[Music] [Music] [Music] good evening like to call the meeting to order start with our Pledge of Allegiance i' like to ask Mr boyin to lead us in the Pledge of Allegiance to the flages 1.3 approval of agenda move second move and I have a second U any proposed ch changes was moved by Dr W and second by Mr husky Miss uh preiato oh she's not here miss Rosen Bloom hi Miss v v vosa i Mr J husy ocean carried uh 2.1 resolution and recognition of Patriot Day like to ask Mrs Alexander to read that for us you whereas on September 11th 2001 terce hijacked and crashed passenger planes into the World Trade Center twins tower in New York City and into the Pentagon the US Department of Defense headquarters in Virginia and into the field in Pennsylvania 130 miles Northwest of Washington DC falling short of its intended target because of a heroic efforts of passengers on board and whereas these attacks were by far the deadliest terrorist attacks ever launched against the United States killing and injuring thousands of innocent people and whereas the greatness of America Shone brightly in The Bravery of victims and heroism of the First Responders who laid down their lives to save others and the compassion of people who stepped forward to help those they have never met and the generosity of millions of Americans who enriched our country with acts of service and kindness and whereas by a joint resolution approved December 18th 2001 the US Congress designated September 11th of each year as Patriot Day and whereas in proclaiming September 11th Patriot Day in 2003 President George W bush called upon government and all Americans to display the flag of half staff on his day to observe a moment of silence in honor of the innocent victims who lost their lives and whereas in 2009 President Barack Obama amended the Patriot Day presidential proclamation of officially designating September 11th as the national day of service and Remembrance therefore be it resolved the Board of Education of the San Bernardino City Unified School District hereby recognizes September 11th 2024 as Patriot Day and a national day of service and Remembrance and encourages District staff students and families to join together in serving our communities and neighborhoods through Good Deeds that rekindle their extraordinary Spirit of togetherness and compassion that arose in the immediate aftermath of the tragedy of September 11 2001 so moved by Mrs Alexander and second by Mr husky vote please miss Rosenbloom hi and Miss vossa hi motion Carri 2.2 like to have uh Mrs Grande read that for us whereas thisp more commonly known as Mexico's independence day commemorates the Insurrection that led to Mexico's separation from Spain and whereas it is an important date in the history of Mexico that marks the anniversary of the issuance of the gro de Dolores in which Father Miguel Hidalgo defied Spain and called for freedom and justice for the Common Man and whereas this date is of historical significance for the Mexican people and others of Latin American ancestry and is celebrated by many members of this community including students of the San Bernardino City Unified School District therefore be it resolved the Board of Education of the San Bernardino City Unified School District recognizes September 16th 2024 this the sept and directs appropriate activities for its observant in district schools moved was moved by Mrs Grande and second by Mr husky oh you second it oh miss Medina moved it okay sorry about mve by Miss Medina and second by Miss chusy vote please miss Rosen BL hi Miss vosa hi Dr Wyatt Mrs Granda I am disappointed I had you read that because I couldn't pronounce the words properly upper plat sir motion Carri 2.3 resolution and recognition of California Native American day like to ask Miss Medina to read that for us yes Ras California is currently home of the largest population of native tribes and Tra tribal people in the United States including s Manuel band of mission Indians also known as y yamama yav v Clan and whereas California Native American day began in 1939 when Governor cobbert Olsen dedicated October the 1st as Indian day and then in 1968 California tribal leaders and Governor Ronald Reagan declared the 4th Friday of September as California Indian day and whereas Native American day became an official holiday in public schools and community colleges in September 1998 under California Education Code when assembly Bill 1953 was signed into law and whereas educational leaders throughout the region are encouraged to involve themselves and their schools in a Statewide focus on improving the education provided to our children and about the his Heritage traditions and resilience of California Native Americans and honor their contributions to the American tapestry therefore be it resolved that the Board of Education of samard Dino cifi School District declares September 27th 2024 to the California Native American day and encourages all Educators to com commemorate this day and approp appropriate with appropriate instructional activities and therefore be it resolved the Board of Education will continue to support the academic success of the district's native Scholars and educate the community about Native American culture through its Indian education program so moved by m Medina second by Dr Wyatt could we specifically as especially for I we should do this regardless but specifically for September um do land acknowledgements um before the board meeting starts I I don't know what that is but we'll look into it and Miss Rosen blo hi Miss vosa hi and 2.4 resolution of high school voters education week like Mr husky to read that for us whereas the right to vote is a fundamental underpinning of democracy and our con stitutional Republic one that must be personally cherished practiced and championed as a civic duty and whereas young people play a critical role in our constitutional republic by helping to choose the people who will lead us and by voicing their opinions on the issues that are important to them and whereas by reaching out early and often to students we can help them develop a strong and Lasting appreciation for the value of voting and whereas California Education Code designates the last two full weeks in both September and April to be high school voter education weeks and whereas California has an online tool that allows eligible 16 and 17 year olds to pre-register to vote and automatically become active voters once they turn 18 therefore be it resolved the Board of Education of the San beradino City Unified School District declares the weeks of September 16 to 17 2024 and April 14 to 25 April TW 2025 as high school voter education weeks and encourages district schools to participate in activities that help register and pre-register eligible students to vote while encouraging others to become informed citizens committed to being active voters once they reach voting age so moved second moveed by Mr husy second by m Alexander vote please M Rosen blo hi and Miss vosa hi motion carried section three public comments 3.1 receive public comments this is the time the public will have an opportunity to address the board on items now on the agenda and within their subject matter jurisdiction such as District policy procedures programs services or fiscal matters public comments are limited to 5 minutes per person six or more people who wish to speak on one topic will be provided no more than 30 minutes total speakers are cautioned that under California law no person is immune from liability from making intentionally false or defamatory comments regarding any person simply because these comments are made at a public meeting and now first public comment comes from I believe it's John Sisley hello hi my name is John Sisley I represent all the union plumbers Pipe Fitters and Refrigeration for sanino Riverside counties I'm also a delegate to the labor Council and the Building Trades Commission State of California um I grew up in Rialto I used to ride my bicycle to the Central City mall and pick up on girls and watch movies and I remember there was a guard here at the city hall building and he would take us on tours every every hour he'd take rounds of the building he'd take us on tours and I actually got to see city council chambers as a kid it's pretty inspirational to go through all that back then sanino was a pretty thriving place so what happened here you know it's it's kind of complicated we can talk about what happened for at Great length um but it's also kind of simple we lost jobs jobs left the city really quick and the city couldn't sustain it right so the answer to that problem is also jobs I'd like to take a second to talk talk to you a little bit about Community benefits agreements Community benefit agreements um put that money right back in your community unions hire locally and we we give that money right back to the Community member that lives locally that spends the money locally that that stays right here in San Rino that's the answer to the problems we're having here right and that's the the piece of the puzzle that's been missing all these years as we move forward at San berardino right we need agreements that say a developer can't come in here take that money go somewhere else and leave us the way we're standing now right so those benefit Agreements are very very important and and I want to say that all the trades and all the Building Trades in this area are on board with helping you guys if if we ever get to that point where we start talking about Community benefits agreements including bearing the burden of the cost of writing the agreement um that that comes through Building Trades and we do all that for you guys so I just want to take a minute uh to talk to you and to get you to think about what the problem is here and what we can do to fix it thank you thank you Robert Ramos good evening my name is Robert Ramos and I belong to the Iron Workers local 416 rein reinforcement local um I'm here as well to talk about the cbas but I'm going to give you a little background on uh how our trades all trades are good not only for the community but economic growth right as a young as a young kid kid you know coming out of high school I knew I wasn't going to go to The Higher Learning uh college right that wasn't in me right but I got introduced to a trades rodbuster as I can't even say I'm an I'm I'm not educated because I did get put into an apprenticeship program a four-year program right that helped me develop my skills because I knew I was good with my hands right I knew I could uh I had common sense and they helped me develop that they helped me grow you know you know I wasn't meant to be a CEO but it got me to where I am now I'm actually a business agent for our local now talking to you guys about Community benefit agreements and the benefits that it's going to provide to the community right that being said you know we just got done passing out our labor Council a labor Love Project you know in month of May that's uh labor history month right we could actually introduce that to you guys and get the the 11th and 12th graders get to know each and every single trade and let them pick what's good for them right I would say Rod Buster would be the way to go right but they got options right each one of our crafts has a four to five year apprentiship program right and that's a skill in itself where they're going to get a good sustainable living wage right here in the city uh city of San Bernardino they're going to have health benefits and retire with dignity right and once we sign these agreements like my partner John said we're going to hold contractor contractors accountable for their actions they're not just going to leave sardino the money is going to stay here and that's what's going to stimulate the economic growth here in s sanino right so these benefits are important all the way around right for the community for the worker itself right you know most of my career unfortunately before we started doing these things was in Downtown LA right I spent two and a half hours going to work right and then even more time so I missed I miss my kids ball games sometimes right I would have to schedule my days off when I had to go to parent conference meetings things like that so it's a benefit because now we're not going to have the parents too far away from their kids right they're going to be able to come home and a decent time help them do their homework and be more involved with their own family and that a big part I mean sometimes we just think about the financial game but if you think about the overall that's a big win for the community so this is why I hope that you guys come to us as as a Building Council and help us and help you guys uh build this uh CBA that this sanino really needs thank you very much thank you Terry Boykins good evening boy uh my name is Terry boy is executive director of project Fighting Chance and I want to um get a chance to to say thanks for um having us here once again back to school we usually try to come back every back to school uh we've been pretty busy and um Mr President we had talked I think back in May uh about what we were getting ready to do in EXL and uh collaboration with regards to uh project finding chance and and then um superintendent Marciano um uh we had talked about when you were over at the gym with you and Dr Rodriguez about holding prodject finding chance accountable in the community we have created without a question some of the top amateur boxing champions in the United States but that's not what we do and what we did Mr President that we had a chance during the summer we had boxing camp and we reached out to individuals in this community and because of EXL a lot of the parents were able to have their children enrolled at project Fighting Chance because they saw the resource in the community that EXL uh had put forth and 88 young people signed up for that two-e program and that was a very successful Ian Franklin the coach was able to put some really good resources to work with youth not only that wanted to be Champions but also that were dealing with trauma and we had a chance to help both the parents as well as their children in July we continue that uh as the elite boxers were training and getting some things done with regards to competition for the summer we had 146 of your students and local area students sign up for the July enrichment program and I think Dr art rgas had a chance to come by as she often has done over the years and and spending time not just in and out she actually spent times oberved for the program 146 youth that were involved with project finding chance enrichment program with stem program with boxing Fitness with yoga with mental health walks uh meditation art um music and that was really a significant um time for us Dr I mean Pastor laqua uh Bush Simmons U was really the architect of that and I say that because often times when you have this Elite of a boxing program we have the focus on those individuals but the real champions were the ones that came into the program and the parents saw us as a resource that they learned about in the school district and was able to really migrate their youth from June into July and we were available to the community uh and student from 8:30 in the morning to 5:30 in the evening every day and then the other uh boxers that were there that were training uh were there until 7:30 so we were open all July from 8:30 in the morning to 7:30 at night every day and I share that with you because of what we've learned this summer was very significant and a number of parents who have autistic children begin to have conversations with us about some of the changes that their children were experiencing as a result of working with these coaches in the boxing and the fitness that began to see change and that was because that they did not know that resource was available to them in the uh in the in in this city until they had gone through Excel um come in contact with us and then had a chance to see us how we work with our coaches to help them work with youth and special needs we've done that for a number of years but this was a little different because these are some of the parents that are really at their their wits in they have been pushed to the edge and so making sure that our staff is trauma informed making sure that they have patience and they have care and I know when you're talking about with IEPs and some of the things you work with we have at project fting chance begin to really take this seriously about the role that we have in this community not just producing champion and Olympic bound Champions but individuals that can really put in work to work with the most um needed child that needs attention which is what we're going to do and so when I said hold us accountable continue hold us accountable uh we just won course to blue and gold in Los Angeles um matter of fact kahone High School Stephen M I cannot pronounce his last name but he was recognized as the most outstanding boxer of the tournament uh kahol high school we continue to put out that kind of um athlete but it's those Champions that we actually get a chance to enjoy that comes into the gym that is really doing some mag magnificent things and us being able to work with their parents to make sure that project finding chance is held accountable in this community thank you very much thank you Miss Romero good afternoon just here to present the team like you know this year is new I wish that they say their own names they present themselves hi my name is Yolanda quto vice president this year of the delect and glad to be here and support and be a part of this great team thank you secretary students so we can have good results from now and going forward good afternoon my name is marisel Nunes and I'm also part of the dlac I'm going to be doing the part uh parliamentarian I believe which is the difficult part but I'm going to try to do my best good afternoon my name is RO Delina um I'm the counselor from the team and I'm happy to be here working with you guys I would like to recognize the directors Mr aosta and OA because they have been very helpful to us and supporting us yeah [Music] because they come down to the they get to the same level as us because they understand us because they are parents as well and they know what we need they ask what we need so we are able to help and work with the students and do the best we can for them and also um I believe she said Anna and M Rodriguez because they have been very helpful in supporting us as well well and more than anything I'm here at your service and everybody that knows me knows very well that I've been involved with the district I'm very passionate of help in the district including myself and my team of [Music] course and also I would like to have your support for our meetings our first meeting is this coming Friday at 9:30 a.m. everybody's welcome students and the board as well and if you can't make it in person there's always Zoom my team and I are here to add not to minus um I've seen how in the previous years the district has been better so we're here I'm hoping that I get everybody's support thank you very much and have a lovely day Mrs Romo is actually our new president I don't know if she said that but she is our new president we're happy to have her and Mr how many years have you been um working with deac d uh I participated in D um like 24 years ago about that I know thank you very much for your service that's a long time you help a whole lot of people thank you thank you and I will be at the meeting on Friday at 9:30 thank you Miss Grande appreciate that I believe that is all of our public comments that takes us section four public hearing 4.1 acceptance and Adoption of the mou between the sanino city Andi school district and the California School Employees Association chapter 183 a public hearing will be held to consider the adoption of the memorandum of understanding between the C School employee St and the 183 and the sanino C by School District at this point I will open the public hearing are there any public comments for the public hearing there are none any questions from board members seeing not it is appropriate this time to do the resolution be it resolved the board education accept and adopts the memorandum of well let me close the public hearing B resolve the board education accepts and adopts the memorandum understanding between the sanino cifi school district and the California School Employees Association chapter 183 a motion please second move by Mr Husky and second by Dr Wyatt vote please ocean carrot e we have one more public comment M Lewis hi Danny thank you good evening everyone my name is Sher Lois I am the current president of the socialized bellan program um and I just wanted to stop by and say thank you for your support because of the financial support we received from the school board and others we were able to award over $70,000 this year to our ban Knights we have I've spoke to Sandra Rodriguez she may not remember me we were at a parade we talked um I know Danny Felicia Alexander is part of our is one of our members and chief Pino's wife is our vice president so again I just want to say thank you for your support also we've mailed letters to all of the high schools some of the junior highs um asking them for participants so if you can help us push that that would be great I'm sorry I'm out of breath I'm old and um help us get just young men to Vol to want to participate in our program um we have a lot of mentorships again CH Pino is a mentor Denny comes in and Sir night last year his name is Solomon Moore he is now at Tennessee State he is studying um some biological engineering I'm not for sure but we have young men who want to succeed and come back to the community and to say that and I this morning I saw him at the um African-American support networ work meeting and the goal is to get our young men to go to college and to come back and stay within the community to help so we're all have the same goal and I listen everything's very positive but again I just want to say thank you for your financial support again we have letters that have been mailed out to all the high schools and some of the junior highs so if you can just make sure that the counselors um if they know any young men who they think could benefit from the program or if they have any young men that will need extra help send them our way we start September 15th at the um Community Development Youth Center on Fifth Street and our meetings are every Sunday from 2: to 4: and I just want to again say thank you very much thank you Miss Lewis and uh thank you for your service y'all have been doing so much work for so long to help so many young men it's just amazing young women too that get involved in the program so uh I can't thank you enough you know with Miss beverin Jackson and Miss Brown and a host of ladies that what happens at their house I didn't know what I was doing at the time didn't realize the impact they were making on me um really my first formal introduction into politics I didn't know at the time but they had me go meet all the people who were who's who in this area when I was asking for ads uh didn't want to do it I thought it was the worst thing in the world didn't realize it was exposing me to people that would be helping me the rest of my uh life so I can't thank you ladies enough you do a wonderful job so thank you and I love that the district and the socialites have a partnership that we hope to continue thank you very much thank you one last thing since you mentioned politics our grand finale for our young men are not only the bellan but this year we were able to send them to overnight stay in Sacramento to the capito so they can experience that so we're we're trying to do great things we're trying to expose them to different things and as Danny say he's a product of the program and I'm a product of Sam Bernardino so um again thank you very much thank you that is the end the public comments and we will go into Clos session are there any Clos session public comments Miss Cunningham there are none thank [Music] you call the meeting back to order section six action reported from closed session 6.1 approval of assistant director student wellness and support services be resolve the Board of Education approves the appointment of the following employee Mario coranza assistant director student wellness and support services School side effective date work year and salary to be return to be determined funding l020 63 moved second moved by Miss Medina second by Dr White vote please o car all right board um here in the HR division we like to say we completed another successful Recruitment and at this time I love to introduce to you Mr Mario coranza Who Comes To Us by way of Rialto Unified School District uh now being appointed as Swift's assistant director 26 years of education experience and as we reached out to his colleagues and those that he's worked alongside couple things stood out to us from them is a builder of people builder of relationships understands the value of community and working well with others so Bard I introduce to you at this time another excellent leader for summer indino City UniFi School District Mr Mario coranza thank you all right I'll prepared a little speech here for you okay it's funny I can do a song and dance in front of 700 kids and and be comfortable but in front of peers I get a little nervous so good evening president Tillman Board of Education superintendent arano cabinet and viewing audience uh Dr Fun's introduction humbles me and I gladly accept the assistant director of student wellness and support services position uh the role represents a significant s milestone in my 20 six year journey in education uh as a local student from Med Wanda High School back in the I'm not going to say the year because it give my age away and educ educator here in San berardino County um I've been very fortunate to have a successful career and I I uh I feel like the profession chose me uh to be a voice for an advocate for families and students that are not always heard uh so they they got me on behind them to uh you know do what's right for them um I am fully committed to working collaboratively learning continuously and contributing my best to our Collective Vision I understand the responsibility that comes to this position and I'm prepared to approach every challenge with dedication and respect I look forward to working alongside a talented and passionate team that I've heard great things about uh and together we will achieve great things uh thank you for this trust uh responsibility and vote of confidence I look forward to what we achieved together and I am eager to get started to make a positive impact in our community so thank you very much for this opportunity I'm looking forward to it thank you thank you welcome AB board Mr carazza I appreciate it thank [Applause] you 6.2 expostion of students six the resol the board education accepts and adopts the recommendation and findings of the hearing panel based on the review of the panel's finding of facts and recommendations and orders the exposion of the following students with identification numbers as listed below in accordance with the board rules and regulations and in compliance with Education Code section 48900 495 665 45143 I would like to entertain a motion so move second move by Dr White and second by m a vote please Mo carried 6.3 students recommended for suspension or expulsion but remanded to use court for other meanings of Correction be resol the board education acception adopt a recommendation and findings of facts of positive Youth Development and orders the suspension or expulsion of the following students with the identification numbers as listed below in accordance with the board rules and regulations and in compliance with Education Code section 48900 48963 46772 motion please move move by m Alexander and second by Dr Wyatt vote please for [Music] motion carried 6.4 LIF readmit of exposion of students be resolved the Board of Education authorizes the readmission of the following students with identification numbers as listed below to schools of the San brandino City fire School District in accordance with the board rules and regulations and in compliance with the Education Code section 48 900 students move by Mrs shusky and second by Mrs Miss sa vote please was it you miss Alexander second by Miss Alexander us car 6.5 petition to expanse resend sealing of record or modify youth court or expulsion be resolved the board education authorizes exposure and youth credit modification expansion or resending of the following students with identification number as indicated below to schools of the sanino Senor School District in accordance with the board rules and regulations and in compliance with Education Code 48900 move second move by Mr bias and second by Mr alexand their vote please the motion carried section 7 student board members 7.1 reports and comments by student board members Miss preiato well good afternoon everyone board members and audience happy to see you all I am him and I'm currently a senior attending sangero High School just here to give you guys a quick report so first and foremost I would like to express my gratitude uh for you all allowing me to have another year another opportunity to Echo the voices not only of Sanji but for San Andrea's high school I'm looking for to keep representing Santino School Unified School District so an important highlight for my school is the strong participation across grade levels in extracurriculars we recently had Club Rush at sanj and students are actively involved in diverse programs such as speech and debate students for change political Youth Forum this broad engagement not only Fosters individual growth but it also demonstrates our school commitment to empower Empower students to take initiatives and to learn more about their passions another highlight is the bill that me and other students involved within IC have passed the educational board which is I AV 2724 this requires education for juniors and seniors to pre-register now this bill is at the governor's Newsome's desk and are waiting for it to be passed thank you for your active support and hopefully Newsome will pass this bill another report for San Andreas is the blood drive happened on August 28th fun they constantly have their fun fridays which allows active engagement for uh the students uh and their free Vision event is tomorrow and for slack uh we're going to have slack on September 9th I believe all in all these are a couple updates for the start of the new year I am looking forward to keep making positive impacts and being an effective student Advocate thank you guys so much thank you very much Miss Rosen bloom good evening gentlemen or ladies and gentlemen um I'm a senior at Pacific high school and some of the uh updates at Pacific is that during back during back to school night we had a re a ribbon cutting ceremony to announce our community schools Grants County supervi Supervisor Joe Baka Jr came to speak to our community and I got to cut the ribbon a blood drive will be held tomorrow September 2 or tomorrow September 4th 2024 Pirates uh pirate students invite any any District employees to come between 8:30 and 1:00 to donate blood to save lives on September 5th our principal is hosting a representative from all clubs and students organizations to meet with her for the prin for the principal's student advisory this group will be held for four times a month um and on September 5th our seniors will have will be able to participate in the traditional senior Sunrise early in the morning and our final for our final years as pirates we we will conclude our senior year with a sun a Sunset and on September 27th uh is a fall homecoming rally and our homecoming dance is September 28th thank you for your time thank you very much Miss vosa good evening my name is Sasha Vaso I'm a senior at middle college high school and I will be representing middle college and seor high school I wanted to begin by giving my gratitude to all the staff for doing their absolute best in supporting their students um I wanted to continue by studing that an alumni from middle college high school has created beautiful mockup designs of Middle College High School mural designs to enhance school spirit and pride last Friday we had Spirit wig and Club Rush throughout that week I've seen so much school spirit from students than ever before being able to show others Who We Are by mun not only shows who we are but also expresses our school spirit so with all of this middle college is seeking your support with this project as year at high school as a school year continues I look forward to building relationships so I can further represent it in Springs High School is excited for Club Rush as well and their football game coming up this week overall I just wanted to give my thanks for all the support that we've received from you guys thank you thank you very much 8.1 School Board appointment of the Personnel commission the ter of Michael Salazar the board's appointee to the Personnel commission expires on December 1st 2024 pursue to Education Code 45246 B1 the governing board shall publicly announce the name of the person it intends to appoint or reappoint it is the intent of the Board of Education to reappoint Michael Salazar for a three-year term at its October 22nd 2024 board meeting at that time the board will conduct a public hearing following any public comments the board will take action on the appointment any questions concerns thank you 8.2 administrative presentation link learning Pathways Mrs Anna appgate assistant superintendent Educational Services will provide an update on the link learning Pathways thank you president tman and at this time board I would like to present our director of secondary Dr suda vesan she will be giving an update on our Pathways and highlighting some of the great work that's been done by her team we have here um as well so Dr vesson good evening board president Mr Tillman superintendent Ariano um board cabinet members parents and Community my name is suda wesan and I'm the director for secondary education and College and Career next slide please today's presentation is a brief overview of Pathways at sanbo City Unified School District our gold silver certified Pathways benefits of being in Pathways and on how parents and students can get more information on Pathways and also in enrolling them next this data in last years as we are still leveling classes this year we have a total of 54 Pathways representing 12 California industry sectors we have 7,41 out of 11,871 high school students that are enrolled in a pathway that's around 62% of our high school students 100% of our pathways are a through G approved a total of 2,528 Industry certifications were earned and 479 inter internships done just in last year 3,90 college courses were completed by our high school students at the last count when we did a simple math it equated to $19 million in college credit savings for sbcusd families and students this is just one year saving transcripts are still coming in as we speak for the spring semester and we are looking at doubling these numbers as well as the savings for our students all these credits have been earned for free just in one year next please this year we have 13 industry sectors represented by our pathway Marketing sales and service is the extra addition at Indian Springs as you can see we have transportation arts and media building and construction and so on the numbers and front of the industry sector is the number of Pathways represented in each of these sectors the schools which house these pathways are listed in parenthesis below the industry sector name every high school provides Pathways and we have one link learning pathway at Curtis Middle School and I want to call your attention to the last presentation we did in May where we had a py graph that closely aligned to the job prospective job openings in Sano County to our Pathways our Pathways continue to serve as a strong preparation ground for the jobs in our community next slide what you see in this slide are the gold certified Pathways Pathways that are gold certified represent present the highest quality and standards for link learning they go through a rigorous certification process by the link Learning Alliance there are over 900 school districts in California and only seven district have gone through this gold certification work to be accredited and we have eight such gold Pathways we have 21 next please we have 21 silver certified Pathways and a large number of these pathways are exploring go going for gold certification to that end our department is hosting a series of workshops to prepare them to enter the gold certification process next this is a signature piece for Sano City Unified every pathway that is in our district should have the components that consists of program of study postsecondary connections industry certification college options industry partnership and work-based learning experience to truly serve our students at the highest level students need a minimum of two years and at least 300 hours to be considered pathway completers next what are the benefits of being in these purposeful Pathways pathways help students earn a through G credits sometimes for core subjects sometimes for electives as I had previously mentioned 100% of our pathway courses are all a through G approved in one of the seven a through G categories Pathways help students enroll into a dual enrollment program at a community college also do an articulated course that gets college credit but it is taught by the high school teacher students Al also enroll into industry certification courses in the community colleges in the previous slide you saw that our students earned 2528 certifications just in last year and there are also several scholarship opportunities that are offered by link Learning Alliance and also through some industry sectors we have hundreds of Industry partners that have helped us provide exposure to local industry connections to to the to-do job shadows as well as connect students with local experts internships pre-apprenticeship opportunities are increasing for our students year after year we are currently working with Trade union and the County Office of Ed to pursue approved pre pre-apprenticeship in building and construction mechatronics automotive and just recently culinary Early Childhood will be announced very soon next please so how do we apply to these sbcusd Pathways I want to ensure that I provide accurate information to our students and parents on how to apply to enter a pathway and what to do if they want to join another high school for a specific pathway any student can request to enroll in any pathway at any traditional site any student can request a school transfer for a specific pathway even if it is not their home school using the sbcusd change of school process but it will be based on the seat availability the only person enrolling a student into a pathway is the high school counselor but there are many staff that can help educate students and parents on pathway options available we have two important staff at each and every High School that are very closely connected to this pathway they are our linked learning program specialist which board you know you uh approved to for the every High School to have a link learning specialist and also the College and Career Readiness teachers if you cannot reach out to your counselor this is for the students and parents please reach out to the link learning program specialist on the College and Career Readiness teachers they will help you to connect with the counselors regarding the pathway if you are at a middle school you should be getting high school tours and pathway showcases and if you are an eighth grader and is interested in a specific pathway please reach out to your middle school counselor who will help you connect with the pathways and the concerned high schools we are working on increasing our Elementary School tours and showcases to improve and provide more awareness next please and what can parents and where can parents and students find more information as I mentioned two people you cannot forget beyond your counselor or the link learning program specialist and the College and Career Readiness teacher okay in short they are called llps ccrs um please reach out to our office our contact number is 99473 2084 we have tons of information about Pathways in our high school websites I highly encourage you to go to individual High School website to learn more about their Pathways or you can also access secondary education College and Career website that will provide links to all the schools just in one spot and I sincerely hope that you access one of these many resources to know more about on to enroll in Pathways as always thank you for the opportunity to share all this information with students parents and the community I just quickly want if David you can click on that website link so we we just clicked on the uh secondary Ed website link and this takes you here and click on the link learning acmy and pathways now you keep scrolling you have keep going you can see all the schools are linked under this so let's say click on aoo Valley you see that aroyo Valley has that banner and then you Pro you can't see that in the black but under the banner you have also the uh the link learning programs specialist person's phone number directly linked oh you can see that here there's a contact information so that is the person that you would call if you can't reach your counselor or you can't get the counselor's um you know scheduled at the time you want to really talk about Pathways go for one more school let's click on another one yeah go to Sanji okay so Pacific you see that Banner of the school with their school colors and you have the name of the link learning specialist there and if you click on that Banner click on the banner please that will take you directly to the school website so this is one place I would really ask that the parents and students reach out and click on this you will be taken to all different websites and the contact numbers so that concludes my presentation thank you very much any questions first we'll start with Miss Medina first of all thank you so much for this presentation I think it's really important not just for us board members but for those that are watching um seeing all the many great things that we're doing and the opportunities we provide for our students is not just in elementary I mean high school but also bringing education towards the middle school and elementary school so with my question with regards to middle school students um when you when I see it I think it's one of the one of the pages that shows currently in middle school and then they reach out to 8th grade eighth grade counselors um that provide registration information how are are all students so how does that work does it you know all students um at least meet once with the counselor to talk about what are their um ideas of what type of school they want to go what type of pathway they want to go to because not all the not all the school sites offer the pathways so if let's just say they go to San Andreas high school and that's their home school but yet kahone offers a different program that they're interested in applying and they're in eth grade um how would that what would that look like and is this all students in eighth grade that get to try to figure out their plan so uh those are great questions um usually towards the end in spring semester high school counselors they go and visit their uh feeder schools and they introduce the um Pathways and you know the link learnings program Specialists also go with them and they talk about the pathways that are existing in their high schools if the student comes to know that after researching they come to know you know this is not the pathway that my home school that is offering I'm interested in I want let's say the student has to go to Sanji right the student would think no I want to go to sanbo high school because there's a pathway there that interests me then the student can apply the change of school process and then if there are enough seats available in that pathway then it is again the enrollment office they have to get in touch with in order to do that just like applying for to for a change of school with that then all students so there's not necessarily where all students are meeting with the counsel to talk about the pathways it's more or less the high school the count they come to the Middle School to talk about their Pathways and if a student decides they want to then they do the research and they usually have a registration form and they ask for the interest of the students and then if the student wants something very specific or needs more information they can reach out to the middle school counselors and say I want I want how can I get more information on this I'm interested in this and then the middle school counselor will help make that connection happen okay or the student can reach out get on the secondary website go to that specific school and you I have the number right there they can call that and they can directly talk to there's just because you're a middle school student that doesn't stop you from reaching to the high school and preparing for your future yeah I I'm just trying to make sure that for students that don't maybe in their household environment their parents don't really you know ask them the questions and the student don't really ask the questions and so I think maybe just looking at how our counselors are asking those questions of them because that environment at home may not necessarily they they probably don't even think of what kind of questions am I going to even ask or oh I like this but okay then I guess what can I do so yeah so thinking maybe counselors can also help with that process of really talking to students and figuring out what their Pathways would look like if or their interest and then I guess the second question would be with are there Pathways that have low attendance and or low registration and how are we uh either encouraging students to apply or marketing or trying to show okay we need to fill these or maybe really looking at it is it even relevant anymore maybe it's a decline because students are no longer interest interested in those Pathways or um it doesn't pay well I don't know no we are looking at all those numbers we want to make sure that um all these classes are fully utilized we don't want to run Pathways with 10 and 11 students when you know that it is not going to be like you know we are not getting full leverage out of it that is the audit that the link learning um Alliance has actually done for us and uh we will be coming uh with you with all those recommendations thank you so much just to clarify the district can't afford to have a lot of classes with just 10 students in it pardon me I said the district can't afford to have a lot of classrooms with only 10 students in them can or cannot cannot yes I agree thank you but in some Pathways because of the safety there may be like this pathway Can Only Hold 18 because there's a lot of heavy machinery or equipment involved only those things we want we are really making sure and we are crucially looking at Pathways that are low enrollment I I only say it because there's a reason why we have certain number of students in classes and we get funded by the state at a certain level correct so even though it may be a great thing we can't afford a whole lot of classes that don't have you know a certain number of students yes Mrs Alexander thank you I would like to First say thank you for coming out today I know that you are slated to be here in April to report out um just the accomplishments of the link learning program and the pathways and what we're doing there so thank you to your staff um for being here uh a few questions so in relation to how to apply um supporting with board member Rosales Med Medina brought up um just making sure that we're clear that the counselors do help the students correct they they sit down with them they are the ones that enroll the students right counselors do a lot of help with Pathways and then um in reference to that if a student sees that they want to be a part of a pathway that's at a different school um what is the actual process uh once school has started started can they still look at that program and then they consider they can be considered for that program maybe the next semester how does that work but one thing I it is I I want I would want to say that um whatever pathway you are interested in another school if it is not your home school you have to go through the change of process okay so if I'm on top of my head I do not know what is the time line for the change of process but you have to abide by the change of process you can change and provided that school has to have seat availability too so those are the only two conditions that have to be met Pathways itself we don't have anything any qualifying thing that a student can be in the pathway only if we don't have any qualifying things like that any student can go into any pathway and then um the 62% of our population is there a goal for this year year to increase it come next year um how are we tracking according to your goal um as Mr Tillman mentioned we always want to fill these Pathways so we want to make sure that there are more students that's why we are watching what are the pathways that get easily filled up and what are the pathways that are struggling to fill up and then that's going to be our conversation next on why whether it is the interest of the students we don't have interest of the students to be in the path part of the pathway way we want to explore what are the the reasons for it and then uh come and make a recommendation to the cabinet and superintendent awesome then lastly a lot of students are graduating with certifications and there certain disciplines are we tracking how we're doing with that in terms of once they're have completed the pathways and they've graduated how they're um actually going into either their field of study or prepared to go into their field of study it's easier for us to track the field of study because we can get uh you know data for that if the students enroll into a 2-year college or fouryear college and remember last last presentation I was mentioning that you know it is difficult to track if the students are not go let's say they are taking an alternate path I want to go into Workforce you know then it it's not totally possible for us at this point of time we are still like you know putting our heads together to see what kind of a thing a data bank that we can use in order to just track if the students are going into work force right away the one thing that I'm feeling very hopeful is about these apprenticeship opportunities that that should be easier for us to track because the pre-apprentice uh Apprentice ship starts at the 12th grade level and then we know that there are certain number of students that are going to get into these apprenticeships at High School uh Beyond High School awesome thank you so much Grande thank you for that amazing presentation I just feel so proud of us all and especially your area you I just it's just like a dream come true from 20 years ago it's like gosh you know no choices but uh here I I see though is that there's almost too many I if I remember uh I have a hard time deciding and so two things I wonder if the students get some kind of U uh assessment self assessment tool that they can say I took one myself in Community College which told me that I would make a really good U Museum director and a teacher uh but absolutely never secretary which is what I was going to school for at the time so that's a long story students do have an interest survey that they fill up and um we do have that available for students and what happens when they want to do both uh College and Career this is preparing them for College and Career because most of them are a through G and then it also gives them remember these pathways are all connected to dual enrollment programs yes so many of our students I I think I probably in in a year I can come back and speak to you about the extent of the dual enrollment program options that we have I mean it's amazing to see how much we have expanded on that so students are already having graduating high school with 12 credits and 15 credits you know it's become Norm right now for us so they don't have to choose between College yes they don't have to so we prepare them for both and then it is finally their option what they want to choose Thank you and just to clarify I don't think Mrs gr was talking about a survey I think you met there was a tool where you can uh like a what color is your parachute type of tool right but the military does it too right it's an interest inventory we do that yes we do that and they tell you what your skill set matches it also tells you uh what components are in the career that you're deciding on it it tells you like are you happy or working with a team or you happy more happy happier working by yourself those things is that the server you're talking about it's a it's a strength finder it has all components of it okay all right I can actually give you a sample of that we have many software programs that our College and Career teachers use to I can get you a sample of the inventory and what percentage of our students are able to access those stud no everyone everyone actually takes it okay great all the students take it thank you Mr husy sorry I couldn't find my button um I just had a question on followup on the RCs um and the the how many are enrolled um are we also looking at like how many students request to go to a pathway through the RCs process but aren't able to get in because they don't have a seat so let's just say there's at school a um you know there's a a pathway that they want and they're at school B but there's no C so we have kids that are requesting a pathway but can't get to it because they're not at at that school um I can definitely talk to Mr Buckner and I can get back to you on that I just before we I I just would think as part of do we have enough people asking you know in that pathway are there people who are asking for that pathway but can't access it because there's no seat I can um I can find out if I I can talk to all the link learning program specialist to see when any pathway is in full capacity that they cannot accept any students from other schools I can I can ask I can find that information let me let me follow up that because that brought a different so I thought the seat availability was like for the school so I know when that to back in the day when I I was in an apartment that was handling RCS um you know if there was if they were at capacity at grade level you couldn't transfer into the school so it wasn't capacity to the pathway so it's capacity to the pathway and capacity to the school so if I I don't want to speak to it be until I know all the information it should be at the end of the day the school be the student becomes part of the school too so I would assume that uh you know that is correct it is also capacity of the school yeah so not not it's nothing that has to be but maybe when you come in the so I don't have expertise in that area that's I when we when you come back in the spring for the big presentation um because I know Mr Tillman asked about what pathways are low enrollment my question is a pathway has 10 kids in it uh but there are eight kids at other high schools trying to get into that pathway that couldn't get in because there was no space at the school site okay right so it's not that it may not be that there's not an interest it's that we it's not yeah I get your point I know Dr Rodriguez or Miss app can answer that question now go ahead correct um at this time we don't have any waiting lists for students who are trying to transfer into another school for a particular pathway we do have impacted School of kahone which is perpetually um a a destination school um but you are correct the school needs to have room for students in the grade level so that they can take their English math Etc and then the pathway may be a little different um in the sense that there may be space in the pathway but not space in the grade level because the electives not are o not are not always grade level specific so understanding that I I just don't know that I would like to know or if we don't that we do on the RCs indicate that they're trying to go to kahone let's say for the Theater Arts pathway right should so you want some kind of a mechanism where if they're not at the home school they would be able to request at any other school that's what I heard in the beginning of the presentation is that they can request to they can do an RCs for a pathway but do we ask that on the RCs I'm I'm I want to go to kahone because they have the Theater Arts pathway for example and then I can I can answer that so on the RCs there is a section that says reason for request to transfer in that space the parent can add a narrative as far as why they want to move there is not a specific check box that says I'm going for a pathway it's more of a generic space for them to list the reasons why they would like the transfer even though that's what they want they may or may not list it because I know what I I've read lots of those in in the things so they may or may not list the pathway not realizing that that's an Avenue or a reason for a request for change of transfer so maybe we might want to look at moving forward that that you know are you requesting for a pathway or what pathway are you interested at the school so that we can collect that data because what I what I don't want is you know we close let's let's say we close a pathway because we say there's no kids but there were kids at other schools that wanted them but we don't know that they wanted them right that we could have we did actually have the interest in the pathway so I just want to make sure that we have the data before we as a board say yeah we we need to close some of these Pathways that's what I'm looking for and we have the model for that we we prioritize some transfers just for certain programs IB being one of them right so if you want to be in the IB Program then you could get you might get in to cah home rather than somebody who's not requesting access because of IB and qualifies right so we have those type of things set up it sounds like we want to find ways to integrate that me the pathways into some similar to that it have to be manageable though when we talk about this many Pathways right right but we don't know because we're not collecting data on kids who are requesting for a we don't know who's requesting for a pathway necessarily they're here to ask and so and the narrative is hard to collect data out of right so and we can take that into consideration uh we do have um they're inputed into a spreadsheet so that we know what's the reason for the transfer um but we can definitely consider putting that information on the transfer form to my um student board members do you any of you have experience seeing the pathways offered to you at different schools and do you do you know of a way from just from your perspective as a student do you have the confidence to say if I wanted to be in this pathway I would know how to apply well I I did have an application for Sano and it and it did give me a list um I I at first did want to do the project lead the way which is biomedical field um but then I did wish that there was business and there's a lot of other students that wish that there was business but I unfortunately once I was already in that PA pathway my sophomore year um I didn't I I didn't know that other schools had business and unfortunately that kind of like limited me and I didn't know who else to reach out with so thank you for the presentation another issue that I'm kind of seeing is that I've been in this pathway for 4 years this is my fourth year um so the first two years we had a relative amount of like 28 20 students but now there's only about 10 10 12 students now what pathway is this um a biomedical Project Lead the Way okay did you are you going to get any type of certificate yeah so the three years you get a sash and then four years you get a medal certificant thank you and you also become a CCI completer you're a completer thank you Miss Medina yeah and just to piggyback on that and I and I appreciate U Mr Husky's uh request or at least looking into um the just looking at the data even if we don't do anything specifically right now but even having uh a check mark a checkbox for those different Pathways if that's the interest so that way we can kind of monitor what's really going on uh like do Mr tman mentioned with the IB Program we're doing that I do recommend that we move to doing that even if it's just to collect and really analyze what's going on um be because once we start looking at site uh certain Pathways that are in Decline uh we're not just making assumptions we want to find out is this because there isn't that information from students from one school that didn't even know that there was a program at another site so we want to make sure that uh we're kind of getting accurate information the message just because Miss Prato mentioned that a lot of students wanted business but they didn't have access to business is there any way we would know that that there there was a demand for a certain pathway we can look at the enrollment and see which one of these Pathways have high we we have the data I didn't bring the data with me today but we one of the things that we do is always go and collect and again it is it requires there's a teacher associated with every one of these Pathways and you know um some Pathways started with very high enrollment those are the hard questions we are now asking what is your fiveyear plan how do you sustain these Pathways like you know how are you increasing in student enrollment these are some of the questions that when the link learning program Specialists come come to our meetings these are the things that we are talking to the principles and talking to the Specialists we want to make sure that is fully utilized and let me say this I I want to um be practical right correct cuz it may be the trend that that like Miss preal said you know they started with 30 but it's just normal that you get Fallout over the years and last year you ended with 10 then that's a problem because then it's it's sustainable to have all these Pathways correct and then the last year you only have 10 students in it uh you know the the the state is experiencing tougher financial times and I'm telling it's going to come real quick where we're GNA be saying what can we afford to keep and so classrooms with just smaller numbers of students we we can't do it not because it's not good for the students but we can't financially afford it right the state funds you thinking you're going to have 25 kids in each class they they're not funding enough money to have classrooms with 10 students in it so that's just something to be cognizant of we got to find a way to deal with it in a practical way um because you're right all the students aren going to stay in it and as Miss pran said some may want to switch to a different pathway so all that can be involved I I really um don't want to lose sight of the fact that Pathways um is is one of the extra things we're doing in the schools to prepare our students but we have to make sure we can afford the way that we're um delivering the product thank you for saying this because um when when I when College in career was um came under secondary that was my first order of action I took the pathways and I did all the student numbers year after year we have been following up that resulted when Mrs Applegate and I talked about we said let's do a master schedule audit now we need to really get to the bottom of this and I understand and we need to understand why you know the numbers are all all over the place and we did the master schedule uh audit and then we looked at all those S classes that are less than 15 or 20 then there is a problem right so we also have the middle school and then we have to come out with a very comprehensive idea of what are we going to do with Pathways that have low enrollment either we attract students from other schools in order to make it like you know feasible for us fiscally feasible first to run these programs or what does the alternate is something definitely we are asking those questions to the school sites to the principles as well as to ourselves thank you and then uh I think it's Mr bios well thank you thank you so much for the presentation just uh one follow-up question that kind of came to mind as as um the conversation was flowing do we have any um data on why students are dropping specific Pathways so is there a way that we have to collect information um kind of like an exit interview you know if a student is enrolled in a certain pathway you know before dropping the class Al together granted that they didn't leave the district right but you know if they just wanted to drop it for whatever reason you know is there a way for us to collect like information as to hey why are you deciding to you know leave this particular um pathway are we collecting any kind of data like that um I really don't have an answer to your question for now I can definitely go back and talk to the uh principles and collect that information and if the students are dropping out of the pathway I can definitely collect the information on why they are doing it okay we will get the data and if we're not I would recommend that we do just again for the purpose of purposes of collecting data because when it does come you know that point where we're going to have to make decisions that we are able to you know understand and probably the counselors already know because they are the ones that do the change of programs for them so we can send out an email and you know ask them to keep a tally of these things from now on we can totally do that and I really think um it's unrealistic to think that all the ninth graders are starting a pathway are going to be in that pathway as a senior that's not going to happen when I went to school I took autoshop and there were a few of us that loved autoshop so we stayed with it every year but that wasn't a norm some people took auto shop and realized this is not for me or I got enough out of it I learn do my breaks but I'm not going to I don't want to do autoshop every year for four years I think Pathways is going to be the same way some students are going to love it and want to continue it others aren't and so if it's if you if we see statistically that you have a drop by certain percentages then we need to plan for that and then maybe the if a lot of them at senior year don't have a lot of students then we do something other than a class I will definitely um we already collect this data every year I'll collect the class sizes for 9th grade 10th grade 11th grade and 12th grade in different Pathways at different schools and then we can closely look at what classes are like you know very low enrollment and then I'll give the information to um Mr superintendent and the cabinet and good M decisions board member Prado is before me she had her light on before me sorry it's okay you can go I'll go to I'll get her okay sorry um so I just have one question regarding kpis and there something to consider for April and also for us to know just for equity in in general just so we know how um we're impacting all the population of our our school districts so ensuring that um in these Pathways that ethnicity the ethnic breakdown but also also making sure from a special education perspective that you we are covering all the different categories with our school district I'll bring that data okay thank you m PR and to kind of question you about the data when I was a sophomore um nobody had asked me right if I wanted to kind of if I was interested in business so my suggestion is I think you guys if people you know while they're in their Pathways they might be asking thems is this right for me or I don't like this so I think that you guys should continue doing the surveys even up until High School to um say hey these are the other options if this is not what you like and also to answer Miss's uh question uh well for specifically for Project Lead way I don't know for the other Pathways but many of them just did it until junior year just simply to get the certification and the sash but nobody wanted to do it um the senior year that's why we have relatively like 10 students in my classroom oh is it because lack of Interest or what do you think lack of interest you got the Sass they they have a sash for dual enrollment too now uh I would like for you to introduce your team I know there's I talked to some of on the way in tonight I know there's someone in the audience so you want to introduce your team to us your team yes please thank you you know I really want to thank my team um but for them we wouldn't have moved on uh many of these things um in a very cohesive way and I at this point I have the director teams here first and then um all the college and career and services would you please [Applause] stand I have an amazing team thank you and that's Dr Alan K and our coordinator M CH Chelsea Ramirez thank you and her program specialist introduce yourself thank you they have done fantastic work I just want to say thank you to the team we took all over 60 Pathways that were all over the place and you guys did some fantastic leg work with facilities with fiscal to try to get them to be high quality Pathways thank you for the suggestions we will absolutely take those because we want to get better each and every time thank I heard two of the names in the microphone can you say the other two names Becky Huff Kim and Kim Lori our program specialist in College and Career we still have one Laura Smith who is not here today with us great so thank you very much thank you and that concludes our presentation 8.3 administrative presentation multilingual program updates Mrs Anna app assist superintendent Educational Services provide updates on the multilingual programs thank you president tman and it's like the last one should have somebody else do it for her no this one I'm actually going to participate in so this is near and dear to my heart they all are but you know multilingual but um anyways what what I want to do tonight board is we want to provide an update on several items that affect our English Learners and several programs that we're in right now one of the main things we wanted to do is to bring you an update of the Department of Justice settlement I brought you the Department of Justice settlement last year um specifically showed you what they were asking so we'll go over that and where we are with um being compliant and more in that area next slide please we'll give a little uh preview of the the lpac I'm sorry a review of the lpac because we can't share the current data with you yet it's still embargoed we'll talk a little bit about our reclassification process and how we're doing there we'll bring you our numbers with Sila by literacy which we're extremely proud of because we have a County High this year and that's fantastic they've done a great job with that we'll talk a little bit about the expansion of our multilingual programs because this district has been so committed our board has been so proactive and so supportive that we've been able to have probably the most um bilingual program dual immersion programs in the state we're one of the districts with the we're eighth largest obviously some of the larger ones may but we're we're way up there and then I also wanted to talk a little bit about how we're approaching instruction nowadays in our division with interdepartmental collaboration we've learned a lot with this doj settlement which is a good thing they always say don't let a good crisis go to waste so we've been able to learn quite a bit next slide so I want to give you just a little bit of background this Department of Justice complaint was over 15 years ago it was like in 2014 I believe around there and um the original complaint stemmed with a particular Elementary School and it was because um somebody had complained that integrated and designated English language development was not being done at the school and so that that started the complaint then we didn't hear anything for a few years and probably three years before covid we got a letter stating that they were coming back to find out if there had been any changes and if we had moved to be compliant for English language development instruction then we responded we send them several items that they asked for and then Co hit and so everything kind of shut down at that point about a year after covid they came back and they gave us a response and they said we reviewed everything that you sent us we've looked at the different items that we asked you to give us more information on and they seemed pretty content with that and said okay we're not going to continue this claim we're going to settle with you so they were satisfied with what we had showed them the three areas in the settlement that they called out that they said you're going to need to improve these a little bit more and then we'll give you 3 years to do it and then we'll be done if all of this is is compliant the first one had to do with within English Learners all of this is for English learners but the first one is making sure that we provide integrated and designated English language development across the board k12 and the federal government basically says that the laws protect the rights of English Learners to participate in the classroom in a quality high quality manner in order to do that we have to provide ELD so that it allows our English Learners to acquire fluency in English so that they're gaining the language but then also and just as important they have access to the Core Curriculum so they're also doing well with their grades in their student achievement and one of the first ways that the Department of Justice asked us to do that is to make sure that all of our teachers were trained that everybody had very specific staff development around English language development instruction so they did line out exactly what that would look like if you can click where it says doj hours please David they were very specific about yearly these are the hours that are being required of our teachers for in-person and in-classroom training so this year I'm sorry last year was the first year was the year that we started to do all the training in integrated and designated ELD okay you can go ahead and click out so all of our employees are very familiar with that table and how many hours we were requiring of them next slide please so specifically Year One which would have been last year our teachers really um were able to get training in designated and integrated ELD and our administrators as well because they're also requiring this from our site administrators and their's included also um classroom observations walkthroughs and everybody in the district had to have a minimum of 5 hours on the on the agreement itself so they had to know what it was said in the settlement and exactly what the responsibilities were of each one of our employees next slide please so specific last year we embarked on the training and it was a huge undertaking and I just want to really give a shout out to Dr funes because he and his team were instrumental in getting substitutes the other directors and all the other departments and even in divisions Dr Rodriguez's division as well they had to give up some of their time in order for us to be able to comply with these hours so last year was all about much English learner development training and you can see here the specific modules so we took six of our regular mou days these are days where teachers are requ requ ired to be in professional development after school and in secondary before school we used these mou days to be able to train them in ELD and then we also had full pullout day trainings as well so one thing that we learned quickly is that it was really a huge task to have teachers out of the classroom for the pullout days and then principles were a little bit you know a little their noses were a little bent because we took some of their days that they had to use for their training of their staff themselves but they realized that it was mandated and it was required in secondary was was probably a little bit easier as you can see there's 1188 teachers in elementary and then there's a little over 700 in secondary and I know Mr aosa did a great job of having the teachers come to the training and he did it quickly swiftly they were pulled out for their training and then that was completed pretty well but the important part here is that 96% I don't have my glasses on sorry yes 96% of the elementary teachers were trained and we only have 4% that need to have some makeups but 100% of our secondary teachers met the requirement so we're we're pretty good for year one of meeting the requirement on staff training next slide please so the next area they found was our English Learners and special education also needed a little bit of of improvement there and I'll go hand it over to Dr Ryan Rubio and he'll explain a little bit about what the special education findings were about thank you Miss Applegate uh good evening board and cabinet so from the special education department um the the piece that we're looking at right here it it talk about the district specialty commit department will be responsible for identifying and locating um the the students that are um the specialed students that are designated as El's so that they can get their related services and so we just want to let you know that um regardless of the doj uh report we always have we always adhere a child find and so we're always looking for students that um are having difficulties and may qualify for special education but right now I'm going to take a moment and introduce um our coordinator of Psychological Services Miss Beverly McCarthy to speak to the evaluating um piece right here and she has um some additional information on the bullets right there and then I'll continue with the next slide good evening everyone I've had the privilege and the luxury to lead our 64 School psychologists for the past five years and so I am here to speak to these four bullet points actually five and so we are increasing access of assessing and evaluating our students in their primary language and so we we are and the F the first bullet there is we have adopted a new assessment called the Woodcock Munos language survey it is replaced another assessment I won't give you the acronym but we literally trained on this last week and this is really important it was a big decision to make so with this new Adoption this assessment will identify the language at the child needs to be assessed in and that's really important it makes and drives assessment decisions whether what test we do in English and what test do we do in Spanish so that goes to the second bullet that's a matrix of deciding which language what test do we do in which languages so we have a matrix at the school psychologist and I am proud to say over a third of our psychologists uh speak other languages other than English mostly Spanish weid Vietnamese and and Arabic as well so when we decide which assessments we are conducting in English and Spanish those assessments that we conduct in English we have to do the and that's the cultural language interpretive Matrix so we will assess in English at times we have to know as well depending um how they're doing in English so when assessments are done in English we use this analysis to determine the cultural Lo of our assessments some many of our assessments do have cultural loads in it and so this will tell us if our assessments are valid or not or what the effects of culture is taking place on the results of that test and we trained on this two weeks ago as well so we are increasing our access for our Learners in this this District to understand cultural and linguistic factors on assessment and evaluation pieces for four bullet I already mentioned we have um over a third of our psychologists who speak um Spanish and other languages we make an effort to assign EV every dual program a a bilingual psychologist that's part of my my master plan those campuses who do not have a bilingual psychologist can refer to a rotation where I assign a bilingual psychologists I have five on the rotation this year who will leave their School site and go conduct the assessment in in the language that's required by the assessment tools that I mentioned lastly achievement academic assessments if a student has been exposed to um Spanish instruction in the last three years they will receive an academic a standardized academic assessment in Spanish and possibly English to it depends on the other assessments so that that concludes my um my discussion question for you um how many different primary languages are spoken in our district I am going to guess it's probably close to a dozen so you do the same thing for all those yes yes we have to take it we have to assess in the primary language so it yes we do and at some point you don't I know you probably have it tonight but it'd be interesting to see the list of primary languages that are spoken in our district I'd love to see that too I know I see Vietnamese come across some uh quite frequently um there's some actually other languages where we have to contract out right because the Lang we don't have anyone who speaks that language yes and I think the board should be aware of that and the community so if you can give us that list it'd be great at some point President tomman we have over 40 languages in our district and we do contract out we have some like Arabic um Vietnamese that more common that we have staff for everything that we do not we contract out so 40 I underestimated right I knew it was going to be substantial so if you can can you forward that list to the board and maybe get in an update thank you very much so moving on in terms of what we've done this year um so the the four pieces right now that um just give you an update on there's two of the um the links right there so David if you can for the first part it talks about training all of our El students um and so this is a document that we came up that we provided working with our colleagues in multilingual that is provides um all of the IEP teams just a checklist to make sure that the needs that our English Learners have are being met and so this is there for you to review and it's linked in the presentation for you to have and so this is just one of the keep going a little bit further Dave you can see the date last year um and that's when we were at the heart of preparing this and making sure that working collaboratively with multilingual okay go back to the presentation please so then the bullets two three and four they go to um the top the top document so let me get to those before you get to the um the document David so looking at um establishing a protocol for collaboration um and the timely identification of servicing of el students um this is where our collaboration with multi lingual is really looking at um making sure that the students are and the teachers are collaborating with um the the program specialist and and from special educ education as well um the third bullet talking about each site establishing and maintaining the staff the list of Staff members aware of eel practices and procedures and one of them typically the elf is who's been responsible and designated to attend um the IEP meetings with us and then um the fourth bullet talking about the the roughly the same thing in terms of making sure the administrators and um are aware of IEP and 504 meetings that there needs to be a teacher with appropriate certification there um to be able to speak to those components and um now if you can go to the list David you'll see this is a document that has um a lot of in a lot of information so um looking at he's going to slowly scroll down there's just strategies for differentiated instruction research-based strategies this is all information for IEP te members the teachers um gened teachers as well as our special education teachers and then really what um the what teachers will do and what students will do so for our professional Educators knowing what um this document provides them is that's a way for the teachers to ensure that the students needs are being met related to language de language development um academic language development and then going on through um the rest of the pieces there and one last piece David at the top of this document if you could go and click on um where it says goal book strategies this is just another resource at the team um the the collaboration with multilingual that we put together as a resource for um teachers and IEP team members and this is just a lot of different um tools based on Universal Design for Learning and just it's just uh resources available for the teams to make sure that their the students needs for our English Learners are being met especially if they're duly and um identified as e and special education that's what I had for you for those two slides any questions thank you everybody next I want to turn it over for the next slide to um my colleague um Dr Amy Koker she's our director of Elementary instruction right good evening everyone um my name is Amy Coker I'm the director of Elementary instruction and so I'm going to be talking talking to you a little bit about um section three which um which really identifies um the settlement overview and response to Elementary gate programs and so um Elementary gate programs there are some key areas that were identified um and it has to do with access to programs and also monitoring of the programs and monitoring the number of students that are being identified every year um for gate so one of the things um that in the settlement that was called out was that the district will assume the responsibility that to ensure that all information about gate programs are provided to parents in a language that they understand number two if we are testing and we do have a test that I'll speak to in just a little bit that there is an ability to administer directions in um for testing in Spanish and any other languages by request and finally number three one of the other bullets it speaks to the commitment that we will take to continue to track the number of English Learners tested and also those that qualify for advanced programs to ensure that we are providing access okay so next slide so here's some of the actions that have taken place in terms of Elementary gate um we do have a screening mechanism in grade three and so we provide testing for all grade three students um and give the opportunity for all grade three students to be able to take this the assessment so a permission slip is sent home with the parents um in both English and Spanish um and we are able to um share that information they do have to sign a permission slip in order to um for their students to be tested um but overall um we work alongside AET and also our testing coordinators to do Outreach to ensure that parents know about this opport opportunity so in this um I do have the embedded permission slips that have been created um for your review as well in addition to that um one of the test that we currently use is called the Nary and it is a nonverbal assessment and so directions for this particular assessment can be administered in any language um one of the things um this particular assessment um is p their puzzles its patterns its pattern completion and so um that is what our you know third graders engage in um when they take this particular assessment in addition to that um our team um and I have to make sure I mention um Dr Rebecca Clark who has been working in this um with gate programs for many many years has worked with her team and Dr Culbertson to create a handbook um provided in English and Spanish um that really describes the gate programs and the identification process that takes place um including assessments including teacher training and um any magnet programs that are available to our students and families and then finally um we are tracking very carefully the number of students that we do assess every single year um with our third graders but then also those students who um in like and the qualif and who qualifies um to ensure that we do have um a proportion that is very much in sync with our district proportion and so um we have been taking a good um close look at that and providing that information back um to the people that we're working with on this settlement Medina thank you so much for that presentation it's it's been a while since I haven't really heard a lot about the gate programming and when it comes to the English Learners many years ago that's how I got involved in the school district is I I came to the board meeting with u many of the parents that their children was identified but didn't even know what that meant and so um when I was involved then uh many of the students who were English Learners um couldn't necessarily go well I mean they could attend the gate magnet programs but unfortunately it seems like there was a was several hurdles back then and so I'm noticing now that um you know with this presentation are students who are gate identified um and it seems here that they're doing at third grade before it was second and fourth graders so I don't know what that change came about maybe we can ask I'll ask for a presentation in the future for the gate department but for this purpose what are students once they're identified what are what are the options they have uh I know that there was a big push for me back many years ago having dual immersion with um with with uh El students that are identified as gate that way they can still you know um still Advance we don't want want to have redundant and repetitive work um that is a big no no for for gate identified students what are we doing to help them sure thank you for your question um so we do have a dual immersion GATE program um that is being offered right now at Brown Elementary um and then we're starting um now in kindergarten building up at um at mus Elementary thank you and then we have seven other um gate identified sites um so we do provide busing if parents choose to attend have their child attend one of those sites but they can also attend their home school too and we do um a lot of training for our teachers our um GATE program um training is opened up to um teachers in Gate programs but beyond um so we have a lot of teachers at every all the other sites really that do attend as well and are they all gate certified that are working because that's a different thing cuz um you know you can have students and that's why back then it was my big push having the gate magnet programs because you can have school sites that were not necessarily gated magnet programs and their students were were struggling um so are the are the teachers gate certified that are working with gate students at the magnet programs they are and um we're bu at at the regular at the the general public yes and we're working to certify the teachers at the other sites as well okay okay all right thank you so that would be a request for the district if we can get maybe a magnet update on what we're doing on the testing cuz back then it was second all second and fourth graders now it seems like it's just third graders good evening again and with respect to the advanced courses at um high schools and even the honors cles at the Middle School uh all these core teachers have already been trained with the inclusion strategies thanks to the work of Mrs Applegate and um you know Mr a Costa um with that uh students are now in AP courses and IB and in all these Advanced courses they start having small group instruction and also grouping students with varying levels so they can help each other out that is a strategy which across board you can see how to support these Advanced Learners and also we have lots of these an online platforms available for them to prepare for these AP exams like um Con Academy and we also offer one-on-one tutoring for these higher level courses along with all the other actually it's offered for all the students and they can have that one on one online um and again um students are identified based on their interest and strength so if a student is able to perform very well in Spanish and they they are very fluent in Spanish we try to you make sure that they can enroll in AP Spanish and now we are also starting to push them into dual enrollment when next time I bring that you will see that dual enrollment Spanish especially where has a very high participation rate on a very close to 85 90% completion rate the success rate for the uh dual enrollment program and um finally like you know we want to make sure that uh elel students are also using this like giving them these Advanced courses and increasing their rigor they will be able to participate in their PSAT and sat programs we include them in all these trainings and workshops for them and um counselors are really are because of the increased awareness this doj and all these trainings have created counselors and other teachers are being very intentional about identifying whether um what are the students that are able to take on these courses and be very successful at them thank you Dr vesen so that was year one board so so we really tried to create systems we looked at the settlement specifically looked at the areas of improvement and immediately implemented systems and as you can see especially around special education really changed the way that we actually do things so you guys have been very proactive thank you so much for that some things that we did learn so we said English Learners it was integrated designated ELD and a lot of training oh I'm sorry a question before you go on U Mr bios had a question thank you so much um I had a couple questions um actually I was kind of looking for a p but since we started asking questions um let me jump in there um so in your third third slide where you talked about the required hours I just had a a quick question on that um inclass support what does that look like specifically and who provides this support class support is actually probably program specialist from the multilingual programs Department that will go out to the classrooms to help coach teachers but we not only have program specialist and multilingual all the different departments have them and they've all been trained as well they know strategies as well so they would actually be going into the classroom so it could be Personnel at the school site that's been trained or the different Personnel that lives in the Departments that can provide that so it can be lesson study coaching um modeling different things that they would be doing with the teachers in the classroom monitor sorry we monitor the effectiveness of this how we monitor the hours right now and and then in year three you'll see that we we have to set up systems this year on exactly how we're going to identify those practices that have been high yielding and so we'll go back and see what practices it was that they were implementing in the classroom and see how that affected student achievement three that's that's going to be more in year three well we're we're looking at it now because we want to make sure that it's effective but we will have to report to them in year three the effectiveness of what we've done I'm sorry I don't know what's going on with the mic um and then also for number two for special for the special education piece so um how how do we um differentiate through the assessments whether a student um there's a difference between academic language and then basic language right and so the the wmls uh Focus heavily on academic language in both English and Spanish so how do we differentiate when there's when when assessments are being done um that a student if a student has never been um you know in a in a dual emerging class or um um in a classroom out in a different country where they have formally gained education academic education how do we go about assessing those students oh oh okay I was going to say there's a battery of Assessments that are done so that's not the only one so you can speak to the other ones thank yeah so the uh WLS is in English and Spanish and it it is basic vocabulary as well it's not just academic and it will tell the scores will tell whether the child is more proficient or dominant in Spanish or English but that that's just one data piece we do have elpac data as well we don't rely on that solely a lot of times that is old and we when we get to assess the child interviews with the family observations seeing what their language is on the recess and in the cafeteria that's when we can begin to understand what their academic language is and what their basic inter interpersonal skills are so the WMS is just one starting point for us to begin to design the whole assessment okay perfect thank you so much I I want to make sure that you know as we're saying it out in public that we're understanding that the listeners are um aware of what some of these assessments are so um I do have some more questions and you know I'll be reaching out to the department specifically on some of these points um but thank you so much and then just they haven't finished the presentation I I understand I just I'm covering the slides that they covered um as far as permission for gate programs there is there a way that we can opt them in automatically I know that there's other permission slips or other things that we um require parents to if they don't want to participate in something that they have to opt out opposing to opting in is this with is this something that could be done because I know that a lot of times um whether you know it may be that parents don't necessarily understand or they miss you know the the deadline or what have you yeah and I'm watching those numbers pretty carefully of how many students um we have within that grade level and how many permission slips we have and um so again that's where we need to continue to do Outreach to be able to inform to be able to um make sure that people understand this you know this opportunity right and so so that is again um you know I'm I'm watching it pretty closely we have we have um you know the participation is very um it's very close but it's not um still we're missing some and so um again I can get you that information in the future too I mean we can take a look at it you know um really close more closely and look at it sight by sight and see if there is um additional communication that needs to take place you know at the sites and informational meetings and so forth yeah cuz I'm curious to see you know out of all of the students enrolled say in third grade how many are actually opting in opting in to um you know get assessed yeah and we have those numbers of the number of students who are being assessed versus how many students we have enrolled do you have a rough percentage Yeah and so right now it is total um this year well last year because we're about ready to test again coming up in November and so um last year we had 2377 students assessed in grade three tested M and how many students total in the grade in that grade there's roughly about three if I had to guess I'd have to get the um numbers but about 3,000 students so we are missing some and then on that same note your your test your n um does that apply only for third graders um I saw somewhere on the slide that you did like I think eighth graders as well and yeah you um that test you can administer really at any you know at other grade levels as well um K through 12 we um do the universal screening at third grade but we can also um test at other grades as well and so um we do have the opportunity for students to be able to take that assessment in um you know fourth grade fifth grade and so on we just asked that they wait one year before they retest so you only do one year through their academic career like Fork not mandatory but you know optional it's the universal screener for third grade thank you you I think that was it thank you you're welcome Miss Medina just to followup I know that um it we I'm asking a lot of questions PR and and I appreciate Miss's um also questions so with the with the testing for um our El students um I just want to make sure that the district also recognizes that there's also um twice exceptional students students who are both meeting the criteria which is um special needs as well as gate identified and if we have that in the general you know for um students who are English only and we're kind of dropping the ball in some of those areas I just can't imagine for our eel students you know what are we really doing for those services for them as well so if we can really look at that and and it goes back to what um Miss missio said I a question would be did we offer the autom I mean it was already opt students were already opt in I can't remember if it was many years ago if it was because I it felt like you you have to remember there's students who are identified special needs who are also very bright but just are not identified by the teachers you know the systems kind of dropping the ball so if if we can really look at that like I said it would be important for at least for us to see what's going on now with the da Department thank you thank you president so going back to this slide that was your one that we kind of wrapped up and actually create systems responding to specific items that the Department of Justice wanted what we did learn however is that we don't want to work in silos because then we're pulling out teachers twice as much and again Dr fun was fantastic but we had to really learn to work more collaboratively so year two the current year that we're in we took a little bit different approach so now we know all the items and how to improve them but our approach was a little different and that we really took advantage of existing professional development within the Departments and Infused it with English learners strategies and some of the requirements that were for English learners for instance we always have Summer Conference and some of you were there as well it's where all the teachers in the entire District K12 come together for professional development well these two days in the summer we took advantage of the fact that we had all of the teachers there and we Infuse those two days with English learner strategies one day in particular we called our Kagan day and those are very effective practices for English Learners and all of our teachers at once were trained so we were really excited about that and it was a collaboration between all of the departments in the division so we were able to knock out two complete days there that we will not no longer have to pull teachers out for later on in the year we've also now have a special focus in our principal in our principal meetings or our principal Institute in the summer as well where we had English learner strategies infused throughout that and they'll continue to hear that all year long so every month at the principal meetings we'll be bringing some of the El strategies the walkthrough tools the effective practices so that our principles are on board as well so they're they know what to look for when they come into the classroom and then also you saw that special ed did a great job training all of their teachers at their Summer Conference but from now on they will be collaborative mou days for the special ed team as well with our regular Ed teachers so that now everybody is getting the training at the same time and we're all on the same page also um multilingual has done a great job and you'll hear a little bit more about that with some of the tools that they've created and provided to our teachers and our principal so that they're very specific about what they're looking for but I do want to call your attention to where it says upcoming we we've only taken two of the professional development afternoons from the school sites versus six in year one principles were very grateful for that because now they have more opportunities for professional development in their in their own schools so now we only need two and we'll be able to fulfill that requirement and then in secondary if you want to click on the designated ELD um Mr aosta is very specific about the training for um secondary teachers and he's able to knock that out pretty quickly that's why they have 100% um compliance there so you can see all the offerings where he'll be pulling teachers by content level to make sure that that they're they're covering all the required hours so we're in really good shape for year two as far as professional development goes thank you David and if you go ahead and hit the next slide for year three so what's coming for year three we are going to continue with the training because every year they have to provide these these hours have to be complied with every single year so we're going to continue with that but I think I really want to point out the fact that we we just do business different L now in our division because now we are really collaborating with everybody to be able to comply with all these different requirements and then again I was mentioning that in year three we'll be looking at compliance reporting so we will have to look at our systems and how we gauge effectiveness of what we're doing we will go back and be able to see to what level we were able to implement and we will report to the Department of Justice we actually have turned in one report already this year that they asked us for and we're waiting for some feedback from them from that but then at the end of year three we will go go ahead and send all that in and then we'll see what they think about our compliance and how we will continue with them next slide please so now I'd like to pass it on to Dr Cleveland she will do a review of our last year's lpac data Dr Cleveland all right well good evening everyone um I'm happy to be here again to talk you through uh how we assess our English Learners as far as accountability for the State of California so the state of California takes a look at what they refer to as English learner progress and that's established from the summit of elpac that our students who are designated as English Learners take every single spring and so what the progress monitor measure looks at for the California state dashboard is are our students all making progress amongst that scale of one to four for our English Learners and so for us you can see that our overall progress is at 48.5% % that means that 48.5% of our English Learners make progress each year towards reclassification and proficiency of language um if David if you'll go to the next slide you can see that in comparison to the local and similar districts in the state of California we are at the very top and our district actually has one of the highest averages for English learner progress in the state of California and that is actually a trend that our district has seen um over time and so that is you know under Mrs Applegates leadership previously as the Director of multilingual and then carrying forth um into the educational services division we've really been able to preserve a lot of the systems and strategies that have supported our English Learners over the years and so we're continuing to see that payoff um in particular coming out of the pandemic where we saw a lot of sliding back with student groups we did not necess necessarily see that with our English Learners continuing to make consistent progress in acquiring language um this is our California dashboard for this year 2023 uh the new dashboard does release on December 1st 2024 so when that happens we will bring forth that new data to you at that time um but until then it is embargoed by the state of California so I'm happy to answer any question questions that you might have about this data point and I look forward to bringing you the new stuff in December thank you Dr Cleveland and we'll pass on to Mr oo who will explain a little bit more about other ways that we monitor our English learner progress thank you Miss Al good evening board pleasure to be here with you tonight U so my job is to talk a little bit more about reclass reclassification and what that means for our students uh when a student enrolls in school in California they're asked to take a home language survey and on that survey there's four questions that refer to language spoken in the household and if at that uh during those questions um the parent that's filling out the survey um acknowledges that there is another language spoken in the home that triggers school districts to give What's called the initial lpac and that is a baseline um assessment to see if a student is meets U the English criteria in order to be able to uh do well academically not knowing you know the English language so that assessment kind of gives us a a a screenshot of where that student is as far as their English language development so if a student does not meet the criteria on the initial elac that student is in designated an English learner so the only way to get out of being an English learner once identified an English learner is to meet the state criteria and there's four different criteria that a student must meet the first one is the assessment of English language proficiency um uh the second one is teacher evaluation the third one is parent guarding opinion and consultation and the fourth is a comparison of student academic performance so number one which is the assessment of English language proficiency otherwise known as the elpac exam or the English language proficiency assessment for California a student uh must meet the criteria of scoring an overall score score of four uh there are four domains on that assessment Reading Writing listening and speaking and so that would be the first criteria if a student has an IEP and in the IEP it specifies that they can take an alternate uh assessment uh we call that the alternate lpac and on that assessment they need to score a three on the second criteria simply is a teacher evaluation at the elementary level uh student needs to meet grade level standards in reading and in language arts and in secondary a stud student scores a minimum academic GPA of a 2.0 or receives a minimum grade of a c and Ela uh or English class the third criteria simply is parent or Guardian opinion and consultation that just means that we want to include the parent uh and being part of the process informing them what all this means right sometimes it's a lot of information for our parents and they need to know why it's important for their their son or daughter to be reclassified and the benefits of reclassification so we do that in the form of a letter sometimes we have school sites U meet with the parents themselves uh sometimes we do it through email communication it just depends on the School site and the fourth one is a comparison of student academic performance uh in our district we use the Casp and they must meet or exceed in other words going a three or four on the Casp or uh we give them an alternate assessment called the star reading assessment and they a score in the 25th percentile so these four criteria um they can be pretty rigorous for somebody who doesn't understand the language and so our job in our department is to make sure that teachers are providing the teaching strategies primarily in the form of designated integrated um instruction uh and and putting in place those supports that a student needs to be successful and that's really our what we've been doing U with all the trainings as far as a doj that Miss Applegate has spoken to um we're really trying hard to make sure that all of our teachers 100% of them not only know the strategies of designated integrated ELD but are doing it um you know on a regular basis and and um and and doing it effectively and so there's a lot that goes into that uh I do want to point out what kind of impact the the elpac does have in our district we have 10,189 English Learners in our district I believe there's about 44,000 students overall that's about a quarter of our students that that need to take the elpac exam so that's significant so I just wanted to point that out and if you're wondering how many students are duly identified um that means that they're they're um classified as an English learner but also have an IEP and qualify for special education we have approximately 12200 students that's K12 across the board next slide this slide simply indicates the pattern of reclassification starting from the Co year 2020 um the rates have obviously increased all school districts struggled during covid uh you might imagine trying to be an English learner and trying to learn virtually or online without any type of supports um and therefore I think that was that played a large role in the drop in reclassification rates since then as you can see um we have increased significantly and are close to to meeting 15% of our students which is in the past been the state goal not so sure they they continue to have a state goal but that's our in-house goal and that's the bar that we're using so that our teachers um have know what you know where we're trying to shoot for right and so it's always it's always a Continuum moving forward and up and so that's our goal next slide I'd like to um shift U the presentation over to my colleague Tex a Costa will present the next couple of slides good evening board I'm going to be covering the pathway to by literacy slide and this is something to celebrate what the pathway to by literacy slide is it's a precursor to the Seal of by literacy which is offered at the high school level uh in this measure students in third fifth and eth grade uh they have to meet certain criteria to earn this distinction and they do get a medal for it um the criteria there you can see it uh they it's got to be a scholar in third fourth and fifth and eighth third fifth or eighth grade they have to be proficient in English literacy and then also in a different language uh and there's a lot of different languages uh that are represented they must complete an application and then an essay is required for the um Elementary level you'll notice that last year we more than doubled what we did the year prior to that we're very very proud of that we had about 843 students earn a pathway to by literacy our elementaries did very well our high schools did exceptional but I want to give a shout out a well-deserved shout out to our middle schools who the year before had 62 students earned this so they went from 62 students to 485 the next year so that was a big big uh Improvement on their part uh and this is again a breig precursor to what they'll do in high school next slide please so this is the Sealab by literacy that is given by the state this is not an in-house uh award this is given by the state where they actually received a golden seal on their diploma and they also get a medal to go with their graduation uh last year we had 588 students which is the most in the county and we've had the most in the county really for a number of years now so that's no surprise to us something that we're very proud about um our students must be in the 12th grade so they work since they get to high school to build themselves up to be ready and be in that position by the by the last year of high school they must demonstrate again English proficiency through a number of of different ways and then a different language as well so they have to demonstrate it in both uh to be able to do that last year we had eight languages uh that were represented uh they were Portuguese Spanish Tagalog Tongan Arabic French and American sign language as well so there was eight different languages that represented in that uh and that is uh how our students earned that particular Sea by literacy so we're doing very very well next slide unless you want to take the first part yeah yeah so this slide simply represents the expansion of our multilingual programs a few years back you those of you that were on the board may have remembered that you voted to change the name of our department uh or agree to do that from the English learner Department to the multilingual programs department and I think that better represents what we do because not only do we work with English learners but as you can see we have 24 Elementary dual schools uh including and and also middle school and high schools that are dual language programs the model that we use is a 9010 model um at our elementary schools uh we do use a 50/50 model in middle and high schools and so those are proven to be the most effective that's why that's the route we go in our in our district uh so it's something to be very proud of uh to have this many multilingual programs um also note that at beler we have a trilingual program uh which includes Vietnamese English and Spanish and so I challenge you to look around and see if you can find a district that has more dual program than we do uh it's going to be hard to find and so that's something that you as a board should be very proud of um I know I've been in the district seven years and I I always you know uh commend the board and uh I thought time I was under the leadership of Anna Applegate who who hired me in the district as her assistant director and I was flored when I saw how many dual programs you had even during times where politically that may have not been the right thing to do politically uh this board stood firm and as a result we're flourishing and now the rest of the state's trying to catch up to what we're doing so hats off to the board for that and your support and and our dual language programs on the right side of the screen you'll notice the middle schools we have three middle schools and one High School uh that have our dual immersion program uh these are 50/50 models so they get half of their instruction in English and half of it in Spanish uh for these particular schools and I'm glad uh that you can all brag about that Sano High School is the only school that we know of in the state that has a 50-50 model at the high school level so that's a that's a big point for us to celebrate uh this last year Sano uh we opened up another school because a lot of demand uh to have a dual immersion program and they currently have a seventh grade uh with uh eighth grade coming in next year for dual immersion so we have it at pakuma arov viw in Toronto and then uh there's so much demand that we're looking at possibly expanding we don't know what school yet uh to one of our high schools in the following year to be able to meet that transition from middle school to um to high school and then right below that you'll see the newcomer Academy of course uh Mrs Applegate when she was still in this position started that particular uh at Pacific High School the newcomer Academy it's been highly successful when you've got the students who really are just newcomers meaning they just arrived the country uh they don't even speak pedestrian uh English it's very very low you have them in self-contained classrooms with really good teachers and a lot of support uh and that's worked very well so this year this is our first year that we we're starting this Academic School year a royal Valley we opened up our second one and we have the same model that we're running we have roughly about 68 students in that particular program and we're monitoring very carefully to make sure that we get very good results uh and uh providing support with competent teachers we've got educational assistant 3es uh and then student um College interns as well providing support to those students so we think we're gonna have great success and hopefully a year from now we can come back and share some of that data with you I did forget to mention then in red if you see those schools that are have read on them those are the ones that are expanding um typically we do a year of training once a school decides based on community feedback that they want to become a dual Language School uh we do one full year of training and trying to get them ready so that they do it right when we start the program and so that's what we're doing at some of our sites already and we continue to look for other opportunities for growth thank you next slide please thank you so board you can see that to your commitment and to our parents you know our parents have been very vocal about bilingual programs and they've been steadfast and have not wavered so you can see there the tremendous expansion needless to say I won't beor this side but there's so many benefits research shows everywhere that there are so many benefits of of students who are multilingual the cognitive benefits alone are just the ex enhanced executive function that's everything that our brain does to pay attention to problem solve to multitask to organize it's been shown that people who speak multiple language are are able to do that at a higher rate um there's evidence now of delayed onset of dementia or even less incidents people don't tend to get dementia who are multilingual and so that's obviously something something great that we would all aspire to improve memory the same thing neuroplasticity is the brain's ability to adapt adapt and learn new skills like music like language like coding like some of these newer Innovative um Concepts that kids are learning these days so pliable brains are also much much more adaptable to learning those types of Concepts and then of course we can underestimate the cultural and social benefits as well in this world that is is round and what do they say the World is Flat now now we're all connected we're all connected and everybody's learning from different languages and different different types of instruction so this is bringing us closer as well so people who are multilingual Multicultural really have a lot more connection to the rest of the world you just have to look at social networking and you and you'll see that and all the global opportunities for our students as well next slide so in tying all of that up I think one of the important things is we feel like we're in very good shape for um compliance but even beyond that we don't want to be compliant we want to be the best we want to do what's right by our students and I'm very proud of the team and all the different areas that they presented today because a lot of these things are a lot of hard work and a lot of innovation and our teachers and principles as well everybody has really come together and done what we needed to do to move forward with this settlement but more importantly due do what's right by our English Learners so we will continue with our interdepartmental collaboration this is how we do business now we know now our district our size we can't be silos anymore so finally this Vision has come to fruition where we're working together these are all the different areas that they are working together with um language arts math planning the summer conferences you'll see several different examples there pretty much of how they work together to get all of this done next slide please in our next steps basically we're we're really excited about all the instruction in tier one we know that tier one needs to be strong and needs to be good so that we can continue to move all of our students forward this is how we move all of our students forward we are very much um committed to the Universal Design for Learning udl those of you that attended Dr Howard's presentation he spoke to that this is how we're moving our students forward all of our subgroups so we're very proud of of the that's been done with that as well so that will be part of our tier one instruction and then we Contin continue very strategic and very targeted with tier 2 and tier three interventions we are now at the point where we can identify tier 2 intervention specifically for English Learners and so we also want to make sure that we continue to work with our special education teachers it's been a godsend that you are in Educational Services with us now because now you really are working hand inand with our general Ed teachers as well we'll continue with the walkthroughs with our principles um we have many coaches at all the different sites so we're trying to use all of our coaches our reading coaches our math coaches wherever we have also to walk through the classrooms and be looking for the same thing for our English Learners and then we also want to look at feasibility of expanding even more uh Mr aosta mentioned that we we are looking at a second high school so that would be exciting to continue to expand those programs at the high school level as well we'll continue with the training um making sure that expanding sites or sites that are showing interest get the background and the feedback that they need in order to have successful programs and I think you're three we're going to be looking at bringing you all the data on what's effective how we complied and and um some of the things that gave us the best results so I look forward to bringing that to you after year three I want to tell you we're we're done we're checked off we're good but more importantly our English Learners are thriving any questions thank you anday thank you for all of that it's really exciting so do I hear that um did I hear somewhere there that our goal is to for all of our schools to be dual immersion and uh also uh I do have another one oh I was just wondering um personally I just want to know does our teacher training and development uh does it go back and use that old California English language development framework that are it was in uh we had to take it when we when we get a clad we we take that and uh I remember it really did help me actually um when I didn't have all of this in creating lesson plans because it actually if you really look through there there was actually some some things that that I know we had I had a teacher at UCR that brought it out and I always kept my copy because I could always go back and refer it uh to it so I'm just wondering if teachers that after all the professional development of all that if there if they if they have that ability to go to that actual framework for the ELD uh that was given during clads because we we takeen way in the beginning when we first become a teacher and then gradually it fades away and you don't remember it anymore yes and and if you allow me the luxury I forgot I would like to introduce some of the multilingual programs Department staff that actually did all the training and created many of the modules I'd like to present U Mr Noel pinuri Mr Frank Silva they are both from the multilingual programs Department program specialist and then our new coordinator Mr Victor Mendoza but the program specialist for phenomenal in in um creating and doing all this training and to your question absolutely so the californiaa framework for ELA and El is the backbone of the training so we basically are showing teachers how to take English language standards English language arts and Infuse the English language development standards which is what you're talking about the training so that is the framework that we use when they create the modules because that is what the doj has also identified as ident as um effective do they get to take home a copy of that framew put it in their classroom that's what I'd like to see it's digital now so we can give them the links everything's digital these days but they they use that framework um absolutely to show the different parts of of ELD instruction youth okay and to answer your question about the Dual programs I don't think right now we're saying every single school but I'm going to bring you some very interesting very promising data when it's when the Embargo is lifted on Dual programs and the achievement of students in dual programs I think you'll be very pleased so thank hello thank you Mrs Grande M Medina um first of all I'm just really glad to hear it for thank you for the presentation I think this was something that uh it's been a while since we really got information on what the updates are especially when it came to the multilingual programs I'm so glad to hear that we have the 9010 model still going you know I was always curious what are we doing in the department and I'm glad we're doing it that way and we're continuing that hard work um I did see what was missing and maybe can note that for when you're looking at the inter inter departmental uh departmental colle collaboration is including the gate because it is equally I mean it it it should be equally as important because of the uh people don't realize student under achievement High School Dropout um a lot of the students are gate identified and if we're not providing those resources um they find other means of of you know things to do versus education so we want to make sure that they're engaged You Spa Mrs Alexander thank you so much for the presentation it was extremely knowledgeable and which is a lot of packed in information so thank you um question related to well actually acknowledgement related to just the the change from this year to next year just the lessons learned and what was implemented um just want to just commend you you and your staff um Mrs alate and just what you all implemented it's a sign of that you were intentional and you were paying attention even without doj saying hey make this change um and just always holding our Scholars first so thank you one question related to the um schools I just wanted to know was there any reason why the academy didn't include middle schools it was just high schools the newcomer Academy I believe newcomer Academy we tend to have the higher clusters of newcomers in high school so we'll get a year where we'll have 80 you know we've not seen that in middle school as a whole group we'll get splattering here and there but we've never had quite those numbers that I can remember in some time it's usually at the high school level so we started there but if there were a need we'd have to take a look and see but Middle School's quite not as heavy with newcomers yeah Additionally the reclassification rates at the middle schools are quite High compared to the high schools so we think there's more of a need also at the high school it's very obvious okay thank you Mr bios yeah and I just want to say thank you thank you so much for this presentation and all the questions that I ask really come from a place of just trying to understand there's so much this presentation was so packed of so many different departments that we can probably spend hours and hours and hours just you know going through each one um so you know there's some areas that I know a little bit more of and then others that I really don't know as much as I'd like so again thank you so much for taking some of this time um to share with us uh just I had a question on the reclassification criteria um uh the third third step I guess um the parent regarding opinion and consultation and only because I've been asked in the past uh by parents actually um what happens when a parent does not agree with the uh site's recommendation ultimately the state is very clear that the student's right to reclassify supersedes whether the parent agrees or not we don't like to do that so we usually and I have not had I've had one case where the flat out said no we don't want it so we didn't do it but we've had a handful maybe that have questions so we call the parent in and then we explain thoroughly the benefit um the reason you want to do that before they get to middle school a lot of them don't know that they would still have to be in ELD classes in middle school if they were not reclassified and that will impact their schedule so usually when we explain and we sit down and show them the benefit we've not had an issue in my entire career her well since I was the director I only had one parent who was adamant that they did not want it because the fear was that they would have Services Tak away but even if a child is reclassified the mtss um structure at the schools still allows for additional intervention regardless of whether you're an Englishman or not so but once we explain to them they're usually on board with it and I I'll just add that my experience has been very similar uh in the seven years that I've been in the district maybe a handful of parents have come to me um and once we explain that we're just not going to forget about their student in fact we're required by Ed code to monitor for four years after a student reclassified and so our job doesn't end when they reclassify it's to make sure they're at grade level and progressing like any other student and if we see that they're they're faltering or struggling then our job is to intervene uh we do it through the SST process you know and we can identify the student was an English learner and see if there's anything we need to do if it relates to that issue thank thank you for thank you so much for saying that and that and if I may Mr B one thing that I might add that I'm very proud of in this District our re classific reclassification rates are high but our students do well so once they're reclassified our reclassified students continue to be the highest scoring students in the district so if there were like some problem there you would see that they'd be slipping back if they weren't ready but we we actually are very proud that the reclassified students score the highest you for for mentioning that they just because they reclassify doesn't mean that they're you know we sent them off and no there's some monitoring process that goes for I think you said four years right yeah that's correct and so when they classify and they pass the elack that's really the minimum requirement they still may need additional supports all that means though there's they're not they're not required to have ELD specifically any longer that's all that means but we still want to make sure that they're academically successful awesome thank you so much and then and then my last question really um it's on um slide 16 and I I wish that it would have I had requested in a previous board meeting and I wish it would have um been displayed this way what is the reclass ification rates you gave us four years great amount of years in terms of you know um expansion or length but what is the um by levels what is elementary middle school and high school rate classification rates look like we we have it broken down and even by school so we can bring you that information would you like me to put it in an update so you can get it right away okay thank you thank you very much for your presentation section n for discussion 9.1 arill United Way the magical music of mtown sponsorship what I'm doing on these uh sponsorships if they're returning sponsorships and they're asking for for the same amount we did the previous year then they'll be agendized and just so the board knows this we gave this from for the United Way last year so it's on the agenda again so we will entertain a motion but by seeing it and knowing that we did it last year all the questions should be answered in terms of do they service our kids and that type of thing that needs to be necessary in order to qualify for our sponsorship any questions or anybody want to make a motion okay what is I I motion that we um fund it $5,000 yes we been moved I have a second been seconded miss Medina had a question how much did we fund last year $5,000 it was 5,000 yes and um and you said uh These funds will help our students as well at the end I know that you mentioned us United Way arill United Way okay and they do um provide services to our students thank you CH thank you president tman may I ask a question yes if are we going to do the exact same thing that we did last year where we asked for additional tickets yes okay this makes it easier I don't have to have a long discussion that's what we'll do all of them whatever we did the previous year we'll present that as the ask and if indiv board want to change it then we can have the discussion but if not we'll keep it the same been moved in second vote please this pre hi Miss Rosen Bloom hi and Miss vazo Sor hi Mo pass section 10 action items 10.1 personel report that's presented motion please second move by Mr husky second by Dr Wyatt vote please is some mil else motion carried for items 10.2 and 10.3 the board will now act as a legislative body of cfd number 2024 [Music] D1 item 10.2 be resolve the board education of the sanino signified School District Acting as legislated body of community facilities District Number 20 24-1 does hereby approve and authorize the execution of a joint Community facilities agreement with West Valley water district and delegating Authority related there too do I have a motion move by Mr husy second by Dr Wyatt vote please motion carried 10.3 the board conducted the first reading of the ordinance on August 20th 2024 following the second reading the ordinance can then be adopted by action of the board be resolved the board education of the Samano City by School District acting as a legislative body of community facilities District Number 20 24-1 does hereby present the second reading by title only and adopts the ordinance of community facilities District number 20241 of the San Bernardino City Unified School District authorizing the levy of a special tax within Community facilities District Number 20 24-1 motion please move move by Mrs Alexander second by Dr Wyatt vote please oh carried the matters related to cfd number 20 24-1 are now completed for the night the board will no longer be acting as L of the body of cfd number 202 24-1 section 11 consent items move by Mr husy second by Dr y are there any to pull hearing none vote please I don't because there's a lot of legal stuff in there we with the lawyers and yeah motion carried section 12 reports comments by Union organizations 12.1 sanino Teachers Association no report 12.2 California School Employees Association no report 12.3 communication workers of America no report 12.4 sadino school police officer Association and no report and section 13 reports and comments 13.1 board members uh I'll start to my left this time Mr chuski thank you um first uh thank you for all the wonderful presentations tonight that was a lot of information I agree with Mr bios um today I went to the IBEW Rodeo um I saw students from kahone and County there but I know there are more than that those just the ones that were in the classes that I got to see um I got to see them they were learning how to assemble like the little electrical boxes and meas how to measure like the conduit and stuff like that um and then I also got to see this um presentation on electrical safety and I learned a lot about it so they're having another one I think it's December 3rd but if you get a chance to go and go to that electrical safety class like that was fascinating just just about the things that I didn't know about electrical safety um I also went to Mom mob at Barton this morning and that was just so much fun the kids were super energized this morning I they were just all of them were just like really like excited to be at school today so I was really ex I was really excited about that um the San berardino County School boards Association is having their fall fall joint meeting with the Riverside County School boards Association this is going to be October 21st at the Double Tree so you might want to put that on your calendars we usually go every year and I know Karen will be getting something soon I would assume from um SBC SBA on the meeting but I wanted you guys to get it on your calendar as soon as possible um I was able to participate in um operation student recovery 1000 uh we went to go visit knock on doors um this is Marlene's attendance group um we knocked on doors of students who already were in danger of being chronically absent or had no show for school um and uh also that same morning Parkside was having the children's the Inland Empire children's book Foundation the book giveaway they gave a book to every um student first through sixth grade at Parkside um so we made I was um partnered with Maria Spinosa thank you for being my driver and a great partner that day um so we were able to stop by and participate in the in the book giveaway as well while we were doing that so both were really well attended and um I'm really excited about the work we're doing on both of those things um I just wanted to say thank you to our student board members and in particular Miss Prato um her this is why we have student board members because they give us a perspective and information that even none of the adults can have no matter how how hard we try their experience is always going to be different so I just want to say thank you and I'm just really excited that we we have taken the initiative to have this um and we do have our presentation thank you to miss post for helping us get that completed but we put in our application so we should be presenting at aec so hopefully you guys will be able to come to our presentation um I did have one question from the pathways that I forgot to ask and it doesn't have to you know just for future reference and that's can you participate in a pathway and in Fine Arts so like if you are at a at a school that doesn't have a fine arts pathway but you want to be in band or choir or theater you know because they still have those classes can you participate in a pathway and a fine arts program so that's just a question that came to me for future and then um the last thing I just want to end with is and I know we're I asked Mr um Ariano for this for the next IM memorium but um I just wanted to give my sympathies um we lost one of our teachers Brenda Burns um she's was a wonderful teacher active in sbta longtime um colleague and friend and she lost a really long battle with cancer that she fought F hard um and I so I just wanted to um you know give my condolences to her family and I know we're going to um add her to the in memorium in our next meeting thank you thank you Dr Wyatt thank you Mr President I was fortunate to be with my colleague Miss chusy at the same Rodeo this morning and uh I was really happy because I had both our County students there and our city students there and um more importantly it was I think a great experience for our students because getting not just the Hands-On knowledge and experience but also the potential for an amazing career uh for their lives and so I think that ibw did a wonderful job of teaching our students about a career and electrical an electrical career excuse me and what the opportunities are and a lot of our kids were super excited got to talk with quite a few of them and they really enjoyed uh the experience so thank you to them uh our one of our schools again was recognized recently in American and school University magazine which I love reading and getting a show off and it is our Indian Springs School manufacturing Technology Center which uh aligns right with what we saw this afternoon or this evening with our presentation and I know that uh some of us on the facilities committee got to meet uh this afternoon with uh Mr pace and Mr comnick and we were looking at naming that facility after Mr Gallow which is really really exciting and they think they'll be bringing that forward to us in the near future but uh just a great honor for Mr Gall and his vision and dream for what we're doing here in Sam City by school district and I love that we're carrying on his legacy so thank you to all of you and I know was there and Miss Grande was there with us and uh it was just a it's been a while since we met but I'm I'm looking forward to our team bringing a presentation to us on what our future plans are for this District as well I think we'll be very impressed with the vision that we have and direction that we're going thank you thank you Mr bios I don't have any board comments tonight M Grande well I was really happy to be at that facilities meeting today too and and you know why okay we'll talk more later but um I was also excited to have attended um was Google meet with the uh a group for road map for the work students followup and I'm just uh really excited to see what we're doing for our you know extra brilliant students and uh I'm very proud of of those efforts and and on that note I I do have a couple of pages I want to read to you right in the late there's a question there's an ask in here that's why I'm doing this okay in the late 1950s Unice Kennedy Shriver realized that children with intellectual disabilities had no place to play in those days many of them were institutionalized and of those who remained or their families few were allowed to attend school the first Special Olympics brought disability out into the open and in so doing cracked the door to inclusion and integration years ago our own Anderson School was a site for qualifying students for the official Special Olympics of Southern California until it ended at R end since then we have had what is now called Anderson Special Olympics which is geared towards our own moderate Sever and profound students who are usually not in attendance are I are our ID or intellectual disabilities or perhaps other students who could qualify to participate in the official Special Olympics I would like to ask Dr Applegate and Dr R Rubio to explore the possibility of bringing back to our district the distinction of becoming once again an official site for Special Olympics and prepare our district students with exceptional Brilliance an extra opportunity to shine thank you and do we have the consensus to move forward at that looking for the all right thank you Miss Medina um just wanted to say um exactly what Mr uh Dr Wyatt as well as Miss Grande we attended the facilities um subcommittee it's been a long time since we haven't attended which I'm really grateful that we were able to get together and then just talking about what's going on with the school district so I'm really excited that we were able to do that and that's basically it for tonight miss Alexander thank you um yesterday for Labor Day I actually attended the labor love event and that was put on by the Inland Empire labor Council and I thought it was really good I believe we had two speakers that mentioned um about the event and it was an opportunity to see how um we've had a major impact um from all the different unions here in our city and to be able to see just from a chronology standpoint and impact was amazing and um I honestly really didn't know I was attending but when I got there just to be able to read the history and just to be there in the room of just so many um people are continuing the history and the Legacy um was amazing it was just made me proud just to be there so attended that event um and then also attended mom mob to kickoff um National attendance month um at Barton Elementary was awesome uh the kids were excited it it you can always tell um just the difference in the schools but this I would just say like all the kids and maybe because they had a three-day weekend I don't know but they came back and they were excited to be there and even the teachers were um going through and just bringing in their excitement as well and then the principal Dr Roos you know got to give him his props he was bringing the energy so um it was just great to be there and then lastly um I know we had a you related to the SE cell phone policy there was we came out and spoke about it but I'm not sure if we really have an understanding of how it's being implemented at the schools because I've had an opportunity to talk to some students at not only I haven't had a chance to talk to our board members but I've talked to students in the district and it appears as if um how we're managing that policy the teachers have their own way of doing it which is I mean if that's acceptable that's fine but I'm just wondering what is our governance what are we doing in the classroom and what should be how are implementing it that's it so um and with that to start we'll just have them send out the policy that we have on cell phone we'll start there and then we can maybe agendize it in the future um I had made a request that we send the cell phone policy issue to the student leadership advisory Council and we I think we did that at the last meeting so I I I think they should they're not meeting until September 9th so just FYI we can still make sure that the board gets a copy of the policy um I want to um give my condolences to Miss Hall she's an active grandparent parent in the district she lost her daughter derer Hall Howard and her derer was really active for some years at King and their cheer and just with her kids and her grandkids in the district so I wanted to make sure uh I give my all to them and then um it's just good to see the hustle and bustle of the school and sening the kids going back to school school buses teachers and employees of the district um getting back in gear and getting school going and uh superintendent staff doing a great job you know normally at the beginning of the school year I get a bunch of calls about a bunch of problems and I haven't gotten that this year and that's just because of the work that um superintendent and the staff are doing they're making sure they solve problems is so I and I I know that because I've been doing this for so long so I really do appreciate all the work that you all are doing it is a big deal uh the Surgeon General said that for in 10 parents are so stressed that they cannot function that's a lot of stressed out parents and um I say that because you know part of our job in providing a good education is is to do everything we can to help the parents and we do a good job at doing that I just want to encourage us to keep doing it and realize that a lot of times you'll sense the frustration in parents because we're a big organization and we're here to bend the our backers to be compassionate and provide as many resources as possible U to help parents um help parents allow their kids to get the be best education um also and and we do it I mean the fact that we have a sunrise program and a after school program and uh we uh the busing that we provide all these tools that we U provide that are extra that we don't have to do legally we do it because we want to make sure that we give the parents opportunity to uh function realizing they go to work they have kids at multiple schools I remember Miss Medina had her children in school she had them at I think five kids at five different schools so we have these super parents out there and all they want from us is to help them put their kids in the right um sites so they can benefit the most and I just encourage us all to keep doing that and thanking you for um doing it with that I'll turn it over to the superintendent thank you president tman appreciate the Kudos and uh it's a great team effort across the district I'm blessed to have a a great team all around me so thank you for noticing our hard work I want to start tonight by just thanking um the ed services department for their two presentations today thank you very much very thorough presentation um very informative and I appreciate the hard work behind it it not only Gardener uh confidence uh amongst ourselves the board but also in the community and also thank you uh for the work that you put together uh for the CTE presentation I know one of our board members had asked to make sure that our parents knew about the programs how to access who to call so thank you guys for being uh so specific on that I also want to give a shout out to Terry boin and um his uh organization just amazing work and I love to see the evolution that's happening even within their organization where they started as uh a place for kids to box and do something positive and now he's moving from developing uh gold medalist and championships to working with students with autism and developing their skills so I really appreciate Terry's reflection on his program and really building it to address all the kids so shout out to uh to Terry and his group and uh president Tilman uh thank you for again acknowledging the hard work I think we're doing something right together collectively I know Terry today let me know that um we're over 300 students above projection already um so you know part of me makes uh feels like people are ging confidence they're excited about the energy uh they're seeing all this positive information being shared in the in the meeting so uh thank you to the whole team and to the board for just creating this momentum uh uh with us uh I want to also start by just offering my sincere condolences to uh Dr Gwen dowy Rog and Dr Arlington Rogers you know friends of mine since we were teenagers uh Gwen's mom passed away and I think we're honoring her tonight so our sincerest condolences to our colleague and and longtime friend uh so Gwen we're we're with you we're with you our prayers are with you and then Bard I want to let you know that tomorrow I have um asked and notified mayor Tran uh that I'll be making I'll be part of the public participation tomorrow to talk a little bit about our multi your vision but also to thank the mayor and the city council uh for all the support that they've given us this past year they've been at hundred at events graduations Awards really making the effort to create this collaborative spirit so I'll be there tomorrow to pass out our multi-year vision and our sunglasses and see if I can give president Tilman to show up but um it'll be at 5 o'clock um it'll be in the the chambers are now in the uh Public Library just right down the street here so I'll fill out my little green card and ask to uh speak so it's just to keep the positivity and the momentum so if you can make it tomorrow that'd be great 5 o'clock uh at the library so we can start with the slide please F yeah fil on Library thank you so the last board meeting the question was asked about um the cell phone policy so here's a little bit of information the state legislature has um moved to the governor's desk assembly Bill 3216 which is called the phone free school act and so it is waiting the governor's signature for it to become law more than likely it will be signed and so that the board is aware uh this uh directs uh all school districts uh to enforce a cell phone policy that limits students access to smartphones during school hours and the implementation date is the policy to be in place by July 1st of 2026 the law also says that it requires significant stakeholder participation in developing the policy and once the policy is board approved uh the policy must be reviewed every five years uh using those same conditions working uh with the community uh the exceptions or uh maybe not the exceptions but uh part of the elements of the law require us to ensure that if there are special education students who need to use a phone as part of their IEP or the learning process that our policy would not prohibit that that the phones be made available in uh to the students back to the students in emergency situations and third if there is a doctor's note that necessitates any student having to have their phone with them 247 such as the students who are diabetic that may need uh tracking of their of their blood uh levels um so uh once the governor signs the bill uh obviously as a as a staff cabinet staff will review it we'll start to work with the board to see how we roll it out and how we work the community to get that input so the question was asked what is our current policy uh in the district and I will share this I'll put it in the Friday update uh we have board policy 5131 and it's actually titled just conduct and within conduct policy um first it Loosely speaks about cyber bullying uh to make sure that our environments and school environments are cyber bully free which includes uh social media kids using uh social platforms to bully but also in that policy there's a section that's titled possession of cell phones and other mobile communication devices and as U Felicia had mentioned um right now the implementation of the policy is really is the teacher mandating how it's going to be used in the classroom although upon looking at our policy the policy reads as follows students are permitted to possess cellular phones for use before school and after the instructional day the policy currently States students must keep their cellular phones with the power off and out of sight during the instructional day um students are prohibited from using sell phones at schools as recording devices and or cameras so this board policy um which it doesn't have a date to when it was U written 2019 was the last time it was updated um so it has some pretty strict language already but the application has been more teacher by teer school Side by school side so obviously with the law coming down that'll help us to be a little more consistent so once that comes down the pike board I'll certainly keep everybody informed so thank you for asking that question and as we know we've asked our student board members uh once that uh that law is passed to kind of Kick the policy around and and see how you believe it should be best used and utilized uh if we do have some sort of uh extreme uh application of policy there will be some cost involved behind that you know in terms of any of the pouches or the lockup lockers that they have but certainly we'll cross that desk once we've had time to uh uh talk about it so thank you for that next slide then uh I know the question came up about AB 2158 uh which is a law that went into place that now requires Schoolboard members um to participate in the board ethics training so that law goes into effect January 1st 2025 all board members must do this training every two years the training is 2 hours in length it specifically speaks to the conflict of interest laws and what will happen on the law is once you've taken this training and I'll get to how to get to that training uh you'll be issued a certificate the certificate must be kept and file at the district level for five years and the certificate must say the date of the training and the organization from which you receive that training we know at this point that csba the California School Board Association does have a training that's been approved uh it's a cost of $175 to access that training they have a it's a virtual training I'm sure law firms are going to start to get their programs approved so as those diff different options start to get approved we will share those with you I believe and Karen correct me if I'm wrong the csba training is already available is that correct so if the board members so wish to sign up for the csba we're good to go okay all right so I'll stop there next slide so I just want to continue to share uh some of the great things that I'm seeing as I do school visits this past week I had the opportunity to visit sang gono High School Cyprus Elementary and Bing Wang Elementary and you'll see the top two uh pictures and this doesn't even do it justice guys The Culinary building at San G is just off the hook I mean that's the best way to explain it uh you see the pictures there but it looks like a university building um I'm going to work uh to see we can maybe put a tour together of some of these new facilities so that the board has an opportunity to look but the The Culinary building what Tom pce and your team did Cherry incredi thank you for that then right below is an example of how we are continuing to reimagine the elementary library so that is the new Elementary library at Cypress ele Elementary School you'll see the new flexible seating a little more modern bookshelving uh some of the murals so they've done a really nice job and the campus look fantastic and then the uh picture there of this young man I I wanted to share that Bing Wong he had a little suitcase a little case of lollipops and he walked up to Dr funches and I and he said that his job for the day was to spread kindness across the School site and so he was handing out lollipops yeah so I just thought that was just wonderful uh they they're hearing the message so that was great now I did have to admonish Dr funches because he immediately put the lollipop in his mouth and there's no candy to be eaten at school right Dr funches but I did ask him was it good and he said yeah it was so uh we enjoyed it but that that was really a that was a nice uh nice moment next slide I I want to give kudos to Dr Will Greer uh cabinet and directors had the opportunity to um be a part of his 4-day training Gap closing a brain-based approach African student achievement and let me tell you what Dr Greer has put together is just an amazing program I was so happy and blessed to attend those four days of training so it was Thursday Friday one week Thursday Friday of another and I've made a commitment to Dr Greer that I'd like to work uh with our teachers to make sure and our principles to make sure that this is a mandatory training uh the research the strategies the applications that that that Mr the Dr GRE has put together is amazing and it's not just good for African-American kids it's good for all kids so I just want to thank uh uh Dr Greer for just an amazing four days and give him some Kudos because he's put a lot of hard work behind of this training and I want to thank um Mary Allen she came the first part of the training and Felicia I appreciate you coming by saying some words of encouragement on last day it means a lot to Dr Greer and our staff to see uh our members there and and really appreciating the hard work they're doing so thank you Dr Greer for great four days next slide and this is a shout out to Lisa Torres teacher at uh Cypress Elementary when I went into her classroom she handed me uh this mug that says are you from sadino you darn right and as you know that was a statement I made not only at graduations but also at the teacher welcome back so she gave me that mug so I'm glad that people are really building on our sbcusd pride here in District so Alicia thank you very much uh uh for the thermos and that's all I have tonight thank you Mr Yano and section 14 sumary a request 14.1 review a request good evening the first request is from Miss Rosales Medina she requested to have a land acknowledgement and recognition of the California Native American day president Tilman stated we will look into it the second request is from president Tilman he requested for the special ed Department to have the list of languages forwarded and how we provide the primary assessment via the Friday update the third request is from Miss Rosales Medina she requested an update SL presentation on the gate program the next request is from Miss Rosales Medina she requested to include gate in the interdepartmental collaboration to make sure they are engaged the next request is from Mrs chusy she asked if a student can participate in a pathway in Fine Arts this next request is from Mrs Grande she asked Mrs Applegate and Dr Rubio to bring back the distinction of being an official site for these Special Olympics and the last request is from Mrs Alexander and president Tilman requested for the board to get a copy of the cell phone policy thank you Mr husky I didn't hear the one about the pathway and the RCs I just want to make sure it gets documented about the data about the request of change of schools I just want to make sure that that data that request gets captured so we don't lose it the um data on request for pathways on the request for change of school and the pathways so looking at the students who may have requested a change of school because they want a pathway who who got to move for their pathway who didn't get to move for their pathway and then how that relates to the low numbers that may possibly be mros then just for me as well um I had asked if um we can include a way or we can just opt students into to be universally uh tested instead of sending out permission slips for them to opt in if we could just automatically opt in and then have them opt out if they choose not to participate um that was one of the requests and then the um the other ones were on the Friday update so just differentiating between the reclassification by level so elementary middle and high school and then also um uh some data this year maybe even last year on the percentage of of third graders that have opted in for um gate testing thank you and then we have um 15.1 in memorium and I'd like to read the one for Miss uh vasy Mar Margie Dy Mrs dy I remember my whole life when I was a kid my mother didn't drive and Miss dowy would give my mother rise to either work or to the store and those type of things so I have wonderful memories about uh Mrs Dy she's just a beautiful woman her whole life vasy Margie Dy the mother of former board member gwilin doly Rogers passed away on August the 10th 2024 at the age of 88 she and her husband Ernest moved from Arkansas to Richmond California in 1955 finally settling in San berardino in 1961 where they raised three boys and one girl during the early 1970s vasy worked for for the district as an attendance Clerk and an instructional Aid she later worked for sanino seniori school district as a lead no the city of San berardino as a Lead Supervisor and retired after 30 years of dedicated service with the city she'll be greatly missed by her family church friends and Community her celebration of life will be held on September 5th and at 11:00 a.m. at the Church of the Living God in Highland we also uh are recognizing Robert Bob Kel who worked for the district's maintenance and operations department for 37 years he started his career with the district in 1972 as an assistant electrician in 1987 Bob promoted to electrician position and in 2023 he became the lead electrician a position he held until his retirement in 2009 Bob was a dedicated a hardworking employee and will be missed by all of those who knew him uh moment of sign us for both please thank you very much and a motion to adjourn second meeting adjourn [Music]