Good evening everyone. Welcome to our open session meeting.
Glad to see so many familiar faces here. It seems like just last month when ISIS
So we're going to start with item 4.0 one hour flacks lead by our very own Fenton's Color Guard. Take it away whenever you're ready.
Good evening everyone. My name is anchor and I know this I'm a sick reader frequent school. We would like to welcome you ladies and gentlemen would you please stand for the flag salute. Color Guard advance guard prepared to post the colors. Would you please join me in the flags. Ready salute. I pledge allegiance to the flag of the United States of America and to republic for which it stands one nation under God indivisible.
Natalie and justice for all color guard please post the colors.
Color Guard dismissed. Ladies and gentlemen please be seated. I would like to have the Franklin color guard introduce themselves and any parents or relatives who came with them. Once again my name is Andrew Hernandez and I would like to take my parents for coming with me or bring me here. Hello my name is Grace and I would love to welcome my mom who came with me here today
Hi my name is Emily Reed and I would like to thank my mom for coming here. Hi my name is William Barbosa and I would like to thank my family for bringing me here today. Hi my name is Alexis Garcia and I'd like to thank my parents for bringing me here today. Hi my name is Cindy and I would like to thank my mom and sister for bringing me here today.
I'll give them a round of applause please.
Thank you so much. Franklin color guard for that wonderful presentation moving onto item 4.0 to approve or disapprove additions to the agenda board members.
Do we have any requests see none will move on to item 4.0 3 approved as approved. Order order of the agenda.
Seeing none. We'll move on to item 4.0 for a report of action taken in closed session supertankers.
The board or in favor one abstention approve the closed session minutes or September 25th 2018. The board unanimously approved the case number 2 0 1 8 0 9 0 2 0 3.
There are no other actions to report. Thank you.
Superintendent Cruz will be onto Item 5 oral communications. Members of the public may address the board on any issue within the subject manager's station at the board or agenda items. Members of the public may also address the board on consent items before the board's consideration. Other items in accordance with board by Lord 92 3. Individual marks will be limited to three minutes each unless otherwise stipulated no action can be taken on any agenda items at this time. Questions may be referred to the administration or put on the future agenda. I know I had the list here of people who want to speak but I won't speak to the matter six months or a one which is coming up at their oral communications.
So that being said I have no one else speaking besides six months no one. Is there anyone else would like to speak.
0 7 0 1 6 0 1 0 1. That would be very similar.
So Zalman lags behind symptomatic other than this come up and introduce your name and you're what matters.
I'm going to duck down here as well. My name is John Glover. I'm the founder and CEO of Alpha public schools. I'm here not because I'm I need anything more I'm asking anything. It's just been a while since I've been at one of your board meetings. I think it's a good idea to show up from time to time. I just wanted to say thank you I wanted to say thank you to Superintendent Cruz and his staff. I wanted to say thank you to this board. We operate Alpha cornerstone in Franklin McKinley. We have had I think probably our best experience here in this district of all of our schools in terms of we certainly have rigorous oversight which you would expect. But we've also always been met with professionalism and courtesy when working with staff. And it has demonstrated not only a high level of professionalism but also clearly that this district supports all of their students whether they're in district schools or charter schools. I don't take that for granted. I don't know if you have the perspective of how other people sometimes work with us but it really is exceptional and I think it's worth saying and appreciating. So I wanted to do that. Thank you.
Thank you for the kind words. Is there anyone else who I can see.
Scott Good evening. I'd like to first
In advance I congratulate the folks to be appointed tonight reappointed in some cases and newly appointed to our board.
And I would also like to invite all of our trustees as well as anybody here really to our Franklin McKinley student track meet which is this Saturday.
And that's Sylvia Dale track. It begins around 930 and the races go pretty fast and so we're done run eleven thirty. And I know some of you've been there before it's a really fun event. We get a great turnout usually this year we may be one or two fewer schools than than some years but it's still going to be a lot of fun. A lot of kiddos and a lot of families and a lot of really excited a lot of excitement in the air. So it's a great fun safe event and hope to see there. And I've invited all the principals from the sites that are participating and that certainly open to any admin or community members as well.
Lastly I would like to speak to the KIPP renewal. And I'm not speaking against the KIPP renewal but I just want to say how happy I am with our traditional public schools. And frankly McKinley. And I also while I'm very open to having options for parents I think that is very important for parents to have the options they want. I always am happier to see schools that arise directly from our community as opposed to school systems that arise from other areas and then sort of migrate into other communities. So that's my preference. Lastly this board has never voted against a reauthorization of a charter and we do have a number of charters in this district. So sometimes when I see so many parents and students here pretty late in the evening I wonder if there could be. Maybe more time quality time spent at home because there really has never been a push to not reauthorize any of our charters. But with that said I thank you for your time.
Thank you Scott. Is there anyone else about to speak at this time seeing none.
We'll move on to item six point zero one public hearing and I will open up the public hearing now.
Parents have the choice to speak now or they can went to San Francisco one to attend a KIPP presentation to speak then. So it's up to the parents that they want to come up and speak but if not we can close a public hearing and then go on to the sound for 0 1 might upset your name on the list really.
That's my coming up good.
Then the superintendent and president and bright person in portable members and everyone here tonight has spoke late last month but I am I feel I obligated to do something.
Just little to support my school my daughter's school. This country is one of the great countries to live in a war and why it's great. I believe this fund fundamentally built on freedom. And you can see our Constitution proved that we have all our freedom freedom our religious group get together up religion carry firearm all Kateri and I don't remember them all but I am sure you can know better than I do and why not to give us free down or go into the school of our choice public school are great for more of parent family and students and private school also good for a lot of families and charter school fits perfectly for our families like KIPP families and
Our resource I hope sincerely and hope that the board also go along with the country with a constitution to keep our country be great again and great for ever and please grant us the choice of the school we want to go to and our kids only want to go to skip school. And please do so read help renew our school for another five years. Greatly appreciate your help. How the Great in everyone. Thank you sir.
Yes yes yes. And I did forget to note that we are limiting the time to two minutes.
So please keep it a reasonable amount of time.
Hi my name is Patricia Gill and most of you guys know me and I'm here with the new school Kip and I just want to say that cap is its home. So many school through through school through school. I found a school that is not just understanding my son and is not like put me on hold with him. We have the communication through every staff through through the principal through all his teachers and it is amazing that so so so so many for a long long time ago I was finding that and it's not about public or charter it's at school that makes you feel like home and that you're a team. And then you could work and things are getting better. That's all I have to say. Just keep on that on my especially with an IEP. Thank you
Stadium was because at this time. If not we can have the chance to speak at a certain point 0 1. That next item seeing none. We will close the public hearing now
And we will move on to item seven point 0 1 KIPP heritage charter school petition renewal.
And may I have the Norma come up to speak about this.
Good evening. We'll start with a review of the petition renewal process.
The petition renewal process by the board should be looked as a separate and unique process. And so the staff members reviewed the petition very carefully and we look at it as a unique and separate petition and that is the way that we recommend that the board look at the petition as well. The staff looked at the petition with looking at the 15 required elements and making sure that we also are following the statutory requirements on September the 12th. We received the petition by KIPP heritage. Between that time and now the staff had an opportunity to review all of the elements of the petition. There was a public hearing on October 20 3rd and we also had one today giving an opportunity for the community to come and voice any questions concerns and support. On October the 12th we review the summary of all the different elements because you can imagine we had human resources fiscal educational services the various different levels of expertise in the district looking at the petition. On October 19th we met with KIPP heritage leadership to review any concerns questions that we had. And then tonight I am presenting the summary so as per ad code 4 7 6 0 7 when a renewal is granted it is it is required that we renew it for five years renewals are considered when the charter school has met at least one of the criteria as by Ed code 4 7 6 0 7 B which basically says that the charter school the charter school has demonstrated academic performance at least equal to the performance of the public schools taking into account the composition of the student population being served as with the initial petition the Charter must continue to show evidence and provide reasonably comprehensive descriptions of all of the elements in order to for it to be renewed.
We must take into consideration not only its academic performance but also its ability to operate and demonstrate likelihood for success. The board may deny the Renault. Only if the board makes written factual findings specific to the petition including that the charter school presents an unsound educational program for the students being enrolled in that charter school. The petition does not. If the petition does not contain reasonably a comprehensive description of the educational program we can.
You can also deny that petition. So we took a look at the class scores and since KIPP serves grades 5 to 8 we reviewed schools that were what we call the comparison schools at only those grade levels. It's challenging to review a charter school then and measure it against a district. So that's why you want to take a slice of who were the students that would be served if they were not attending that charter school we've tried to find schools that mirror the demographic makeup of that charter school. One of the key points to bear in mind is that the authority that grants the charter shall consider the increases the increases and increases pardon me of student academic achievement for all of the groups of the students being served in that charter school. So on the board here and I have to say that KIPP Heritage did provide a very comprehensive academic performance report and they worked very closely with me when I had questions and they were able to provide the data that I needed so I appreciate the support from the KIPP KIPP heritage leadership. But as you can see on this chart what we did is we broke out grade level spans if you will so we looked at five six because dull and meadows only serves up to great sex and then bridges and Sylvan Dale being our middle schools and Stone Gate happens to be a k 8. So it was a good way to look at KIPP KIPP heritage and its results. I added the e l and socioeconomic percentages there because I think it's important that when we're comparing schools that we take into account the demographic makeup of those schools. So you can see Stone Gate has the closest of the socio economic makeup and heritage having only 22 percent of its students where is most of our schools have a higher percentage.
In any case at in the last three years KIPP has met or exceeded the number of students performing at grade level in both English language arts and math for its significant subgroups which is also an area that we must weigh in when we're looking at the petition we see here for the subgroups that they also the students in the school are demonstrating progress academically the lowest performing student group here is our English learner or the English learner group. But I also look deeply into the L numbers and the makeup of the English learners and something to note is that Franklin McKinley does serve more students at lower levels of English proficiency than KIPP does.
So the students that are at KIPP have higher levels of English proficiency and last year they re designated a number of students and I believe that it's probably because they're closer to meeting the criteria for reclassification.
So these are the elements that we reviewed very carefully. I don't need to read them to you but we look at everything from how students are recruited and admitted health and safety suspension expulsion.
Making sure that they are following all requirements under Ed code.
And for me especially I looked at the educational program to make sure that they adequately adequately and reasonably describe a program. We did visit the school site and we were able to observe instruction happening and we were able to talk to students and parents and the staff. So that also helped us to make our recommendation.
So this slide basically says is that the petition doesn't if the petition does not meet the requirements for denial on any of the requirements that are listed here then the board would recommend approving the renewal. So after our work and after our reading and after our review of the data and after visiting the school site we are recommending that the board approve the renewal of KIPP for five years to the year 2020 for. I think now it's time to ask questions and we also have our legal counsel here as well and I'm sure that KIPP staff can also answer any questions of the board before we have questions from the board.
I would just because I promised a parent that they have a chance to speak. I would like to have parents to have opportunity speak first and of course can ask questions afterwards.
So I invite you back up there. Thank you.
First on this we have Tricia I'm.
Don RANKIN over the past five years at KIPP heritage Academy I have seen our school blossom from the hundred and eight founding students learning in a handful of classes at St. gate to over 450 students at our new campus Atlas apples. Throughout this journey we have been able to graduate our founding class see our students thrive academically and socially emotionally engage with our parents and community and grow as a team and family. I feel so grateful to be a part of the Heritage team and family where I've learned that with courage drive empathy joy and love you can provide all students with opportunities filled pathways to go to and through college. And I will work to continue to build a strong community and school. We envision from the beginning at this moment may I please have all of the members of our KIPP team and families stand
Also thank you to the superintendent and his staff for your careful review of the petition and positive recommendation. We will also take your suggestions to continue to grow and get better. We are committed to work and improve our partnership with our community and families. For instance we will work to build structures such as the school site council to provide families with opportunities to participate in key decisions that impact the school and students. Special thank you to all the board members who visited us over the past few months. We hope that your visits portrayed our strong instructional practices and culture. We look forward to continuing our partnership with FMC in the coming years on behalf of our schools students and community. Thank you
Thank you Tricia.
Next up on wheels.
My name is Jim Morales and I'm an eighth grader at Cape heritage Academy. I'm honored to be here speaking on behalf of my team and family. As soon as I heard about this opportunity I was immediately filled with gratitude because there's so much I like to share about KIPP KIPP heritage is not only a place where students learn but it's a place where students look forward to attending. Some students call it a home away from home. To me heritage is a special place because not only do we get this on the best of site academic opportunities but we are one team and one family. And in this family we all bring something great to the table. Students work together to complete classwork but also work together to fix a problem that impacts the whole school no matter what happens. We're always here to support one another. And that's the heritage way coming into KIPP. I only had one friend from an old school. I was worried about what others would think about me. As soon as I walked into the cafeteria I saw there were students lined up introducing themselves and sharing their interests to one another. I was very nervous. It wasn't until Monsieur introduced me to another student that I started to gain confidence. I remember her exact words. Don't be afraid. Talk to them. Everyone is different here. But we are all accepting of each other. We're one team and one family. It didn't take long after these words to settled in my head. Now everyone at Heritage is considered my family I kept when seniors go through rough times. Teachers immediately sensed that something's wrong. During these times teachers give us our support and we get a break in t five corner t five corner allows us to settle and get our emotions out even though sometimes it isn't easy. Sometimes it's too hard to get it out in the take five corner.
This is where Miss Thompson steps in her sitting.
Our counsel our counselor Miss Stanton steps in and she always finds a way of addressing the problem without bringing any negative feelings to it. In reality she reminds you that she reminds us of the positive outcomes that can come for our experiences with all the support of our staff. Students feel like they belong and support us through our social and emotional learning in all members of the board. I ask that you vote to keep our school open because of its value and impact your community. Without our school almost all of us hipsters wouldn't be who we are today at the school continues to stay open KIPP heritage could have an impact on more students and younger children to have something amazing to look towards.
Thank you thank you Javon. I still have Christy Quinn and please be reminded you have two minutes at the podium
Good evening. My name is Curtis Christine Quinn and I am a proud parent of KIPP heritage KIPP singers a colleges and Kennedy Elementary School. Let me tell you a story about why I'm here advocating for KIPP heritage before you. Tonight my family and I moved to South L.A. two years ago from Livermore California. And the best decision I have made since moving has been applying to KIPP school. My children have had to attend traditional traditional public school throughout their education and they are many things I appreciate from kept at a public charter school. Besides the high quality education and high expectation that the school offer as a parent I love the fact that KIPP can offer other opportunity on campus B because of the longer hours I prefer that my children have educational experience that they enjoy on campus versus ending the old low score day. Only the smaller school size also allow for strong community to be built between staff teacher and student. Every teachers and staff on campus know my children by their names and have such strong connection with them individually. In fact my children didn't have the easiest time getting accounts accustomed to the challenging course and Cato. At KIPP but because of the support and relationship they have built with their teachers staff and peers they have caught up the excelling their peers quickly. Am confident when I drop my children off every day at a school that is supportive and caring. I would love for my youngest Katie to have the opportunity to attend KIPP heritage just like her older siblings. Please vote yes to KIPP kept heritage in our community.
Nice but unless we get them yeah I'll be right.
Good evening everyone. Know our members and bore my name. Kit Pham and I'm father to keep those. Kimberly Pham and Senator Pham cumulative finish Kip six nights three nights Gray grade last year at valedictorian and Cassandra is a classic grader at a school right now. Both of them do an extremely whereas school talk every school is the least bit about the school and its staff members and teachers all the time. So we consider KIPP at a second home where it can grow and they learn every day. So as a pan representative for schools I honor school psych out so I am here to advocate on behalf of families and students the opportunity opportunity we have. I have one is counselor this year allow me to learn more about KIPP Academy programs and public funding that used to educate my children. So at you know KIPP heritage is on 70 community and you know as a working class neighborhood an inexpensive housing area relative to the rest of San Jose you know it's expensive too but as this you know really low it's a low cost area that most family and a neighborhood cannot afford. We send our kid to public school but I think they do deserve to have the higher teaching quality for our students and many family and it right now the only solution to keep heritage so in a bottom lie. I would like to emphasize again the opportunity I have on a campus and the parents working together with a principal and teacher that is very special to me. I understand you have you all of you here need to have the response to its responsibility to look at all the factors and consider a yes or no but what I'm saying to you right now is KIPP heritage is what we need not what we want. So I am looking at you right now but am I speaking to you and please vote yet and renew our our our current our approach and vote yes for for our renewal.
I appreciate your attention okay.
I want to have my list. I there's one more person who would like to speak I would accept that now. If not have board members question our assistant superintendent.
Coming up could it mean.
My name is Dr. Barrasso. I am a board member of the school site council. I am happy to speak on behalf of my two kids. Go to keep heritage. Fifth grade and eighth graders. So a couple weeks ago we had a busy. Uh just like Doc Dr. Norma's mention and I was part of the group. And also with uh Mr. Cruz. And I was part of that meeting uh in that base. And uh it was a great meeting where an I'm very thankful for the boar and the superintendent and his team. The came to our Cape Cretaceous school and ask us the hard questions and keep a straight to keep uh keep heritage accountable. And uh. I really appreciate that I believe. Um uh besides me and other parents we we answer some questions. We made some uh positive comments and also some areas for improvement. And I'm happy to say that one of the. Suggestions was to have a publish when uh keep heritage has um board meetings. And last week I was based in the office and there was the notice that there the date and time where they're going to have their board meetings. So thank you for keeping the cape heritage accountable. Thank you for helping. Cars are becoming better school better. Uh keep heritage clear leadership staff and parents as well. Thank you.
So Dalton Martinez Palmer can you please go to the podium and as the board members will have questions for you.
Ok. Board members will start off with Arthur Rudy OK.
And then also I guess if we need to get some money from Kip to answer the questions they can as well. OK. So first of all I want to thank him for hosting me for a visit to the school. I enjoyed the visit. It was nice to see the new building and also it was a pleasure seeing all the students because that's why we're here. It's for the students you know. Of course their parents too because they play a part in their education as well. I. Believe I made my visit in September. It's been a while hasn't it.
So after during the visit. Towards the end of the visit I actually had the opportunity to sit down and speak with the leadership and the a parent I believe she's here. I saw her. Yeah I.
And and I mentioned a few things that I wanted to ask questions about one of which was about the board meetings. So that was answered but I'm going to go ahead and actually sent the questions to our district team to look at about four weeks ago included in the rubric. So I'm going to go ahead in and ask those questions from that because I don't see some of those answers in the petition itself. And if we need to get actually what I was hoping was that these answers would be included in that in the petition itself I wanted them added to the petition. I didn't want to have to go through a Q and A when we're voting on it that night. So unfortunately my questions that I had that I gave about four weeks ago are not in the petition at least help me find it if it is I could be wrong. I'm going to go ahead and let's go through the questions that I submitted and they were also not in the information that was sent to us with our board packet. So I'm going to go ahead and ask those questions now.
The first one is under the the criteria governance.
Wait a minute wait a minute. Go back to the beginning.
Let me go back to being the first one is under the the evaluation code Education Code section and that is described how you are reaching out to the increase. Describe how you are reaching out to increase the percentage of your special education student population to match and or exceed that of the Authorized industry. What is your strategy to meet this goal. I didn't see that in the petition. Any strategy.
I don't. I just need to know where it is in the petition if I could I have it in front of me.
So we we did submit these questions to KIPP there it is. It's not about adding it to the petition because a petition is as. And John if you want to jump in and go over that. The we did ask KIPP that the questions that you had submitted in the rubric but they are not necessarily in the petition as presented by KIPP when they submitted. So can you clarify how that works.
Well yeah. It's up to KIPP to include them in the petition right. Well I actually wanted them included in there but they didn't include them.
Good evening Superintendent Cruz and members of the board John J. Counsel to the board. So there are there were a number of questions that staff had and some some aligned with the requirements of the education code for a petition and some were more practical implementation questions. And so I think that the best approach is to to ask for. I ask KIPP how they would propose to respond to those issues. There is also an opportunity part of s recommendation is that should the board grant the recall petition that the parties the district negotiate with KIPP a memorandum of understanding and that's an operational agreement that's separate from the charter and many of those items that are of practical concern that may not fall within the requirements for a charter petition can still be addressed through that agreement as well. So. So the next step should the petition the renewal be granted would be two to work on that memorandum of understanding so is it the understanding that this does not really fall under the education code section of the W.H. criteria. Depends on the specific question. I mean I understand that there were a number of areas but part of the approach of staff was to have to consider all the input that was received and then some of those would be addressed in a memorandum of understanding. Some of those would naturally support denial. Recommendation right recommendation deny. And then Dr. Martinez Palmer also talked about the section of the education code in that slide that said that the academic performance part the increases in pupil performance were the most important factor. So under the education code we have to balance what we have to see what we perceive as potential deficiencies in the petition against the academic performance as well.
So are you saying that special education does not fall under their education code.
They have to address special education and how how they would comply with the requirements of the law. There are some nuances of special education for example how they would how they would identify and do for example the child find process for example would be required under the petition. But in terms of a more general recruiting or marketing approach that's usually not something that's addressed in the petition. But we certainly could address it in a memorandum of understanding that continues to be an area of concern.
And I know that my question did not refer to any recruiting or marketing it was as to just how to meet the same level as the district gap.
That's correct. That's quite fair isn't it. Yeah. The and the part of the petition that add to the legal process and special education is the identification referral and child find process usually that's that's the part of the special education obligations that deal with how to to identify and attract students.
Ok. And I didn't see that in the petition was it in the petition in Niger had.
So not the Pacific's the specifics in regards to the requirement of how to identify and serve students with special needs is in the petition and is in compliance with the education code. What is and also there is a section in the petition that speaks to the way that they go about recruiting students to have a diverse student population and not specifically for special education students but in general ethnic and otherwise. So there is they meet the requirement in terms of the recruitment and admissions parade code that are outlined in the petition but there is not something specific in there to how they go about mirroring the district special education student population and that is something that we've talked to them. And as John has indicated we would be working on in the end for you in regards to how to operationalize some of the things that we've been speaking to them that are not necessarily requiring the petition but certainly our best practices and things that we need to work on to page 40 and 41 would be where that identification and assessment portion of special education is addressed.
Okay. And then my will my question referred to increasing their level of students receiving special education right now. I believe it's one of the answers I received it was eight and our district is what 20 now which our district. And yeah. Okay.
So I do believe and KIPP if you can come up you did mentioned something in your presentation in regards to some of the efforts that you're making in regards to ensuring that you're outreaching to students that are special needs students families so can you just reiterate what you presented last time.
Thank you. And over the previous four years it has enrolled an increasing number of students with special education needs. And we average about 6 percent of its student body each year. And across all of KIPP we do have six essential questions. One of them being are we serving the students who need us for KIPP Bay Area schools we do look at the metrics we do break down the demographics of our English learners student needs our students the special needs students eligible for free and reduced lines and also in terms of outreach we do actively recruit our students including those with special needs and we'll go. We participate in the centers they walk for artisans for the last three years. And we take that as an opportunity to talk with parents and guardians of students with special needs. We've also attended other either expositions with Franklin Franklin McKinley in the past for recruiting students with special needs as well as with rocketship.
Okay. Thank you. Okay.
And then Norm my next question is under the area of actually is education code.
Okay. It's. Does the petition adequately and thoroughly describe its processes and procedures for developing and meeting the Elkhart requirements. What is the plan.
And how do you include parents and the community stakeholders in the development and the plan and then also does the petition describe how it shares its account with stakeholders in public towards satisfying accountability requirements. That last question is in the petition I didn't see that that is communicated in their eyes. I just noticed that.
But the other question was the process for evaluating the cap and that might not be something that might be including the petition that might be something you might want to just follow up with.
It's hard. What they do annually you know when a stakeholder input. Yeah. I don't believe that is a piece of the 15 elements specifically on the El Cap.
No but we did we did talk to KIPP in regards to that. And and I know that they started another put another step there in terms of having their no schools going to schools like council and being another oversight that they have and that is also part of the NYU process that we engage to ensure that they are not just meeting the minimum requirement but then we are looking for best practices in regards to how to increase engagement with families and make sure that they have a voice they don't have the same requirements as we do in terms the El Cap engagement but that doesn't mean that they're not important for them. And you know they they understand that they they they even before we engage with them they started working on on that element with schools I counsel. So we look forward to making sure that they continue just like we all want to make sure that we engage with our community in a greater way and give them a voice so that's something that we discuss at our meeting as well.
Okay. And this will be very fast. This is under the governance section. I know we talked about the board meetings and how they are communicated. And I did see the website are at our district Web site and now we have the links to the KIPP website and I did look at the board minutes and also the meeting announcements. I didn't see a calendar but that's I mean we can fix that. I'm sure KIPP can help us with that as well. I didn't see a calendar of future board meetings. Maybe I missed it but one thing I did notice was that nothing and asked the question was it in two years of KIPP board meetings only one board meeting was held in our district.
Correct. It was held in Los Angeles. We actually held it last year I believe in March last year. March march 2018.
Yes like this year we had in and what we are trained to do. I think that maybe is important in terms of context is that given our 15 schools we have nine authorizers. Well we are trying to do is make sure that we rotate and we are making sure that Sarkozy has an increase in representation because we have actually five schools in San Jose. We would love to make sure that we have in different districts but we are aligned with you and our willingness to actually get closer to our parents and families.
So if a parent in our district who's a parent or actually an interested parent or just a parent who wants to listen who likes listen the board meetings I don't know who but but if they want to participate by listening or watching a board meeting how do they do that if if they don't have transportation to the board site in Redwood City or San Francisco or Oakland which is where the other locations were held.
Yeah that is that is a very very good point and we discuss with the opening attendant on why we are committed to doing two things one something that Hector the parent highlighted is one we are making sure the parents know when those meetings are happening when and where we are actually open upon request for facilitating live web streaming so that families can actually attend the board meetings virtually at the school site.
So that should have already been happening because we have parents who want to listen and we also have residents in our district that want to listen. I'm one of them. Unfortunately I don't have the means to get there first for whatever reason my schedule but I would like to participate. Right now I can't.
I hear you're a trustee. I think that we we were not aware of those requests from the parents from the ones that the superintendent highlighted to us and he was very illuminating for us to know that parents at Heritage want to participate even more in those kind of meetings. And now we hear you as well. But as an adult what we can commit to do right now is open request facilitating their lives streaming and we continue to work with Superintendent and with the district to find better ways and more inclusive ways to make our parents part of the process.
So if the petition is approved I would like to have that in my view with a target date when we could have that done. This is very very important. And according to the criteria 16 criteria the governance section this does not meet it because our parents or a residence don't have access to your to your school board meetings.
I hear what you're saying I'm not a lawyer so I would probably ask. You don't need a lawyer to know if it's a requirement of the education code. I will I will be certain to say that I'll probably defer to the lawyer to confirm they like there is a legal requirement but we are more than willing to work with the district to make it possible.
Ok. And stay up because I do have one more question. I don't think that normally you could answer this one but I did. This is under the health and safety procedures and I did bring this up I brought this up during my tour during when I visited the site. And basically the question was does the petition present a comprehensive plan to ensure the safety of parents and children by outlining a traffic safety procedure and mitigation the traffic safety plan should include drop off pickup in timing of student arrivals and departures. In addition does the petition include a communication plan to hold parents accountable while driving on campus. No.
In addition to this the normal school safety plan that is not in the petition maybe use one caveat I think the superintendent had the opportunity to share with the trustees that we share our power to actually read the handbook that we distribute to families and staff members that includes some of those procedures. That's
In the petition but there is no traffic. So safety plan.
And so you know that's one of the things that we can work in the end will you in regards to looking at an outline analyzing the traffic flow and and I know that KIPP has staff out drop off and pick up to to help with you know ensuring that parents are being safe and students are being safe. That was out there the other morning and while it's congested it was it was orderly. And so I wanted to make sure that I saw it for myself how it worked. I don't know that it's a requirement. John you can shed some light in terms of whether that's. A requirement per you know the safety. What what the petition requires.
One I didn't ask. I didn't infer that it was a requirement. All I inferred was that if it met the health and safety procedures criteria not necessarily being a requirement it's certainly the petition you presented is certainly within it code.
I thought that that's what you know. No I'm not asking for what's required or by law or whatever.
All I brought up was that question because I had asked for it in September when I visited and then I told you I would bring it up again because I wanted to include in the petition either in the petition or as an addendum. And since then I mentor a I mentor a young man in who is in that neighborhood and his mother is he has a younger brother that goes to Los Angeles he almost got hit by a parent of a KIPP student in the parking lot.
And so I'm very strong in my my belief that we need to have a plan on both ends from our schools in Los Angeles and from KIPP's in a partnership including coordinating drop off and pickup times. There's other school sites that are worse. So you're not the worst. But when I see one of my mentees younger brothers almost get hit by a car that makes me very sad.
Please say about that and just know that we continue to communicate with our families. The weekly family bulletin and any feedback that we do get families either us or our families we make sure to have somebody that take care of it. I also reached out to the list idolized principal yesterday to ensure that she knew that I was the in school leader stepping in to and to reach out to me if there any concerns.
Okay. And I appreciate your feedback. I know how sincere you are. I believe you because I know you. We need a plan. We need something written down so that we can hold all of the parents accountable. And I know that parents don't want to hit a child. Sometimes they go to you know they go to work or whatever they're in a hurry. I can see how that can happen and it's happened at other school sites. Again this is not the only one that I want every single child in our district to feel safe.
I don't want any child to be in danger of being hit by a car accidentally even and right now this doesn't meet that criteria. And that's all I have.
One other suggestion I could make out Christine. We can work with the superintendent. We are like I a give you hundred and probably how they reviewed these handbook that describes our drop off and pick up on all of those strategies. Very happy to add it to the appendices of the charter and make it a part of the charter on and coordinate with our beliefs to make sure that we are aligned. I think that those are two steps that we can for sure committed.
Ok so this was one of the things that I brought up when we decided to move KIPP to that location and I and I had a feeling it was going to be a challenge and it is.
Okay. Moving on to the next airport remember stories.
Good evening. Thank you Norma for the presentation. I do actually have questions for Kip not for.
For Norma apologize. Actually Norma before before sorry I'm not President Trump.
So that was a good zinger wasn't it.
So I just heard Kip say that six percent of the students are special education. But then I heard you say they're 8 percent. No our districts are our district that we're between 9 and 10 9 and 10 percent and then KIPP is 6 percent. OK. Yes. Because you were a little bit we had many more steep recession going next.
Ok. And now this is for KIPP. So thank you Norma.
That you can answer questions from your desk. I mean. Thank you.
Kipp I uh.
So how many.
How many parents are in your school site council. If I pay
My parents right is because I see how many students you guys have I have a lot of stuff open up and it was 440 I believe 449 98. OK. So is there a reason why you only have five. Could it be able to increase because five four
Five parents for four hundred for nine students. That's a I wouldn't say that's the best representation you know. But I'm obviously I'm not. You guys what to do but maybe it's a recommendation that moving moving forward you would like to have more parents engaged.
Of course I can say council so maybe a clarification. Just because I know how our schools counselors work what's the competition between parents and staff because usually that's what we look for it's that debt ceiling.
So it's high there is five parents three teachers and the principal or four teachers and the principal I'm not mistaken 5.5.
So that's what normally when you look to get a balance between parent voice and staff voice and so that it even if there's no one group that our numbers the other.
Okay. So so standard for other schools councils is a minimum of 10.
Thank you. Thank you.
The other one is I don't see on my notes but what was your teacher retention for last year at 70 percent.
Thank you. OK.
And I know a real lot to ask why some of the teachers left.
We ask what was what was the reason why some of your your teachers left undocumented or Yeah.
Was a resignation or release.
We had a many very satisfied like that when the founding class graduated.
They felt like it might be an opportunity to leave. And on top of it. On top of that there are other circumstances ISIS in principle went on to become official in Los Angeles to help stranded New kept school there and then kept decided to release a few teachers because they had not funded through thought through with completing their credentialing.
I don't think I have any more questions but I do want to say I do want to say a comment I and this is to the staff and to the teachers who who help our students every single day. 1. Thank you for what you all do. I think it's extremely important especially in a neighborhood like seven trees in a community that Frank McKinley. I think that's extremely important and I just want to make sure that if this renewal passes that you will all be working together to to close that stubborn achievement gap.
I've been I've been seeing and like everybody else were struggling with it and we need to tackle it. And I think that's that's that's very important. This area cannot leave our Latino community behind. It just cannot. This area cannot just become folks who work in high tech and then those that do not.
And so we want our students are Latino students to be able to get those Google jobs are coming to get to be able to get those Adobe jobs that are coming in. And so I think that's important. I think the other one that isn't as important and I know has our board members are concerned about is and again even our district struggles with maintaining a good quality education for our special ed students you know moving forward also is it's important for KIPP and the teachers and the community to to work with our with our special education students.
So that's all I have. Thank you.
Next up we have Jorge Sanchez and please address the questions whether it's normal or to keep. Just a couple of comments. I was able to visit the school yesterday.
I was eating earlier I had a family emergency so I apologize and they were able to go ahead and slap me in for yesterday. They worked out really good.
I did me with with Trish Anna Maria Heredia one of the parents here with two children who came and spoke to us the last the last time. So it's a very good visit. I got to go in the classrooms you know interact with some the kids and take a look at them. Some very good learning that was taking place. I was very impressed. I had never been there before the first time at a visit that site and I liked the layout of the school very nice.
I did ask about the class periods being 70 minutes long whether the kids had a break in between you know that's kind of a long day for the kids to be seated down for 70 minutes but it showed me that yes there was some things in there that kids did that where they weren't sitting down for 17 minutes and I was that was kind of a kind of important.
But but you know everything was very very positive. They're great. They have a great gymnasium they're multipurpose room for the kids for the physical exercises are older kids too. I realized after going in there in the room that I'm using you go to school the second graders first graders kindergartners. Then no no great levels of that type they're really from fifth through eighth. A little bit older. Older kids there but it was good again.
A lot of good learning taking place.
They showed me. I will asked to see them they feel that they share with loss horrible is about to get lost. I will just go out there to you know too often. But I was wondering if something can be done there and I know I know because we're dealing with the charter school and you know shared by by you know KIPP and then of course Lazaro this but possibly doing something with that area. Maybe a true feel that can be placed here maybe having maybe something like maybe having something like a football field and maybe having something for the younger younger kids a loss I bless some combination I never know it's something that you know the architect I guess would have to work out throw ideas at them and then they could come up with idea some ideas.
We did meet with our brothers the other day to sort of address some of those concerns that we have about the fields. When we were out there we did also notice the poor condition of the field. And so there's there's things that staff are working on right now for to make a recommendation in how to improve that space for both schools. And one of the one of the things that we will also be doing is looking at taking down the fence that currently is separating a lot of problems with the field once we get that going so. So we did notice that and we are their staff is looking at the different options that we have.
Ok. Thank you. I'm glad to hear that there is a lot of potential out there I just I just did the great feel you know a little murder you know that I don't think the kids want to be jumping around that word.
So anyway so that's good to hear so I would definitely like to follow up on that you know in the near future see how things go in that area really. Bring it bring up some good you know some good questions you know that he asked and one it was in special education which is something I was gonna bring up too. That's something that I remember when I said it when I walk away I probably think of asking these questions but I know it a little bit on the lower side you know which was 6 percent and we usually were about 10 percent I think here in the most public schools. So anyway. But I think that's something that you're addressing. To ask Do you have how many special ed teachers do we have right now for you population you have one or two right now.
And she does all the IEP and everything else. Okay
Okay. All right.
And I think that's about it for me. But but again again thank you for the visit. It was I was very impressed with everything that was going on there and I I do support the recommendation of our staff to go ahead and grant our five year renewal.
Thank you so no. I mean whenever a board member asks addresses the question to you can you please come to the podium speaking to the microphone.
Mona that's our future.
Thank you again to Dr. Martinez Palmer for the presentation and for the kept leadership as well to help put the renewal petition together.
I do have a couple of questions.
Based on the information specific Yes I'll start with you specifically within the El Cap process.
I know it's not specifically tied with the charter but for the petition noted apparent community concern about teacher retention and highly qualified staff. So I just wanted to know what is being done to support that goal.
This is for the KIPP leadership movement.
Would you remind me to repeat the question Peters is on the. So there are some concerns noted from parents in the community about teacher retention and highly qualified staff.
What's being done to support that area. Thank you.
Support the Senate support teacher attention will continue with professional development and making sure that we're supporting all of our teachers. We start off with a summer of professional development that's about a month long. To make sure that the teachers are able to better understand the routines and systems of our school as well as continuous coaching cilia one on one meetings with with every teacher every week with other coaches as well as weekly observations where we can come up with action items. Practice and then follow through each week. So we'll continue that support for all teachers.
Do you have the ratio specifically for the percentage of first year teachers or the percentage of teachers who have cleared their credentials.
Yeah we have.
Yeah we are one first year teacher and then for their credentials.
I believe we were done with I believe clearly I believe that we recorded with Dr. and I think clearly all of the teachers in the classroom were credentialed.
So I would say I thought it would be like nine out hundred percent without question.
So my question is specifically with the clear credentials so it's beyond just that the steps like the one you have that we had talked about. How many do you have that are clear Crenshaw. Which means they're not probationary status. I know that H.R. R our team did review all their credentialing to ensure that any teacher that is in the classroom has the proper credential to be in the classroom. But we don't necessarily look at which ones are on the step versus clear. We just. Our obligation is to make sure that every single classroom teacher has a proper credential.
I'm just trying to gain a better understanding of the makeup of the staff and the teachers.
Yeah. Good evening. Right now we have about five teachers with clear credentials and everyone else is working toward this credential.
And how many total teachers you have 22 and then similar some of the other concerns that were noted from parent and community were transparency with behavioral expectations. And specifically with that when looking at the California dashboard data specifically what is being done to address some of the discrepancies in suspension data specifically for English language learners who are being suspended at a higher rate than the rest of the student population in regards to just transparency with behavior issues.
We do send home a weekly core value report which is just feedback for errors of strengthen A's areas for growth for all families and do require signatures so that they can see what how the week has gone for each student. So that's kind of what we do proactively for all students are for ESL supports. We are continuing to support them just like we would all of our students
That didn't quite answer my question in terms of the disproportionality of of English language learners who are being suspended.
What's being done to address the and for just if you like suspension rate for Latin next student also.
We believe that the behaviors linked to the students feeling accepted and successful.
So when we look at the individual students we're thinking who when we actually aggregate the data and see who's actually being suspended. We're looking at what the relationship is like with their peers with their teachers. So just ensuring that we are building relationships. That's one of our school priorities this year one of our three as well as working with adults to teach them the skills necessary to support those students. This year along with that priority with data check ins so students get a 1 to 1 check in with all of their teachers throughout the week. And we are still providing more academic support. Another one of our priorities this year English learners and supporting them so we are also making sure that we can support them academically. Therefore they could better behave behaviorally. And then also just more times when additional time with meeting meetings with parents. So we added an additional meeting each week on Tuesdays to make sure that our grade level teams can not only discuss student behaviors but also make time to meet with their families.
And then I guess this might involve legal legal counsel as well specific to the education code and the authority that granted the charter shall consider increases in people academic achievement for all groups of pupils served by the charter school as the most important factor in determining whether to revoke a charter for that specifically when it specifies all groups of students. Does that encompass the groups of students classified based on the California dashboard.
Would that be sufficient for those subgroups that part of the education code has a further section that actually refines that to mean numerically significant pupils and that aligns with the definition of numerically significant for the purposes when the state reports the class testing. So so certainly when we looked at the petition we looked at how they reported and they did report not only the subgroups in terms of ethnicity as well but English language learners and special education as well. So those would be though the subgroups that that the district and the board would have to consider as the most important factor.
I just want to make sure special education would be a part of the all group of pupils considered the charter school.
Yes. Yes thank you.
So my question would be then specific to the 2017 California dashboard data for special education students. The data describes that KIPP in comparison to the other specific schools from this petition. So Meadows Stone Gate Bridges the rest of the schools that were described on the form earlier out of all of those schools they were the only school for students with disabilities at specific student subgroup where they declined significantly and their progress both in English language arts and in the area of English Language Arts. They declined by twenty nine point eight points. And in math they declined by seventeen point five points.
What is being done to address that concern of equity is similar to our ELL students we are continuing to provide the scaffolding necessary for them to academically academically succeed. So two priorities one is our best practices. The other is building relationships. And the last is effectively putting in interventions for our bottom quartile. So we are continuing to work towards that so that academically we can help those students better succeed in the end whether it be small groups within the classroom or during our climbing the mountain time which is our interventions. We also are continuing to aggregate our data vs. just looking at exit tickets we're taking out the exit tickets to specifically look at students with special needs as well as students and making sure that we can figure out what are the supports and scaffolds that they need to make sure that they're successful. And we did recognize that same gap and we know that's why this year it's going to be a priority for us.
Superintendent Chris and Dr. Martin Palmer was this data specifically looked at and evaluated and determining that specific area of code.
Yes. And we did look at the cast numerically in 20 2016 17. They did not have numerically enough students to report that on the dashboard. But they did have it in 17 18. We did look at that in comparison to district wide because it's hard to desegregate their data by grade level because there's so few. So we looked at the data as it compares to the district in in their casting language English language arts and math. Math is the one that was lower than than district subgroup but in language arts they were slightly above our subgroup a special education subgroup. So that is something that we did look at and obviously conversations in regards to how to improve them.
Yes. So I wanted to add and it's I am able to I could add specialists that we are getting student sample work samples collecting every student work sample that aligns to people is putting it in binders and making sure that we're going through that data to so the work not only goes with the teachers but also with our Ed things so that she knows what's going on. And that way she can use best support students whether it's then starting to track their goals better tracking their goals and also having their teachers better understand what their goals are and how to meet them so.
Dr. Martinez Palmer was that included the specific area.
I mean in considering the recommendation given that it addresses that's at Code Section 4 7 6 0 7 2 was that specific criteria given and it is part of as legal counsel shared part of that group right in creating this recommendation.
So when we talked with the leadership and we expressed some concerns around English learners and students with special needs and they identify those as they said as priority areas and we discussed how we would needed to be monitoring those those significant groups because they also posed challenges for our own district as well.
So we would share that collectively we need to focus on that and learn from each other in terms of best practices. So that was discussed that was looked at
Right. I just wanted to clarify just to be clear this is no specific reference to the education code. Right. And so yes based on the subgroup does not meet that criteria.
So. So what are the criteria. And John you can jump in if I said we are to consider the subgroups. And are they making progress. And so because the subgroup is such so low in numbers and there was not reportable in 70 ends 16 17 while we looked at it and obviously noted that the the work that needs to be done in order to support that we believe that the kids still meets the core requirement in terms of making sure that they are making adequate progress and that that as they continue to have we continue to have oversight and they continue to have a plan of improving and meeting the needs of all subgroups. I think that is that the question you were asking.
Yes. I just want to be sure that this data was captured and considered and that we know when we think about the successor and student achievement of all groups that that encompasses you know our students that are struggling the most. Absolutely.
The only thing I would add to that is that the law is very vague actually the the words on the slide that Dr. Martinez power had literally as all the law says that the people increase the increases for all subgroups shall be considered as the most important factor. So obviously when all the cohorts and you look at the different subject matters L.A. and math there will be subgroups that increase and there will be subgroups that decrease. So obviously there is no bright line rule that all of them need to increase or one of decreases and then you can't reduce them. So you have to look at the totality of the circumstances.
So specifically and just to reiterate it it does not actually state progress.
It simply says the increases in academic achievement but that's that's what we look at in terms of progress especially if they are if they're aligned to our goals and what we're looking at.
Are they making progress right. Because if they are not then obviously there's more collective action and that's one of the things that we look at annually as well when we have oversight is that if they're not there are they making progress towards meeting the needs of students. So that's that's my language in terms of how we look at the data. And every time we do oversight for or for them and our schools right it's like are we making progress knowing that we're still not there but whether the work is actually producing results for students.
I just I I want to say thank you to the community and the parents and the families for being you know for coming and being here tonight.
And thank you again to the leadership for letting me visit KIPP to be able to see what's happening in the classrooms as a teacher myself I I work with students with special needs and so that's always going to be an area that I'm particularly paying attention to because oftentimes our students who are not necessarily supported. And so we need to continue to ensure that we're providing equitable outcomes especially you know for our groups that aren't always showing the most progress specifically with our English language learners and students with disabilities. So I hope that the KIPP leadership should the charter be granted tonight. That's that would continue to be a priority in identifying what are some specific actions that can be included perhaps potentially even with an M.O. You process to ensure that there is accountability with what these students and supporting them because students are should be at the center of everything that we do.
Thank you gentlemen.
Just one thing real quick. Tricia and you showed this. This percentage with me. But what were the percentage of students that you get from outside the district and you gave it to my left in the car. Sixteen sixteen. Sixteen victims from outside the van. OK. All right. OK.
Thank you Martin. Coming up with yes so before I did I have a question before but these are just comments so
I literally had parents track me down for a meeting with them.
I feel very bad I work for the vice mayor of the city of San Jose. And both times I had to cover for a co-worker.
And so I canceled the meeting on a few parents and this is how passionate and engaged they are that they actually tracked me down and I met with them at a Denny's right across the street from from one of the events that I had with the vice mayor. And so to me that speaks volumes. And I even had a good meal. We shared a meal which is good. And so for me with these parents I know that Kip is is a partner. That Kip is a neighborhood school. And we just heard that number now with 60 percent coming out of the district and that that to me is important.
And so coming from a background where my parents literally literally had to not the door down to give my siblings by the way there's four of us to seek a good and quality education. The parents and the students at KIPP deserve another four years.
And so are five another another five there and that's and that's plenty that's plenty of time to work again.
No school is perfect children are not perfect parents are not perfect.
Our board of trustees are not perfect but what we do seek as we seek the number one priority should always be our children. And the second is holding everyone accountable.
And so with that just like my board and fellow board member George I also support renewing KIPP so I believe that our board members here has questioned KIPP's petition enough so I don't believe have any questions to ask. At this point but I do want to provide a comment.
I went to the Frank McKinley school district when I was younger and specifically inside the centuries community. So once the 70s and I still conservatories which is seven. And I went to Andrew Hill. That neighborhood will always have a special place in my heart
And I kept entered it at Timmy's service what could potentially be a disruption or it could be a benefit to that community.
And I aspire that it should be a benefit to the community. And I hope it will continue to be relevant. You know this that I came back to serve on this board. The first thing I did was went to the teachers to see if there was still there. That's how of seven trees. Now they run and to my surprise all them were still there and it was like 15 years ago but still that speaks volumes to how much retention we have in our teachers because they know how much that community suffers. And I know how much I've suffered when I went there but to order students to go to KIPP right now and are still here I hope that within 15 years you can go back to that school and see the same teachers there. And I really hope that the golf caps because that it's too soon for me to say that KIPP can do that. Our schools are still fairly new concept. And. The retention rate to me I mean this 70 percent is a good amount but then can How long can you keep that 7 percent for and I hope that those teachers can stay for that same amount that I have my teachers now and is still teaching to this day but with that I mean this is something that we're still testing the waters. And then I I can't find a reason not to deny this petition either. I mean if there was I believe our staff read about it that's our attention. And I just want the students of kept to grow up and realize never to forget their roots. Because I certainly haven't and with that I'll take a motion from the board on this action item whenever they're ready.
Motion to approve seven point zero one compared to a charter school petition on new second.
The action information buoyancy action out of San Francisco 1 has moved and seconded.
Are there any more discussion. Yes.
When. When charter school started coming out come it started coming into the mix in the early 90s. I saw that I saw that when I lived in Los Angeles I saw that starting to appear and I saw the state laws and everything. And then when I joined the school district the school district board I wanted to make sure that our Charter Schools said they were coming into our district. I had a responsibility to the community that our charter schools be held to the same standards as our schools traditional schools. And I still believe that. Unfortunately it's not happening and I have the courage I have the courage to stand up if not alone and make sure that our charter schools are held to the standards of our traditional schools and our schools in our district have improved tremendously and I am very proud of our school district. I'm very in. I'm very proud of the schools that we have in our district that includes the charter schools. When it comes around to renewal when it comes around to reviewing new petitions I'm not going to lower those standards to any of our schools including our traditional schools I'm going to hold in I brought up many times in discussions of some issues that we have had in our traditional schools. It's great to have exciting excitement of parents and community about their school and pride. That's awesome and I hope that never goes away. It's awesome to see everyone wearing KIPP T-shirts here because it is a good school. When I look at the criteria and I ask the questions and I even prepared the school with those questions over a month in advance so that they wouldn't just come out tonight in surprise.
Which has happened before. From my end and I apologize to the other charter schools that it's happened to but I prepared this charter school for that. I did see some some challenges some problems and when my fellow trustees Sahlberg brought up the issue of student achievement in special education I created another another challenge and when we reviewed the petition I'm going to go exactly by what the expert says and in looking at those 16 criteria or 15 criteria and an end evaluate did the charter school meet those 15 criteria criteria and if they didn't even meet one of those we would have justification for not approving the renewal. Well there's three of them and I mentioned that while we were asking the questions. One was the health and safety procedures in regards to the safety of our students. The other one was the governance and parent involvement with only one board meeting in our district in two years. And this charter school has been around and I don't know what prior to that if there were any board meeting there in our district. And then the last one is the measurable student outcomes in state priorities which fellow trustees of Sol Burton mentioned with the special education. So by not meeting three of those criteria that gives me enough. Reason to not support approving the renewal of the charter. And that's how I'm going to vote tonight. Thank you.
Okay. Action item has seven point zero one has moved and seconded for approval. All those in favour please say I. Nay nay the fallen vote the approval for the authorization is approved for next five years. Congratulations
So after this long discussion on this I don't even have a five minute recess for parents. If your mother was in the state for the rest of the meeting but you have to leave to go. I mean you kids it's a school night. Please do something. That's just me. And we will reconvene at 943.
Board members hey how can I truly be an area that is more on lockdown right now. I want to vote for all of our promised asking all of these urban students every single day. I just want okay. Hi. Hi. Thank you. I have zero. Well good luck to you as a parent.
To be my responsibility I it. This is a standard presentation I asked. So I get a template but I think I'm going to change it for its future. Yeah same yeah.
Mrs. Reagan my gosh you're almost ready to thank you for all the things that you you're coming here to make them less likely to say something about every school because this school is not the worst is over here so I really hope that will be an area that I worry so much about the children I've seen so many things. I mean what's going on. The children run across the street. Oh my car.
I just get so very very good.
All right. Yeah yeah.
You did it would you. No but I had to vote no because I can sleep tonight. I know I can sleep tonight. I voted with my No thank you for an employee of courage to do this. Thank you. Why do I care.
This doesn't this doesn't bother me as much as it yes. Good to see you. Yeah you can be a board member. Here you are. Kerry will be here.
No we're not gonna start yet. We'll fix your emissions so much better. I know. It's so nice. Omar and I were talking about you Chris. Do you remember when you spoke with Christina's ex. This is getting really getting a little bit better. So it's like I mean like an entire education.
It's not like she's doing her presentation after I drive all the way to make it because it's so nice person that I'm still happy for you.
Oh yeah. Yeah I got you and just some other stuff that makes me worried now. Which is good and is that you know no more to improve will take. Well I I only have to work for it.
We haven't had a good idea how to sit. You know I've never do anything when I said I could try to take over. It's like all you have do. I don't even know you that I knew. So you have to do anyway.
Congratulations. Thank you.
Oh I'm so hungry I made a mistake. Okay. Board members Cabinet members please come back to your seats. We will resume the board meeting very soon.
Please keep in mind we still have two more presentations to go through struggles in the region.
If you can do a close No no no no. I'm somebody jump towards me.
We will resume the board meeting now. And we're at the point. Item seven point zero to
Yes. So we bring this forward. The Santa Clara County voter registry registrar has sent us the red register a voter certificate of election has required the receipt. This three four year seats were run unopposed and so as required by law they are to be brought forward to the board prior to the election because the items will not be appearing on the ballot. And so this is the procedure required by law. And so we're bringing forward to you the appointment of Carrie Rosado was out in the audience for appointment for a four year seat that constitutes as if she was duly elected.
And so that's before you and legal counsel recommended that we take the three appointments separately and voted separately to ensure that there was a difference between the three as opposed to when neither especially because board member Rodriguez will have to recuse himself from 7 or and in town Tran from Seminole.
I can't vote for myself and legal counsel said that that would be best. Just a quick quick question. No I have a question. These action items are effective on our date of organizational meeting right.
Correct. The the the the appointment becomes effective and seated at the organizational meeting in December.
Unfortunately Omar states for allow more one more month.
Carrie do you want to come up now. We could do it. I mean they could go for Thanksgiving break.
Well I move to approve the appointment of Carrie Rosato to the board. I have a question. Oh you have more questions because I could do it after the motion I get some points 0 2 has a million seconded.
Let's have discussion.
So because I'm constantly at the register of voters I just want to make sure that when they run in in four years they're not able to put the governing board member they know that there's been some instances where the registered voter says not that you're that you're their appointed incumbent.
And so something that doesn't look back that doesn't look good on a ballot designation.
The the documents that we got in that they're are attached they are clearly indicate that they will be considered as duly elected. There's no difference between this process and if they would have run and been elected on November 7th.
All right. We can sure.
Ok. How does that have to. Has it been singled out. I was in therapy so I try and that's unanimous regulations Kerry.
You want to come up and say a few words.
Would you like to come up and say a few words. You knew it. I want seven point three.
That's the same at home but in this case for number two item seven point zero three.
Second item standpoint point three hasn't moved and seconded. Let's have discussion.
Anyone have any vibrations. There hasn't say I I and I abstain not support 0 1 votes OK.
Item standpoint 0 4 that's the same for that 4 board member Tom also the motion to approve appointment of town clerk Tran to the Board of Education for another four years.
Sandpoint 0 4 has a move and seconded there was a second part discussion actually. I really wish you went to the ballot.
I want to see the vote tally what it came in the morning. I
Actually have a list of questions that I sent to you about.
Please I don't. Go ahead.
Cell phones are a fast moving segment and prophesy. I. And I abstain. No. You're still elected and in no case that's 4 0 1. Moving on to Sanford 0 5 fiscal year 2017 2018 the annual national reports auto report measure JF fund financial report and performance audit and measure H fund for national point of performance audit. And this looks like it goes to Jason.
Yes so I want to first start off by apologizing to v GDI I told him that this should be a short board meeting.
As a half the point is never assume the the literature on this particular item.
This is a this is a nice pleasure of mine to be able to put three items in one and in this case we're talking about the financial order for a 17 18 in reference to AGCO for 1 0 2 0 and we're also talking about two measures that have been also audited and also had a performance audit performed by VTB which is required under property 9 and California Constitution. And this is an opportunity for VTB or independent auditors to talk about their process and their findings with the board. So at this point I want to turn over to Joyce Peters from VTB.
Even the trustees the the first one I'm going to present is state the district report the thinks this is a really long for meetings that I would just make it short. I'll just highlight some key points and then if you have questions please feel free to ask me in the report format is very consistent with the prior years. There is a several three portions. One is the MDMA portion and then is basic financial statement F one now to further detail the financial statement after the financial statement and footnote. There is the supplementary informations on supplemental for fit nation. There is a two part. One is the required one which is required to report the old pap liabilities so which you don't have. And then the pension liabilities and then those things. And then there is also have supplementary information which report a lot of schedules that the state required us to report it. For the DNA and a required supplementary information is the responsibility of the districts. We usually don't order them but then we did review it to make sure that information whenever we referred it to the basic financial statements is consistent with the the audited information. So if you don't have time to read through the whole report the MDMA is really a good place for you to actually not just review the coming year information. Also compare to prior years information and then they have a lot of analytical comments on there and other places that is really good for you to take a look at is on page 72 which is a schedule of financial trends and analysis. It shows you three years pass operating. Activities there how much you receive how much you spend and how much actually is your available reserve during the year from the fund that is also show your main stream activity is about your daily average attendance.
One thing is very interesting and very common with a lot of school districts is you have declining enrollment. Every detail the attendance has decreased by almost 9 hungry 8 years over the past two years. And other than that I think the conclusion is summarized in a page eighty seven to do in the school district audit. Are we actually this audit we actually suppress three opinions. One is on your financial statement to make sure your financial statement is presented fairly in a material respect and in accordance with Generally Accepted Accounting Principles for the financial statements that we express and modify opinion which is a clean audit. There is an within proposed any audit adjustments and there is no financial findings. Actually no financial findings for Federal awards. We actually selected major awards different rotated. Alternate years this year we selected child nutrition cluster for the major program and for the major program we actually go. So you were actually internal controls and with each compliance requirements we didn't find any exceptions as well. So it's also a clean opinion. Well this stay award we have a list of the compliance requirement from stay there required us to audit and they rotate sometimes they added in some intake of some and the list of the things we audit as it's actually page 84. There's a list of all the compliance we audited for all those compliance we look at that. We didn't find any exceptions as well. Any questions on is audit.
So just um before we go into questions there is a board protocol that seems a definite going to pass a 10 p.m. timeline.
So if any member can make a motion passed and moved to extend the board meeting past 10:00 p.m..
Okay. Oh okay.
I can finish in three minutes. You can but we can't get too many things.
So there's been a motion to extend for me past 10 p.m. and there's been a second on that's orders therapy so I I know board members do we have questions for Joyce at this point no questions on the finished item I know everything looks good.
Okay next one it's the 2010 major J. This is the result of the election of 2010 that authorized the district to issue 50 millions to do a constructions for the District to modernize the districts of. As of today this. All the authorized issue has been issued and it has also been spent as June 30 2018 or older mail has been spent. So this is the last reports we are going to report for that this year. The last year the district spends six point six a million of this amount we actually tested approximately six point two million. This represents 93 percent of the total expenditure is when we do the financial audit we usually look at the how they recorded and a visa according to accounting principles. Their opinion on this financial statement is to modify opinion which is a clean audit. And in the back and last four pages is the performance audit performance audit. We have to take a further step to actually pour out the invoices and look at what's being done and then compare those. Can compare those services to the bull the bond language to make sure it's complying with the voter's ballot and we didn't find any exceptions as well for 2016 major H this is the result of this 2016 elections. This was authorized for a plasmid I think the authorization is sixty seven million the first SC re has been issuing 16 17 for 25 million of us today. The amount spent is I still have 10 million left in the in the in the year of 17 18 thirteen point six was spent on the construction cost of those cost.
We selected approximately 70 two percent of expenditures and we didn't buy any assumptions so the district actually kept very clean records.
Any questions remembers a job.
I just want to thank you for staying here so late. This is good.
The only part I didn't like was about the decrepit declining enrollment sunk but everything else is fine. You can help us grow. That would be even better.
Just ask Joyce out on behalf of the board. We really appreciate you staying so late.
I mean Jason did lie to you and a mistake.
Sorry but strong words of choice by banks. But Morgan has had no more questions than thank you so much to us for your time. Thank you.
Okay. This is an action item. So we do have to approve this of board members and take a motion any time move to approve items seven point zero five I could shoot at him seven points or five has been moved and seconded. All those in therapy so I try. I ask unanimous moving on to item seven point zero 6 2018 test updates Dr. Norman Martinez Pomona birth date presentation.
So I'm happy to finally share with you the results of our s back assessment.
Apparently the state had all the data embargoed and finally was released in on October 2nd so we as a district had preliminary results and I want you to know that our school principals and our team have looked at that preliminary data and believe me. No school waited to have the results released before they got to work so I just wanted you to know that. So what I'm gonna do this evening is just present a brief very brief overview you have a longer PowerPoint with many slides and I am not going to go through each slide. In fact I will say that towards the end of the deck that you have you have a slide for every school site.
So if you're interested in a particular school I'm not going to go over that slide but it's there for your reference so briefly on the screen is just an overview of the district and I really just want you to look at the top row. Just to again to see our profile as a district as we're where we are in terms of our population at the time the data was pulled our population for English learners was around 39 percent. But I need to say that since then staff have assessed all of our incoming counters and it's more like 44 percent. So we have a high population. Moving on to does somebody have a question.
Yeah I'm looking at it right now.
Okay. So this number changed yes since this deck was created which was a few weeks ago. This is just an overview of just to get a snapshot of where our kids are. And you can see that most of our kids are sitting in the upper grades middle grades. I thought it was interesting that we have fewer kids in seventh grade. I'm not really sure how to explain that. But it's interesting just to see that maybe kids leave the district at that grade I don't know. This is our demographic profile. And again 60 percent Latino 34 percent Asian is most of the kids that we serve. We also I wanted to really look at my my my lens that I carry is always of the English language learners student. And so because of the high number of students that we have that's the lens that I take in looking at our data.
And so this is just a breakdown of the students in our school district. And as I mentioned earlier earlier 44 percent of them are English learner and 53 percent of them are considered English language proficient. And I'm going to talk a little bit more about this in a little while so OK we'll come back to that topic so let's just get down to the results. So this is an overview of the new s back assessment that's been in place now for about three years or four years. And these are the different levels and you can see that we wanted to see we usually school districts put meets and exceeds together. But we really wanted to see where our students kind of sit in the different levels and you can see that there was growth for the kids meeting out not going to say growth actually I'm going to say a change in status in terms of the students meeting and exceeding in English Language Arts in the lot. And since we started that assessment four years ago and some progress also in math since we started the assessment in 2014 15. What I wanted to bring your attention to and I wish I had more time and I'm definitely not going to take the time now because it's late but one of the learnings that we're having as many districts are looking at this data is we tend to look at one year to the next and we call that growth. And as we're learning in the East Side alliance with our neighboring districts is that we really need to be looking at growth based on individual student progress based on their scaled scores.
So we're working with the Eastside alliance to actually come up with a different way to look at our data because just looking at it from year to year you really can't assess how much growth is made there are many students making growth but you can't see that when we present the results. So I just wanted to point that out that today we're looking at a change from one year to the next but it doesn't necessarily mean there was growth because we really need to take into account the scale scores and the fact that the S back is much more rigorous test. Probably the hardest test that we've ever given our students here you can see just a quick snapshot of our subgroups and our comparison to our neighboring district and alum Rock one of the things I just want to say as you look at this slide is that we are having conversations in our division as well as with the principal around assessment because the question we're asking ourselves is are the assessments that we are administering to our kids on a regular basis actually leading us to results on cast and we're looking at rent Renaissance star and asking ourselves is the assessments that we are giving the students every six to eight weeks actually having an impact on what's going on with respect. So that conversation is taking place right now as I mentioned earlier.
I always think about the students that we have and how we look at our data. And so when I saw the 45 percent students who had met or exceeded standard in English Language Arts and the 38 percent in math I asked myself Who are those kids.
I just wanted to know not so much who is not meeting standard because I'm going to assume it's the English learner students and many of our special ed students. But I wanted to know who is actually meeting standard. And I broke it down by language proficiency. And as you can see are reclassified students outperform even our English only students which really says a lot about former Eagles the fact that they have bi literacy skills maybe from home maybe from Saturday's school or maybe just our own school district that provides them with the academic language foundation that they need to succeed. I'm not surprised the 10 the students that you see there the 5 percent in L.A. to me what that says is the students are ready to be reclassified so they scored high enough that they are not eligible for reclassification.
This is a breakdown of our grade levels. We had some nice growth in Grade 5 and some growth in English Language Arts. Not growth sorry change in grade 4. We have been implementing early guided reading in the early grades and we have started with C KLA which is on a curriculum in grades 4 and 5. Teachers have been receiving a lot of training and coaching support in those areas. We still remain committed to providing professional development to our teachers and providing them support through coaching and our guided literacy. We hope that in a few years we'll be able to see that are the benefits of what we're doing in k 1 2 and hopefully it'll show up in our CAS results. So what I'd like to do next is just quickly share with you. School data again very briefly you have it in front of you the way the schools are organized in cohorts. We call them cohorts or groups group school like groups is we'd like to look at the meet and they share best practices and they learn from each other so these are our middle schools. And I again. Added the demographic data because I think that it's unfair to really compare one school to the other without understanding who is sitting in those seats. So obviously you see that bridges has the largest number of English learners which then I see that 36 percent of them met or exceeded grade level standards. So CCAR with only 9 percent 79 percent.
So it kind of explains itself that the more e-mails that you have which makes a lot of sense because if they weren't ESL they'd be on grade level and there they are at Yale so they haven't met reclassification criteria. So for me personally and professionally it always bothers me when people say oh these these e-mails are not you know they're they're just lagging behind. If they weren't e-mail they would be hung grade level so what is our goal our goal is to help those English learners to meet the criteria that so they can be reclassified which means that we need to help them with their language skills. It seems simple but sometimes it's not often understood. Please feel free to interject with questions because I'm going rather quickly through this presentation. The next set of schools is k 8. Again looking at the demographic makeup of the schools in the green shaded boxes are just show where there was some improvement for those schools. Let me look quickly at my notes and see if there's anything I'm missing.
Shirakawa is our highest performing school among this group in terms of the scores but you can see that the scores are pretty flat. And I need to say that in talking with other school districts and even looking at the statewide results the scores are flat. I've seen the state results showing a difference of maybe one to two percentage points.
These are sealed schools. I hope you've had opportunities to go see seal in action. It's pretty amazing at the language that students are producing in those classrooms. Obviously these are the schools with the highest number of English language learners. And again the aspect being as rigorous as it is doesn't really reflect really the learning that's taking place in those classrooms. But there was some growth there was some change for some of those sites and these are our case six schools.
Meadows has done a really nice job of really looking at data and the principal there really identifying areas of growth for her cheek for her teachers and so you can see here that since they started giving the s back four years ago they had a say you know almost 10 points of growth. So that's definitely a school that other principals are learning from.
Just remember Omar has one question at this point do you actually.
So when did things you just mentioned. We started doing this test back in four years ago when 2014. Mm hmm. And before that was what was a GST. The California Standards Test see Estee and so.
Oh man sorry. President among others.
Okay so I was reserved my comments for time.
Well if you remember you can ask me later. That was the question.
So what the one slide that I really wanted to share with you is this is my own thinking and I'm calling it strategic education. So I'm working in a district with a high number of English language learners and even students who speak English are probably come from multilingual homes. They're probably initially fluent proficient kids. They may even be students that are identified as English only. And in some cases these families choose to identify their families as such. But I know that we are working in a very rich diverse linguistically diverse community. So for me it makes sense to look at the data based on that lens of language. So for me I took the percentages of all of our students who took the essay back. And on this screen. I look at the top of all the students that are English proficient. That was that 42 percent of the students who met standards in English Language Arts and then I remember I told you that 3 percent should probably reclassified. So what's the goal for those students if we know who they are sitting in our classrooms. We need to maintain them where they are. We don't want them to drop. Right. So one goal is to meet the meet and exceed and also reduce the number of students that are in those lower levels.
But if I look at the bottom of the students who did not meet standard they're at the lowest level on this essay back. Twenty one percent of those students are ill. No surprise. But what do we need to do with those students. Is it to try to teach them how to read. Yes but they can't read what they don't understand. So the focus for those students really needs to be a rich and rich and robust English Language Development Program. Really the focus for them is no matter how much guided reading you do with those students they cannot access literacy if they don't understand what they're reading and if they don't can't make sense of the letters sounds that are being presented. So we really need to look at a focusing on language then literacy for that 21 percent any students that are not meeting standard that are that low on our ass back. These students probably can't read. So they need reading intervention. So if we can if we can identify the students in our district who are not who are far below grade level we need to look at the student differently than we need to look at the English proficient student. It's possible that English proficient students still needs language development. It's possible but probably they need more than anything is reading this is just my hunch based on what I know about language development for the students in the middle that are nearly Matt for the E L the 8 percent students in our district who took the ASP back.
We need to continue to provide them E.L. D. But we also now need to really teach them how to read quickly because if they've got lots of language then that they'll pick up the literacy quickly and I heard one of you say the student knows how to read or write in their primary language. They usually can read quickly in the second language and we find that with a lot of our newcomer kids they tend to do very well and they learn the language very quickly and they usually can catch up an English reading. But for English proficient kids where language really shouldn't be an issue again those students probably could benefit from literacy support during the language arts period. So I share this with you because for me I think it's important that we help our schools that I help our schools to look not just at Oh look at all the kids that are far below grade level but let's really distinguish them by one language and ell pack level and I'm really hoping that in the future I can come back and share the ell pack results and earn our classification criteria but also literacy levels. We can't really lump all our kids together.
So I just wanted to share that's my theory of action and that's where I'd like to go in the district with this piece in terms of helping our students.
This is our last slide.
Yes I was going to ask you later on. I'm going to vote on some some action items. One of them deals with Kate can sell us so that that ties into this presentation you're doing.
Yes. Kate Kinsella is a consultant that the district has had a contract with for a number of years I think you've probably heard English 3 The an academic vocabulary tool kit which I think are two programs that help students. The students that they primarily help are the students in that metal band because Kate can sell us work is really only and she will admit it her self it's not for the newcomer student it's not for the student that's an pack emerging level or what used to be known as salt level one. So one of my charges in working with our director Karen is to identify an EOD program for those beginning level kids because right now we don't have one. But what we do have is very committed teachers that are delivering LDA instruction using all their training and materials that they have adapted to meet the needs of those students. I am very proud that Franklin McKinley does offer E L D. Every school offers Zelda and every school group Springfield yielding instruction and I need to tell you with all my years in the profession I've never come to a district where that's already happening so I feel like we were off to a good start.
So this this is my last slide and so I just wanted to share with you because it's one thing to stand up here and give you numbers but then the question is Well what are you going to do about it right. So for me I have three things that I've been thinking about. One is the focus has to be on teaching our students aren't going to achieve unless we have quality instruction going on in the classroom. We've been talking a lot about intervention but we really need to talk about first instruction that's in the classroom that's relevant meaningful and rigorous. The other one you know we've been training teachers a lot but we need to evaluate what's going on with that training is it really being fully implemented. Are the teachers failing value in it. Is the coaching working. And so that's what I mean by evaluation based on what the kids needs are not based on what the adults think in the system it's really got to be aligned to the student needs and that's why my previous slide is so important for me. The other one is to really get better at data. We have a lot of data systems we have illuminate we have Red Star. We have many different systems but we need to figure out which one works best. And if Red Star isn't giving us the tools that we need in order for teachers to plan then we need to find something else. And so that's why I wrote here a deeper dive. We've got a really deep dig deep and figure out what is really going to help teachers to plan.
And then I have a root cause analysis because we sometimes in education we see data and then we come up with a solution but we don't take the time to actually figure out why we have the results that we have. So we need to help our site principals to be able to conduct root cause analysis with their stick with their teams so they can get really unravel what's going on with their with their students. And lastly it's about leadership. We just finished with it last week our principal chats. So if all 16 principals came and sat before district leadership we were all there Paula was there. I mean as many of our district leaders were there and we heard every principal share their data and their actions for what they were going to do this year. And then we're going to have another one in the spring which I think is something that the district's been doing for a number of years. But for me it's about leadership. So how does the leader show up in terms of what they're talking about how what's the sense of urgency. Have they identified best practices and then they get to sit with the other colleagues in those groups and they're actually learning from each other. So it's actually a very good process. But again for me it's deepening that work so that we're not just it's not just something we're doing for the sake of doing but it's actually going to render results.
Again lastly we are the recipients of a grant. The multitude systems of support grant with the county office of education and I believe that if we as a district and we're only in the planning year really embrace that process that we can tend to our students both academically and social emotionally. And I believe that that system can actually help us to put coherence in our districts so that all the different initiatives that are taking place in our district makes sense for us and give us the results that we need.
How much how much time did I take. Well and with that I am.
I've completed my report and I welcome any questions you may have a board members have any questions.
Really just a quick comment. I'm going to call you Norma. Yeah.
I thought this is through all the years I've been on the board and seen all of our test scores. This was absolutely the best interpretation of the scores because I too had had mentioned I had heard board members that say well why did this go down why this go up.
But that's not the way to interpret those scores decreasing or improving as a measure of achievement which unfortunately some of our charter schools do that. You did a great job of not only analyzing and interpreting the data but also I can appreciate your understanding of our student population and their and their lifestyles at home.
So I think that plays a big role in US developing a strategy of what to do in the future and selecting programs that might help those students in the future in their strategic education slide is huge.
I mean I would make a poster of that and hanging on your wall or frame it because it k it shares a lot of information on where we can be going in the next year.
Is it possible to show this. Share this with the parents. Maybe the superintendents advisory council meeting. Yes. I think the parents would benefit from this tremendously knowing that knowing that our scores are not just looking at numbers get an A minus an a plus but also look at what they mean but I think that would be great to show that our parents as well.
Thank you for the great presentation.
So thank you very much Norma for that. Rudy is is completely correct.
This is a the best graph that I've seen coming with when it comes to toward our test scores and our performance I differ a little bit from a little bit from from Rudy.
I get it. I think it's it's I think we see our improvement and we are improving. And we have everyone's made sure that we improve in this in the school district but when I ran I ran four years ago. I think it was important when I was out knocking in the McKinley Sante Posada Wallace and Kennedy area that our schools are going to get better and they are and they will continue to get better.
However we've seen these scores also tells me that we cannot keep up.
We cannot keep our eyes off the off the mark.
It's its parents and children and Santi and Lozada Wallace and Kennedy and Mickey and McKinley also need and deserve a great quality education.
And I know our teachers are trying our best and so as support staff but and this also falls I should say falls on you. But you know we said we selected you for a reason and that reason is because you look and act and speak like 60 percent of our of our district does. And so in the past to parents meetings that we've had you've been able to get out information where George and I can you know every single meeting was about public safety and public safety and traffic.
And I've always because we shouldn't be telling our parents what to say. I've always told them. What happens out of our school is extremely important. But the cop on the corner. I'm sorry. We don't have jurisdiction over them. We don't have jurisdiction over traffic unfortunately I know that's important really. But once they cross that street on the other side. It's not our it's not our issue. And so the the past parents meetings you've been able to get that information. And I'm very glad that that carrier is joining the board because we have an additional board member who who speaks Spanish really should learn Spanish. And so I think that's what's important. And so I you know I'm I'm I'm gonna be leaving this board but I feel confident that I'm able to walk out of these doors and say that we are trying our best. And I know we are.
So thank you Jorge.
Thank you. That's very very good. I think with our kids we don't have the luxury of more time with them. You know we have a short kindergarten to the eighth grade. Once they leave us in the eighth grade. They leave us with whatever skills we were able to go ahead and instill in them during that period of time.
I think we're headed in the definitely in the right direction.
You know it be good to do is maybe take a look at our kids who are leaving us you know in the eighth grade and take a look or we ended up with them you know. So we have all these programs you know that we have in place for our kids and especially our e l e l l kids in kind of take a look at how well we did as they leave us. You know you're working in that whole area. You know in any of it there's gaps in there which you know we know there probably might be. And what are we doing to go ahead and go back to that other group and make sure that we have taken care of those gaps. And so anyway. But but you know this is this is something that will continue to work on you know you to definitely spearhead the effort to make sure our kids are are where they should be by time to leave us and say something.
I was just going to say that one of the things that as part of the alliance that we're doing around data which is you know and you know Norma mentioned that you know it's important for us to collect the data really analyze and dive deep into it to try and get to the root cause analysis and also to look at patterns and areas that we're doing well in areas where we need to to improve. And so one of the things that we're doing with a set Alliance actually is backward mapping students that have already graduated from high school in our college and backward mapping those students back to the k 8 districts and then further in terms of schools. So that potentially we can see some some patterns of success so that we can capitalize on those further but also where the gaps are. And so that's work that we're doing as part of this at alliance with with the data system core. And so we will we're looking we're looking forward to being able to look at the data and see what it tells us.
Just one last thing in this area. You know what concerns me is a number of kids who have been here since kindergarten though that's what concerns me.
And we have you know we used to have a lot more expulsions in olden times in those. Maybe not surprised by by the kids who were ESL kids when they came kindergartners you know and then and then they're here. Here they are in the seventh and eighth grade still in the E. You know EOD class and I Oh my God what did we fail them right. Because all the way you know they started all classes in kindergarten. There really should be you know should have been reclassified or whatever and been in an English proficient by the time there were at least in the middle school grades. But anyway just now that you make a comment with you migrating and want to make it quick.
Thank you so much. This was really helpful and informative and I really appreciated the way that you organized the data to hit several different subgroups to organize information and be able to identify where some of the areas that we can definitely continue to work on. And I appreciate it. Remember Sanchez's comments specifically about our long term English language learners. I think that's an area that we can continue to take a look at and I hope at a at a future meeting perhaps when you're going over a potential reclassification criteria and other components where we can look at truly how can we better support those groups of students. Thank you.
I look forward to that because we will need to come back with reclassification based on the new El pack. I mean we could talk about English learners a lot. That's my passion.
And that those are the students that we have on our school so thank you.
I mean I really appreciate the effort that's put into this presentation. I do echo what every board member has said. I mean this is by far the easiest comprehensive presentation we've seen on the students achievements.
I would like to emphasize a little bit more on the given strategy. I want us to get to a point where we can accurately depict the students success. I just want the numbers to be as accurate as possible because I'll give us a better understanding of and less of a shock value when the test scores come out again in 2018 2019. That yes we did improve and yes we did forecast this based on these metrics that we based on the metrics that we stated in all these programs that we put forth on our kids. Do you think in the future we can get to that level where we can actually forecast. The success of our students.
So I'm glad you asked that. So one is that's the reason why I'm concerned about or why I would like to dig deeper on looking at our current. Interim assessments because we are assessments right now cannot predict how we're going to do on the s back. And when we were doing 60 years ago many districts could predict based on how well their students were doing with those interim assessments. So we need to look at that. I also want to add that are. Our connection with the Eastside alliance I think is a really positive one because I'm learning so much about the growth model and I really would like to I'm just going to express a vision of mine. Look at a different way at looking at test scores because going year to year doesn't really tell the story that we need to tackle and that we need to be looking at. So I'd be interested in coming back with a growth model or some kind of a different way of reporting arm progress because I do believe our kids are doing better it's just not reflected here and I'm not just saying that because I work here I'm saying it cause I truly believe that what I've seen in classrooms is just not reflected in our test scores and I believe when you come up with that you win a Nobel Prize.
And I also want to add me Mona that there is a presentation on special education and and Dr. Gover and we'll be talking about that data in her presentation.
Thank you so much. Thank you.
And happy birthday okay.
Moving on to item seven point zero seven thank McKinley School District special education department update and thank you so much Miriam for staying here this late.
Thank you for the opportunity to be able to present to the board an overview of the special education I got. Can you hear me. Well just a little bit closer to closing. So yeah I just wanted to talk a little bit about just the general operation of the special education some of the programs we are offering and some of the terminology and how we get to develop a program.
Am I supposed to tease something here.
I say kind of you know this is the one tapped the laptop.
Okay you can do this. This is the area. This this one. OK. Thank you. Sorry. You did a quick tech I'm still a raft.
So. So anyway Special Education kind of a little operation. We have to program specialist that overview day special education program. Among the 16 schools the schools are divided to eight for each. In addition they do take care of our students who are right now receiving services at the county programs and non-public schools. And we have a behavior intervention manager oversees that day functional behavior assessment and develops behavior intervention plan for students and works with our support staff that they are identify as behavior intervention therapist and paraprofessionals. We have one occupational therapist who basically provides occupational therapy services to all our students who are in special education and are under five or four and we have a teacher on a special assignment that she wears many many many hats and this kind of like falls after Dr. Martinez Palmer to be a little formal kind of presentation about where our students are. And as you can tell this information from 2017 18. So we had eight hundred eighty one students with special needs from those students 45 percent of them were English language learner which is really aligned with the 45 percent district life for our all our students.
And from the students who are you know identify a student with a special needs 21 percent 25 percent of them are Asian and 6 6 person of Latinos overall in 2017 18 9 percent of our population were identified as the students with special needs.
This slide goes a little bit deeper on disabilities and grade level. You look at look at this one and you compare with the next one coming four four to eight. You see that majority for younger students are identified under a speech and language impairment.
When you go to the next a slight majority of them may 4th through 8th grade gave a fall under a specific learning disability which covers dyslexia dyscalculia and kind of like processing issues reading disability basically so based on kind of the disability the students each disability brings lots of needs the students.
So the assessment will tell us what those needs are as a result of needs we develop goals and services then we determine where the least restrictive environment for the student is. In other words where does the student is going to receive services. So that's the least restrictive environment. So we have every students in general education and our goal is we want all our students to be in general education but sometimes it is not possible because of the needs and the disability. So we start with general education. We want our student to be fully included in full inclusion and comes I mean some related services like a speech and then you add RSP service says RSP pushing and pulling and pushing and basically the RSP teacher will go to the classroom. It's almost like the CO teaching models and our pull out and it comes all the way it gets to the point that if the students needs are so intense that we cannot really meet it with all these related services maybe we need to have a self-contained classrooms special day class and then some of them and they are special day classes divided too categorical and non categorical category called basically the needs is so great that that ratio of a student to teacher is lower than non categorical and then it gets to the point if we cannot I mean the needs is really really intense then we mean really seek to help off our partners with the county or nonpublic school.
And sometimes you know they ended up in a residential there as I mentioned that the CO teaching model is something that because we believe that our students do you know they have the least restrictive environment in general education. We really believe in including all our students. And right now what do we do at pre-school level and primary grade. We encourage the CO teaching means that we have one special education one general education teacher and support services peer educator or behavior into interventions in the classroom. The classroom is still has like 22 students all together that may be like about one third of them are students with IEP that day those are students they were not going to call teaching program they would probably end up in self-contained classroom.
The programs we offer I'm sorry this I try to really condense them all. It is a variety of programs to develop the programs based on our student needs. In general we say we have categorical and non categorical but within those categorical we have programs that really really intense. We are called program called paps. That's positive behavior emotional support for a student that they need that support. We have programs called Life Skills for the students that they cognitively are at the level that they really do not think they can really catch up with the academic demand but you want to teach them the lifecycle the understanding of like you know crossing the street knowing that you know what kind of food they want you know the things that they can prepare and most of our students they fall under either non categorical or categorical programs that within all our 16 schools going back to what Dr. Martinez Palmer just introduced to us about this student with special needs and our spark result from the last four years we just went a little bit deeper to to compare. If you look at that look at the positive one for the last four years our student with special needs the change has been on the positive side they exceed it they met the nearly met in both English language and math.
Yes in some areas it gets a little bit lower but in overall they are progressing and that means that our teachers are really using all the strategies all the things they are learning for the students to benefit from it and they are showing progress also for RTL students not only we we follow the district process for reclassification but in addition to all the criteria we have to follow. We have one more step because this the students they have IEP through the process of IEP and we use alternative assessments. That's what we use. If El Cap or s cells. That was the old name. They can really meet those criteria. You can we can give them the alternative to test the board games and then with the process of IEP if this student has receiving instruction for like six years seven years in English and it is the disability and you really need to determine that as a team it is the disability that is contributing factor to student not acquiring language. It is not because of lack of instruction or not having a L.D. program because they all have the program as general education. And last year we had 46 a student with a special needs that they were reclassified.
So what are our goals for 2018. Our priority is always always always always compliance. So we want to our inclusion mainstreaming is our focus. We want to expand that curriculum materials. That's why we really work very closely with curriculum and instruction department. And another thing that another goal we have the parent engagement I met with parents four times a year in a group. Listen to them and get information from them based on that. Then I will tell you like you know how the committees we have we bring does information in order to develop programs. We have offers no program. Our professional development. One of the very successful one this year ata Gillingham it is in multisensory approaches to teaching the student reading and writing serve especially students with auditory processing and visual processing deficit. We have provided them legal. Updates on our new rules and laws in the special education space IEP writing and the use of our CERT to self for. Coaching and mentoring as an ongoing process for our teacher. And also compliance with the state and federal laws as always. You know our number one goals and we have had some recommendation to site principles to help them to smooth the process at their sites. So how we deal with the committees and job alikes I meet with a lot of groups of people with different jobs.
And but the two groups that we work very closely the Special Education District Advisory Committee that's the Web and I show you how it works and then curriculum and committee job alike and parent meetings. So the abbreviation for the Special Education District Advisory Committee is see that it's a committee that is an advisory committee. So we gathered kind of like every other month it comes to it and we talk about how we can maximize our capacity to support our students. The goal is what can we do for our students basically. So often time I bring up this suggestion that or ideas or concerns from parents meaning to the committee we discuss that and then the committee will kind of like the members of the committee some. Kind of representative of every job. And also parents are classified staff as well. So we are on if you can see that we I take that one I give it presented to the members of the C DAC we discuss that we come up with some solution. I take it to Ed services which in that case is normal normal will take it to the superintendents cabinet. They will decide on that comes back to me I would take back and that's how we develop programs or develop policies that is appropriate for our students at the the curriculum committee has been a success because we really want our students with special needs especially the one that they are in self-contained classes they have access to the same rigorous material as our students in general education.
So we have created a lot. We align our curriculum and our Tulsa helps our teacher how to modify so the students learn the same thing but in a different ways. We are not really short falling them from accessing the same education committees based members are as the teachers and the special education on us and the curriculum and instruction director. So I am not a member of that committee so I don't influence sides. I communicate with people as I said I meet with a lot of people all the time with our psychologist's monthly a speech and language pathologist a resource especially as special day class behavior intervention therapies and peer educator and Adam quarterly three times a year. I met with the entire staff and we discuss again about what is happening what our goals are what the next steps and things like that that are already talking about the parent meeting and workshop.
Those are the dates we already met in September. Next one is on January 30 first and then March and May we will meet for more meetings a professional development is ongoing and we provide. We just had a professional development assessment and scoring. We have provided again more professional development and we will follow up with more on behavior management fine and gross motor activities curriculum in collaboration with CNI. We meet with the same group of teachers general education teacher coach teaching legal training writing IEP essays and gave the multisensory approaches to reading and writing. Arthur Gilliam How do I communicate with people with all the meetings I'm attending. I go to school sites visit teachers principals students ongoing email one hundred and fifty athletes a day. I would write a special education weekly publication every Friday afternoon. We develop the special education handbooks as an internal communication. The monthly meeting that I discuss and also called quarterly meeting with all the special education people so far what we should celebrate what is our success as we think the collaboration with CNI and meaning job alike an expansion of inclusion has been really successful. We are really very proud of those are we done now. Do we have room for improvement. Yes a lot. So hiring and retaining high qualified staff. We always look for that. Always we want to meet the legal requirement. We always won in that area. We want to improve our quality of instruction effective eyepiece. And I also always look for funding and resources.
People ask me why I do this job and this is what I tell the I believe and this is really what I really believe.
Exception Naledi is a gift and it is my mission to promote encourage and allow students with special needs to grow to their full potential and become independent and productive members of the society.
That's where we are. Thank you Miriam. Our presentation and I will allow my staff questions at this time. I know it's coming out now four members may experience some fatigue and I wish we did have this more time allocated to this presentation because special education is one of the most important factors of our district. But I would like to remind board members that if we don't pass the right questions now at this point we can always email Miriam to get better clarification of what we need answered. So at this time who has any questions for Miriam
Maybe if it's okay. May we deferred to May monies. It was at her request that we brought this this forward and so yes I mean.
I thank you for the presentation.
I think there is a lot of great things that are highlighted here and that is that we can continue to support specifically our students with special needs. And I hope that the board will continue this conversation particularly with the resolution that I'll be bringing forward next board meeting specifically around special education and kind of looking at now that we've kind of had an overview of some of the terminology and the context of the both successes and opportunities within special education that we can perhaps look at how to specifically support these areas to pieces in regards to the
The specific success with the coach teaching model. One of the areas within that that I would like for us to continue looking at is as we do expand this co teaching model what are the transitional supports we're providing to students within the different you know placement service options so within a special day class or a separate placement option to moving to the CO teaching inclusion. What are some trends additional transitional supports we can continue to brainstorm about and consider and support better supporting students.
That's great. Thank you. Thank you
Good night. Thank you. Well this just one board member.
I get it I get on board members do we have any further questions from.
Maria how many kids do we have. P.S. right now.
Right now there are 13 13 kids.
Ok all right. That's my question. Thank you.
And Norma. So. Four years ago when I jumped on this board
I jumped on this got elected to the board a special education needed that needed a little bit more loving and tender care. And when we brought in one because we've had it we had issues with our special education department. And I'm not going to blame the prior superintendent but we just had issues. And so we brought in one and that was one of his main responsibilities is to make sure that our special education department was. Serving. Their students and serving our community. And like I told Kip. It's not perfect
But I know that we're making progress. And I really want to think trustee Ramona. Because. Her
Are asking for this presentation. It's very important for many reasons but also Sheikh showcases the work that this district has done for the past three or four years. And like I said it's not perfect but it's getting better. And just. Seeing this presentation somehow we've all become experts on presentations because before sometimes I'd be like Wait wait what's going on there. Like why is this there and why is this there and so I know presentations don't capture. The human nature or the human story. But it makes. It a lot better for us when we make decisions. You know when we when I leave a board room and I say I don't think that was the best. Maybe I'll just ask the superintendent. Lately I've been living like wow this is we're making progress is a lot better. You know I'm not a naysayer. And so that's what's important.
Thank you just less than 30 seconds.
Thank you for the presentation. You did great work on this.
Not because it looks nice but because it helped me understand more about what is involved with special education and the students the teachers and all of the stakeholders involved with that. And I asked I want to thank trustee Sahlberg for asking her to do this presentation because or at least the first term of my board I was more involved with the litigation side of it. And how do we reduce that because of our errors. But I think since you come aboard we've really made a difference. And I. I appreciate your thought process on helping us meet your mission because I think that's going to help us as a school district with those students.
Mary thank you for the presentation. I mean I you see the positive effects you bring this past year when you got hired. I mean this I know Rudy and George Obama is here to solve all the litigation cases came to a special occasion that really raised.
We saw and I bet they can speak to this. Is that a decrease in that when you came on board at least two pieces in costs. The thing that I'm a little bit attentive to now is that I see that we are stopping the bleeding a little bit but at the same time it's there
Something we can do to become a model for special education students. I mean is there some way we can become
Modest school district that other school board or other school districts look up to and then we're the ones that impact what changes needs to happen in order for successful students. Is that something you are now more attentive to or have you always been to that would be that that's a dream come true really.
I really would love to see that. That's what I believe in what I believe for the students they're working towards.
And I'm hoping that it will happen soon.
Right. It all comes down to the data again. I mean just having a data point of where we can reference I mean I think it's the first presentation we had about the special education update next year I expect to see the numbers again. And then just to see the numbers improve at the same time what I said is enormous the same thing I would say to you is I want to see this forecast correctly classified each student classified. Accurately not over classified unclassified and then everything comes into compliance as well. Thank you for the presentation I know it's late. So thank you. Thank you so much for staying so late with us.
So if I could just say two more questions I must suggest to to put in terms of context and remember sunburn and I have talked about this extensively in regards to you know our mission is not to just be compliant you know certainly we want to be compliant because then at least we know we're meeting the letter of the law and what students have in their eyepiece but really then looking at how we provide a quality education and that we were not just you know content with making sure that we're we're we're compliant but you know the things that you know some of the things that Miriam just just talked about you know are our attempts to do that in regards to our professional development ensuring that our special education teachers as students have access to the core curriculum so all those things are in the effort to not just be compliant and be innovative. I mean I believe our core teaching inclusion can be that it's not there yet and there's a lot of work that needs to be done but we're certainly taking the right steps to making sure that our students with special needs are receiving the attention that they need. In November we will be bringing a resolution that sort of puts a stake on the ground that says that this is what this board believes we need to do that as a district that this is what we believe for special education students and that we will continue to put a plan forward in achieving that. So I want to thank.
Remember after burden for for that sort of commitment that we need to not just talk about it but certainly put some plans together to be able to then monitor our progress. And then finally in December we will bring as part of our overall budget also a discussion around the revenues and the cost associated with special education we did it on purpose not to include it with theirs because I think it's always important to talk about the needs of students and not think about the cost. Certainly we need to talk about the cost of one point but that they're not you know that they're not tied together and that we're not thinking about the dollar first and then the needs of the student because I think it's also important for us to do to dig deep in terms of what the costs are and be transparent with the community in regards to how all that is is comes into play because a lot of times we we talk about encroachment but not understanding the reasons why that is the case. And so that will be coming back to the board in December. So just wanted to kind of put that in context of what you saw today is not a final discussion that you know as a district and as a board you will be engaged in and certainly you know a short vacation like AOL is one of our significant subgroups that we have to be paying close attention so that we're meeting the needs of our students.
Thanks for that one.
I'm really excited to see the resolution come through for November and at the same time I want to emphasize that once we have the resolution in place and then by the board can we make sure that that is communicate across our schools in the southern district and not just our schools but our charter schools as well because this is it we're sticking to.
I mean this is something that we want to make sure that the entire community because that's one of the things that we talked about was a resolution sort of helps the community hold us accountable as well because we are saying that this is what as a district as a board where you're setting for in terms of the mission and in the steps that if a parent is in an IEP or having a discussion at a school that says wait a minute it's not in alignment with what the resolution and what the board believe. So we intend to make sure that the entire community knows about that resolution and understands that it holds us accountable for that.
And it's really quick know the county Office of Education having an extensive workshops on that including collaborative do we have any teachers go into that. Okay.
So and they all register take out great. That was my question. Thank you. Yes. So with the blessing of the board and everyone else in the cabinet I have one of these golf. Thank you Miriam. Again board members this is an action item. I'm sorry that having that representation of Sir to the point where I am losing it.
Moving on to item number eight concerning items under 25000 members of the public may address the board I can say as for the ports consideration other individual marks are the items in accordance with more by last night to three individual marks will be limited to three minutes each unless otherwise stipulated. Is there anyone oriented I speak at this time saying no take a motion for this appointment does anyone have any issues with it. Let me know now that we have to prove concerning items eight point zero one to a point one type and a point zero one to one point five has been witnessing and I was very pleased that I I guess I can say I was I mean nine over 25000 members. Have to approve items nine point zero 1 0 9. Second that I was deposited I want the numbers there and I haven't moved and seconded all those in favor of this I I I and that's unanimous moving on to item ten construction items remembers quick question. I'm on the
Restroom and renovation item ten point zero six. Was there a specific reason that that was.
Cost was more.
So there were some some minor things that were not part seen initially even though the the grand from the first buy was in excess of 200000 when the bid came in. It was believed that it could be done for two hundred and so there's a change order later on in the in the agenda. That explains that that that difference. I think it's
Ten point nine.
That's the gender I'm not gonna move that's action that was anything like that.
I'll take a motion because I'm 10 I mean yeah I tend to switch items at any time.
To be it loyalty to item 10 0 3 10 point.
Second an item 10 points or a one to ten point one two has been moved and seconded orders and four please. Hi. Hi. I know we're going to have an action items at that point there are one person to report Vice President Harris
Now personnel report will report that he's packed up and ready to go.
I'm sorry I went to a fruit move as a personnel report bureau. And the employee for the following floor be approved round the keynote at
The resignation for the following employee be approved Gloria Lopez is actually in the National Spelling they're second in line for 0 1 has with the second and almost invariably say I I I that's unanimous moving on to item eleven point zero to set time twenty five twenty eighteen board meeting minutes per members it takes only seconds to review this and I think a motion any time approve 11th right there are two seconds thank you.
Item eleven hasn't moved in second and third place.
I know tough communications for Superintendent supertankers given given the late Ali will do one thing and just remind the board that tomorrow at one o'clock at the Mexican Heritage Plaza we will have the official kickoff of the Universal Access Initiative pilot between Franken McKinley and alum rock and the county so that'll be our official kickoff. And so if you're available we will be speaking both at home rock and famously will be speaking alongside with. Supervisor Ken Yegor to kick off this. The funding is already here and we're hiring. We already hired our staff in the county is hiring their staff as part of this pilot and we're meeting tomorrow to make sure that the data systems are talking to each other and we're able to provide metrics that are measurable so that we can obviously measure the success of the program. Yes with an increase of 13 communications from Board of Education's education that one board member reports that
Yeah. Yeah I know. We'll start off with
Attended some events but everything's going great in that I mean the events that I attended at all were great.
There was a Moon Festival George I just visited KIPP heritage that I mentioned earlier and made my comments about that school. I mentioned the inclusion collaborative because they asked me to evaluate the program they wanted to get a
Csb a golden bell awards.
So anyways so they asked me to do the evaluation of that program so I went over and sat down with the people.
And anyway so that's why I asked Mary if we were sending any people over there tomorrow because it just seems like a great great program. You know everything's on video too if you miss it. It's there you know like that. But at home they signed me up for it to go tomorrow somewhere and go tomorrow in the morning for a while and hang out and see what's going on anyway. And then I went to see Al SBA conference with with one very very good very informative a lot of words to go with thought. But I do have a book here on the branch that anybody wants. Brown brother you were the one who can give it to a board member that might want to rap over that and then we had the school board the
California school board dinner last last Wednesday I went with my mom and I went to there and I was very very good. It was individual that gave my mind who does a lot of things with parent engagement in at risk youth and how the names I give it to one in we want to do something in that area. Yeah there are hundreds and hundreds there. Gary Morris lives.
But but he sent me. He sent me a little response to an email anyway so I'll get it to one extra step other than to report will guarantee Rudy's visit.
Keep also in. And also a moment in I attended the FEMA their annual happy hour I guess. Stanley's Yeah so and now it's nice to network with the teachers and I'd like to thank Scott he's not here now because he obviously by now but I like to thank him for the invitation to and I have no reports.
So moving on to item thirteen point zero two agenda item requests for members. You can see that update information that I have dates there's any more urgent request please make them not.
We'll move on future business.
We have nothing there between future dates but members can be themselves I mean the board which involved the day in time will be determined. We're still just trying to find a day that will work with our new board members. So with the opening a national that we should do so we have no reason to go back into closed session and
Now we're at the final point of the meeting adjournment.
Second thank you. The gentleman hasn't moved and seconded others and virtually say I I I. I. Know. Many of the.
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