEL AND THINK THAT IS AN IMPORTANT METRIC BUT IN ADDITION TO THAT I THINK WHAT WE WOULD WANT TO CONSIDER IS SOME OBJECTIVE METRIC ON INCIDENCES AT OUR CAMPUSES. WE GET DAILY MEMOS AND IT SEEMS, THERE ARE INFLUXES OF INCIDENCES HAPPENING ON OUR CAMPUSES AND I WOULD LOVE TO HAVE A YEAR OF DATA TO SEE IF THE THINGS WE ARE PUTTING IN PLACE ARE REALLY HAVING A POSITIVE EFFECT ON THIS. IT WOULD BE REALLY HARD TO TELL WITH HOW STUDENTS ARE FEELING, I THINK THAT IS AN IMPORTANT METRIC BUT THERE HAS GOT TO BE SOME I DON'T KNOW WHAT IT IS BUT THERE HAS GOT TO BE SOME OBJECTIVE. MAYBE IT IS LIKE HOW MANY TIMES HAVE YOU BEEN ON LOCKDOWN THIS YEAR? LET'S GET THAT NUMBER DOWN. OR WEAPON INCIDENCES. THERE ARE A LOT OF DIFFERENT METRICS WE COULD DO. MAYBE FIND ONE OF THE METRICS THAT IS A CONSISTENT PROBLEM AND , SO WE CAN SEE THE INVESTMENTS THAT WE DO, TO SEE HOW WE CAN GET THAT NUMBER DOWN. I WOULD LIKE TO SEE SOMETHING WITH SAFETY THAT HAS A MORE OBJECTIVE

TOUCH TO IT. >> MAYBE LIKE QUARTERLY UPDATES ON HER DISCIPLINE. IF THEY ARE PUTTING THEM IN AND WE HAVE BEEN WORKING ON THAT, MITIGATING THE BOARD LIKE A QUARTERLY OR WORST-CASE, SEMESTER, OF WHAT OUR KIDS BEING SUSPENDED FOR? WHERE ARE WE AT WITH THOSE DIFFERENT DISCIPLINES? THE CONSEQUENCES, THE INTERVENTIONS AND THINGS WE ARE DOING. I THINK GETTING DISCIPLINE DATA WOULD BE AMAZING.

>> IS THAT SOMETHING THAT WOULD BE MOST APPROPRIATE IN THE LCAP , DO YOU THINK? OR IS THAT SOMETHING THAT WOULD BE SOMEWHERE ELSE? WHERE SHOULD THAT DATA LIVE?

>> I THINK THE DATE IS PROBABLY OUTSIDE OF THE LCAP. WE COULD LOOK AT MAYBE ADDING REFERRALS INTO THE LCAP BUT I THINK YOU ARE TALKING A LITTLE BIT MORE DEEP IN DETAILED, LOOKING AT THE TYPES OF SUSPENSIONS AND THOSE TYPES OF THINGS. I WOULD SAY THAT IS SOMETHING YOU PROBABLY WOULD WANT AN UPDATE ON IN HER QUARTERLY OR SEMESTER THE UPDATE. AND IT SHOULD ALSO BE SOMETHING THAT IS HAPPENING AT THE SCHOOL SITES.

>> IS ASSUMING THAT WE CAN DO AS A BOARD? WE TALKED ABOUT HAVING THOSE ANNUAL UPDATES ON INCIDENCES ON OUR SITES, BECAUSE IT IS HARD TO KEEP TRACK AND TO KNOW WHICH DIRECTION WE ARE GOING, IS THAT SOMETHING WE CAN CONSIDER AS A BOARD? TO GET THOSE ANNUAL UPDATES, WHETHER IT IS QUARTERLY OR ANNUAL?

>> I WOULD LOVE TO SEE IT. I WAS HAVING A DISCUSSION THE OTHER DAY ABOUT , DO WE HAVE GANG AWARENESS IN OUR SCHOOLS? WE USED TO HAVE THOSE THINGS, DO WE NEED IT? THAT IS THE DATA WE WANT TO IMPLEMENT SOME OF THESE THINGS . WE ARE GETTING PROACTIVE TO COMMENTS ON THESE ASSEMBLIES OR MENTORS OR PEOPLE IN PLACES WE NEED BUT WE DON'T REALLY KNOW WHAT WE NEED AND I THINK IT WOULD BE GREAT TO DO IT AT LEAST QUARTERLY, IF YOU GUYS

ARE OKAY WITH THAT. >> -- HOW DO YOU FEEL?

>> I AGREE. IT WILL BE HELPFUL DATA AS WE GO FORWARD TO MAKE BIG DECISIONS BECAUSE AT THIS POINT I KIND OF FEEL LIKE WE ARE JUST THROWING OUT SOLUTIONS BUT WE ARE NOT SURE EXACTLY WHICH

WILL BE HELPFUL. >> WE NEED TO BE ABLE TO TRACK

IT. >> YES. AND MAYBE SOMETHING THEY CAN CREATE OR TALK ABOUT IN COLLABORATE AT THE SAFETY COMMITTEE, WHAT DO WE THINK WOULD BE THE BEST DATA TO GET? WE DON'T WANT ALL OF IT BUT WHAT MIGHT BE THE PIECES THAT ARE REALLY IMPORTANT TO FOCUS ON.

>> THAT WOULD BE GREAT FOR THE COMMITTEE TO GO THROUGH AND SEE THE METRICS AND THINK THAT WOULD BE GREAT TO HAVE IN THE NEXT

SAFETY COMMITTEE. >> BOARD MEMBER ARMSTRONG?

>> THANK YOU, PRESIDENT STEWART. I WANT TO GO BACK TO THE ABSENTEEISM, EVEN THOUGH WE HAVE IN MAKING IMPROVEMENTS BUT IT IS STILL HIGH AND I JUST TALKED TO MS. ALMA ABOUT THAT, IS THERE SOME TYPE A WAY THAT YOU CAN MAYBE SEE IF THERE IS A CORRELATION WITH ATTENDANCE AND THE WAY THEY ARE PERFORMING IN SCHOOL IN CLASSES? BECAUSE SOMETIMES , I AM BIG ON THE MENTAL HEALTH PIECE AND IF WE HAVE A KID THAT IS TRULY STRUGGLING AND THOSE ARE THE ONES THAT ARE CAUSING THE CHRONIC ABSENCES , YOU KNOW , LIKE YOU SAY WE ARE SEEING IMPROVEMENT BUT NOT A BIG NUMBER. FIND A CORRELATION AS TO

[02:55:04]

SOMETIMES MY KIDS ARE ABSENT BUT THERE ABSENT A LOT BECAUSE THEY ARE ILL OR THEY HAVE APPOINTMENTS AND DIFFERENT THERAPIES BUT IF WE HAVE A STUDENT THAT IS NOT PERFORMING AND THEY HAVE S , I WOULD NOT WANT TO COME TO SCHOOL EITHER IF I FEEL LIKE THAT, WHY? THANK YOU, THAT IS ALL I WANTED TO SAY. AND I ALREADY HAD A LOT OF MY QUESTIONS ANSWERED BUT I JUST WANTED TO PUT THAT OUT. SO MY COLLEAGUES KNOW WHAT I'M

THINKING. >> COLLEAGUES, ANY OTHER QUESTIONS? ONE THING I'M EXCITED ABOUT IS TO HEAR THAT THE ILC IS EXPANDING AND THAT THE TK WILL GROW, THAT IS PRETTY AWESOME. ANOTHER THING I WANTED TO BRING UP DURING COMMITTEE AND I FORGOT BUT WE TALKED ABOUT A.I. AND LOOKING AT 21ST CENTURY AND THINGS LIKE THAT. WE TALKED ABOUT STARTING AN A.I.

COMMITTEE. I WOULD REALLY LIKE TO DO THAT. HAVE WE STARTED OR HAVE WE THOUGHT ABOUT IT ? I DON'T WANT TO STEP ON YOUR TOES BUT I WOULD LIKE TO FORM A COMMITTEE , IF YOU WOULD LIKE IT TO BE A BOARD COMMITTEE, I WOULD DEFTLY LIKE TO START AN A.I.

COMMITTEE OR SOMETHING WHERE WE LOOK AT THAT TECHNOLOGY.

>> I CAN TELL YOU WHERE YOU'RE AT AND YOU CAN JUMP IN. WE HAD A TEAM , WE HAD A TEAM THAT WENT TO A CONFERENCE AND WE ARE LOOKING TO BRING THAT TEAM BACK. TIMING WITH THE END OF THE YEAR SORT OF GOTTEN AWAY. THAT IS WHY WE ARE ALSO LOOKING TO COLLABORATE WITH -- AND WILL BRING TRAINING AND PROFESSIONAL DEVELOPMENT , WE ARE LOOKING TO HAVE SUMMER INSTITUTE BEFORE THE AUGUST 13TH AND 14TH , WE ARE LOOKING TO BRING SOME PROFESSIONAL DEVELOPMENT THERE, OUR SECONDARY DIRECTOR IS DEFINITELY PUTTING TOGETHER A TEAM FOR NEXT YEAR, SO THAT WE CAN WORK ON GUIDANCE POLICIES AND THOSE KINDS OF THINGS. THAT

IS IN THE WORKS FOR NEXT YEAR. >> I DON'T WANT TO STEP ON TOES BUT I WILL ASK , IF YOU GUYS CREATE A COMMITTEE, OUR BOARD MEMBERS ALLOWED TO BE ON THE COMMITTEE? I WOULD LIKE TO HAVE TWO BOARD MEMBERS ON THAT. THAT IS SOMETHING THAT IS FUTURE, UP-AND-COMING AND I WOULD LIKE BOARD MEMBERS ON AN A.I. TYPE OF COMMITTEE. WE HAVE TO FORM OUR OWN OR CAN WE JOIN YOURS? OR HOW

WOULD THAT WORK? >> AS A COMMITTEE THERE IS NOT SINCERELY AN END DATE AND IT WOULD BE ONGOING, A STANDING COMMITTEE. BASICALLY SUBJECT TO THE BROWN ACT , BOARD MEMBERS CAN SERVE ON A COMMITTEE. AND IT WOULD JUST BE PERPETUALLY GOING FORWARD AND DEALING WITH THE ISSUE. AND A DIFFERENT COMMITTEE

WILL NEED TO BE CREATED. >> WE WOULD LIKE TO CREATE THE COMMITTEE , IS THAT OKAY? AND ARE YOU GUYS HAVE A COMMITTEE PLANNED, HOW DOES THAT IMPACT YOUR PLANS?

>> LIKE ALL COMMITTEES, IF YOU WOULD LIKE , IF THE BOARD WOULD LIKE TO CREATE ONE, JUST GIVE DIRECTION AND THE STAFF WILL

CREATE THE COMMITTEE. >> I'M ASKING MORE IF I WANT TO CREATE A COMMITTEE, CAN WE , I WANT TO TAKE OVER YOUR COMMITTEE BUT CAN WE COLLABORATE WITH YOUR COMMITTEE? WE DON'T NEED TWO COMMITTEES, THAT IS WHAT I'M ASKING.

>> YES. YOU CAN COMBINE THE TWO IF YOU WANT AND HAVE TWO BOARD

MEMBERS ON THERE. >> CAN I DO THAT NOW?

>> IT WOULD STILL BE STANDING COMMITTEE.

>> I WOULD LIKE TO CREATE A STANDING COMMITTEE FOR A.I. AND

TECHNOLOGY AND . >> IF YOU ARE TAKING , I WOULD

LIKE TO BE ON THE COMMITTEE. >> THE PRESIDENT APPOINTS THE

COMMITTEE MEMBERS. >> I AM JUST SAYING I WOULD LIKE TO. I AM LETTING YOU KNOW AND I WOULD SAY THAT I DON'T KNOW, I AM SEEING A LOT OF FRANK'S STUFF ON LINKEDIN AND YOU ARE KILLING IT WITH A.I., HOW INVOLVED YOU ARE IN THE

COMMITTEE BUT KEEP IT UP, MAN. >> HE HAS ALREADY OFFERED HIS

SERVICES. >> HIM ON THE COMMITTEE AND A

FEW OTHERS. >> I JUST WANT TO PUT, IF I COULD NOMINATE SOMEBODY I WOULD NOMINATE BRAD. WHEN I PLANNED ON IT LESLIE BRAD IN HIS SPACE NOW, I NEED A MOTION, YES? MOTION AND

[03:00:02]

>> YOU HAVE A SECOND. >> ROLL CALL PLEASE?

>> STUDENT BOARD MEMBER --. --

>> ALEX PUT BRAD ON THE COMMITTEE AND I WOULD LIKE TO BE ON THE COMMITTEE IF THAT IS OKAY?

>> DO WE NEED VOTES? OKAY, MYSELF AND BRAD. ALL RIGHT. ANY OTHER QUESTIONS ON LCAP, YOU GUYS? ALL RIGHT. MOVING ALONG TO

[13. MAJOR ACTION]

>> OF THE CONFLICT EVER DID ARISE , I WOULD BASICALLY REPRESENT THE DISTRICT AND -- WOULD SEEK THEIR OWN COUNSEL AND THERE ARE SITUATIONS WHERE I WOULD BE CONFLICTED OUT OF REPRESENTING EITHER PARTY, AT WHICH POINT BOTH PARTIES WOULD HAVE TO SEEK OUTSIDE COUNSEL FOR REPRESENTATION AND THE MOST IMPORTANT PART OF ANY WAIVER IS INFORMED CONSENT. THERE WAS A LETTER ATTACHED , THE LETTER OUTLINED ALL OF THE PROVISIONS OF THE WAIVER AND THE SIGNATURE OF THE BOARD WOULD CONSTITUTE

INFORMED CONSENT. >> QUESTIONS OR COMMENTS? VICE

PRESIDENT GARZA? >> CAN YOU GIVE ME AN EXAMPLE , OF WHEN NEITHER THE BOARD , THE BOARD OF EDUCATION, OR -- BOARD

CAN USE THE SERVICES? >> IF I WERE TO OBTAIN CONFIDENTIAL INFORMATION REGARDING CAL APPS AND THEN THE TWO WOULD COME INTO CONFLICT BECAUSE OF SOME INCIDENT THAT AROSE THAT ENDED IN LITIGATION , BECAUSE I HAVE THAT LITIGATION ABOUT CAL APPS I WOULD NOT BE ABLE TO USE THAT AND I WOULD BE CONFLICTED OUT OF REPRESENTING THE DISTRICT BECAUSE I HAVE THAT INFORMATION. BOTH WOULD BE REQUIRED TO GET OUTSIDE COUNSEL.

>> THANK YOU. >> BOARD MEMBER ARMSTRONG?

>> CAN YOU GIVE EXAMPLES OF HOW IT WOULD BE USED? SERVING BOTH.

BOTH BELLFLOWER AND CAL APPS. >> CAL APPS , MUCH LIKE THE BOARD OF EDUCATION THEY HAVE POLICIES , DIFFERENT CONTRACTUAL ISSUES THAT ARISE, THEY WOULD BE ABLE TO BASICALLY CALL UPON ME TO ASSIST THEM WITH DEVELOPING CONTRACTS, DEVELOPING POLICY , MUCH LIKE A CITY WOULD HAVE RESOLUTIONS AND ORDINANCES , GENERALLY LEGAL INPUT IS WELL ADVISED IN THOSE SITUATIONS AND I WOULD ASSIST THEM IN THAT CAPACITY. I WOULD NOT BE

HANDLING ANY LITIGATION MANNERS. >> ONE OTHER QUESTION, DO YOU

HAVE TO INCREASE YOUR PAY? >> I APPRECIATE THAT QUESTION.

>> CLERK CRIHFIELD? >> I APPRECIATE YOU DOING THAT.

>> ANY AGREEMENT WOULD BE A SEPARATE AGREEMENT AND IT WOULD NOT IN ANY WAY IMPEDE OR MINGLE WITH THE DISTRICT CONTRACT.

>> ANY OTHER COMMENTS? CAN I GET A MOTION TO APPROVE ITEM 13.1?

>> MOTION TO APPROVE ITEM 13.1. >> A SECOND.

>> ROLL CALL PLEASE. >>

[14. CONSENT AGENDA]

APPROVE THE CONSENT AGENDA? >> YOU HAVE THE MOTION.

>> THANK YOU. >> SECOND.

>> THANK YOU. ROLL CALL, PLEASE. >>

[15. BOARD COMMUNICATIONS]

>> ALL RIGHT, BOARD COMMUNICATIONS. WE WILL START

[03:05:02]

MS. --. >> -- LONG BUT GOING BY SO FAST.

IN EARLY MAY OUR THEATER GROUP HAD THEIR SPRING PLAY RADIUM GIRLS, -- THE LAST TWO WEEKS GET AP TESTING , VERY GRATEFUL I DID NOT HAVE TO TAKE ANY OF THESE TESTS. ENSEMBLE HAVE THEIR LAST CONCERT LAST WEEK, I DID NOT GET THE CHANCE TO GO BUT I GOT TO SEE A LOT OF VIDEOS AND THEY SOUNDED AMAZING. WE HAVE A STRONG EMPHASIS ON MENTAL HEALTH AT OUR SCHOOL AND SINCE MAY IS MENTAL HEALTH AWARENESS MONTH, THERE WAS A DAY THAT WE HAD BOOTHS FOR SELF-CARE DATE WERE STUDENTS COULD GO TO DIFFERENT BOOTHS TO ACTIVITIES. TWO OF THE ACTIVITIES I GOT TO DO WAS MEDITATE ON THE FLOOR WITH LIKE THESE LITTLE LIKE IPADS AND IT WAS REALLY NICE. AND I GOT TO CREATE BUTTONS. YESTERDAY WE HAD EIGHT WELLNESS BUNNY AND THERE WAS A WHOLE PHOTO SHOOT WITH HER , IT WAS ACTUALLY SO CUTE. NOW IT IS REALLY JUST COMING UP TO THE FINAL PARTS OF THE YEAR. IT IS GOING BY REALLY SLOW BUT YESTERDAY WAS A SENIOR AWARDS NIGHT. IT WAS A REALLY NICE EXPERIENCE TO GET A LOT OF AWARDS AND GET -- FOR GRADUATION, THERE WERE PERFORMANCES FROM BAND AND ENSEMBLE. EARLIER LAST WEEK THERE WAS THE EARLY COLLEGE BANQUET, WHERE WE RECEIVED A -- FOR GRADUATION AND A METAL AND TWO CERTIFICATES, ONE FROM CERRITOS COLLEGE AND ONE FROM BELLFLOWER. THIS WEEK WAS A SENIOR FINALS, I STILL HAVE ONE MORE FINAL DUE AT 11:59 TODAY AND THEN THAT IS IT. TOMORROW IS SENIOR CELEBRATIONS FOR ALL THE SENIORS WHO ARE ATTENDING A FOUR YEAR UNIVERSITY, AS WELL AS EARNING A CORD FOR COMPLETING -- REQUIREMENTS. HUMMING UP IS GRAD NIGHT. NEXT FRIDAY. THAT OUR LEGACY WALK THE FOLLOWING TUESDAY. AND THEN GRADUATION. ON THE FOLLOWING TUESDAY EIGHTH-GRADERS ALSO HAVE THEIR UNIVERSAL TRIP AND -- PROMOTION. THAT IS ALL I HAVE TODAY.

>> I FEEL BAD YOU HAVE 11:59, SHUT TO THE TEACHER, FOR AN EXTENSION OR IF YOU DO WANT TO LEAVE, WE UNDERSTAND THE ACADEMIC REQUIREMENTS NEED TO FULFILL, PLEASE FEEL FREE TO NOT LISTEN TO OUR BOARD REPORTS AND GO WORK ON YOUR STUDIES IF YOU

NEED TO. >> OKAY.

>> BOARD MEMBER ARMSTRONG?

>> THANK YOU, PRESIDENT STUART. WELL , EARLIER, MAY HAS BEEN A LONG MONTH. ANYWAY. WAS IT LAST WEEK, LAST WEEK OR THE BEGINNING OF THE MONTH , SORRY, I AM TIRED. I ATTENDED A TEACHER APPRECIATION EVENT THAT WAS HOSTED BY RADIO PERSONALITY, SHEILA BAKER, SHE WAS A FORMER PERSONALITY ON THE RADIO THAT WAS MAY 9TH AND, AS I WAS SO CONFUSED. MAY 9TH THAT HAPPENED.

WE HAD THE EVENT AT --, FORMALLY KNOWN AS THE FRENCH QUARTER RIGHT IN BELLFLOWER AND SHE HERSELF AS A TEACHER, SHE IS RETIRED NOW AND SHE CONTINUES TO ELEVATE OTHER TEACHERS FOR THEIR DEDICATION TO EDUCATION AND SHE UTTERED MANY TEACHERS FROM L.A.

UNIFIED AND COMPTON WITH CERTIFICATES AND PROCLAMATIONS FROM OUR LOCAL REPRESENTATIVES AND CITY LEADERS AND I JUST WANTED TO THANK SHEILA BAKER FOR HER LOVE OF EDUCATION AND TO TEACHERS ON THE FRONT LINE . NOW WE ARE ON THE WEEK FOR CLASSIFIED STAFF, YOU KNOW, I AM THAT TEACHER AND CLASSIFIED STAFF IS REALLY THE REASON WHY I AM THE TEACHER THAT I AM. I WOULD NOT BE ABLE TO RUN THE CLASS AS I DO IF I DID NOT HAVE CLASSIFIED STAFF TO HELP ME. TO CREATE A RICH ENVIRONMENT FOR MY

[03:10:03]

BRINGING IT TOGETHER, ALL OF OUR STUDENTS THAT HAVE EXCELLED AND RECOGNIZE THAT IT IS ONLY THE BEGINNING TO SOMETHING BIGGER IN LIFE. OUR SENIORS HAVE WORKED DILIGENTLY TO EARN THE AWARDS BESTOWED UPON THEM. AND THE JOURNEY , AS MOST PARENTS KNOW IS NOT EASY AT ALL. IT IS DEMANDING, IT IS TOUGH, IT IS TAXING AND WE , YOU KNOW TEACHERS, PARENTS, FAMILIES, FRIENDS, ALL OF US WE MUST CONTINUE TO INSPIRE AND TO STIMULATE AND TO ENCOURAGE THEM TO CONTINUE TO TEST THEIR ABILITIES AND GROW BECAUSE THEY'RE GOING OUT INTO THE WORLD NOW AND I AM IN AWE OF OUR AWESOME SENIORS AND BEAMING WITH PRIDE FOR OUR AWESOME DAUGHTER CYNTHIA. I AM VERY PROUD OF HER, IT WAS NOT EASY FOR HER OR THE TEACHERS THAT KNOW HER., THE COUNT IS AN OVER AND ALL THE TEACHERS HERE AT BELLFLOWER AND THE COUNSELORS, IT MADE IT POSSIBLE FOR CYNTHIA TO BE AS SUCCESSFUL AS SHE IS AND I'M VERY PROUD OF HER. SO. ANYWAY. I DO WANT , MAY IS MENTAL HEALTH MONTH AND I WAS REALLY TRYING TO EXERCISE AND DO A LOT OF THE LITTLE THINGS, I GOT THE CIVIL CALENDAR. YOU GUYS PROBABLY GOT THE CALENDAR, I AM NOT SURE. BUT WE CAN PRACTICE KEEPING OURSELVES MENTALLY HEALTHY BY WRITING DOWN SELF CARE GOALS AND SPENDING TIME WITH NATURE , JOURNALING , READING OR REFLECTING ON CAUSES THAT ARE

IMPORTANT TO YOU. >> TAKE A NAP . REFLECT ON YOUR BOUNDARIES. SET BOUNDARIES FOR YOURSELF AND DON'T BE AFRAID TO SAY NO. IT IS JUST A LOT OF LITTLE THINGS THAT YOU CAN DO. THIS IS FOR YOURSELF TO MAKE SURE YOU'RE MENTALLY STABLE. SO THAT IS ALL I REALLY HAVE TO SAY

FOR NOW. THANK YOU. >> THINK YOU, BOARD MEMBER

ARMSTRONG. >> JUST QUICKLY , I WANT TO SAY -- LET ME BEGIN BY SAYING I WENT TO THE SOMERSET HIGH SCHOOL AWARDS CEREMONY AND I THOUGHT IT WAS REALLY REALLY NICE. I LOVE TO HEAR THE CHEER BEHIND ME . WE SAT IN FRONT AND I ATTENDED IT WITH OUR PRESIDENT AND SUPERINTENDENT. OUR INTERIM SUPERINTENDENT. IT WAS A REALLY GOOD EXPERIENCE. TO SEE THE EFFORT AND TO SEE THOSE STUDENTS LOW ON STAGE THE WAY THEY DID KNOWING THEY PUT IN SO MUCH EFFORT AND THEY HAD A CHANCE TO KIND OF REFLECT AND HAVE INPUT FROM SIDE NOTES FROM THE TEACHERS. IT WAS REALLY NICE TO HEAR A LOT OF IT WAS GOOFY AND FUNNY AND YOU CAN TELL THAT SOMERSET IS A GOOD PLACE FOR THOSE STUDENTS WHO REALLY NEED IT. I REALLY APPRECIATED HEARING IT AND SEEING THE FAMILIES ELATED AND EVERYBODY CHEERING FOR EVERYBODY ELSE. THAT WAS REALLY GREAT. I ALSO HAD A CHANCE TO ATTEND A RETIREMENT SOCIAL WITH OUR VICE PRESIDENT

[03:15:08]

BUT I ALSO DO WANT TO SAY, PLEASE, FOR THOSE WATCHING AND THOSE STILL HERE, AND BRING ALL THE INFORMATION AND YOUR COMMENTS AND CONCERNS. DO THAT SO WE KNOW WHAT IS GOING ON BECAUSE WHEN WE ARE UP HERE, THERE ARE ONLY SOME PARENTS WHO ARE EMAILING US OR TEXTING US BUT SO MANY OF YOU THAT DON'T GET A CHANCE TO DO THAT. I WOULD INVITE YOU TO PLEASE PARTICIPATE ANYWAY YOU CAN WHENEVER YOU CAN. SO KEEP THAT NOTED. LASTLY, WITH THAT, I WANT TO SAY A SPECIAL THANK YOU TO THE PARENTS THAT CAME UP . -- EXCUSE ME. THAT CAME UP AND SPOKE TONIGHT. I REMEMBER BEING ON THE DAIS AND BEING A VOICE FOR STUDENTS AND IT WAS HARD TO KEEP A STRAIGHT FACE TO HEAR THEM TALK. I WANT TO EMPHASIZE TO ALL OF OUR COMMUNITY AND PARENTS THAT OUR CABINET IS NOT SHUTTING THEIR EARS TO YOU. THERE LISTENING AND MAKING PLANS . THERE IS ALWAYS ROOM FOR IMPROVEMENT. OUR CABINET ALREADY KNOWS AND OUR TEACHERS KNOW. OUR BOARD MEMBERS WERE ALWAYS READY TO LISTEN TO YOU AND MAKE SURE THAT EVEN IF WE DON'T SAY IT AND EVEN IF YOU DON'T

* This transcript was compiled from uncorrected Closed Captioning.