Sep 18, 2024 County Board of Education

[00:00:02]

GOOD EVENING.

[B. Livestream the Board Meeting: https://tinyurl.com/sccboardmeeting]

I WOULD LIKE TO CALL TO ORDER THIS REGULAR MEETING.

NUMBER 2448 OF THE SANTA CLARA COUNTY BOARD OF EDUCATION.

TODAY IS WEDNESDAY, SEPTEMBER 18TH, AND THE TIME IS 5 P.M.

I AM MAIMONA OF BERTA, PRESIDENT OF THE SANTA CLARA COUNTY BOARD OF EDUCATION, AND I WILL PRESIDE OVER THIS MEETING.

OUR STUDENT BOARD MEMBER PARTICIPATES VIA TELECONFERENCE AND THEY ARE AUTOMATICALLY EXCUSED AT 8 P.M.

SHOULD OUR MEETING EXTEND BEYOND THAT TIME.

PREFERENTIAL VOTING BY THE STUDENT BOARD MEMBER IS AUTHORIZED BY EDUCATION CODE SECTION 1000.

STUDENT BOARD MEMBERS MAY EXERCISE PREFERENTIAL VOTING RIGHTS BY STATING THEIR OPINION AND OR POSITION ON AN ACTION ITEM, WHICH WILL BE RECORDED IN THE MINUTES BEFORE THE SCCOE VOTES ON THE ITEM.

STUDENT BOARD MEMBER DE LA ROSA AGUILAR WILL NOW LEAD US IN THE PLEDGE OF ALLEGIANCE.

[A. Pledge of Allegiance]

STUDENT BOARD MEMBER DE LA ROSA AGUILERA.

PLEASE BEGIN WHEN YOU ARE READY.

ALLEGIANCE].

THANK YOU.

STUDENT BOARD MEMBER DE LA ROSA AGUILERA, WILL YOU PLEASE PRESENT OUR LAND ACKNOWLEDGMENT.

[C. Land Acknowledgement]

WE ARE CURRENTLY IN A OHLONE TERRITORY.

SANTA CLARA COUNTY IS A HOMELAND OF THE MUWEKMA OHLONE PEOPLE.

TODAY, INDIGENOUS PEOPLE CONTINUE TO PROTECT THE LAND.

IT IS IMPORTANT TO RECOGNIZE INDIGENOUS CULTURES WITHIN OUR COMMUNITIES AND REMEMBER THAT WE ALL GATHER TO LIVE, LEARN AND WORK ON THE TRADITIONAL LANDS OF INDIGENOUS PEOPLE.

THANK YOU. STUDENT BOARD MEMBER DE LA ROSA AGUILERA.

TRUSTEE SREEKRISHNAN WILL BE TELECOMMUTING FOR THE FIRST PART OF TONIGHT'S MEETING, AND THUS WE WILL BE CONDUCTING A VERBAL ROLL CALL UNTIL SHE JOINS US IN PERSON.

DOCTOR DEWAN, WOULD YOU PLEASE CONDUCT THE VERBAL ROLL CALL?

[D. Roll Call (Including Action on Absences if Necessary)]

WHEN I CALL YOUR NAME, PLEASE LET ME KNOW IF YOU ARE PRESENT.

THANK YOU.

WE WILL NOW MOVE TO SETTING THE AGENDA AND I BELIEVE STUDENT BOARD MEMBER DE LA ROSA AGUILERA HAS A COMMENT TO MAKE.

[E. Set the Agenda]

WE ARE AT SETTING THE AGENDA.

IS THERE AN ITEM YOU'D LIKE TO PULL? I WOULD LIKE TO PULL 4E.

OKAY, SO STUDENT BOARD MEMBER DE LA ROSA AGUILERA WOULD LIKE TO PULL ITEM 4E.

WE'LL ENTERTAIN A MOTION TO ACCEPT THE AGENDA.

SO MOVED.

WE HAVE A MOTION WITH THE PULLING OF THE ITEM.

YES. A MOTION FROM TRUSTEE CHON.

IS THERE A SECOND? SECOND. SECOND FROM TRUSTEE LARI.

DOCTOR DEWAN, WOULD YOU PLEASE CONDUCT A ROLL CALL? VOTE? YES.

DOCTOR DEWAN.

JUST TO CLARIFY, THIS IS FOR SETTING THE AGENDA.

YES. NO.

OKAY. I'M GOING TO BE A NO AND STUDENT BOARD MEMBER, DE LA ROSA AGUILERA.

WOULD YOU LIKE TO CAST A PREFERENTIAL VOTE? AYE. THANK YOU.

MOTION PASSES.

THANK YOU.

A LIVE STREAM OF THIS AFTERNOON'S MEETING IS AVAILABLE AT TINYURL.COM.

BACKSLASH FCC BOARD MEETING.

ONCE ON THE WEB PAGE, SCROLL TO THE BOTTOM AND CHOOSE LIVE LANGUAGE.

SUPPORT FOR THIS AFTERNOON'S MEETING IS AVAILABLE IN SPANISH AND VIETNAMESE VIA PHONE.

FOR SPANISH SUPPORT, CALL 1-669-900-6833.

THE MEETING ID IS 727-334-810#.

FOR VIETNAMESE SUPPORT, CALL 1-669-900-6833.

THE MEETING ID IS 921-8153-9516#.

[00:05:02]

HEADSETS FOR SPANISH AND VIETNAMESE MAY BE PICKED UP AT THE TABLE AT THE BACK OF THE ROOM.

THE ASL INTERPRETERS ARE AT THE FRONT LEFT SIDE OF THE ROOM, AS WELL AS THE MONITORS THROUGHOUT THE ROOM.

I WOULD LIKE TO TAKE THIS OPPORTUNITY TO THANK OUR LANGUAGE SUPPORT TEAM FOR THE INCREDIBLE WORK THEY ARE DOING TO ENSURE INCLUSION AND ACCESSIBILITY.

PERSONS WANTING TO MAKE A PUBLIC COMMENT CARD CAN DO SO BY COMPLETING A SPEAKER COMMENT CARD AVAILABLE AT THE BACK OF THE ROOM.

IN THE CASE OF AN EMERGENCY OR THE NEED TO EVACUATE THE ROOM, PLEASE ALERT AND FOLLOW SCCOE STAFF MEMBER THAT IS IDENTIFIED WITH THE YELLOW BADGE.

A REMINDER THAT OUR STUDENT BOARD MEMBER TO PARTICIPATE VIA TELECONFERENCE AND WILL BE AUTOMATICALLY EXCUSED AT 8PM.

WE WILL NOW MOVE TO ITEM TWO, THE STUDENT BOARD MEMBER REPORT.

[A. The student member of the Board may give reports on activities related to their duties as a member of the Santa Clara County Board of Education]

GOOD EVENING. PRESIDENT BERTA, SUPERINTENDENT, DOCTOR DEWAN AND ESTEEM BOARD MEMBERS.

IT WAS AN AMAZING EXPERIENCE TO ATTEND THE COUNTY OPERATED STUDENT PROGRAMS BEST PRACTICE COMMITTEE LAST WEEK.

THIS WEEK CONSISTED OF ASSISTANT SUPERINTENDENTS FROM AROUND THE STATE AND MADE ME FEEL VALUED AND SPECIAL FOR THE COUNTY, ALLOWING ME TO ATTEND THAT MEETING.

IT WAS VERY SPECIAL SEEING THE ESTEEMED BOARD MEMBERS FROM DIFFERENT COUNTIES AND GETTING TO SEE DIFFERENT POINT OF VIEWS.

I WAS ABLE TO SPEAK OUT ON WHAT I DO AS A STUDENT BOARD MEMBER AND WHY I ENJOY IT.

UPDATE ON OUR GARDEN.

OUR OSBORN STAFF COLLECTED DATA ON HOW MUCH VEGETABLES WE PICKED UP AS A TEAM.

SO FAR, OUR SCHOOL HAS HARVESTED 100 PLUS POUNDS OF CUCUMBERS, 20 POUNDS OF TOMATOES, 7 POUNDS OF CHILI PEPPERS, BELL PEPPERS OF ALL VARIETIES, 2 POUNDS OF STRAWBERRIES. 3 POUNDS OF BLUEBERRIES.

THREE LARGE PUMPKIN SQUASHES TOTALING 30 POUNDS AND 2 POUNDS OF FIGS.

I WANT TO BRING TO EVERYONE'S ATTENTION THAT THIS MONTH MARKS LATINO HERITAGE MONTH AND IN ADDITION TO MY FAMILY, THAT THERE ARE ALMOST HALF A MILLION LATINOS IN SANTA CLARA COUNTY. THIS MONTH IS REALLY IMPORTANT TO CELEBRATE LATINO HERITAGE FOR THE HARD WORK AND DEDICATION LATINOS HAVE PUT TOWARDS THIS COUNTRY.

I WANT TO SAY THANK YOU TO THOSE WHO PARTICIPATE IN THE BOARD MEETING THAT ARE LATINOS.

YOUR CONTRIBUTIONS PLAY A BIG ROLE IN HELPING TO SHAPE OUR COUNTY SCHOOLS.

HERE AT OUR SCHOOL, WE ARE PROMOTING OTHER LATINO AUTHORS THAT HAVE INSPIRED US.

ADDITIONALLY, PROBATION IS HOLDING AN ART CONTEST WHERE KIDS GET TO PAINT A LATINO THEMED MURAL.

THANK YOU. THANK YOU.

STUDENT BOARD MEMBER DE LA ROSA AGUILERA FOR YOUR REPORT.

IT'S REALLY EXCITING TO HEAR, AND WE ALWAYS LOOK FORWARD TO HEARING FROM YOU AT EACH OF OUR MEETINGS.

NEXT, WE WILL GO TO PUBLIC COMMENT.

[A. At this time, members of the public may address the Board on any issue within the subject matter jurisdiction of the Board that is not listed on this agenda.]

STATE LAW PROHIBITS THE SANTA CLARA COUNTY BOARD OF EDUCATION FROM DISCUSSING OR ACTING UPON NON-AGENDA ITEMS. IT IS THE EXPECTATION OF THE SANTA CLARA COUNTY BOARD OF EDUCATION THAT EVERYONE BE TREATED WITH RESPECT AND CIVILITY.

PUBLIC COMMENT CARDS MUST BE SUBMITTED AT THIS TIME.

ONCE WE BEGIN TAKING PUBLIC COMMENTS, WE WILL NOT BE ABLE TO ACCEPT ADDITIONAL COMMENTERS PURSUANT TO GOVERNMENT CODE SECTION 54957.95.

THE SCCOE STRIVES TO MAINTAIN THE ORDERLY AND CIVIL CONDUCT OF ITS MEETINGS AND TO AVOID UNLAWFUL DISRUPTIONS.

THEREFORE, DURING PUBLIC COMMENT, WE INTEND TO KEEP A RESPECTFUL AND PEACEFUL ENVIRONMENT.

PLEASE NOTE THAT VERBAL ABUSE, THREATS AND PHYSICAL VIOLENCE WILL NOT BE TOLERATED.

INDIVIDUALS WHO ENGAGE IN THIS TYPE OF CONDUCT MAY BE ASKED TO LEAVE THE ROOM.

WE ASK THAT THERE BE NO CLAPPING, CHEERING, SNAPPING OF FINGERS, BOOING OR SHOUTING.

IF YOU WISH TO SUPPORT A PUBLIC COMMENT, YOU MAY SIMPLY DO SO WITH THE UNIVERSAL SIGN OF APPRECIATION, WHICH CAN BE DONE LIKE THIS.

MODERATOR DO WE HAVE ANY PUBLIC COMMENTS? YES WE DO.

WE HAVE 18 CARDS FOR PUBLIC COMMENT.

OKAY. THANK YOU.

AS THE PUBLIC COMMENT PERIOD IS NOW COMMENCING, WE WILL NOT BE ABLE TO ACCEPT ADDITIONAL COMMENTERS.

PLEASE PRESENT THE ONE MINUTE TIMER IF LANGUAGE SUPPORT IS NEEDED.

TIME WILL DOUBLE.

A TIMER WILL BE DISPLAYED WHEN THE ALLOTTED TIME IS UP, THE BUZZER WILL SOUND, YOU WILL BE MUTED AND YOUR TIME TO SPEAK WILL END.

MODERATOR YOU MAY BEGIN.

THANK YOU.

FOR THOSE IN OUR OVERFLOW ROOM IN THE CAFETERIA WHO FILLED OUT A CARD TO MAKE PUBLIC COMMENTS, PLEASE PROCEED TO THE SAN JOSE ROOM.

ONCE YOUR GROUP IS CALLED, PLEASE LISTEN FOR YOUR NAME TO APPROACH THE PODIUM LOCATED AT THE CENTER OF THE ROOM.

AS A REMINDER, ONE PERSON AT A TIME CAN BE AT THE PODIUM TO PRESENT THEIR COMMENT.

UNLESS LANGUAGE SUPPORT IS NEEDED BY AN SCCOE INTERPRETER OR ASL INTERPRETER.

THE TIMER WILL BEGIN.

ONCE YOU START SPEAKING, COMMENTS EXTENDING PAST THE TIME ALLOTTED WILL BE MUTED AFTER TIME EXPIRES, AND YOU WILL BE ASKED TO LEAVE THE PODIUM.

[00:10:05]

TIDA ARTETA BERRY, IBRAHIM BERRY.

PLEASE MAKE YOUR WAY TO LINE UP BEHIND THE PODIUM.

OUR FIRST SPEAKER IS JOANNE VARS.

PLEASE CLEARLY STATE YOUR NAME AND PROVIDE YOUR COMMENT.

GOOD EVENING. MY NAME IS JOANNE VARS, AND I WANT TO SHARE WITH YOU SOME PARTNERS THAT DOCTOR DEWAN AND SUPERVISOR CHAVEZ BROUGHT TOGETHER TO SERVE AS A TASK FORCE TO IMPROVE COUNTYWIDE SYSTEMS IN MEETING THE NEEDS OF YOUTH IN FOSTER CARE.

A LOCAL CALIFORNIA STATE ASSEMBLY MEMBER, THE DEPENDENCY ADVOCACY CENTER, THE PROBATION DEPARTMENT, THE SANTA CLARA COUNTY JUVENILE COURT, EAST SIDE UNION HIGH SCHOOL DISTRICT, SAN JOSE UNIFIED SCHOOL DISTRICT, SANTA CLARA COUNTY BOARD OF EDUCATION, SANTA CLARA COUNTY CHIEF OPERATING OFFICER, PIVOTAL DEPARTMENT OF CHILDREN AND FAMILY SERVICES LAW FOUNDATION YOUTH FORMERLY IN FOSTER CARE, COMMUNITY BASED ORGANIZATION.

GOOD KARMA. MENTAL HEALTH DEPARTMENT, SAN JOSE UNIVERSITY CHILD ABUSE PREVENTION COUNCIL, THE LAW FOUNDATION AGAIN, DOCTOR DEWAN CO-CHAIRED THIS WORK.

PARTNERS CAME TO THE TABLE SIMPLY FOR THE REASON THAT SHE ASKED.

COMMUNITY CONTINUES TO PARTICIPATE IN OUR EDUCATIONAL EQUITY STEERING COMMITTEE BECAUSE DOCTOR DEWAN ASKS, MAKE NO MISTAKE, COMMUNITY COMES.

OUR NEXT SPEAKER IS TINA CHANG.

PLEASE APPROACH THE PODIUM CLEARLY, STATE YOUR NAME AND PROVIDE YOUR COMMENT.

OKAY. GOOD EVENING, TRUSTEES AND DOCTOR DEWAN.

MY NAME IS TINA CHANG AND I'M A PARENT OF A DEAF PLUS CHILD IN OUR COUNTY, AS WELL AS A MEMBER OF THE NEW NORTHWEST CAC.

I REMAIN CONCERNED ABOUT THE MANY GAPS IN OUR CONTINUUM OF SPECIAL EDUCATION SERVICES WITHIN OUR COUNTY WITH REGARDS TO OUR CHILDREN WITH LOW INCIDENCE DISABILITIES, SUCH AS DEAF AND HARD OF HEARING CHILDREN.

I AM GRATEFUL THAT THIS YEAR, MY CHILD WAS ABLE TO START IN A CLASSROOM WITH A CREDENTIALED TEACHER AND SUFFICIENT STAFFING.

BUT I KNOW THIS IS NOT TRUE OF ALL OTHER GRADE LEVELS IN THE DD PROGRAM.

HOW ARE THESE KIDS ABLE TO ACCESS LANGUAGE AND LEARNING WHEN THEY DON'T HAVE TEACHERS TO TEACH THEM? WE CONTINUE TO SEE SCC CONSOLIDATING CLASSROOMS USING DECLINING ENROLLMENT AS A REASON.

YET KIDS REFERRED TO THE PROGRAM ARE STILL BEING TURNED AWAY AND WE CONTINUE TO HEAR THAT ECHO IS NOT SPECIAL.

EDUCATION IS NOT A MANDATED PROGRAM, AND THAT DISTRICTS ARE RESPONSIBLE FOR [INAUDIBLE], AND THUS OUR KIDS WITH LOW INCIDENCE DISABILITIES AREN'T GETTING THE SERVICES THEY NEED.

PLEASE HELP US TO CLOSE THESE GAPS.

THANK YOU. THE NEXT SPEAKER IS DELIA KLEIN.

PLEASE APPROACH THE PODIUM CLEARLY, STATE YOUR NAME AND PRESENT YOUR COMMENT.

HI. MY NAME IS DELIA KLEIN.

I'M A PARENT, EDUCATOR, TRAINER, AND AN SEIU MEMBER.

I'M HERE TO ASK FOR A FAIR CONTRACT.

OUR BARGAINING TEAM HAS WORKED SO HARD TO NEGOTIATE FOR THE THINGS THAT ARE IMPORTANT TO US.

I HOPE THAT THE BARGAINING DOESN'T DRAG ON NOW THAT OUR CONTRACT HAS EXPIRED.

I'M HERE TO LET YOU KNOW THAT I WON'T SETTLE FOR LESS ON SALARY AND LONGEVITY INCREASES BILINGUAL INTERPRETATION, STIPENDS OR STAFFING COVERAGE THAT NEEDS TO BE INCREASED FOR THE INCREASED WORKDAY.

THANK YOU. OUR NEXT SPEAKER IS FARIS SABBAH.

PLEASE APPROACH THE PODIUM CLEARLY, STATE YOUR NAME AND PROVIDE YOUR COMMENT.

GOOD EVENING, MEMBERS OF THE BOARD.

MY NAME IS FARIS SABBAH. I'M THE COUNTY SUPERINTENDENT FOR THE COUNTY OF SANTA CRUZ, AND I'M HERE TO CONGRATULATE DOCTOR MARIANNE DEWAN FOR HER LEADERSHIP AND INNOVATION AS RECOGNIZED LAST NIGHT WHEN DOCTOR DEWAN WAS HONORED WITH THE EXCELLENCE IN EXECUTIVE LEADERSHIP AWARD FOR THE ASSOCIATION OF EDUCATIONAL SERVICE AGENCIES.

BY ANY OBJECTIVE MEASURE, DOCTOR DEWAN'S LEADERSHIP HAS BEEN NOTHING SHORT OF INSPIRATIONAL.

THE STATEWIDE AND NATIONAL RECOGNITION SHE HAS GARNERED REFLECT HER COMMITMENT TO EXCELLENCE AND CONTINUOUS IMPROVEMENT IN EDUCATION THROUGH INNOVATION AND INNOVATIVE METHODS THAT MEET THE NEEDS OF A DIVERSE STUDENT BODY.

IT'S LEADERS LIKE DOCTOR DEWAN, WHO INSPIRE CHANGE AND PROGRESS, LEADING BY EXAMPLE AND ACHIEVING MEASURABLE SUCCESS.

I CONGRATULATE YOUR BOARD FOR APPOINTING SUCH AN EFFECTIVE AND INNOVATIVE LEADER.

CONGRATULATIONS DOCTOR DEWAN, THANK YOU SO MUCH.

THE NEXT SPEAKER IS AMANDA DICKEY.

PLEASE APPROACH THE PODIUM CLEARLY, STATE YOUR NAME AND PROVIDE YOUR COMMENT.

GOOD EVENING, PRESIDENT BERTA AND MEMBERS OF THE BOARD.

AS YOU KNOW, MY NAME IS AMANDA DICKEY.

I'M THE EXECUTIVE DIRECTOR OF GOVERNMENT RELATIONS FOR THE SANTA CLARA COUNTY OFFICE OF EDUCATION.

BUT TODAY, I AM HERE ON BEHALF OF THE CALIFORNIA COUNTY SUPERINTENDENTS ASSOCIATION, TO COMMEND DOCTOR DEWAN ON RECEIVING THE STATEWIDE ASSOCIATION'S AWARD FOR OUTSTANDING LARGE COUNTY OF THE YEAR.

DURING THE AWARD CEREMONY LAST NIGHT, DOCTOR LIZETTE ESTRELLA HENDERSON, THE SOLANO COUNTY SUPERINTENDENT OF SCHOOLS, SPOKE AT LENGTH ABOUT ALL THE REASONS WHY DOCTOR DEWAN IS

[00:15:08]

BUT SHE EMPHASIZED A FEW THINGS IN PARTICULAR.

FIRST, THAT DOCTOR DEWAN LEADS WITH EMPATHY, KINDNESS, AND THOUGHTFULNESS IN A WAY THAT IS UNIQUE.

SHE KEEPS KIDS FRONT OF MIND IN EVERY DECISION AND ALWAYS CHOOSES WHAT IS BEST FOR STUDENTS, EVEN WHEN IT COMES AT A PERSONAL COST.

SECOND, THAT THE SANTA CLARA COUNTY OFFICE OF EDUCATION'S REPUTATION HAS TRANSFORMED UNDER HER LEADERSHIP AND THAT NOW IS A STATEWIDE BEACON OF EXCELLENCE IN THE AREAS OF INCLUSION, EQUITY, EARLY LEARNING, RESTORATIVE JUSTICE, AND STUDENT WELLNESS.

ON A PERSONAL NOTE, I HAVE HAD THE PRIVILEGE TO WORK WITH ALL 58 COUNTY SUPERINTENDENT OF SCHOOLS FOR MORE THAN A DECADE NOW, AND I CAN SAY THAT SHE IS.

THE NEXT SPEAKER IS KELLY WILEY.

PLEASE PROCEED TO THE PODIUM, CLEARLY STATE YOUR NAME AND PRESENT YOUR COMMENT.

GOOD EVENING. MY NAME IS KELLY WILEY AND I AM READING A LETTER FROM DOCTOR HEATHER LATIMER.

DEAR SANTA CLARA COUNTY BOARD OF EDUCATION, AS DEAN OF THE CORNELL COLLEGE OF EDUCATION AT SAN JOSE STATE UNIVERSITY, I AM WRITING TO SHARE MY APPRECIATION FOR THE PARTNERSHIP BETWEEN SJSU AND SCCOE THAT HAS DEVELOPED UNDER DOCTOR DEWAN'S LEADERSHIP.

SJSU IS CURRENTLY WORKING TO EXTEND OUR PARTNERSHIP VIA EDUCARE, A NATIONAL MODEL FOR EARLY CHILDHOOD EDUCATION THAT SCCOE WILL BE LEADING BEGINNING IN JULY 2024. SJSU ANTICIPATES COLLABORATING WITH SCCOE TO SUPPORT ITS WORKFORCE DEVELOPMENT RESEARCH AND EVALUATION SERVICES, AS WELL AS COMMUNITY HEALTH AND EDUCATION SERVICES THROUGH OUR HEALTHY DEVELOPMENT COMMUNITY CLINIC.

SCCOE'S COLLABORATION WITH SJSU DIRECTLY BENEFITS PK THROUGH GRADE 16.

THIS STRONG PARTNERSHIP HAS BEEN CHAMPIONED BY DOCTOR DEWAN AND HER LEADERSHIP.

THE NEXT SPEAKER IS EUGENE SANTILLAN.

PLEASE APPROACH THE PODIUM, CLEARLY STATE YOUR NAME AND PRESENT YOUR COMMENT.

MY NAME IS EUGENE SANTILLAN, AND I SERVE PROUDLY AS THE PRINCIPAL OF NORTH COUNTY COURT AND COMMUNITY SCHOOL PROGRAMS. I'M HERE TO EXPRESS MY GRATITUDE TO DOCTOR DEWAN FOR LEADING WITH GRACE, UNDERSTANDING, AND CARE.

I'M PROUD TO WORK FOR THE COE BECAUSE I SEE THE REPUTATION YOU HAVE BEEN ABLE TO BUILD WITH OUR COUNTY AND COMMUNITY PARTNERS.

I SEE THE IMPACT THAT THESE PARTNERSHIPS HAVE ON SUPPORTING OUR YOUTH AND COMMUNITIES.

I SEE WHEN I MEET WITH PARTNERS THAT OUR AGENCY HAS A STRONG AND TRUSTED RELATIONSHIP WITH GOVERNMENT AND COMMUNITY PARTNERS.

I SEE OUR PARTNER DISTRICTS AND THE WAY THEY COLLABORATE AND LEAN ON US TO PROVIDE EXPERTISE AND RESOURCES.

I SEE ALL THIS AND I THINK I'M IN A GREAT PLACE.

I WORK ALONGSIDE GREAT PEOPLE AND I'M PART OF DOING IMPACTFUL WORK FOR THOSE WHO NEED IT MOST.

THANK YOU, DOCTOR DEWAN FOR INVITING ME TO BE A PART OF THIS.

BEFORE OUR NEXT SPEAKERS GO, I'D LIKE TO CALL THE NEXT BATCH TO LINE UP.

IF YOU HEAR YOUR NAME AND YOU'RE IN OUR OVERFLOW ROOM, PLEASE PROCEED TO THE SAN JOSE ROOM.

OUR NEXT GROUP OF SPEAKERS TO LINE UP BEHIND THE PODIUM ARE SARAH GIANCARLO, YVETTE, OR LIZETTE.

THIS CARD WAS WRITTEN IN CURSIVE.

APOLOGIES IF YOU THINK IT IS YOURS.

PLEASE COME TO THE TABLE.

[INAUDIBLE]. ANGELA BOLU, ANNA MENDOZA, MARIA MENDOZA, DAISY GONZALEZ, CASSANDRA GONZALEZ, AND FABIOLA BATIZ.

PLEASE MAKE YOUR WAY TO THE SAN JOSE ROOM TO LINE UP FOR PUBLIC COMMENT BEHIND THE PODIUM.

OUR NEXT SPEAKER IS [INAUDIBLE].

PLEASE APPROACH THE PODIUM CLEARLY, STATE YOUR NAME AND PRESENT YOUR COMMENT.

HELLO, BOARD MEMBERS, MY NAME IS ISAAC.

MY NAME IS [INAUDIBLE] AND I'M HERE TO CONTINUE TO ADVOCATE FOR MY DEAF SON, [INAUDIBLE], TO ATTEND THE ADULT PROGRAM.

LIKE I SAID THE LAST TIME, HE'S HOME REGRESSING IN LIFE.

HE NEEDS THIS PROGRAM BECAUSE WITHOUT IT, I'M NOT SURE WHAT HE WILL DO.

IT IS SAD THAT HE IS NOT PROVIDED WITH THE SKILLS TO GO OUT AND SURVIVE IN THE WORLD, AND IS EXPECTED TO DO IT ON HIS OWN.

WHO DO I TALK TO NOW THAT SCHOOL HAS STARTED AND IS LOSING WHAT HE HAS LEARNED LAST YEAR WITH NO SOCIAL SKILLS.

SCHEDULING A MEETING WITH NO OUTCOME IS NOT GOING TO HELP HIM.

THEY WANT US TO SIGN A CONFIDENTIALITY FORM SO THAT OUR KIDS CAN GO TO THE PROGRAM AS A VOLUNTEER WITHOUT TRANSPORTATION AND IEP, WHICH IS ILLEGAL.

THEY WANT TO SILENCE US BOARD MEMBERS.

I WOULD LOVE FOR YOU GUYS TO LOOK INTO THIS CASE, PLEASE.

THANK YOU VERY MUCH.

THE NEXT SPEAKER IS TITA BERRY.

PLEASE CLEARLY STATE YOUR NAME AND PRESENT YOUR COMMENT.

HELLO. MY NAME IS TITA BERRY AND TODAY I'M HERE TO FIGHT WITH MY BROTHER IBRAHIM BERRY SO HE CAN ATTEND THE ADULT TRANSITION PROGRAM.

HE WAS PROMISED AND GUARANTEED TO ATTEND THIS PROGRAM THAN DAYS BEFORE HIS GRADUATION.

THAT OPPORTUNITY WAS TAKEN AWAY FROM HIM.

WHY IS IT THAT DEAF AND HARD OF HEARING STUDENTS ARE TREATED LIKE THIS? A DIPLOMA WILL NOT HELP, BUT A CERTIFICATE OF COMPLETION IS A CHANCE FOR STUDENTS LIKE MY BROTHER TO GO OUT AND MAKE SOMETHING FOR THEMSELVES.

WHY ARE OUR SCHOOLS SENDING KIDS OFF TO REAL WORLD TO FEND FOR THEMSELVES WHEN THEY KNOW THEIR SKILLS ARE NOT UP TO STANDARD? MY BROTHER AND OTHER HARD OF HEARING AND DEAF CHILDREN DESERVE A FAIR CHANCE WITH THIS PROGRAM.

[00:20:04]

THANK YOU. THE NEXT SPEAKER IS IBRAHIM BERRY.

PLEASE APPROACH THE PODIUM, STATE YOUR NAME AND PRESENT YOUR COMMENT.

HELLO, MY NAME IS IBRAHIM BERRY AND I AM HERE AGAIN TO TALK ABOUT THE SITUATION WITH THE TRANSITION PROGRAM AND HOW IT IS THAT MY HOW MY DEAF FRIEND JUSTIN WAS ABLE TO GET INTO THE PROGRAM A YEAR AGO? HOWEVER, I STILL HAVE BEEN DENIED OVER AND OVER AGAIN.

IT'S NOT FAIR THAT I CANNOT GET THE SAME ACCESS TO EDUCATION, AND THAT I CANNOT MOVE ON WITH MY LIFE.

I'VE BEEN HAVING TO FIGHT AND FIGHT TO HAVE AN EDUCATION.

PLEASE LISTEN TO MY CASE AND PLEASE REVIEW IT AGAIN.

THE NEXT SPEAKER IS SARAH GENICHIRO.

PLEASE CLEARLY STATE YOUR NAME AND PROVIDE YOUR COMMENT.

SARAH. GENICHIRO, SEIU CHAPTER PRESIDENT UNDER A PUBLIC EDUCATION WITH QUOTES FROM SEIU MEMBERS.

LONGEVITY PAY MUST BE THE SAME PERCENTAGE AS MANAGEMENT.

WE ARE ALLH HARD WORKING PEOPLE AND SHOULD BE TREATED THE SAME.

A BIG PROBLEM IN SPECIAL EDUCATION IS SAFETY AND STAFFING BECAUSE THEY FORCE STAFF TO STAGGER.

WE ARE SHORT STAFFED IN THE MORNING AND THE END OF THE DAY WHEN MOST OF THE BEHAVIORS AND ACCIDENTS HAPPEN.

AT THIS TIME, WE NEED COVERAGE FOR THE ENTIRE DAY.

WE ARE CHRONICALLY SHORT STAFFED AND STUDENTS HAVE UNPREDICTABLE BEHAVIORS.

SO WE DO DOUBLE WORK AND TAKE NO BREAKS.

WE FEEL PRESSURED TO COME IN SICK BECAUSE THERE ARE NEVER ENOUGH SUBS TO COVER, AND WE FEEL AN OBLIGATION TO OUR FELLOW STAFF AND THE STUDENTS.

SEIU BRINGS BACK RETIREES TO WORK IN DIFFERENT AREAS INSTEAD OF USING TRAINED, AVAILABLE SUBS AND THEN THEY CLAIM THAT THERE ARE NO SUBS EVEN THOUGH WE WANT TO WORK.

I STRUGGLE TO PAY RENT EVEN THOUGH I LIVE IN AFFORDABLE HOUSING.

NEEDING TWO JOBS MEANS I CANNOT PUT 100% INTO THESE STUDENTS THAT I CARE ABOUT.

I'M VERY UPSET WITH HOW INFLEXIBLE THE COUNTY OFFICE IS WITH REMOTE WORK, WHICH WILL REDUCE EMPLOYEE TURNOVER AND INCREASE EMPLOYEE PRODUCTIVITY.

PEOPLE WERE HAPPIER AND MORE EFFICIENT WITH FLEXIBILITY.

IT FEELS THAT THEY DO NOT VALUE EMPLOYEE WELLNESS.

AFTER TWO WEEKS FROM OUR FIRST MEETING, MY SUPERVISOR TOLD ME HE DIDN'T HAVE TIME TO RESEARCH.

THE NEXT SPEAKER IS YVETTE.

PLEASE APPROACH THE PODIUM CLEARLY, STATE YOUR NAME AND PROVIDE YOUR COMMENT.

HELLO, MY NAME IS YVETTE SIMON.

I AM AN SEIU 521 MEMBER, OBVIOUSLY WITH MY SHIRT AND I HOPE WE ALL VOTE FOR HARRISON AND WALZ.

I'M WITH THE REGION ONE COMMITTEE ON POLITICAL EDUCATION, AND I'M HERE TO STATE FOR THE FAMILIES AND THE WORKERS THAT THEY DESERVE A FAIR CONTRACT.

THEY DESERVE TO WORK FROM HOME OR OTHER WORK SITES FOR WITH FAIR AND REMOTE WORK POLICIES.

THERE'S ALSO AN ISSUE WITH THE NEED FOR WORKPLACE SAFETY THAT NEEDS TO BE ENHANCED WITH TRAINING AND SAFER STAFFING AND PSYCHOLOGICAL INJURIES TO BE REDUCED BY ENSURING THERE IS NO DISCRIMINATION, HARASSMENT OR INTIMIDATION OR RETALIATION AND I HOPE EVERYBODY VOTES THIS UPCOMING NOVEMBER.

IT'S VERY IMPORTANT.

VOTING IS WHERE YOUR POWER LIES.

THANK YOU.

THE NEXT SPEAKER IS [INAUDIBLE].

PLEASE PROVIDE YOUR NAME AND PRESENT YOUR COMMENT.

HI, MY NAME IS [INAUDIBLE] AND I'M A DEFENDER OF PUBLIC EDUCATION.

I AM HERE TODAY IN SUPPORT OF SEIU.

SEIU SUPPORT MEANS MAKES THE BACKBONES OF NOT ONLY OUR CLASSROOMS, BUT OUR ENTIRE DAILY WORK.

WE DEPEND ON OUR PARAEDUCATORS AND ASSOCIATE TEACHERS AND FAMILY ADVOCATES TO INTERPRET FOR US.

THEY ARE PAID WAY LESS THAN WHAT ANY OTHER INTERPRETER WOULD BE PAID, PROBABLY 40% LESS.

SO WHY CAN'T WE PAY THEM HIGHER WHEN SPECIAL EDUCATION STAFF HAVE A SIX HOUR WORK DAY, 85% OF OUR CLASSROOMS MUST STAGGER THEIR STAFFING.

THIS IMPACTS OUR STUDENTS AND PROGRAMS NEGATIVELY AND CREATES SAFETY CONCERNS.

DO OUR PARENTS EVEN KNOW THAT THE CLASSROOMS ARE NOT FULLY STAFFED? MEMBERS AND HEAD START WORK EXCRUCIATING LONG HOURS, ACTUALLY CLOSE TO NINE HOURS IN SUBPAR CONDITIONS.

WHAT ARE WE DOING TO ADDRESS THOSE CONDITIONS? SEIU DESERVES A FAIR CONTRACT.

PLEASE DO NOT LET THIS DRAG IT OUT.

IT'S ALMOST BEEN A LITTLE OVER EIGHT MONTHS.

THANK YOU. THE NEXT SPEAKER IS ANGELA BALLOU.

PLEASE CLEARLY STATE YOUR NAME AND PROVIDE YOUR COMMENT.

MY NAME IS DOCTOR ANGELA BALLOU.

I'M AN OCCUPATIONAL THERAPIST FOR THE SCCOE.

I'VE SPENT THE PAST FEW DAYS OUT OF TOWN WITH A FAMILY EMERGENCY, BUT I FEEL THAT I NEED TO BE HERE TODAY TO SUPPORT MY SCCOE STUDENTS AND COWORKERS.

I HAVE BEEN EMPLOYED BY THE SCCOE FOR OVER 20 YEARS AND THROUGH FIVE DIFFERENT SUPERINTENDENTS, AND IT'S THE WORST IT'S EVER BEEN.

WHAT BROUGHT ME TO SPEAK TONIGHT IS AN INCREASE OF RETALIATION, INTIMIDATION, AND CULTURE OF FEAR THAT PERMEATES THE SCCOE.

I LOVE MY STUDENTS.

I LOVE WHAT I DO, I'VE BEEN HIT, PINCHED, BIT AND HAD MY HAIR PULLED WHEN MY STUDENTS ARE HAVING A CHALLENGING DAY, BUT NOTHING HURT AS MUCH AS WHEN MY MANAGER THREATENED BOTH MY JOB AND EVERYONE IN MY DEPARTMENT'S JOB WHEN DISCUSSING POSSIBLE SAFETY CHANGES TO THE CLASSROOMS.

[00:25:02]

I CAN ACCEPT WHAT MY STUDENTS OCCASIONALLY HURT ME.

THEY'RE COMMUNICATING THE BEST THEY CAN WHEN MY EMPLOYER HURTS ME.

THAT'S INEXCUSABLE.

THE NEXT SPEAKER IS ANNA MENDOZA.

PLEASE CLEARLY STATE YOUR NAME AND PROVIDE YOUR COMMENT.

HI, MY NAME IS ANA MENDOZA, AND I'M ACTUALLY HERE AGAIN TO SPEAK ABOUT OUR KIDS WITH SPECIAL NEEDS.

ABRAHAM, I AM YOUR VOICE.

JUSTIN, I AM YOUR VOICE.

WE CAME TO YOU OVER THE YEARS TELLING YOU THAT SCHOOL IS DOING SOME CRAZY SHIT AND I'M GONNA PUT IT OUT BLUNT LIKE THAT.

YOU ARE HURTING.

YOU'RE USING OUR ADVOCACY AGAINST THESE CHILDREN, AND YOU NEED TO STOP.

THE ONLY PEOPLE THAT CAN HOLD DOCTOR DEWAN AND HER LEADERSHIP ACCOUNTABLE IS YOU BOARD MEMBERS.

BUT YOU'RE NOT DOING NOTHING ABOUT IT.

IT'S STILL THERE.

ABRAHAM WAS TRICKED INTO SIGNING A CONTRACT FOR HIM TO BE REMOVED TO GIVE HIM A CERTIFICATE OF COMPLETION AND HIS PROGRAM WAS TAKEN AWAY.

HOW DARE YOU! HOW DARE YOUR LEADERSHIP DO THIS? WE'RE COMING WITH MORE THE SAME WAY WE SPOKE ABOUT PC COUNCIL MEMBERS FROM HEAD START, WHERE THE NEXT SPEAKER IS MARIA MENDOZA.

PLEASE CLEARLY STATE YOUR NAME AND PROVIDE YOUR COMMENT.

HI, I'M MARIA.

[INAUDIBLE]. OUR NEXT SPEAKER IS DAISY GONZALEZ.

PLEASE APPROACH THE PODIUM CLEARLY, STATE YOUR NAME AND PROVIDE YOUR COMMENT.

HI, MY NAME IS DAISY GONZALEZ.

I'M HERE ON BEHALF OF MY BROTHER AGAIN.

[INAUDIBLE]. FLORES IS HARD OF HEARING.

HE GOT ALL HIS RESOURCES TAKEN AWAY AT THE MOMENT OF GRADUATION.

WE WERE TOLD AT THE MOMENT OF ENROLLMENT WHEN HE TRIED TO ENROLL INTO THE ADULT TRANSITION PROGRAM, HE WAS DENIED THIS ACCESS TO THE PROGRAM THAT WILL TEACH HIM INDEPENDENCY AND ALSO SURVIVAL SKILLS.

I ASKED THE BOARD OF EDUCATION TO LOOK INTO THESE STUDENTS CASES SO THEY CAN RECEIVE THE RESOURCES NEEDED TO SUCCEED IN THIS WORLD.

THANK YOU. THE NEXT SPEAKER IS CASANDRA GONZALEZ.

PLEASE APPROACH THE PODIUM CLEARLY, STATE YOUR NAME AND PROVIDE YOUR COMMENT.

HELLO, MY NAME IS CASSANDRA GONZALEZ.

I AM HERE AGAIN TO REMIND YOU ALL THAT THERE WAS A FAILURE IN THE EDUCATIONAL SYSTEM FOR THE HARD OF HEARING AND DEAF CHILDREN.

I AM HERE TO HELP RODY, FLORES AND ABRAHAM GET INTO THIS ADULT TRANSITION PROGRAM.

AS STUDENTS, I WANT YOU GUYS ALL TO NOTICE ROSIE FLORES IS NOT PRESENT TODAY.

HE IS NOT PRESENT BECAUSE HE IS MORE DEPRESSED AND HE IS LOSING FAITH IN THE SYSTEM OF EDUCATION.

THERE IS NO FAITH THAT YOU WOULD ACKNOWLEDGE THAT THEY ALREADY HAVE CHALLENGES FOR BEING DEAF, AND NOW THEY NEED TO PROVE TO THE EDUCATIONAL SYSTEM WHERE THE MISTAKES WERE DONE.

PLEASE SEE THIS CASE FOR THE DEAF COMMUNITY.

THANK YOU.

THE NEXT SPEAKER IS FAVIOLA BATIZ.

PLEASE CLEARLY STATE YOUR NAME AND PROVIDE YOUR COMMENT.

WELL, HI. GOOD AFTERNOON.

NICE TO SEE YOU GUYS AGAIN.

NOT IN A GOOD WAY THOUGH.

JUST HEARING ALL WHAT THEY'RE TALKING ABOUT.

ONCE AGAIN, NEW YEAR, NEW BS.

WHY EVERYBODY HAVE TO FIGHT? WHY DOES EVERYBODY NOT HELP THESE KIDS? THESE PARENTS? I'VE BEEN TOLD BY PARENTS THEY'RE BEING OBLIGATED TO SIGN A DOCUMENT THEY DON'T UNDERSTAND.

ONCE AGAIN, THIS IS THE REASON THERE'S AN OPEN CASE.

THERE'S A REASON WHY THE GRAND JURY TOOK THE CASE.

IT'S BECAUSE THIS STUFF NEEDS TO STOP.

THESE KIDS MIGHT NOT TALK, BUT THEY GOT ME.

THEY MIGHT NOT WALK, BUT THEY GOT MY LEGS, AND I'M GOING TO BACK THEM SO MUCH, I'M GOING TO BACK UP EVEN ALL THE PARALEGALS BECAUSE LIKE THEY SAID, THEY GET BIT ON, SPIT ON SHIT, THEY GET PEED ON, THEY GET YELLED AT, BUT THEY'RE STILL THERE AND YOU GUYS ARE NOT PAYING THE MONEY.

THEY SHOULD BE. THEY DESERVE.

LIKE I SAID, I'LL BE HERE NEXT IN THE NEXT TWO WEEKS AND I'LL CONTINUE COMING HERE EVERY YEAR UNTIL YOU GUYS LISTEN.

WE'RE NOT STAYING QUIET.

WE'RE FIGHTING BACK FOR OUR CHILDREN.

THEY DESERVE EVERYTHING.

YOU CAME TO THE GRADUATION.

THE NEXT SPEAKER IS MERCEDES HILL.

PLEASE APPROACH THE PODIUM CLEARLY.

STATE YOUR NAME AND PROVIDE YOUR COMMENT.

GOOD EVENING. MY NAME IS MERCEDES HILL AND I HAVE WORKED AT THE SCCOE FOR ALMOST SIX YEARS.

I'M CURRENTLY AN OFFICE SPECIALIST WITH THE HEAD START PROGRAM AND HAVE BEEN SO FOR FIVE YEARS.

I'M ALSO AN SEIU LOCAL 521 MEMBER.

I'M HERE TO SPEAK TODAY ON THE ERODING SENSE OF SAFETY I, AND MANY OF MY HEAD START COLLEAGUES ARE FEELING HERE AT THE SCCOE.

I AM PART OF THE SAME OFFICE SPECIALIST UNIT YOU MAY HAVE HEARD ABOUT FROM THE UNION OR NEWS.

THE SAME TEAM THAT HAS BEEN THREATENED WITH RELOCATION OUT OF RITTER OUT-OF-ORDER PARK.

[00:30:02]

ALL WHICH LEADERSHIP HAS SINCE CLAIMED TO HAVE PUT ON HOLD, WHICH I AND MY COLLEAGUES STILL SEE AS ALIVE AND OPEN THREAT.

PUTTING ON HOLD.

ON PUTTING A HOLD ON SUCH A LIFE ALTERING PROPOSAL DOES NOT ELIMINATE THE STRESS.

IF ANYTHING, THE AMBIGUITY ONLY RAISES OUR STRESS LEVELS.

IT IS VERY HARD TO FEEL SAFE IN AN ENVIRONMENT WHEN THESE THREATS ARE ALWAYS ON THE HORIZON.

HOW CAN WE BEST SERVE THE CHILDREN AND FAMILIES WHEN WE CANNOT EVEN? THIS CONCLUDES PUBLIC COMMENT.

THANK YOU. THAT CONCLUDES PUBLIC COMMENT.

WE WILL NOW MOVE TO AGENDA ITEM FOUR CONSENT ACTION ITEM.

[4. CONSENT ACTION ITEMS]

I MOVE TO APPROVE ITEM A, B, C, D.

I THINK WE'RE GOING TO TALK ABOUT E ITEMS F AND G.

ARE YOU ALSO PULLING ITEM FOR H OR WAS THAT SOMETHING I DIDN'T HEAR? YEAH, I'LL PULL FOR H IF THAT'S IN THE CARDS.

YES. NO, I DON'T THINK ANYONE UNLESS ANOTHER BOARD MEMBER WANTED I WAS GOING A, B, C, D, E, F, G AND H.

I JUST DIDN'T HAVE H HIGHLIGHTED.

OKAY. THANK YOU.

WE HAVE A MOTION FROM TRUSTEE.

DI SALVO. IS THERE A SECOND? I SECOND, A SECOND FROM TRUSTEE MAH TO APPROVE ITEMS 4 A THROUGH H, WITH THE EXCEPTION OF FOUR E.

WE WILL NOW VOTE DOCTOR DEWAN.

WILL YOU CONDUCT A ROLL CALL VOTE? YES. THANK YOU, PRESIDENT BERTA.

WE'LL START.

MOTION PASSES.

THANK YOU. WE WILL NOW GO TO ITEM 4E, WHICH IS THE REQUEST ADOPTION OF RESOLUTION.

[E. Request Adoption of Resolution Recognizing the Significance of Cybersecurity Awareness and National Bullying Prevention Month]

STUDENT BOARD MEMBER DE LA ROSA AGUILERA.

WOULD YOU LIKE TO SAY A FEW WORDS OR CAST A PREFERENTIAL VOTE ON THIS ITEM? IS IT 4E.

YES. OKAY.

YEAH. I AM EXCITED TO SUPPORT AND VOTE ON THE RESOLUTION.

IT IS IMPORTANT TO RECOGNIZE THE SIGNIFICANCE OF CYBER SECURITY AWARENESS AND NATIONAL BULLYING PREVENTION.

I THINK THIS TOPIC IS IMPORTANT TO HELP GENERATIONS OF CHILDREN IN OUR COUNTRY STAY SAFE AND FREE OF BULLYING.

I HAVE SEEN WHAT BULLYING DOES TO A PERSON AND WISH THEY WOULD NEVER GO THROUGH THE PAIN AGAIN.

WE NEED TO TEACH OUR KIDS THE IMPORTANCE AND NEGATIVES OF WHAT BULLYING DOES.

I MYSELF WOULD LIKE TO VOTE IN FAVOR OF PASSING THE RESOLUTION.

THANK YOU SO MUCH FOR SHARING YOUR PERSPECTIVE WITH US.

STUDENT BOARD MEMBER, TRUSTEES.

IS THERE ANY OTHER DISCUSSIONS? TRUSTEE CHON.

I JUST WANTED TO SAY I APPRECIATE OUR STUDENT BOARD MEMBER PULLING THIS ITEM AND GIVING HIS OPINION ON IT.

IT'S VERY RELEVANT, ESPECIALLY GIVEN TO OUR YOUTH TO BE VERY AWARE OF CYBER SECURITY AND ONLINE BULLYING.

SO THANK YOU. STUDENT BOARD MEMBER FOR PULLING THE ITEM.

GREAT. ALL RIGHT.

HEARING NO OTHER DISCUSSION I WILL MOVE THAT WE APPROVE ITEM 4E.

IS THERE A SECOND? I'LL SECOND. A SECOND FROM TRUSTEE CHON.

DOCTOR DEWAN, WILL YOU PLEASE CONDUCT A ROLL CALL VOTE.

. MOTION PASSES. THANK YOU.

THANK YOU. WE WILL NOW GO TO AGENDA ITEM FIVE ACTION ITEMS.

[A. Request Approval of the Budget Revisions for the Month of June 2024]

ITEM FIVE A AND FIVE B EACH ARE MONTHLY BUDGET REVISIONS.

OUR ASSISTANT SUPERINTENDENT OF BUSINESS SERVICES, STEPHANIE GOMEZ, COULD NOT BE WITH US TONIGHT AND SO PRESENTING THIS ITEM IS OUR DIRECTOR OF INTERNAL BUSINESS SERVICES, LAUREN NGUYEN WILL BEGIN WITH THE BUDGET REVISIONS FOR THE MONTH OF JUNE 2024.

THANK THANK YOU, DOCTOR DEWAN.

GOOD EVENING, PRESIDENT BERTA, DOCTOR DEWAN AND TRUSTEES.

[00:35:04]

WE RECEIVED $5 MILLION IN THE STATE FUNDING SECURED FOR THE INTEGRATED DATA FOR STUDENT MENTAL HEALTH SUPPORT.

WE RECEIVED 2.2.

$9 MILLION FOR THE CALIFORNIA STATE PRESCHOOL PROGRAM EXPANSION TO PROVIDE PRESCHOOL SERVICES TO TWO ADDITIONAL CHILDREN.

THE REMAINING OF RESTRICTED FUNDING IN APPROXIMATE AMOUNT OF $2 MILLION IS ALLOCATED FOR YOUTH HEALTH AND WELLNESS PROGRAM, TEACHER RESIDENCY PROGRAM, SCHOOLS, SCHOOL COUNSELOR RESIDENCY PROGRAM, AND SCHOOL VIOLENCE PREVENTION TRAINING SYMPOSIUM.

ALSO, THERE WERE A COUPLE OF REDUCTIONS IN THE GRANT AWARDS, INCLUDING $329,000 FOR THE EMERGENCY ASSISTANCE TO NONPUBLIC SCHOOL IN [INAUDIBLE] AND $22,500 FOR THE [INAUDIBLE], VIETNAMESE AND CAMBODIAN MODEL CURRICULUM GRANTS.

THESE INITIATIVES ARE IN ALIGNMENT WITH THE BOARD ADOPTED BILL OF RIGHTS FOR CHILDREN AND YOUNG ADULTS FOR SANTA CLARA COUNTY AND THE SCCOE BOE BOARD PRIORITIES, EMPOWERING CHILD WELLNESS, AND EARLY LEARNING AND CARE.

THIS CONCLUDES OUR BUDGET REVISIONS FOR THE MONTH OF JUNE.

THIS IS AN ACTION ITEM, AND WE RECOMMEND THE APPROVAL OF THE BUDGET REVISIONS FOR THE MONTH OF JUNE.

THANK YOU SO MUCH FOR PROVIDING THAT UPDATE.

TRUSTEES, ARE THERE ANY QUESTIONS? TRUSTEE CHON.

YEAH, I JUST HAD A QUESTION.

CAN YOU EXPLAIN A LITTLE MORE WHY WE HAD THE REDUCTION IN GRANTS FOR THE CURRICULUMS AND THE NPS SPED PROGRAMS. SO WE HAVE THE REDUCTION IN THE EMERGENCY ASSISTANCE OF NONPUBLIC SCHOOLS PROGRAMS BECAUSE OF THE REALLOCATION FROM THE CDC FOR THE GRANT AND THE OTHER 22,500 REDUCTION IN THE VIETNAMESE-CAMBODIAN MODEL CURRICULUM GRANTS, BECAUSE IT'S DUE TO THE AMENDED CONTRACTED SERVICES WITH THE ORANGE COUNTY DEPARTMENT OF EDUCATION.

OKAY. SO THESE FUNDS AREN'T JUST BEING THEY'RE JUST BEING REALLOCATED FROM ANOTHER FUNDING SOURCE.

THAT IS CORRECT. OKAY.

THANK YOU. ANY OTHER QUESTIONS OR COMMENTS? PRESIDENT BERTA I YES, TRUSTEE SREEKRISHNAN.

I JUST WANTED TO THANK STAFF AND DOCTOR DEWAN FOR THEIR WORK IN SECURING THIS FUNDING.

SO THESE ARE A LOT OF GREAT PROGRAMS, SO THANK YOU.

THERE ARE NO OTHER QUESTIONS OR COMMENTS.

WE CAN ALL ENTERTAIN A MOTION TO APPROVE THE BUDGET REVISIONS FOR THE MONTH OF JUNE.

YES, I WILL MAKE THE MOTION TO APPROVE THE BUDGET REVISIONS FOR THE MONTH OF JUNE.

SECOND. SECONDED BY VICE PRESIDENT ROCHA.

WE WILL NOW VOTE.

DOCTOR DEWAN, WILL YOU PLEASE CONDUCT A ROLL CALL? VOTE? YES.

MOTION PASSES WITH SIX YESES AND ONE ABSTENTION.

THANK YOU. WE'LL GO TO OUR NEXT ITEM.

[B. Request Approval of the Budget Revisions for the Month of August 2024]

DOCTOR DEWAN, WILL YOU PLEASE INTRODUCE THIS ITEM? YES. OUR DIRECTOR, LAUREN NGUYEN, WILL ALSO PRESENT THE BUDGET REVISIONS FOR THE MONTH OF AUGUST.

THANK YOU, DOCTOR DEWAN.

SO THE OFFICE RECEIVED APPROXIMATELY 12.5 $12.8 MILLION FROM THE RESTRICTED REVENUES THAT WERE ALLOCATED FOR THE FOLLOWING INITIATIVES.

WE RECEIVED $12.4 MILLION FOR THE CHILDREN AND YOUTH BEHAVIORAL HEALTH INITIATIVE TO BUILD SCHOOL BASED MENTAL HEALTH AND WELLNESS SERVICES.

WE RECEIVED $346,000 FOR THE IMPLEMENTATION OF EDUCATOR WORKFORCE INVESTMENT GRANTS FOR COMPUTER SCIENCE, AND WE RECEIVED $100,000 FROM SILICON VALLEY COMMUNITY FOUNDATION TO SUPPORT THE DEVELOPMENT OF THE CHILD CARE PORTAL.

THESE INITIATIVES ARE IN ALIGNMENT WITH THE BOARD ADOPTED BILL OF RIGHTS FOR CHILDREN AND YOUNG ADULTS FOR SANTA CLARA COUNTY AND THE SCC BOE BOARD PRIORITIES, EMPOWERING CHILD WELLNESS AND EARLY LEARNING AND CARE, AND WORKFORCE PATHWAY AND DIVERSIFICATION.

THAT CONCLUDES OUR BUDGET REVISIONS FOR THE MONTH OF AUGUST.

THIS IS ALSO AN ACTION ITEM, AND WE RECOMMEND THAT THE BOARD APPROVES THE REPORT.

[00:40:02]

SO THE DECREASE HERE IN TERMS OF THE FUND BALANCE, THAT'S BECAUSE ADDITIONAL EXPENDITURES WERE CALCULATED.

SO THAT'S THE BUDGET ALLOCATION TO SUPPORT SERVICES.

SEEK SERVICES THROUGH THE GRANTS BECAUSE OF THE GRANT FUNDING.

OR WERE THOSE ADDITIONAL EXPENDITURES OUTSIDE OF THE GRANTS? WHICH ITEM? I WAS JUST LOOKING AT THE BACKGROUND WHERE IT SAYS THE FUND BALANCE WAS DECREASED BY $578.

YEAH. WE ALLOCATE THE FUNDS TO.

IT'S NOT FROM THE GRANT.

IT'S FROM OUR GENERAL FUND.

WE ALLOCATE THE BUDGET SO WE CAN PROVIDE MORE SUPPORT TO THE OTHER DEPARTMENTS.

OKAY. SO MORE WAS ALLOCATED OVERALL IN OTHER AREAS.

OKAY. THANK YOU.

ANY OTHER QUESTIONS OR COMMENTS FROM TRUSTEES? OTHERWISE I'LL ENTERTAIN A MOTION TO APPROVE THE BUDGET REVISIONS FOR THE MONTH OF AUGUST.

MOVE TO APPROVE. MOTION BY TRUSTEE DI SALVO.

I'LL SECOND AND A SECOND FROM TRUSTEE CHON.

DOCTOR DEWAN, WILL YOU PLEASE CONDUCT A ROLL CALL VOTE.

AND THANK YOU AGAIN TO STAFF AND DOCTOR DEWAN FOR SECURING THAT FUNDING.

THANK YOU.

THE MOTION PASSES SIX YESES AND ONE ABSTENTION.

THANK YOU VERY MUCH.

DIRECTOR NGUYEN, WE WILL NOW MOVE TO OUR PUBLIC HEARING.

[A. Public Hearing on the Rocketship Si Se Puede Charter School Renewal Petition]

PETITION FOR ROCKETSHIP CHARTER SCHOOL.

MY NAME IS MAIMONA BERTA.

I AM THE BOARD PRESIDENT AND I WILL BE ACTING AS CHAIRPERSON OF THIS HEARING.

THIS HEARING WILL PROCEED AS FOLLOWS.

FIRST, THE BOARD WILL HEAR AN OPENING STATEMENT FROM STAFF OF NO MORE THAN TEN MINUTES.

SECOND, ROCKETSHIP CHARTER SCHOOL WILL BE GIVEN THE OPPORTUNITY TO GIVE A PRESENTATION OF NO MORE THAN TEN MINUTES.

THIRD, ALUM ROCK UNION SCHOOL DISTRICT WILL BE GIVEN THE AN OPPORTUNITY TO COMMENT ON THE REQUEST FOR NO MORE THAN TEN MINUTES.

FOURTH, THE BOARD WILL HEAR PUBLIC COMMENT.

SPEAKERS WILL BE LIMITED TO ONE MINUTE.

SPEAKERS SHALL DIRECT THEIR COMMENTS TO THE BOARD AND ARE URGED TO AVOID REPEATING POINTS MADE BY PREVIOUS SPEAKERS.

FIFTH, BOARD MEMBERS MAY ASK CLARIFYING QUESTIONS OF STAFF ROCKET SHIP, CHARTER SCHOOL, THE SCHOOL DISTRICT, AND ANY OF THE PUBLIC SPEAKERS.

THEREAFTER, THE PUBLIC HEARING WILL BE CLOSED.

THE BOARD ANTICIPATES RECONVENING TO ACT ON THIS REQUEST ON NOVEMBER 6TH, 2024.

AT THIS TIME, I CALL UPON SUPERINTENDENT DEWAN TO INTRODUCE STAFF.

THANK YOU, PRESIDENT BERTA.

AT THIS TIME, I WOULD LIKE TO INTRODUCE THE EXECUTIVE DIRECTOR OF OUR CHARTER SCHOOLS DEPARTMENT.

MEFULA FAIRLEY.

THANK YOU. GOOD EVENING.

PRESIDENT BERTA TRUSTEE.

SUPERINTENDENT DEWAN.

WE ARE HERE THIS EVENING FOR THE PUBLIC HEARING ON THE RENEWAL REQUEST FOR ROCKET SHIP CHARTER SCHOOL.

THIS RENEWAL PETITION IS THE THIRD OF FIVE TO BE SUBMITTED AS WE RESUME THE CHARTER RENEWAL PROCESS FOLLOWING A THREE YEAR HIATUS DUE TO THE LACK OF STATEWIDE ACADEMIC TESTING DATA RESULTING FROM COVID.

THE RENEWAL PROCESS CONSISTS OF THE CHARTER SCHOOLS SUBMITTING A CHARTER RENEWAL PETITION.

THE COUNTY BOARD OF EDUCATION HOLDING THE REQUIRED PUBLIC HEARING ON THE RENEWAL PETITION.

THE SCCOE CHARTER SCHOOLS DEPARTMENT STAFF, ANALYZING THE RENEWAL REQUEST AGAINST THE STANDARDS FOR RENEWAL SET FORTH IN THE CHARTER SCHOOLS ACT.

THE CHARTER SCHOOLS DEPARTMENT PUBLISHING ITS RECOMMENDATIONS, INCLUDING RECOMMENDATION RECOMMENDED FINDINGS.

AT LEAST 15 DAYS BEFORE THE BOARD MEETING AT WHICH THE SCC BOE WILL ACT ON THE REQUEST AND FINALLY, THE SCCBOE ACTING ON THE RENEWAL REQUEST.

IN SEPTEMBER 2008, ROCKET SHIP [INAUDIBLE] OR RSSP, WAS INITIALLY APPROVED FOR A THREE YEAR TERM AS A K-5 CHARTER SCHOOL.

ON APPEAL FROM ALUM ROCK UNION SCHOOL DISTRICT, ITS GOVERNANCE STRUCTURE AND CHARTER WAS MATERIALLY CHANGED IN 2013 TO BRING ALL THE ROCKET SHIP SCHOOLS UNDER ONE GOVERNING BOARD, AND THE SCHOOL WAS RENEWED IN 2011 AND 2016.

[INAUDIBLE] CHARTER TERM EXPIRES JUNE 30TH, 2025.

AS THE TERM WAS EXTENDED BY OPERATION OF LAW FOR TWO YEARS IN 2021 AND BY AN ADDITIONAL YEAR IN 2023.

CURRENT ENROLLMENT IS APPROXIMATELY 300 STUDENTS.

[INAUDIBLE] DESIGNATED AS A MIDDLE PERFORMING CHARTER SCHOOL BY THE CALIFORNIA DEPARTMENT OF EDUCATION, SUBMITTED ITS RENEWAL PETITION ON AUGUST 20TH,

[00:45:04]

SCHOOLS THAT ARE NOT DEEMED HIGH PERFORMING OR LOW PERFORMING ARE AUTOMATICALLY PLACED IN THE MIDDLE PERFORMANCE TIER.

WHEN DETERMINING WHETHER TO GRANT A RENEWAL, AN AUTHORIZER MUST GIVE GREATER WEIGHT TO THE SCHOOL'S PERFORMANCE ON MEASUREMENTS OF ACADEMIC PERFORMANCE.

THE AUTHORIZER MUST ADDITIONALLY CONSIDER CLEAR AND CONVINCING EVIDENCE SHOWING EITHER THE CHARTER SCHOOL ACHIEVED MEASURABLE INCREASES IN THE ACADEMIC ACHIEVEMENT DEFINED BY AT LEAST ONE YEAR'S PROGRESS FOR EACH YEAR IN SCHOOL.

OR THE CHARTER SCHOOL HAS ACHIEVED STRONG POST-SECONDARY OUTCOMES AS DEFINED BY CHARTER ENROLLMENT, PERSISTENCE, AND COMPLETION.

THE CHARTERING AUTHORITY MAY DENY A MIDDLE PERFORMING SCHOOL ON THESE BASES ONLY BY MAKING SPECIFIC, WRITTEN, FACTUAL FINDINGS THAT THE SCHOOL EITHER FAILED TO MEET OR MAKE SUFFICIENT PROGRESS TOWARDS MEETING STANDARDS THAT PROVIDE A BENEFIT TO THE PUPILS OF THE SCHOOL.

CLOSURE OF THE SCHOOL IS IN THE BEST INTEREST OF THE STUDENTS, AND THE DECISION PROVIDED GREATER WEIGHT TO PERFORMANCE ON THE MEASUREMENTS OF ACADEMIC PERFORMANCE.

HOWEVER, ANY CHARTER SCHOOL, REGARDLESS OF THEIR PERFORMANCE CATEGORY, MAY BE NON-RENEWED IF THE AUTHORIZER FINDS THAT THE SCHOOL IS DEMONSTRABLY UNLIKELY TO SUCCESSFULLY IMPLEMENT THE PROGRAM DUE TO SUBSTANTIAL FISCAL OR GOVERNANCE ISSUES, OR THE SCHOOL IS FAILING TO SERVE ALL STUDENTS WHO WISH TO ATTEND AND PROVIDES THE CHARTER SCHOOL AN OPPORTUNITY TO REMEDIATE THESE CONCERNS.

THE CHARTER SCHOOLS ACT PROVIDES THAT NO LATER THAN 60 DAYS AFTER RECEIVING A PETITION, THE COUNTY BOARD OF EDUCATION SHALL HOLD A PUBLIC HEARING ON THE PROVISIONS OF THE CHARTER ON THE PROVISIONS OF THE CHARTER, AT WHICH TIME THE COUNTY BOARD OF EDUCATION SHALL CONSIDER THE LEVEL OF SUPPORT FOR THE RENEWAL PETITION BY TEACHERS, OTHER SCHOOL DISTRICT EMPLOYEES, AND PARENTS AND GUARDIANS.

THE COUNTY BOARD'S DECISION ON THE RENEWAL OF THE CHARTER SHOULD OCCUR WITHIN 90 DAYS OF RECEIPT, UNLESS THAT TIME IS EXTENDED BY 30 DAYS, 30 ADDITIONAL DAYS BY MUTUAL AGREEMENT.

THE DECISION HEARING FOR THE ROCKETSHIP SI SE PUEDE WILL TAKE PLACE ON NOVEMBER 6TH, 2024.

SCCOE STAFF HAS ALSO COMMUNICATED THROUGH EMAIL WITH THE LOCAL DISTRICT AND SCHOOL DISTRICT VIA ITS INTERIM SUPERINTENDENT.

THE CHARTER SCHOOLS DEPARTMENT STAFF HAS BEGUN ITS PRELIMINARY ANALYSIS, FOLLOWING CALIFORNIA EDUCATION CODE AND THE BOARD'S GUIDELINES REGARDING CONSIDERING A CHARTER RENEWAL PETITION.

A FULL ANALYSIS WILL BE COMPLETED IN THE UPCOMING WEEKS, AND THE STAFF'S RECOMMENDATIONS AND RECOMMENDED FINDINGS WILL BE PUBLISHED PUBLISHED ON THE SCCOE WEBSITE BY OCTOBER 22ND.

THIS CONCLUDES STAFF'S OPENING STATEMENT.

THANK YOU.

IS ROCKETSHIP SI SE PUEDE CHARTER SCHOOL READY TO MAKE THEIR PRESENTATION? AND WHO WILL BE SPEAKING FOR ROCKETSHIP CHARTER SCHOOL? GOOD EVENING. MYSELF, [INAUDIBLE] WEST, THE PRINCIPAL AT ROCKETSHIP ACADEMY.

AND I WILL AS WELL.

JANINE RAMIREZ WITH ROCKETSHIP PUBLIC SCHOOLS.

GREAT. PLEASE PROCEED.

I BELIEVE THE TIMER IS ON NEAR AMY'S DESK.

PERFECT. THANK YOU. NEXT SLIDE, PLEASE.

FORMALLY. GOOD EVENING.

PRESIDENT OF BERTA.

TRUSTEES, SUPERINTENDENT, CHARTER STAFF AND TO EVERYONE HERE.

I'M PROUD TO BE HERE BEFORE YOU THIS EVENING.

AS MENTIONED, I AM JANINE RAMIREZ.

I'M A LONG TIME COMMUNITY AND EDUCATION ADVOCATE HERE IN THIS COMMUNITY, AND IT HAS BEEN AN HONOR TO DEDICATE MY CAREER TO SUPPORT FAMILIES AND STUDENTS WHOSE CHALLENGES RESEMBLE THOSE OF MY OWN GROWING UP.

I STAND HERE BEFORE YOU THIS EVENING, STEPPING INTO A NEW ROLE AS INTERIM EXECUTIVE DIRECTOR, AS OUR FIERCE EXECUTIVE DIRECTOR.

MARISELA GUERRERO, WHO IS IN THE ROOM, IS ABOUT TO ENTER MATERNITY LEAVE AS OF THIS FRIDAY, AND I STAND HERE ALONGSIDE FAMILIES, TEACHERS, LEADERS AND ROCKETEERS TO TALK A LITTLE BIT MORE ABOUT ROCKET SHIP.

ROCKETSHIP SI SE PUEDE IS PART OF A COLLECTIVE OF 13 BAY AREA PUBLIC SCHOOLS WHOSE MISSION IS TO SUPPORT THE WHOLE STUDENT TO THRIVE IN ELEMENTARY SCHOOL AND BEYOND.

NEXT SLIDE PLEASE.

SINCE OUR INCEPTION IN 2007, ROCKETSHIP SCHOOLS COMMITTED TO BEING COMMUNITY SCHOOLS, COMMITTED TO BEING FAMILY FORWARD SCHOOLS AND WE HAVE COMMITTED TO EVOLVING OVER THE YEARS TO MAKE SURE WE'RE MEETING THE NEEDS OF OUR STUDENTS.

WE WORK HAND IN HAND WITH FAMILIES AND COMMUNITIES WHO ASK FOR THE ABILITY TO MAKE A CHOICE IN WHERE THEIR CHILD WENT TO SCHOOL.

WE WHOLEHEARTEDLY BELIEVE AND HAVE WITNESSED THAT BY FOCUSING AND SPECIALIZING IN THE ELEMENTARY SCHOOL SYSTEM, WE ARE IMPROVING OUTCOMES FOR

[00:50:07]

WE BELIEVE THESE IMPORTANT FOUNDATIONAL SKILLS ARE IMPORTANT, AND FAMILIES LEARN AT ROCKETSHIP.

THEY STAY IN THE COMMUNITY AND THEY UPLIFT THE ENTIRE ECOSYSTEM OF PUBLIC EDUCATION IN THE COMMUNITIES WE SERVE.

NEXT SLIDE PLEASE.

WHEN OUR GRADUATES MOVE ON TO ATTEND DIFFERENT MIDDLE SCHOOLS, THOSE STUDENTS ARE READY FOR THE RIGORS OF MIDDLE SCHOOL.

DURING THEIR TIME AT ROCKETSHIP, OUR PARENTS PRACTICED USING THEIR VOICE AND PARTNERED WITH STAFF TO DEEPEN HOW THEY ENGAGE IN THEIR ROCKETEER'S EDUCATION.

THEY BECOME CHAMPIONS OF THEIR CHILD'S LEARNING, AND HOW TO HARNESS THE POWER OF THEIR VOICE TO ADVOCATE FOR THEIR CHILDREN AND THEIR COMMUNITIES.

AS MANY OF YOU HAVE SEEN.

ADDITIONALLY, PARENTS LEARN TO HOLD LEADERS ACCOUNTABLE AND ENSURE THEIR KIDS CONTINUE TO RECEIVE THE SAME EXCELLENCE IN EDUCATION THAT THEY EXPERIENCED DURING THEIR ELEMENTARY YEARS AT ROCKETSHIP.

NEXT SLIDE PLEASE.

WE ARE PROUD OF THE INCREDIBLE GROWTH OUR ROCKETEERS MAKE EACH YEAR AT OUR SCHOOLS.

A JUNE 2023 STANFORD CREDO STUDY FOUND THAT OUR ROCKETEERS GAINED THE EQUIVALENT OF 96 ADDITIONAL DAYS OF LEARNING AND READING, AND 138 ADDITIONAL DAYS IN MATH COMPARED TO THEIR PEERS AND OTHER SCHOOLS.

THAT IS THE EQUIVALENT OF 5 TO 7 MONTHS OF ADDITIONAL LEARNING WHEN YOU ATTEND A ROCKETSHIP PUBLIC SCHOOL.

NEXT SLIDE PLEASE.

THIS DATA SHOWS ON THIS SLIDE THAT TRADITIONALLY, AS SCHOOLS SERVE A HIGHER PERCENTAGE OF SOCIOECONOMICALLY DISADVANTAGED STUDENTS, THEY TEND TO HAVE LOWER ACADEMIC ACHIEVEMENT.

EXCEPT AT ROCKETSHIP, YOU CAN SEE THAT STUDENTS WHO FACE SIMILAR DISADVANTAGES AT ROCKETSHIP ARE BEATING THE ODDS AND ACHIEVING A STRONGER FOUNDATION TO ACHIEVE THEIR DREAMS IN THE LONG TERM.

WE ARE PROUD TO SERVE ALL STUDENTS WITH EXCELLENCE, AND WHILE THERE IS A LONG WAYS TO GO FOR OUR EDUCATION SYSTEM AS A WHOLE, WE ARE EXCITED FOR WHAT IS TO COME.

NEXT SLIDE PLEASE.

AT ROCKETSHIP, SERVING STUDENTS MEANS SERVING THE WHOLE STUDENT, THE WHOLE FAMILY, AND THE WHOLE COMMUNITY.

OUR COMMUNITY SCHOOLS MODEL ENSURES THAT EACH ROCKETEER HAS WHAT THEY NEED TO LEARN AND GROW EVERY SINGLE DAY.

SOMETIMES THIS LOOKS LIKE DENTAL AND VISION SCREENINGS, AND AIDING A ROCKETEER'S WITH FREE GLASSES WHEN THEY NEED THEM TO SEE THE WHITE BOARD TWICE A MONTH IT LOOKS LIKE GROCERIES VIA FOOD DRIVE.

WE DO IN PARTNERSHIP WITH SECOND HARVEST OFTEN.

OTHER TIMES IT IS MENTAL HEALTH, RENTAL, LEGAL AND OTHER VITAL RESOURCE CONNECTIONS BOTH IN AND OUTSIDE OF THE SCHOOL BUILDING THROUGH OUR CARE CORE PROGRAM.

ROCKETSHIP SCHOOLS TRULY ARE A COMMUNITY SCHOOLS.

NEXT SLIDE PLEASE.

ROCKETSHIP SI SE PUEDE ACADEMY IS A TIGHT KNIT COLLECTIVE OF STUDENTS, EDUCATORS, AND FAMILIES DEDICATED TO UNLEASHING THE FULL POTENTIAL OF THE SPECIAL DOBERMAN COMMUNITY IN THE HEART OF EASTSIDE SAN JOSE AND WE COULD NOT DO THIS WORK WITHOUT THE INCREDIBLE LEADERSHIP IN OUR CAMPUSES WHO MAKE IT THEIR MISSION EVERY DAY TO LIVE OUT OUR CORE VALUES AND WITH THAT, IT IS MY PRIVILEGE AND HONOR TO INTRODUCE ROCKETSHIP SI SE PUEDE, PRINCIPAL TANISHA WEST.

GOOD EVENING, PRESIDENT, SUPERINTENDENT AND TRUSTEES.

I'M HONORED AND HUMBLED TO REPRESENT ALL THE FAMILIES, STUDENTS, TEACHERS AND STAFF THAT MAKE ROCKETSHIP ACADEMY SO SPECIAL.

NEXT SLIDE PLEASE.

I REPRESENT HUNDREDS OF CURRENT ROCKETSHIP STUDENTS, FAMILIES, AND COMMUNITY MEMBERS, BUT I ALSO REPRESENT THOUSANDS OF ROCKETSHIP ACADEMY ALUMNI AND MEMBERS OF THE GREATER [INAUDIBLE] COMMUNITY WHO ARE DEDICATED TO MAKING OUR NEIGHBORHOOD CITY STATE THE BEST IT CAN POSSIBLY BE.

ROCKETSHIP ACADEMY IS SO MUCH MORE THAN A SCHOOL.

IT'S A COMMUNITY HUB FOR CULTURAL CELEBRATIONS, A GATHERING PLACE FOR ELECTED OFFICIALS TO HEAR FROM THEIR CONSTITUENTS.

IT IS A PLACE WHERE JOY AND HOPE GROW.

NEXT SLIDE PLEASE.

ROCKETSHIP ACADEMY SERVES A POPULATION WHO ARE PREDOMINANTLY SOCIOECONOMICALLY DISADVANTAGED AND HISPANIC OR LATINO.

MUCH LIKE THE ALUM ROCK SCHOOL DISTRICT IN WHICH WE SIT, WE BELIEVE THAT OUR MISSION IS TO SERVE ALL STUDENTS EVERY DAY, PROVIDING EQUAL ACCESS TO OPPORTUNITY, REGARDLESS OF BACKGROUND OR STATUS.

NEXT SLIDE PLEASE.

OUR ROCKETEERS MUST SEE PEOPLE WHO LOOK LIKE THEM IN POSITIONS OF AUTHORITY, IN OUR SCHOOLS, IN OUR COMMUNITIES, AND TO SEE WHAT IS POSSIBLE FOR THEM.

I'M SO PROUD TO SAY THAT 85% OF MY ROCKETSHIP ACADEMY STAFF IDENTIFY AS PEOPLE OF COLOR.

THIS ENTIRELY FLIPS THE NATIONAL NORM WHERE 80% OF EDUCATORS IDENTIFY AS NON-HISPANIC WHITE.

STUDENTS SEE THEMSELVES IN THEIR COMMUNITY, REFLECTED IN OUR TECH'S CURRICULUM AND DIVERSE STAFF.

THEY CELEBRATE THEIR OWN AND OTHER'S CULTURES, REINFORCING THEIR SENSE OF BELONGING.

OUR STAFF'S REPRESENTATION STRENGTHENS STUDENTS IDENTITY, INCLUSION AND PRIDE, SHOWING THEM THEY'RE VALUED IN OUR SCHOOL AND BEYOND.

NEXT SLIDE PLEASE AND WE SEE THAT OUR COMMUNITY CAN SUCCEED.

THE CALIFORNIA STATE DASHBOARD FROM LAST YEAR SHOWS THAT ROCKETSHIP ACADEMY ARE THE OUTPERFORMS OR MATCHES STATE AND LOCAL DISTRICTS.

[00:55:07]

NEXT SLIDE PLEASE ROCKETSHIP SI SE PUEDE IS WORKING HARD TO GET OUR STUDENTS READY FOR THE FUTURE, AND WE SEE THAT WHETHER IT'S THE STATE OR DISTRICT, WE HAVE ROOM TO GROW TO ENSURE EVERYONE FEELS PREPARED.

AS THIS GRAPH SHOWS, OUR SOCIOECONOMICALLY DISADVANTAGED STUDENTS ARE OUTPACING PEERS IN OUR DISTRICT AND THEIR SIGHTS SET ON FURTHER GROWTH TO SURPASS WHERE OUR STATE IS AVERAGING. NEXT SLIDE PLEASE.

THE PANDEMIC, AS WE KNOW, AFFECTED EVERY SINGLE ONE OF OUR STUDENTS AND EDUCATORS.

THERE HAVE BEEN SHIFTS IN HOW WE APPROACH AND NEED TO APPROACH EDUCATION MOVING FORWARD.

THE STORY ON THIS SLIDE IS A COMMON ONE.

THERE WAS WORK TO BE DONE TO ENSURE WE CATCH UP FOR THE SAKE OF OUR COMMUNITY.

NEXT SLIDE PLEASE.

BUT WE KNOW IT'S POSSIBLE.

REBUILDING HAPPENS IN A SMALL MOMENTS IN THE CLASSROOM.

A GROUP THAT I AM PROUD THAT SHOWCASES WHAT IT MEANS TO MAKE INCREMENTAL STEPS BACK IN THE RIGHT DIRECTION IS UR SPECIAL EDUCATION POPULATION.

WE WORK WITH THE CONFIDENCE THAT BUILDING BACK AND BUILDING STRONGER POST-PANDEMIC IS WHAT'S BEST FOR OUR STUDENTS, WHETHER IT'S OUR STUDENTS WITH IEPS OR ANY STUDENT AT RSP.

NEXT SLIDE PLEASE.

THE CHARTS WE SEE DRIVE INSTRUCTION AND ENSURE WE'RE HEADING IN THE RIGHT DIRECTION AND REBUILDING.

BUT WHAT IS MOST IMPORTANT IS WHAT THESE CHARTS REPRESENT.

EVERY SINGLE STATISTIC TELLS A STORY OF HUNDREDS OF FIVE, SIX AND SEVEN YEAR OLDS ON SAN JOSE'S EAST SIDE WHO ARE LEARNING TO READ, WRITE AND ADD.

STUDENTS LIKE LUIS, WHO CAME TO RSSP AT THE TENDER AGE OF SIX.

KINDERGARTEN NON-VERBAL STUDENT WHO HAD SO MUCH TO COMMUNICATE BUT NOT SURE HOW TO EXPRESS IT.

LUIS HAD HIS MANY CHALLENGES, BUT HE LEFT SI SE PUEDE AS A STUDENT WHO COULD ADVOCATE FOR HIS NEEDS AND EXPRESS HIMSELF.

HE FELT COMMUNITY, A LOVE OF LEARNING, AND HE HAD BETTER STUDENT OUTCOMES GOING INTO MIDDLE SCHOOL.

MOVING FROM NOT METS IN READING AND MATH ON THE CASP RESULTS TO NEARLY METS.

WHEN I THINK ABOUT ROCKETSHIP SI SE PUEDE, I THINK ABOUT LEANDRO, A MULTILINGUAL LEARNER STUDENT.

HE TOO CAME TO US IN KINDERGARTEN.

LITTLE TO NO VOCABULARY.

ENGLISH LANGUAGE DEVELOPMENT.

HE'S CURRENTLY IN SECOND GRADE AND HE'S THRIVING.

HE CONTINUES TO MAKE PROGRESS IN HIS ENGLISH LANGUAGE DEVELOPMENT THROUGH OUR INSTRUCTION AND CLEAR FOCUS TO SUPPORT ALL LEARNERS.

WE'RE PROUD TO SAY THAT HE HAS MADE LP PROGRESS EVERY YEAR, GROWING TO LP LEVELS, AND WE'RE EXCITED TO SEE THE GROWTH THAT WE CAN HE WILL CONTINUE TO MAKE IN THE YEARS TO COME.

THIS IS ROCKETSHIP SI SE PUEDE ACADEMY.

NEXT SLIDE PLEASE.

I'M HONORED TO REPRESENT THIS COMMUNITY HERE THIS EVENING AND MY VOICE IS ONE OF MANY THAT TRULY BELIEVE THAT WHEN IT COMES TO SERVING ALL STUDENTS AND WHEN IT COMES TO CLOSING THE EDUCATIONAL EQUITY GAP, WE BELIEVE THAT YES, SI SE PUEDE.

WITH YOUR PARTNERSHIP, HELP US CONTINUE TO SERVE OUR COMMUNITIES BY RENEWING OUR SCHOOL FOR FIVE MORE YEARS.

THANK YOU. THANK YOU.

I DON'T BELIEVE THERE'S ANY REPRESENTATIVE FROM THE ALUM ROCK UNION SCHOOL DISTRICT, IS THAT CORRECT? THAT'S CORRECT. PRESIDENT BERTA.

NO, REPRESENTATIVE.

ALL RIGHT. THANK YOU.

SO WITH THAT, WE WILL GO TO PUBLIC COMMENT ON THIS ITEM.

COMMENTS ARE LIMITED TO ONE MINUTE.

IF YOU WISH TO SPEAK, PLEASE HAND IN A SPEAKER'S CARD.

SPEAKERS SHALL DIRECT THEIR COMMENTS TO THE BOARD AND ARE URGED TO AVOID REPEATING POINTS MADE BY PREVIOUS SPEAKERS.

MODERATOR DO WE HAVE ANY PUBLIC COMMENT? YES WE DO. WE HAVE 11 CARDS FOR PUBLIC COMMENT.

OKAY. THANK YOU.

PLEASE PROCEED WITH PUBLIC COMMENT.

THANK YOU.

FOR THOSE IN OUR OVERFLOW ROOM IN THE CAFETERIA WHO FILLED OUT A CARD FOR COMMENT, PLEASE PROCEED TO THE SAN JOSE ROOM.

ONCE YOUR GROUP IS CALLED, PLEASE LISTEN FOR YOUR NAME.

OUR SPEAKERS ARE AND ONCE YOU HEAR YOUR NAME, PLEASE LINE UP BEHIND THE PODIUM LOCATED AT THE CENTER OF THE ROOM.

THEY ARE NIKKI HOLMAN, MARIA PEREZ, NGUYEN, LAURA GONZALEZ.

[INAUDIBLE] CHANG.

MAX [INAUDIBLE].

APOLOGIES FOR THE MISPRONUNCIATION.

VICTOR [INAUDIBLE].

[INAUDIBLE] RODRIGUEZ, DAISY CARMONA.

PLEASE LINE UP AT THE PODIUM LOCATED AT THE CENTER OF THE ROOM.

OUR FIRST SPEAKER IS NIKKI HOLMAN.

PLEASE CLEARLY STATE YOUR NAME AND PRESENT YOUR COMMENT.

MY NAME IS NIKKI HOLMAN, AND I REPRESENT THE VOICES OF MY FOURTH GRADE SON AND THE BROADER SPECIAL EDUCATION COMMUNITY AT SI SE PUEDE.

[01:00:05]

SUPPORT FOR MY CHILD WITH SPECIAL NEEDS AND REALLY ALL CHILDREN WHO REQUIRE SPECIAL EDUCATION AND THEREFORE A SPECIAL LOVE.

MY SON, DESPITE HIS SEVERE LANGUAGE DISORDER RANKING IN THE BOTTOM POINT THREE PERCENTILE WHEN HE STARTED SCHOOL HAS FOUND ACCEPTANCE BY PEERS, POSITIVE SELF-ESTEEM AND GRIT HIS PEERS.

FUTURE LEADERS IN OUR COMMUNITY HAVE LEARNED TO INTERACT WITH EMPATHY AND RESPECT, HELPING BREAK DOWN THE MANY BARRIERS AND PREJUDICES FACED BY INDIVIDUALS WITH DISABILITY.

INCLUSION IS NOT JUST A BUZZWORD.

IT'S A NECESSITY FOR ALL CHILDREN TO THRIVE.

AND I HAVE SEEN IT WITH ALEX.

ONE MOMENT THAT STANDS OUT TO ME WAS WHEN ALEX WAS IN A LITERACY PROGRAM AND A PEER ANSWERED A QUESTION, BUT BEFORE THEY MOVED ON, HIS PEER DID HIS OWN CHECK FOR UNDERSTANDING TO ENSURE THAT MY SON WAS ALSO UP TO SPEED.

THIS MOMENT IS WHY ROCKETSHIPS INCLUSIVE APPROACH NOT ONLY AIDS CHILDREN WITH SPECIAL NEEDS, BUT ENRICHES THE ENTIRE STUDENT BODY, FOSTERING COMPASSION AND UNDERSTANDING.

THANK YOU. THE NEXT SPEAKER IS MARIA PEREZ.

PLEASE CLEARLY STATE YOUR NAME AND PRESENT YOUR COMMENT.

HELLO. MY NAME IS MARIA PEREZ.

I HAVE BEEN WITH SI SE PUEDE FOR THREE YEARS.

WHEN MY SON WAS IN KINDER, I WANTED TO LEARN MORE ABOUT THE SCHOOL SYSTEM.

I DID THIS BY VOLUNTEERING IN A MONTHLY MULTILINGUAL FAMILY READING PROGRAM, WHICH I HAVE NOT MISSED SINCE MY SON WAS IN TK.

I ALSO CONSISTENTLY PROVIDED CLASSROOM SUPPORT.

IT WAS THROUGH MY VOLUNTEERING THAT PRINCIPAL WEST SAW SOMETHING IN ME AND NOMINATED ME TO JOIN THE SCHOOL SITE COUNCIL.

THIS EXPERIENCE HAS BEEN ONE WHERE I GOT TO LEARN ABOUT POWER AND THE DECISION MAKING PROCESS OF OUR SCHOOL.

SI SE PUEDE NOT ONLY GAVE ME A VOICE, BUT THEY TRULY LISTENED TO ME.

FOR EXAMPLE, ONE OF THE MANY SUGGESTIONS I GAVE WAS TO CREATE A COSTUME DRIVE FOR OUR COMMUNITY.

OUR LEADERS LISTENED AND ACTED.

THIS IS JUST ONE OF MANY EXAMPLES OF HOW SI SE PUEDE ELEVATES OUR LEADERSHIP, AND MY VOICE MATTERED.

THANK YOU FOR LISTENING TO US.

I THINK I ASK THAT YOU KEEP SI SE PUEDE OPEN FOR FIVE MORE YEARS.

THANK YOU. THE NEXT SPEAKER IS [INAUDIBLE].

PLEASE APPROACH THE PODIUM CLEARLY STATE YOUR NAME AND PRESENT YOUR COMMENT.

HOLA. [SPANISH].

OH. ONE MOMENT PLEASE.

WE'LL ALLOW YOU MORE TIME FOR OUR LANGUAGE SUPPORT.

THANK YOU FOR YOUR PATIENCE.

[SPANISH] . HELLO.

MY NAME IS SOCORRO AND I'M NATALIE'S MOM.

I'VE BEEN WITH SI SE PUEDE FOR TWO YEARS, AND I'M VERY HAPPY THAT MY DAUGHTER ATTENDS THE SCHOOL.

I'VE SEEN MANY ACHIEVEMENTS AND LOT OF POSITIVE CHANGES IN HER LIFE, BOTH PERSONAL AND ACADEMIC.

NATALIE DOES NOT ONLY NOT ONLY DOES HER HOMEWORK ENTHUSIASM, BUT SHE ALSO TEACHES ME WHAT SHE LEARNS THANKS TO THE DEDICATION OF HER TEACHERS AS A SINGLE MOTHER.

AS I LIKE TO SAY, HEAD OF MY HOUSE, I WORK AT NIGHT TO PROVIDE WHAT IS NECESSARY FOR MY HOME AND SO THAT MY CHILDREN CAN ACHIEVE THEIR DREAMS WITH ALL THE WITH ALL THE FAMILY EXPENSES. IT IS DIFFICULT, BUT ROCKETSHIP AND THE CAREGIVERS PROGRAM HAVE HELPED ME WITH FREE CLOTHING AND COUNSELING.

THANKS TO ALL THE TEACHERS AND MY DAUGHTER AND I KNOW THAT THERE IS ANOTHER HOME FOR US AND WE FEEL SAFE THERE.

THEY ALWAYS SUPPORT US WITH THE RESOURCES WE NEED.

I FEEL GRATEFUL THAT THE SCHOOL IS HERE FOR MY FAMILY AND OUR COMMUNITY.

I ASK YOU TO SUPPORT US WITH YOUR VOTE.

THANK YOU. THE NEXT SPEAKER IS KIM HONG.

PLEASE APPROACH THE PODIUM CLEARLY, STATE YOUR NAME AND PROVIDE YOUR COMMENT.

HELLO. MY NAME IS MISS HONG.

ASSISTANT PRINCIPAL OF STUDENT SERVICES HERE AT ROCKETSHIP SI SE PUEDE, WHERE I'VE PROUDLY SERVED FOR THE LAST SEVEN YEARS.

I STARTED AS A SPECIAL EDUCATION TEACHER IN A SPECIAL DAY CLASS SETTING AT A DISTRICT SCHOOL, AND MOVED TO AN INTEGRATED SPECIAL EDUCATION TEACHER ROLE HERE AT RSSP, WHERE I WITNESSED THE PROFOUND IMPACT OF OUR COMMUNITY AND INCLUSION.

I WAS FORTUNATE ENOUGH TO EVEN COMPLETE MY INDUCTION FOR MY SPED CREDENTIAL HERE TOO.

ONE STANDOUT EXPERIENCE WAS WITH A THIRD GRADER FACING SIGNIFICANT CHALLENGES.

HIS FAMILY WAS STRUGGLING AND HE WAS DISHEARTENED ABOUT SCHOOL.

THROUGH DEDICATED BEHAVIOR SUPPORT, CO-TEACHING, AND SMALL GROUPS, HE TRANSFORMED INTO A CLASS LEADER WITH IMPRESSIVE ACADEMIC PROGRESS.

NOW IN MIDDLE SCHOOL, HE AND HIS FAMILY REMAIN A PART OF MY LIFE, SHOWCASING THE LASTING IMPACT OF OUR WORK, WHICH IS WHY I'M SO PASSIONATE ABOUT SI SE PUEDE.

THESE ARE THE SMALL MOMENTS WHEN I KNOW I'M DOING THE RIGHT WORK IN THE RIGHT PLACE.

HERE, WE DON'T JUST TEACH.

[01:05:01]

WE HOPE TO COUNT ON YOUR VOTE.

THE NEXT SPEAKER IS ANNIE NGUYEN.

PLEASE CLEARLY STATE YOUR NAME AND PROVIDE YOUR COMMENT.

HELLO. MY NAME IS ANNIE NGUYEN.

A PROJECT MANAGER AT THE VIETNAMESE AMERICAN ORGANIZATION AND A PARENT TO TWO ROCKETEERS.

AS A FIRST GRADER AND A THIRD GRADER, MY THIRD GRADER, DAVID, IS A MULTILINGUAL LEARNER WITH AN IEP.

SO WHEN DAVID MOVED FROM A SPECIAL EDUCATION CLASSROOM TO ROCKETSHIP THREE YEARS AGO, HE COULDN'T WRITE HIS NAME, COULDN'T RECOGNIZE LETTERS OR NUMBERS.

HE COULDN'T EVEN HOLD A PENCIL PROPERLY.

SO ON HIS FIRST DAY AT ROCKETSHIP, I WAS EXTREMELY NERVOUS.

BUT THE TEACHERS AND STAFF SHOWED DAVID SO MUCH COMPASSION AND SUPPORT FROM THE START.

THEIR DEDICATION HAS BEEN INCREDIBLE.

DAVID CAN NOW READ AND WRITE SKILLS I CAN NEVER IMAGINE HE'D MASTER SO QUICKLY.

SI SE PUEDE HAS TRULY BECOME HIS SECOND HOME WHERE HE WAS NURTURED, SUPPORTED AND EXCITED TO LEARN AND MAKE FRIENDS.

THANK YOU FOR LISTENING.

I HOPE MY WORDS INSPIRE YOU TO COME AND VISIT OUR SCHOOLS SO THAT YOU CAN SEE WHAT I AND MANY PARENTS EXPERIENCE EVERY SINGLE DAY, AND I HOPE TO COUNT ON YOUR VOTES.

THANK YOU. THE NEXT SPEAKER IS LAURA GONZALEZ.

PLEASE CLEARLY STATE YOUR NAME AND PRESENT YOUR COMMENT.

GOOD EVENING TRUSTEES. MY NAME IS LAURA GONZALEZ AND I AM THE PROUD BUSINESS OPERATIONS MANAGER AT ROCKETSHIP.

I HAVE BEEN WITH SI SE PUEDE SINCE THE DAY WE OPENED OUR DOORS IN 2009.

I COULD SPEAK TO A MILLION THINGS ABOUT WHY, AS AN SAN JOSE NATIVE, THIS IS HOME TO ME.

BUT TODAY I ACTUALLY WANTED TO SAY THANK YOU AS ONE OF OUR STAFF MEMBERS MYSELF, WHO HAS THE HONOR OF OPENING DOORS EVERY MORNING TO GREET OUR ROCKETEERS, WE PROMOTE TIMELINESS AND GETTING TO SCHOOL AND READY TO LEARN ON TIME.

EVERY DAY I WANT TO SAY THANK YOU, PRESIDENT AFZAL BERTA, TRUSTEES AND STAFF FOR PLACING OUR HEARING EARLIER ON THE AGENDA SO OUR ROCKETEERS CAN GET HOME AND BE READY FOR BED AT A REASONABLE TIME.

WE NOTICED THE CONSIDERATION FOR OUR FAMILIES AND OUR ROCKETEERS WHO ARE COMING FROM EAST SAN JOSE TO JOIN US TODAY.

THANK YOU. THE NEXT SPEAKER IS [INAUDIBLE] CHANG.

PLEASE APPROACH THE PODIUM CLEARLY, STATE YOUR NAME AND PROVIDE YOUR COMMENT.

GOOD EVENING. MY NAME IS [INAUDIBLE] CHANG AND I AM A FOUNDING TEACHER AT ROCKETSHIP SI SE PUEDE, WHERE I'VE PROUDLY SERVED AS A STEM TEACHER FOR 16 YEARS SINCE 2009.

IN THIS TIME, I'VE HAD THE PRIVILEGE OF TOUCHING THE LIVES OF OVER 1000 STUDENTS TEACHING REAL LIFE MATH SKILLS TO KINDERGARTNERS AND FIRST GRADERS.

I BECOME A DEEPLY ROOTED MEMBER OF THIS COMMUNITY WHEN I VISIT THE HOMES OF MY CURRENT CURRENT STUDENTS, I OFTEN HEAR FROM FAMILIES WHO HAVE KNOWN SOMEONE WHOSE CHILD THRIVED ACADEMICALLY AT ROCKETSHIP.

IN FACT, MANY FAMILIES TELL ME I'VE TAUGHT A RELATIVE OR A FRIEND'S CHILD IN THE PAST.

AS A PARENT, MY OWN CHILDREN ARE PROUD TO SUPPORT ALUMNI AND TODAY THEY'RE WRAPPING UP THEIR FINAL YEAR IN COLLEGE STUDYING COMPUTER SCIENCE AND INDUSTRIAL ENGINEERING.

I'M HERE BECAUSE THIS ISN'T JUST A SCHOOL TO ME.

IT'S MY COMMUNITY.

I WILL CONTINUE TO FIGHT FOR OUR SCHOOL AND ITS ABILITY TO CHANGE LIVES, AS IT HAS FOR SO MANY FAMILIES.

THANK YOU. THE NEXT SPEAKER IS MAX PIMIENTA.

PLEASE APPROACH THE PODIUM CLEARLY, STATE YOUR NAME AND PROVIDE YOUR COMMENT.

GOOD EVENING. MY NAME IS MAXIMO PIMIENTA AND I'M A STUDENT AT ROCKETSHIP SI SE PUEDE.

IN THIRD GRADE.

I LOVE SI SE PUEDE BECAUSE IT IS MY SECOND HOME.

I'VE BEEN HERE SINCE PK AND I REALLY LOVE IT BECAUSE LEARNING IS FUN HERE AND THE TEACHERS UNDERSTAND OUR FEELINGS, WE CAN EXPRESS THEM IN ANY WAY.

I REMEMBER WHEN I WAS IN FIRST GRADE, MY TEACHER DID MAGIC TRICKS AFTER CLASS.

IT FELT LIKE I WAS IN AN ACTUAL THEATER.

SHE MADE LEARNING EXCITING FOR ALL OF US.

EVERY DAY WE GO TO ART CLASS AND LEARN HOW TO EXPRESS ART IN OUR OWN WAY.

MY DREAM IS WHEN I GROW UP, I WANT TO BE AN ARTIST.

I THINK IT'S GREAT. OUR SCHOOL HAS ART BECAUSE NOT ALL SCHOOLS HAVE ART FOR THEIR STUDENTS.

THANK YOU FOR YOUR TIME AND PLEASE LET US STAY OPEN FOR FIVE MORE YEARS.

THE NEXT SPEAKER IS VICTOR TOPETE.

PLEASE CLEARLY STATE YOUR NAME AND PROVIDE YOUR COMMENT.

HELLO. MY NAME IS VICTOR TOPETE.

MY FAMILY HAS BEEN A PART OF SI SE PUEDE FOR OVER FIVE YEARS.

I HAVE THREE ROCKETEERS HERE.

I LIKE SEEING MY SON WAKE UP EXCITED AND READY TO READY FOR SCHOOL.

I DON'T HAVE TO REMIND HIM TWICE TO GET READY.

HE'S EAGER TO LEARN.

I REMEMBER MY SON LACKING CONFIDENCE IN SPEAKING BEFORE HE STARTED SCHOOL.

HE WAS DIAGNOSED WITH AUTISM AND A NONVERBAL AT THE AGE OF THREE YEARS OLD.

I AM PROUD TO SHARE THAT HE IS NOW HOLDING FULL, CONFIDENT CONVERSATIONS WITH TEACHERS AND CLASSMATES.

MY PROUDEST MOMENT WAS WHEN I VOLUNTEERED AND SAW HIM INTERACTING WITH HIS NEW FRIENDS, AND I ALSO HEARD HIS TEACHER SHARE ABOUT HIS ACADEMIC GROWTH DURING HIS HOME VISIT. THIS WAS A CLEAR SIGN TO ME THAT THE SENSE OF COMMUNITY AND SOCIAL SKILLS HE LEARNED SI SE PUEDE EMILIO HAS GROWN SO MUCH.

OUR FAMILY IS SO THANKFUL FOR THE GROWTH AND HAPPINESS EMILIO HAS FOUND HERE.

[01:10:02]

THANK YOU. THE NEXT SPEAKER IS YAMILE RODRIGUEZ.

PLEASE APPROACH THE PODIUM CLEARLY, STATE YOUR NAME AND PROVIDE YOUR COMMENT.

HI, I'M YAMILA RODRIGUEZ, AND I'M A FIFTH GRADE ROCKETSHIP SI SE PUEDE.

AT LAUNCH, WE START WITH EVERYDAY ON THE BLACKTOP WITH HUM, WHEN WE WAKE UP, DANCE AND GET MOTIVATED TOGETHER AS A COMMUNITY.

IT REALLY SETS A POSITIVE TONE FOR THE DAY.

ONCE WE GET INTO CLASS, WE START OFF WITH BREAKFAST AND WE BEGIN SOCIAL EMOTIONAL LEARNING.

RECENTLY, WE READ ABOUT PEOPLE WHO SPEAK UP FOR THEMSELVES, INCLUDING A GIRL WHO STUTTERS AND HOW HER PARENTS SUPPORT HER.

THAT STORY STOOD OUT TO ME BECAUSE EVEN THOUGH I'VE NEVER SEEN ANYONE STUTTER, I LEARNED THAT WE HAVE TO SPEAK UP FOR OURSELVES.

EVEN IF YOU HAVE PROBLEMS AND DON'T BE AFRAID TO USE YOUR VOICE.

KEEP OUR SCHOOL OPEN FOR FIVE MORE YEARS, ROCKETSHIP SI SE PUEDE IS A GOOD SCHOOL AND I LOVE ROCKETSHIP SI SE PUEDE.

THANK YOU. OUR LAST SPEAKER IS DAISY CARMONA.

PLEASE CLEARLY STATE YOUR NAME AND PROVIDE YOUR COMMENT.

HELLO, ESTEEMED TRUSTEES, MY NAME IS DAISY CARMONA, AND I AM SI SE PUEDE ALUMNA AT ROCKETSHIP.

ONE OF OUR CORE VALUES IS PERSISTENCE, A VALUE THAT LEADS TO RESILIENCE, A NECESSITY FOR FIRST GENERATION COLLEGE STUDENTS.

BEING THE FIRST TO NAVIGATE COLLEGE AS A FIRST GENERATION COLLEGE STUDENT PRESENTED ITSELF WITH MANY CHALLENGES.

THERE WERE MOMENTS WHERE I QUESTIONED DROPPING OUT OF SCHOOL.

THERE WERE TIMES WHERE I STRUGGLED BUILDING RELATIONSHIPS WITH MY PEERS.

BUT MOST IMPORTANTLY, THIS EXPERIENCE PRESENTED ITSELF WITH THE HARDEST CHALLENGE MANY FIRST GENERATION STUDENTS MAY FACE AND THAT'S FEELING ALONE WITHIN A SYSTEM FULL OF PEOPLE LIKE YOU, BY A SYSTEM NOT BUILT FOR YOU.

WHILE THIS PATH MAY NOT HAVE BEEN THE EASIEST TO NAVIGATE ROCKETSHIP FOUNDATIONAL CORE VALUE.

TAUGHT ME TO STRIVE AND CONTINUE TO WORK AND PERSEVERE THROUGH TIMES OF ADVERSITY.

PERSISTENCE BECAME MY MOTIVATION AND DRIVE.

ROCKETSHIP MADE IT POSSIBLE FOR ME TO LEARN WHAT WAS MEANT.

WHAT IS MEANT TO BE PERSISTENT IN ATTAINING EXCELLENCE? MY PERSISTENCE AND RESILIENCE LED ME TO GRADUATE, AND I AM PROUD TO SAY IT HAS LED ME IN ATTAINING MY FIRST POST GRADUATE JOB WITHIN ROCKETSHIP BECAUSE I WAS, I AM, AND FOREVER WILL BE A ROCKET SHIP ROCKETEER.

THANK YOU. THIS CONCLUDES PUBLIC COMMENT.

THANK YOU VERY MUCH AS THAT.

SEEING NO FURTHER SPEAKERS ON THIS MATTER, PUBLIC COMMENT IS CLOSED.

WE WILL NOW GO TO CLARIFYING QUESTIONS FROM THE BOARD.

ARE THERE ANY CLARIFYING QUESTIONS FROM THE BOARD TO STAFF? ROCKET SHIP, THE CHARTER SCHOOL OR ANY OF THE PUBLIC SPEAKERS TRUSTEES I KNOW TRUSTEE CHON, TRUSTEE MAH WE'LL GO THIS WAY.

THANK YOU, TRUSTEE CHON.

THANK YOU. MY QUESTION WAS FOR ROCKETSHIP ON SLIDE FIVE.

IT SAYS THE STANFORD STUDY SHOWS THAT ROCKETEERS GAIN AN ADDITIONAL 5 TO 7 MONTHS OF LEARNING.

I'M SURE IT'S GOING TO GO UP THERE.

I WAS JUST WONDERING IF YOU CAN KIND OF EXPLAIN WHAT THIS DATA MEANS, AND, YOU KNOW, HOW DID YOU OBTAIN IT? I'M SURE THE STUDENTS ARE NOT SITTING IN THE CLASSROOMS FOR THOSE EXTRA DAYS.

SO WHAT DOES THIS MEAN? AND HOW DID YOU GATHER THIS DATA? THANK YOU, TRUSTEE CHON.

DO I HAVE TO PRESS THE BUTTON THE WHOLE TIME? NO. OKAY. YEAH.

THANK YOU SO MUCH FOR THAT QUESTION.

WE WERE VERY PROUD WHEN THE RESULTS CAME OUT.

THE CREDO STUDY THAT CAME OUT OF STANFORD WAS ACTUALLY A NATIONAL STUDY THAT SAW AND DID A STUDY FOR MULTIPLE CHARTER SCHOOLS ACROSS THE NATION.

WHAT IT FOUND WAS THAT ACROSS NATIONWIDE, SCHOOLS WERE FOUND TO HAVE SIX CHARTER SCHOOLS, WERE FOUND TO HAVE 16 ADDITIONAL DAYS IN READING AND SIX ADDITIONAL DAYS IN MATH.

SO ROCKETSHIP PUBLIC SCHOOLS WAS ACTUALLY AN OUTLIER EVEN WITHIN THIS NATIONAL STANFORD CREDO STUDY.

AS I SAID EARLIER, THE 96 ADDITIONAL DAYS IN READING AND THE 130 DAYS IN MATH, YOU'RE CORRECT.

IT DOES NOT MEAN THAT THE STUDENTS ARE IN OUR SCHOOL LONGER.

IT'S PART IT'S A COUPLE DIFFERENT REASONS AND I'M HAPPY TO INVITE JUAN MATEOS, WHO'S OUR VP OF SCHOOLS, TO TALK A LITTLE BIT MORE ABOUT HOW WE ACTUALLY, AS A REGIONAL, AS A REGION, REALLY USE DATA AND MAKE SURE THAT WE'RE WITH OUR PERSONALIZED MODEL, MAKING SURE THAT WE'RE SUPPORTING ALL OF OUR STUDENTS. IT'S PART OF WHAT MAKES ROCKETSHIP UNIQUE.

WE BELIEVE THAT ALL STUDENTS CAN LEARN, AND THERE'S REALLY A BEAUTY AND A POWER WHEN YOU MEET STUDENTS WHERE THEY ARE.

SO WITH THAT, I'LL TRANSITION OVER AND CALL JUAN MATEOS.

THANK YOU.

JUAN MATEOS, THE VP OF SCHOOLS AND IT'S A PRIVILEGE TO BE HERE WITH YOU IN FRONT OF IN FRONT OF YOU TODAY AND IN FRONT OF THE FAMILIES WHO HAVE COME OUT TO JOIN US ON THIS DAY.

THAT SPECIFIC STUDY IS BASED OFF THE NWA MAP ASSESSMENT, WHICH IS, AS YOU KNOW, IS A NATIONALLY NORMED ASSESSMENT.

SO THAT'S PART OF WHERE THE RESULTS COME FROM AND THERE'S A COUPLE OF PLACES THAT WE'VE REALLY INVESTED TO MAKE THAT HAPPEN.

[01:15:07]

BUT I THINK SOMETIMES PEOPLE THINK ABOUT PERSONALIZED LEARNING AND THEY THINK ABOUT LIKE TECHNOLOGY AND HOW WE USE LIKE THAT TO SUPPORT, AND THAT IS A PART OF IT.

BUT FOR US, IT REALLY MEANS GETTING TO KNOW OUR STUDENTS, FIGURING OUT WHAT THEY NEED AND MAKING IT HAPPEN.

SO LIKE ONE OF THE WAYS THAT SI SE PUEDE HAS MADE THAT HAPPEN IS THROUGH HOME VISITS, WE MAKE SURE THAT ALL OF OUR FAMILIES RECEIVE A HOME VISIT EVERY YEAR SO THAT WE CAN GET TO KNOW THEM AND THEY CAN GET TO KNOW US.

AND OUR GOAL IS TO GET TO 100% FOR EVERY SINGLE FAMILY BY DECEMBER.

I'M PROUD OF THE WORK THAT MISS WEST AND THE TEAM HAVE DONE, BECAUSE THEY'RE CURRENTLY AT 86% OF OUR FAMILIES HAVE RECEIVED THAT.

TRUSTEE MAH.

THANK YOU, PRESIDENT BERTA.

MY QUESTION FOR THE CHARTER SCHOOL STAFF IS AND SO I HOPE I DIDN'T MISS IT, BUT THAT IN OUR EARLIER RENEWAL DISCUSSIONS, THE CDE HAD MADE A DETERMINATION OF WHETHER THE SCHOOL, THE CHARTER SCHOOL UNDER CONSIDERATION FOR RENEWAL WAS A HIGH, MEDIUM OR LOW PERFORMER AND I THOUGHT THAT I DIDN'T SEE THAT DESIGNATION IN THIS PARTICULAR CASE.

IS IT SOMEWHERE THAT I JUST MISSED? THEY ARE A MEDIUM, A MIDDLE PERFORMING SCHOOL? GREAT. THANK YOU.

TRUSTEE LARI.

THANK YOU, PRESIDENT BERTA.

SO I HAD A QUESTION ABOUT WHAT KIND OF SUPPORTS DO YOU HAVE FOR STUDENTS TO PROMOTE THEIR MENTAL HEALTH.

THANK YOU.

MAYBE I'LL TURN IT OFF.

SORRY. THANK YOU FOR THAT QUESTION.

TRUSTEE LARI. SO FROM THE ROCKETSHIP SIDE, AS YOU KNOW, COVID AND THE PANDEMIC HAS IMPACTED MENTAL HEALTH, WHETHER IT BE STUDENTS OR ADULTS, WHAT HAVE YOU AND WE KNOW THAT IT'S BEEN EXACERBATED THROUGHOUT THE NATION AND THROUGHOUT THE STATE.

BUT ONE THING I'M PROUD TO SAY AT ROCKETSHIP SI SE PUEDE IS THAT WE DO PROVIDE COMMUNITY MEETING AND SOCIAL EMOTIONAL LEARNING TO TO OUR STUDENTS EVERY DAY AND THROUGH THAT WE USE ACTUALLY OUR OUR CURRICULUM IS TEXT BASED.

SO STUDENTS HAVE AN OPPORTUNITY TO ALSO COUPLE THAT WITH LITERACY.

AND THROUGH COMMUNITY MEETINGS WE SPIRAL.

SO ALSO DURING THE AFTERNOON.

SO THEY GET LIKE TWO HITS OF SOME SOCIAL EMOTIONAL LEARNING AND I ALSO AM PROUD TO SAY THAT OUR ROCKETEERS HAVE AN OPPORTUNITY, IF NEEDED, FOR ANY TIER TWO SUPPORTS THAT THEY MAY NEED, WHETHER THAT BE A SOCIAL SKILLS GROUP, WHETHER THAT BE LUNCH AND WHILE WE KNOW THAT MENTAL HEALTH IS A CHALLENGE EVERYWHERE, WE DO SEE IT AS A PRIORITY.

BUT I WOULD LIKE TO ALSO SHARE THE FLOOR WITH MR. ETCHEVERRY, OUR REGIONAL DIRECTOR OF STUDENT SUPPORTS, TO SHOW YOU MORE.

ALSO WHAT WE DO ON A REGIONAL LEVEL.

THANK YOU FOR THAT QUESTION.

THANK YOU AGAIN. TRUSTEES AND AND SUPERINTENDENT DEWAN.

AT THE REGIONAL LEVEL, WE ARE PROUD TO SAY THAT BECAUSE WE ARE MEMBERS OF THE COMMUNITY SCHOOLS GRANT CAASPP THE COMMUNITY SCHOOLS GRANT, WE'VE BEEN ABLE TO FUND A MENTAL HEALTH COUNSELOR AT EACH ONE OF OUR CAMPUSES.

SO THIS PERSON NOT ONLY PROVIDES MENTAL HEALTH SERVICES AND ONE ON ONE COUNSELING FOR STUDENTS WITH DESIGNATED SUPPORTS IN THEIR IEPS.

BUT AS AS MISS WEST WAS INDICATING, WE ALSO USE THAT PERSON IN THAT POSITION TO SHARE THEIR EXPERTISE WITH THE BROADER SCHOOL COMMUNITY.

SO WE HAVE TIERED INTERVENTIONS FOR TIER TWO LEVELS, AND EVEN THEY SUPPORT WITH SOCIAL EMOTIONAL LEARNING THAT MISS WEST WAS TALKING ABOUT FOR THE ENTIRE SCHOOL.

SO EVERY STUDENT, EVERY DAY PARTICIPATES IN SOCIAL EMOTIONAL LEARNING LESSONS.

AND THEN WHEN STUDENTS NEED ADDITIONAL SUPPORT, WHETHER IT'S SOCIAL, EMOTIONAL OR BEHAVIORAL, WE HAVE DEDICATED STAFF ON CAMPUS ALONG WITH SCHOOL LEADERS TO HELP PROVIDE THOSE SERVICES.

THANK YOU, TRUSTEE DI SALVO.

THANK YOU, MADAM PRESIDENT, AND THANK YOU, ROCKETEERS AND ROCKETSHIP PARENTS AND ROCKETSHIP STAFF, FOR BEING HERE TO ESSENTIALLY TO HONOR YOUR YOUR SCHOOL.

I HAVE SO MANY MIXED EMOTIONS AS I SIT HERE THIS EVENING, BUT LET ME SHARE SOME OF THEM, MY QUESTION IS GOING TO BE FOR YOU TO DETERMINE HELP ME UNDERSTAND THE IMPORTANCE OF SOME OF THE SYSTEMS YOU'VE PUT IN PLACE AT ROCKETSHIP, AND WHY THE [INAUDIBLE] REPORT HAS YOU WITH 96 MORE DAYS OF READING DURING A YEAR.

THE STANFORD CREDO REPORT, THAT IS, 138 DAYS MORE OF MATH INSTRUCTION PER YEAR.

SO ONE OF THE THINGS THAT I'VE ALWAYS NOTICED SINCE THE FIRST TIME I STEPPED ON A ROCKETSHIP CAMPUS IN 2009 WITH FOUNDER PRESTON SMITH AND CO-FOUNDER JOHN DANNER, AND PARTICIPATED IN THE LAUNCH AT FATHER MATEO AT MATEO SHEEDY ROCKETSHIP

[01:20:04]

REALISTICALLY, HIGH EXPECTATIONS FOR LEARNING.

YOU TALKED ABOUT HIGH EXPECTATIONS FOR ALL YOUR LEARNERS.

YOU TALKED ABOUT A COLLEGE GOING CULTURE.

IT'S WHAT I FEEL EVERY TIME I WALK INTO A ROCKETSHIP SCHOOL BY THE VISUALS THAT PRESENT THEMSELVES, BY THE PARENTS WHO SPOKE TONIGHT BY THE YOUR GRADUATE OF SI SE PUEDEWHO SPOKE TONIGHT CULTURALLY RESPONSIVE STAFF 85% IT WAS SAID, ARE STAFF OF PEOPLE OF COLOR.

AND YOU TALKED ABOUT BEING MORE THAN A SCHOOL, A COMMUNITY HUB.

SO OF THOSE THINGS ARE THE THINGS THAT I MENTIONED.

IF YOU RANK THE WHAT ARE THE TOP THREE LEADING TO THOSE ADDITIONAL DAYS THAT CREDO REPORTED THAT YOU HAD FOR INSTRUCTION IN MATH AND READING.

WHAT WOULD BE THE TOP THREE? YOU COULD CONFER.

HUDDLE UP.

THANK YOU. TRUSTEE DI SALVO.

TOP THREE. YOU MEAN TOP 6 OR 7 YOU JUST NAMED? I'D SAY. NO.

HONESTLY, I THINK THAT'S A GREAT QUESTION AND I THINK THAT AS THE PRINCIPAL AT ROCKETSHIP.

I'VE BEEN THERE FOR THREE YEARS, AND I'M PROUD TO SAY THAT ALL OF THESE THINGS MAKE US REALLY UNIQUE INTO WHO WE ARE, RIGHT? AND YOU MENTIONED CULTURALLY RESPONSIVE.

AND I, TO BE HONEST WITH YOU, I CAN'T RANK THE TOP THREE, RIGHT? BECAUSE THEY MAKE US SO UNIQUE AND SPECIAL.

BUT WHAT I CAN SAY IS THAT THAT 85% MAKES A DIFFERENCE.

YOU KNOW WHAT IT'S LIKE TO BE ON [INAUDIBLE].

YOU KNOW WHAT IT'S LIKE TO BE ON THE EAST SIDE OF SAN JOSE AND HAVING A STAFF OF COLOR THAT PUSH FOR HIGH EXPECTATIONS AND PUSH FOR TO BE COLLEGE BOUND, I THINK IS REALLY IMPORTANT. I ALSO WANT TO NAME THAT WHEN I THINK ABOUT THE INDIVIDUALS THAT STOOD UP HERE AND GAVE TESTIMONY.

ROCKETSHIP IS A SCHOOL FOR ALL LEARNERS, AND I THINK WE PUSH THOSE HIGH EXPECTATIONS FOR ALL LEARNERS, BECAUSE WE DO KNOW THAT THE SYSTEM IS STRUCTURED IN A WAY THAT CULTURALLY OR HISTORICALLY DOES NOT BENEFIT OUR COMMUNITY, BUT IT IS OUR GOAL AND OUR MISSION TO DO SO.

SO IF YOU WANT TO NAME SIX OR IF YOU WANT TO NAME THREE CULTURALLY RESPONSIVENESS STAFF OF COLOR.

IT IS A COMMUNITY HUB.

I TELL PEOPLE ALL THE TIME, IF YOU ALL EVER HAVE A CHANCE TO COME AND VISIT, IT'S ONE WAY IN AND ONE WAY OUT.

THAT MEANS YOU'RE STUCK THERE WITH US.

SO YOU HAVE TO JOIN US FOR LUNCH, OR YOU HAVE TO BE THERE TO COME WHEN OUR ELECTED OFFICIALS COME AND SPEAK WITH OUR NEIGHBORS.

I THINK ROCKETSHIP SI SE PUEDE IS A SPECIAL PLACE BECAUSE OF THE STAFF, BECAUSE IT'S A COMMUNITY HUB, BECAUSE WE OFFER ENSURE THAT OUR STUDENTS ARE COLLEGE BOUND SIMPLY BY THE NAME OF OUR COHORTS. OUR COHORTS ARE NAMED AFTER COLLEGES, AND WE ENSURE THAT STUDENTS KNOW WHAT THE COLLEGE EXPERIENCE IS LIKE.

SO I APPRECIATE THE QUESTION.

I CAN'T GIVE YOU A TOP THREE, BUT I CAN GIVE YOU A TOP SIX.

THANK YOU, AND I APPRECIATE YOUR RESPONSE AND THE REASON WHY I ASK, YOU KNOW, YOUR WORK, THE WORK THAT YOU DO IS SO HARD AND YOU HAVE SOME NOTEWORTHY SUCCESSES.

THE CHARTER SCHOOL LAW, WHEN IT WAS WRITTEN IN 1992 BY THE CALIFORNIA LEGISLATURE, TALKED ABOUT LET PARENTS HAVE AN OPPORTUNITY TO DEVELOP A SCHOOL, GET IT APPROVED BY AN ELECTED BODY, A SCHOOL DISTRICT OR A COUNTY OFFICE, ETC..

STATE BOARD OF EDUCATION AT THE TIME AND ONCE THAT SCHOOL IS DEVELOPED AND THRIVING, SHAREWAY IS WORKING WITH THE SISTER PUBLIC SCHOOLS.

I'M SO FRUSTRATED AS WE TRY TO WORK WITH THE GATES MONEY, THE $100 MILLION THAT WAS OUT THERE FOR COLLABORATION, AND I HAD THE ALUM ROCK SUPERINTENDENT THERE.

I HAD THE ALUM ROCK LABOR PRESIDENT THERE, ALONG WITH OTHER DISTRICTS AND AS A UNIFIED AND OTHERS TO SEE HOW WE COULD COLLABORATE. I HEARD ONE OF THE CANDIDATES FOR MY SEAT MENTIONED THAT LAST NIGHT THAT IT'S GOING TO BE ABOUT IT'S GOING TO WORK TOWARDS COLLABORATION OF THE UNIONS WITH THE CHARTER SCHOOLS AND WELL, IT'S SOMETHING THAT I THOUGHT WAS DOABLE 16, 15 YEARS AGO, 14 YEARS AGO ET CETERA AND IT HASN'T BEEN DOABLE.

SO I HOPE THAT AS WE MAYBE CHANGE AMERICA IN A DIFFERENT DIRECTION, WITH MORE HOPE AND MORE JOY IN THE WORK BEING DONE ACROSS THE COUNTRY WITH THE SERIOUS ISSUES WE HAVE, IF THAT HAPPENS, I HOPE WE COULD DO THE SAME IN THE CHARTER SCHOOL WORLD AND THE PUBLIC SCHOOL WORLD.

BECAUSE WE CAN'T CONTINUE TO FIGHT ONE ANOTHER WHEN CHILDREN, WE'RE USING PUBLIC DOLLARS AND CHILDREN BENEFIT

[01:25:01]

SO THAT'S WHAT I WANTED TO SAY.

I WANTED TO ASK THAT QUESTION.

I THINK IF I WAS TO ANSWER IT, I THINK IT HAS A LOT TO DO WITH THE EXPECTATIONS YOU PUT ON YOUR CHILDREN FOR LEARNING.

THANK YOU. TRUSTEE SREEKRISHNAN WE HAD GONE AROUND, I JUST WANTED TO SEE IF YOU HAD ANY COMMENTS OR QUESTIONS.

NOT AT THIS TIME, BUT I WAS LISTENING IN EVEN THOUGH I WASN'T PHYSICALLY HERE.

SO THANK YOU TO EVERYONE THAT CAME OUT TO SPEAK.

THANK YOU. AND I JUST HAD A FEW QUESTIONS, AND THEN WE CAN SEE IF THERE'S OTHER QUESTIONS FROM OTHER TRUSTEES WHO HAVE OTHER QUESTIONS. FIRST, FOR ROCKETSHIP STAFF, I REALLY APPRECIATED THE LEVEL OF DEPTH THAT YOU WENT INTO AROUND SPECIAL EDUCATION, YOU KNOW, DESCRIBING THE TIERS AND THE TYPES OF LEVELS AND SPECIFICALLY HOW IT RELATES TO YOUR SETTINGS AND SPECIFICALLY TALKING ABOUT MAKING THE INTENTIONALITY TO TALK ABOUT SUPPORTING STUDENTS WITH MORE MODERATE TO SEVERE NEEDS. IT WOULD BE GREAT TO LEARN A LITTLE BIT MORE ABOUT WHAT THAT SPECTRUM OF SERVICES OFFERED CURRENTLY, AND ALSO PERHAPS HISTORICALLY AT YOUR SITE.

THANK YOU SO MUCH.

AS I MENTIONED, SERVING ALL STUDENTS IS A PRIORITY FOR US, AND I'M GLAD YOU ASKED THE QUESTION ABOUT STUDENTS WITH DISABILITIES, BECAUSE WE DO PRIORITIZE THOSE STUDENTS AS WELL AS OTHER SUBPOPULATIONS AT OUR SCHOOL.

OUR ROCKETEERS RECEIVE A CONTINUUM OF SERVICES.

THOSE SERVICES COULD LOOK LIKE CO-TEACHING, WHERE A IES SPECIALIST IS IN A SPACE WITH THE GENERAL EDUCATION TEACHER, AND THEY EITHER CO-TEACH TOGETHER OR PULL FOR SMALL GROUPS TOGETHER.

ALSO ANOTHER ADDITION TO THE CONTINUUM SERVICES ALSO INCLUDES SPECIALIZED ACADEMIC INSTRUCTION, RIGHT.

WHICH IS OUTLINED IN A LOT OF OUR STUDENTS EDUCATIONAL PLANS.

AS WELL AS JUST AN ALL MEANS ALL MENTALITY IS WHAT WE REALLY BELIEVE AT ROCKETSHIP SI SE PUEDE, ALL OF OUR ROCKETSHIP SCHOOLS FOR THAT MATTER.

IN THAT WE'RE SERVING THE WHOLE CHILD AND NOT JUST ONE ASPECT OF THEM.

SO FROM CO-TEACHING TO ACADEMIC SPECIALIZED INSTRUCTION TO SMALL GROUPS, ALL WITH THIS FOCUS ON ENSURING THAT WE ARE ENSURING THAT STUDENTS ARE IN THE CLASSROOM, THAT OUR STUDENTS WITH DISABILITIES ARE IN THE CLASSROOM WITH THEIR PEERS AT LEAST 80% OF THE TIME, AND THE LEAST RESTRICTIVE ENVIRONMENT.

SO WE BELIEVE IN A VERY STRONG INCLUSION MODEL THAT INCLUDES THOSE CONTINUUM OF SERVICES TO ENSURE THAT OUR STUDENTS ARE ON TRACK AND MAKING PROGRESS TO MEET THEIR IEP GOALS.

THANK YOU FOR SHARING. SO IN TERMS OF SUPPORTING STUDENTS THAT ARE ON THE MORE MODERATE TO SEVERE END, CAN YOU TALK A LITTLE BIT MORE ABOUT SPECIFICALLY WHAT TYPES OF SUPPORTS, AGAIN, EITHER HISTORICALLY OR PRESENT THAT YOU'VE OFFERED TO THOSE STUDENTS? YES. THANK YOU FOR ASKING THAT.

SIMILARLY, IT WOULD BE SPECIAL ACADEMIC INSTRUCTION AS WELL AS CO-TEACHING SUPPORTS AS WELL AS BEHAVIOR SUPPORTS IF NEEDED, AS WELL AS ARMED SERVICES.

SUPPORTS EDUCATIONAL RELATED MENTAL HEALTH SUPPORTS IF STUDENTS NEED THEM AS WELL AND I THINK ONE THING WE DO REALLY WELL AT ROCKETSHIP, AGAIN, IS THAT ALL MEANS ALL MENTALITY, SO THAT WE ENSURE THAT OUR IT SPECIALISTS ARE TRAINED AND EQUIPPED TO PROVIDE OUR STUDENTS WITH [INAUDIBLE] SERVICES.

AND I ALSO LIKE MR. ETCHEVERRY TO SHARE A LITTLE MORE TOO, BECAUSE WHAT WE DO AT ROCKETSHIP SI SE PUEDE TRUE FOR WHAT WE DO AT OTHER ROCKETSHIP SCHOOLS AS WELL.

THANK YOU, MISS WEST.

YEAH, I WOULD JUST I CAN SHARE MORE OF THE REGIONAL PERSPECTIVE AND POSSIBLY MORE OF THE HISTORICAL PERSPECTIVE AS WELL.

YOU KNOW, I WANT TO UNDERSCORE WHAT PRINCIPAL WEST SHARED EARLIER THAT WE SERVE ALL STUDENTS, RIGHT.

SO WE REALLY CATER THE INSTRUCTIONAL APPROACH TO THE INDIVIDUALIZED NEEDS OF EACH AND EVERY STUDENT AND WE ARE WORKING ALWAYS TOWARDS A LEAST RESTRICTIVE ENVIRONMENT. THE LAST THING WE WANT TO DO IS OVER SUPPORT OR OVER SCAFFOLD, TO THE POINT WHERE STUDENTS BECOME LESS ABLE TO ENGAGE WITH THEIR GEN ED AND SAME AGED PEERS.

THAT SPECTRUM CAN LOOK LIKE ANYTHING FROM AN INDIVIDUALIZED ONE ON ONE AIDE WHO'S WORKING WITH A STUDENT, HELPING THEM INTEGRATE INTO THAT CLASSROOM SPACE.

SMALL GROUP SOCIAL SKILLS LESSONS.

WE USE SPECIALIZED CURRICULUM FOR STUDENTS WITH OUR MORE MODERATE TO SEVERE NEEDS AND SPECIALIZED ASSESSMENTS SO THAT WE CAN MAKE SURE WE'RE DRIVING TOWARDS LIFE SKILLS, PREPARING THEM FOR MIDDLE SCHOOL AND BEYOND.

IT COULD LOOK LIKE PULLOUT SERVICES PUSH IN SERVICES.

AS MISS WEST INDICATED, WE TRULY BELIEVE IN THE IMPORTANCE OF MAINSTREAM AND LEAST RESTRICTIVE ENVIRONMENT AGAIN.

SO WE DEFINITELY WORK CONSTANTLY TOWARDS THAT.

SO THAT WOULD MEAN PUSHING STUDENTS INTO GEN ED SPACES.

BUT THE LAST THING WE WANT IS AN ISLAND IN A MAINSTREAM WHERE WE'RE JUST DOING IT TO DO IT RIGHT.

SO WE DEFINITELY WANT TO MAKE SURE THAT WHILE THOSE STUDENTS ARE IN GEN ED CLASSROOM SPACES, THAT THEY'RE ALSO SUPPORTED TOWARDS BEING ABLE TO ACCESS THAT CONTENT AT THEIR

[01:30:04]

THANK YOU. I KNOW VICE PRESIDENT HASN'T GOTTEN A CHANCE.

WOULD YOU LIKE TO ASK ANY QUESTIONS? OR I CAN GO AROUND TO SEE IF THERE'S OTHER QUESTIONS? ONE. THANK YOU. FORGIVE ME FOR MY SHORT ABSENCE.

THANK YOU FOR THE PRESENTATION AND THANK YOU TO EVERYBODY WHO MADE TIME TO BE HERE.

IT'S A QUESTION RELATED TO THE LANGUAGES THAT YOU TEACH IN OR COACH IN OR INTERACT WITH THE CHILDREN, KNOWING THAT YOU HAVE A NUMBER OF DIFFERENT LANGUAGES, ESPECIALLY ON THE SPANISH SIDE.

CAN YOU SPEAK A LITTLE BIT OF HOW YOU WERE INCORPORATING THAT INTO THE CURRICULUM AND, AND HOW YOU WORK WITH ALL THE DIFFERENT STUDENTS AND THE DIFFERENT CLASSROOMS? THANK YOU SO MUCH FOR ASKING THAT.

AS I NAMED, 85% OF MY STAFF IDENTIFY AS PEOPLE OF COLOR, AND QUITE A FEW OF MY STAFF MEMBERS ARE OF HISPANIC OR LATINO DESCENT.

SO WE DO HONOR CULTURE.

WE HONOR LANGUAGE BECAUSE THAT DEFINITELY HONORS OUR STUDENTS IDENTITIES.

SO WHILE THE MAJORITY OF OUR TEACHING IS IN ENGLISH, BUT WE SERVE A LOT OF MULTILINGUAL LEARNER STUDENTS.

ABOUT 65% OF OUR POPULATION ARE MULTILINGUAL LEARNERS.

THE PRIMARY LANGUAGES AT OUR SCHOOL ARE ENGLISH, SPANISH AND SOME STUDENTS.

WE RECENTLY HAVE HAD A HIGHER VIETNAMESE POPULATION AND ACTUALLY ONE OF THE PARENTS HERE, ANNIE, WHO SPOKE AT PUBLIC COMMENT, SHE ACTUALLY HELPS US TRANSLATE SOMETIMES FOR OUR VIETNAMESE FAMILIES WHEN NEEDED.

I AM REALLY PROUD TO THINK ABOUT ONE OF MY TEACHERS, THOUGH, MISS ELIA PERALTA, WHO'S SITTING BACK THERE WHO HELPS A LOT WITH OUR MULTILINGUAL LEARNERS AND SHE CURRENTLY IS TEACHING A NEW CURRICULUM TO OUR FOURTH AND FIFTH GRADERS.

SHE IS OUR CREATIVE ARTS TEACHER, AND SHE IS TEACHING A I'M DRAWING A BLANK HERE.

OH, SHE IS TEACHING, LIKE, NOT AI, BUT SHE'S TEACHING A DIGITAL CLASS FOR ROCKETEERS, AND IT HAS A MULTILINGUAL LEARNER COMPONENT, SO SHE ALSO TEACHES IT IN ENGLISH AND SPANISH AS WELL. ONE THING YOU'LL NOTICE IF YOU DO COME TO VISIT IS YOU'LL NOTICE THAT IN OUR CLASSROOM SPACES, WE DO HAVE A LOT OF PHYSICAL SPACE AND VISUALS THAT ALLOW FOR BILINGUALISM. SO YOU MAY NOTICE THINGS LABELED IN DIFFERENT LANGUAGES, OR YOU MAY NOTICE VISUALS IN DIFFERENT LANGUAGES AND THAT'S BECAUSE WE DO BELIEVE IN INCLUSION AND WE DO BELIEVE THAT LANGUAGE IS A PART OF OUR STUDENT'S CULTURE AND WE WANT TO MAKE SURE WE HONOR THAT.

THANK YOU. THANK YOU FOR THE ANSWER.

I DIG A LITTLE DEEPER THEN AND, YOU KNOW, BEAR WITH A NOVICE IN THE EDUCATION FIELD, BUT IS AND I DON'T MEAN TO USE THE WORD GOAL AS THAT'S THE PURPOSE, BUT IS WHAT'S THE FOCUS IN TERMS OF WITH STUDENTS WHO ARE, LET'S JUST SAY LATINO AND SPEAK SPANISH PRIMARILY? IS IT TO MOVE THEM TO MORE PROFICIENCY IN ENGLISH, OR IS IT JUST TO SUPPORT THEM IN WHATEVER THEIR PATH IS IN TERMS OF THEIR EDUCATION, CAREER, OR EDUCATION TIME WITH YOU AT YOUR SCHOOL? THANK YOU. TRUSTEE ROCHA.

THE GOAL IS FOR THEM TO BECOME BILINGUAL, AND WE KNOW THAT BILINGUALISM IS A REALLY GOOD FOR THE WORKFORCE AND REALLY GOOD FOR COLLEGE WHEN STUDENTS LEAVE OUR DOORS IN MIDDLE SCHOOL AND BEYOND.

SO WE DO PREPARE THEM TO BE BILINGUAL, BUT WE ALSO HONOR WHO THEY ARE AND THAT LOOKS A MYRIAD OF WAYS, WHETHER THAT BE A TEACHER, YOU KNOW, PROMPTING A STUDENT AND SCAFFOLDING THEM IN SPANISH, OR WHETHER THAT BE STUDENTS GETTING WORK IN THEIR LANGUAGE SO THAT THEY CAN BETTER UNDERSTAND IT.

WE LOOK AT OUR STUDENTS AS NOT JUST ENGLISH LANGUAGE LEARNERS.

WE LOOK AT THEM AS MULTILINGUAL LEARNERS BECAUSE WHILE ENGLISH IS THE DOMINANT LANGUAGE, WE DO WANT TO HONOR WHO THEY ARE.

SO THEY'RE LEARNING MULTIPLE LANGUAGES BECAUSE GUESS WHAT? SOME OF THEM ALSO DON'T.

CAN'T FULLY SPEAK SPANISH AT HOME AS WELL.

SO IT'S OPPORTUNITIES FOR THEM TO LEARN ENGLISH, BUT ALSO OPPORTUNITIES FOR THEM TO HONE IN ON THEIR HOME LANGUAGE BASED ON LIKE TEACHER EXPERTISE.

NOW, I DON'T SPEAK SPANISH, RIGHT? BUT I'M LEARNING. AND I THINK THAT ALSO CONTRIBUTES TO THE CULTURE OF INCLUSIVITY AND THE CULTURE OF LIKE, HONORING IDENTITIES AT OUR SCHOOL.

SO YEAH, THANK YOU. THANK YOU AND THE LAST QUESTION IS JUST THE SAME LINE.

OH. I'M SORRY, DID YOU WANT TO JUMP IN? MY APOLOGIES. NO, IT'S OKAY.

WHAT I WAS GOING TO ADD IS, IN ADDITION TO WHAT WES PRINCIPAL WEST DESCRIBED THAT WE DO WITH OUR STUDENTS ACROSS ALL OF OUR SCHOOLS AND ALSO AT ROCKETSHIP, ALL OF OUR MATERIALS THAT WE SEND TO FAMILIES, WHETHER IT'S A NEWSLETTER, THE MONTHLY NEWSLETTERS, ALL OF THAT INFORMATION IS ALSO TRANSLATED BECAUSE FOR US, IT'S NOT JUST ABOUT SUPPORTING THE STUDENT TO BECOME FULLY BILINGUAL WITHIN THE STRUCTURE IN THE SCHOOL BUILDING.

IT REALLY IS ABOUT HOW DO WE RESPECT CULTURE AND HOW DO WE MAKE IT A WELCOMING SPACE FOR EVERYONE AND SO I JUST WANTED TO ADD THAT ALL OUR MATERIALS AND PARENT INFORMATION FACING INFORMATION IS TRANSLATED AND THERE'S ALSO THE PROGRAMS LIKE LOS HIJOS.

I BELIEVE SOME OF YOU HAVE HEARD OF IT OR HAVE SEEN IT.

THE PROGRAM LOS HIJOS IS ACROSS ALL OF OUR CAMPUSES AND WE INVITE OUR FAMILIES, BUT ALSO OPEN TO STAFF AND TO TRUSTEES AND YOU COME AND YOU READ TO OUR STUDENTS AND THOSE BOOKS ARE READING, READ IN BOTH SPANISH, ENGLISH AND VIETNAMESE, AND THE BOTH THE LITERATURE AND THE ACTIVITIES

[01:35:03]

BUT THERE'S ALSO ACTIVITIES TO MAKE THE FAMILIES WELCOME IN THEIR LANGUAGE AND WHEN THEY'RE AT HOME, RECEIVING NOTIFICATIONS.

THAT'S ALSO TRANSLATED.

THANK YOU AND THAT LAST QUESTION, I GUESS, OR COMMENT WAS AROUND, YOU KNOW, KNOWING THAT THE POPULATION, AS YOU MENTIONED, IS ALMOST 90% LATINO.

IS THERE A PROFICIENCY LEVEL IN ENGLISH UPON THEM GRADUATING OUT OF YOUR SCHOOL? CAN YOU CLARIFY A PROFICIENCY EXPECTATION IN TERMS OF THEIR ABILITY TO SPEAK ENGLISH AT A CERTAIN LEVEL, SPEAK, WRITE, ETC.? YEAH. THANK YOU.

YEAH. I'LL CHIME IN AGAIN.

AS A PART OF MY ROLE, I OVERSEE OUR SPECIAL EDUCATION TEAM, BUT I ALSO OVERSEE OUR MULTILINGUAL SUPPORT, SO I MIGHT BE ABLE TO SHED A LITTLE LIGHT THERE.

ONE OF THE AREAS THAT YOU HEARD MISS WEST PRESENT ON EARLIER WAS OUR ELPI OR OUR ENGLISH LANGUAGE PROGRESS INDICATOR AND WHAT THAT SHOWS IS THE WAY THAT STUDENTS ARE PROGRESSING THROUGH THE DIFFERENT LEVELS OF MULTILINGUAL LEARNING AND SO ALL OF OUR STUDENTS WHO ARE CLASSIFIED AS ENGLISH LEARNERS TAKE WHAT WE CALL THE LPAC AND THAT ASSESSMENT PLACES STUDENTS IN DIFFERENT BUCKETS BASED ON THEIR PROFICIENCY IN READING, WRITING, SPEAKING AND LISTENING AND SO WE USE THAT DATA TO SET INDIVIDUALIZED GOALS FOR STUDENTS.

SO TO YOUR QUESTION, WE ABSOLUTELY SET A GROWTH GOAL FOR EACH OF THOSE STUDENTS IN EACH OF THOSE AREAS.

SO BY THE TIME OUR ROCKETEERS LEAVE OUR DOORS AND HEAD OFF TO MIDDLE SCHOOL, OUR GOAL IS THAT THEY ARE READING AT A PROFICIENT LEVEL, SPEAKING AT A PROFICIENT LEVEL, WRITING AND READING AT A PROFICIENT LEVEL SO THAT THEY CAN BETTER NAVIGATE MIDDLE SCHOOL, HIGH SCHOOL AND BEYOND.

AGAIN, OUR GOAL IS FOR ALL OF OUR ROCKETEERS TO HAVE THE ABILITY TO ATTEND AND GRADUATE FROM A FOUR YEAR UNIVERSITY AND SO WE KNOW THAT BEING FLUENT IN ENGLISH IN ALL FOUR OF THOSE KEY AREAS IS ABSOLUTELY CRITICAL.

THANK YOU AND THANK YOU, PRESIDENT BERTA.

THAT WAS THE LAST OF MY QUESTIONS.

ARE THERE ANY OTHER QUESTIONS FROM TRUSTEES? OKAY. I'LL START ON THIS SIDE MAYBE THIS TIME.

OKAY. I DON'T KNOW IF WHO WAS ACTUALLY FIRST.

SO IF IT'S OKAY, WE CAN START ON THIS SIDE.

TRUSTEE LARI. THANK YOU.

SO I HAD A QUESTION ABOUT TEACHERS.

COULD YOU SPEAK A LITTLE BIT ABOUT THE SUPPORTS YOU HAVE IN PLACE FOR TEACHERS? I KNOW THAT TEACHER RETENTION CAN BE AN ISSUE.

LIKE HOW MUCH INPUT DO TEACHERS HAVE IN YOUR SCHOOL? THANK YOU. THANK YOU.

I'M GLAD YOU NAMED THAT TEACHER RETENTION IS AN ISSUE NATIONWIDE RIGHT, AND YOU KNOW, WE SEE THE IMPACT OF THAT WITHIN OUR STATE AND WITHIN OUR NATION.

BUT I'M REALLY HAPPY TO SAY THAT IT IS SUCH A JOY TO WORK AT ROCKETSHIP SCHOOLS, ESPECIALLY ROCKETSHIP SI SE PUEDE, BECAUSE PROFESSIONAL DEVELOPMENT AND TEACHER DEVELOPMENT IS A REALLY BIG PILLAR OF OURS.

SO SOME THINGS THAT WE DO AT ROCKETSHIP SI SE PUEDE IS ALL OF OUR TEACHERS HAVE A COACH AN INSTRUCTIONAL COACH, INCLUDING MYSELF, AND THAT COACHING LOOKS LIKE IN-THE-MOMENT COACHING IN THE CLASSROOM AS WELL AS ALL TEACHERS ARE PROVIDED A 1 TO 1 DAILY.

EVERY THURSDAY IS A MINIMUM DAY FOR US, SO OUR TEACHERS ENGAGE IN PROFESSIONAL DEVELOPMENT AND THAT PROFESSIONAL DEVELOPMENT IS DIFFERENTIATED BASED ON NEED, RIGHT? BASED ON CONTENT. SO OUR MATH TEACHERS MEET WITH MATH TEACHERS, OUR ELA TEACHERS MEET WITH ELA TEACHERS AND IN THOSE MEETINGS AND THOSE PROFESSIONAL DEVELOPMENT, WE HAVE OPPORTUNITIES TO REFLECT ON OUR PRACTICE, TO REFLECT ON WHAT IT IS THAT WE'RE DOING, HOW WE CAN GET BETTER, AS WELL AS LOOK AT STUDENT DATA.

SO ONE TO ONE'S PROFESSIONAL DEVELOPMENT, AND WE ALSO HAVE DESIGNATED DAY TO DAYS.

WE HAVE AT LEAST FOUR DAY TO DAYS THROUGHOUT THE SCHOOL YEAR.

NOT JUST MY SCHOOL, BUT ALL ROCKETSHIP SCHOOLS AND THAT'S THE TIME FOR US TO TAKE A STEP BACK, LOOK AT OUR NWA DATA OR OTHER CURRICULUM DATA POINTS, AND REARRANGE SMALL GROUPS, REARRANGE INTERVENTIONS TO ALLOW TEACHERS TO REFINE THEIR PRACTICES TO ENSURE THAT THEY'RE MEETING STUDENT NEEDS.

I THINK ABOUT, LIKE, THE DAY TO DAY OPERATIONS FOR ROCKETSHIP AND HOW OUR TEACHERS ARE ALLOWED PREP TIME EVERY DAY.

OUR TEACHERS HAVE AN OPPORTUNITY TO PROVIDE FEEDBACK.

WE HAVE AN OPEN DOOR POLICY, AND I THINK THAT DOES HELP WITH RETENTION IN TERMS OF LIKE, HEY, MISS WEST, I THINK THAT WE SHOULD DO BLANK.

I TALKED TO THE SCHOOL LEADERSHIP TEAM AND THEN WE ACT ON IT.

AND I THINK THAT REALLY SPEAKS TO OUR TEACHERS FEELING COMFORTABLE AND COMING BACK EVERY YEAR, BECAUSE IT IS A JOY TO WORK THERE AND I THINK THAT OUR TEACHERS COME BACK BECAUSE THEY KNOW THEY CAN GROW.

THEY KNOW THEY CAN GROW.

I THINK ABOUT MR. VALENCIA, WHO IS A THIRD GRADE MATH TEACHER, AND HE'S BEEN THERE ABOUT THREE YEARS NOW, AND HE'S WORKING SO HARD AND SO DILIGENTLY THROUGH WORKING TO CLEAR HIS CREDENTIAL, AS WELL AS ALSO TAKING UP EXTRA LEADERSHIP ON CAMPUS, SUPPORTING IN OTHER CLASSROOMS WHEN NEEDED, AS WELL AS IN OUR RISING LEADER PROGRAMS THAT'S OFFERED THROUGH OUR REGIONAL TEAM.

SO PROFESSIONAL DEVELOPMENT IS IMPORTANT.

TEACHER RETENTION IS IMPORTANT, AND I THINK WE HAVE SYSTEMS AND STRUCTURES THAT ARE IN PLACE TO ENSURE THAT WE DO RETAIN OUR TEACHERS.

[01:40:05]

THANK YOU.

MADAM PRESIDENT, I HAVE TWO.

I DON'T KNOW IF THERE ARE QUESTIONS.

I'LL MAKE THEM QUESTIONS.

DO YOU STILL HAVE A PERFORMANCE PAY MODEL FOR TEACHERS? WE USED TO.

I'M SORRY. WE DO.

WOULD YOU DESCRIBE THAT BRIEFLY? SO, THROUGH THE STRUCTURES THAT I JUST EXPLAINED TO TRUSTEE LARI, WE'RE ABLE TO SEE HOW TEACHERS PERFORM IN THE CLASSROOM, WHETHER IT BE BASED ON DATA OR ALSO CLASSROOM OBSERVATIONS AND COACHING.

SO WE HAVE A THREE PERIOD CYCLE.

WE HAVE A BEGINNING OF THE YEAR A MID YEAR AND END OF YEAR AND WHAT WE DO IS THE PERFORMANCE IS BASED ON NWA DATA, BECAUSE WE KNOW THAT IT IS A NATIONALLY NORMED TEST THAT OUR ROCKETEERS TAKE THREE TIMES A YEAR.

THEY TAKE IT IN THE FALL, THE WINTER, AND AT THE END OF THE YEAR AND WHILE PERFORMANCE PAY IS NOT THE ONLY THING THAT GOES INTO A TEACHER'S EVALUATION, IT'S JUST A PORTION OF IT.

THE PERFORMANCE PAY IS BASED ON NWA DATA, SO THERE ARE SOME TEACHERS WHO THEY FALL INTO DIFFERENT TIERS OR BUCKETS, SO TO SPEAK, BASED ON HOW THEY PERFORM.

SO HYPOTHETICALLY, I'M JUST THROWING OUT A NUMBER TO YOU.

HYPOTHETICALLY, IF STUDENTS IF A CERTAIN AMOUNT OF STUDENTS PERFORM AT X PERCENTAGE AND THEY MEET THAT NWA CRITERIA, WHETHER STUDENTS ARE IN THE 50TH PERCENTILE OR STUDENTS MEET THEIR TIERED GROWTH GOAL, TIERED GROWTH GOAL IS AN INDIVIDUALIZED GOAL SET FOR STUDENTS BASED ON WHERE THEY START THE YEAR.

THEN TEACHERS ARE BUCKETED INTO THESE DIFFERENT TIERS AND WITH THAT, I THINK THAT DOES ALSO HELP WITH TEACHER RETENTION TO GO BACK TO TRUSTEE.

LAST QUESTION. NEXT QUESTION.

YEAH, LIKE I THINK IT DOES.

I THINK IT HELPS WITH TEACHER RETENTION.

I WOULD AGREE BECAUSE TEACHERS KNOW THAT LIKE OUR TEACHERS ARE WORKING HARD, LIKE BEING A TEACHER IS HARD.

I DON'T THINK ANYBODY CAN SAY OR DO ANYTHING.

DEFINITELY THE HARDEST. RIGHT? EXACTLY RIGHT. SO BECAUSE OF THAT, OUR TEACHERS PUT IN THE TIME, THEY PUT IN THE WORK, THEY PUT IN THE EFFORT TO ANALYZE THE DATA TO MEET THE STUDENT NEEDS, TO MAKE SURE THEIR SMALL GROUPS ARE PREPPED AND PLANNED.

AND I THINK THAT TEACHERS DO HAVE A SENSE OF INCENTIVE OR BUY IN WHEN THEY KNOW THAT, HEY, IF MY KIDS PERFORM, THEN GUESS WHAT? THEY'RE GOING TO GROW. I THINK ABOUT THE MUONG CHANG'S OF THE WORLD, WHO WAS A FOUNDING TEACHER WHO'S BEEN THERE 16 YEARS.

HER KIDS GREW ALMOST TWO YEARS WORTH OF GROWTH LAST YEAR, ALMOST 90% OF THEM.

MOST OF OUR WHOLE CLASS GREW AND THAT'S BECAUSE SHE KNOWS THAT IF SHE WORKS HARD AND SHE GETS THEM TO THOSE HIGH EXPECTATIONS, AS WE TALKED ABOUT EARLIER, THEN GUESS WHAT? SHE KNOWS THAT SHE'S ALSO GOING TO GET PAID MORE.

SO IT'S JUST A PORTION OF THE EVAL.

BUT IT DOES HELP I THINK, WITH TEACHER RETENTION.

THANK YOU AND MY LAST QUERY HAS TO DO WITH PARENT INVOLVEMENT.

THAT WAS ONE OF THE EXEMPLARS I DIDN'T LIST.

BUT HAVING SAT THROUGH PROBABLY 500 OR MORE HOURS OF ROCKETSHIP SCHOOL APPROVALS, AND OVER THE LAST 16 YEARS OF MY TRUSTEE WORK IT WAS CLEAR TO ME THAT PARENTS FROM TRADITIONAL PUBLIC SCHOOL DISTRICTS DIDN'T FEEL LIKE THEY THEY HAD THE ABILITY TO HAVE MEANINGFUL INVOLVEMENT IN THEIR CHILD'S EDUCATION AND IN SOME CASES WERE PUT OFF BY THE TRADITIONAL PUBLIC SCHOOL ABOUT EVEN COMING TO THE SCHOOL.

THAT'S NOT THE MODEL THAT YOU HAVE.

YOU, I FROM EVERYTHING THAT I KNOW, EVERYTHING I'VE SEEN, EVERYTHING I'VE READ.

YOURS IS A MODEL AND YOU TALKED ABOUT IT TONIGHT OF MEANINGFULLY ENGAGING PARENTS IN THE EDUCATION OF THEIR CHILDREN, EVEN TO THE POINT WHERE YOUR TEACHERS VISIT HOMES.

CORRECT? YES.

THAT'S CORRECT. SO THESE ARE THE KINDS OF THINGS TRADITIONAL PUBLIC SCHOOLS, I BELIEVE NEEDED TO LEARN.

ALUM ROCK UNION SCHOOL IS KIND OF LOSING STUDENTS.

THEIR ENROLLMENT IS DOWN.

I WONDER I KNOW YOU CAN'T ANSWER THIS, BUT LET ME JUST PUT IT OUT THERE.

IT'S A RHETORICAL QUESTION.

IF THEY WOULD HAVE STARTED COLLABORATING WITH YOU ALL IN THE EARLY STAGES OF THE SCHOOLS THAT YOU HAVE IN ALUM ROCK, IF IT WOULD BE A DIFFERENT STORY THAN WHAT EXISTS TODAY.

JUST A THOUGHT, AND I THANK YOU FOR YOUR TIME, AND I THANK YOU FOR ALLOWING ME TO ASK MORE QUESTIONS.

TRUSTEE CHON. YEAH, MY QUESTIONS WERE ACTUALLY ALSO ABOUT TEACHERS.

SO THANK YOU, TRUSTEE LARI, FOR STARTING OFF THAT CONVERSATION.

WHAT'S THE RETENTION RATE OR ON AVERAGE, HOW LONG DO TEACHERS STAY TEACHING AT I KNOW THAT'S A VERY SPECIFIC DATA QUESTION.

SO IF YOU DON'T HAVE IT, I UNDERSTAND.

I HAVE IT I JUST WANTED TO MAKE SURE I HAD THE CORRECT NUMBER TO GET TO YOU.

THANK YOU FOR ASKING THAT AND 22-23 WE HAD 81% OF OUR TEACHERS RETAINED.

OKAY AND THEN WHAT EFFORTS ARE SORRY, I'M GOING TO BACKTRACK.

HAS THE EDUCATOR SHORTAGE AFFECTED THE TEACHING STAFF AND HIRING?

[01:45:02]

ALSO LIKE WITH ROCKETSHIP BEING AROUND FOR 16 YEARS, I THINK THAT OUR COMMUNITY MEMBERS AND OUR TEACHERS ARE REALLY DEDICATED TO OUR SCHOOL COMMUNITY BECAUSE AS ONE OF OUR TEACHERS MENTIONED, LIKE THEY'VE TAUGHT COUSINS AND SISTERS AND BROTHERS AND SIBLINGS, AND I THINK THAT REALLY SPEAKS TO JUST THE LEVEL OF DEDICATION AND COMMITMENT TO OUR TEACHERS HAVE TO OUR COMMUNITY.

BUT I THINK WHAT WE DO AS A NETWORK, I THINK IS REALLY IMPORTANT IN TERMS OF LIKE OUR TALENT DEVELOPMENT POOLS AND EFFORTS, WHICH IS WHY I'M REALLY GLAD THAT I KNOW FEEDBACK WAS GIVEN BEFORE AROUND, LIKE THE DIVERSITY OF STAFF AT OUR SCHOOLS, WHICH I WAS REALLY A PRIDE POINT FOR US OF HAVING 85% OF TEACHERS BECAUSE OUR TALENT TEAM DOES REALLY WELL IN TERMS OF THE RECRUITING POOL AND LIKE WHO WE GET, AND ARE THESE INDIVIDUALS A GOOD FIT FOR OUR SCHOOLS THAT AGAIN, DO THEY LOOK LIKE OUR STUDENTS THAT WE SERVE? YEAH, I THINK THAT DATA WAS GREAT.

ON AVERAGE, HOW LONG DO THE TEACHERS STAY? I KNOW YOU HAD THE ONE TEACHER WHO WAS A FOUNDING TEACHER, WHICH IS AWESOME.

BUT I DON'T WANT TO MISQUOTE AND I ACTUALLY DON'T KNOW ON AVERAGE HOW LONG THEY STAY, BUT I WILL BE HAPPY TO GET THAT DATA FOR YOU.

YEAH, THAT WOULD BE GREAT AND THEN I APPRECIATE TRUSTEE DI SALVO QUESTION ABOUT THE PERFORMANCE BASED SALARY.

I HAVE A QUESTION THEN.

IF STUDENTS ARE NOT PERFORMING AT GRADE LEVEL, BECAUSE YOU DO SERVE A LOT OF STUDENTS WITH DISABILITIES AND ALONG WITH STUDENTS WITH SOCIOECONOMIC BACKGROUNDS, WHAT HAPPENS IN THAT CASE THEN? SO I MENTIONED THE BUCKETS RIGHT.

WE CALL IT TIERS.

SO BASED ON THE ACHIEVEMENT OF STUDENTS AND THE OTHER FACTORS THAT GO INTO THE EVALUATION DETERMINES WHAT TIERS TEACHERS ARE IN.

YOU KNOW OF COURSE AS ANY SCHOOL LIKE IF DISCIPLINARY ACTION IN TERMS OF LIKE, YOU KNOW, DEVELOPMENT NEEDS TO HAPPEN.

WE DO THAT. BUT I WANT TO CLEARLY NAME THAT WE BELIEVE IN DEVELOPING OUR TEACHERS.

SO IF WE NOTICE THAT A TEACHER IS NOT PERFORMING UP TO PAR, IF WE NOTICE THAT THEY NEED HELP, WE HELP.

RIGHT AND THAT HELP LOOKS LIKE THE IN-THE-MOMENT COACHING THAT HELP LOOKS LIKE MORE INTENSE ONE TO ONES WHERE WE'RE PRACTICING.

WE'RE REALLY BIG ON PRACTICE ALLOWING OUR TEACHERS TO PRACTICE LIKE, HEY, OKAY, YOU GOT THIS LESSON TOMORROW.

GO AHEAD, TEACH IT TO ME. I'M YOUR STUDENT, AND WE DO THOSE THINGS BECAUSE WE REALLY WANT OUR TEACHERS TO GROW AND WE REALLY WANT OUR TEACHERS TO LEARN WHAT IT IS TO BE AN EXPERTISE OF THEIR PROFESSION.

SO RARELY DO WE HAVE TO DO ANY DISCIPLINARY ACTION.

BUT I THINK IT'S REALLY IMPORTANT TO NAME THAT COACHING IS A PART OF OUR MOTTO AT ROCKETSHIP, AND IT'S A PART OF OUR MOTTO AT ROCKETSHIP, AND I THINK THAT'S WHY TEACHERS STAY. BUT SO THEN ARE TEACHERS DISCIPLINED.

I JUST WANT TO CLARIFY, BECAUSE THIS IS WHAT I'M UNDERSTANDING AND IF I'M INCORRECT, I WANT TO MAKE SURE I UNDERSTAND PROPERLY.

ARE OUR TEACHERS DISCIPLINED? IF THEIR STUDENTS ARE NOT PERFORMING? WHEN I SAY DISCIPLINE, THEY MEAN LET ME USE A BETTER WORD, OKAY? THEY GET A PERFORMANCE IMPROVEMENT, RIGHT? PERFORMANCE SUPPORT. YEAH.

THAT MEANS I'M TAKING THAT AS TWO DIFFERENT THINGS.

SO THANK YOU. SO THEY GET MORE SUPPORT RIGHT AND THAT SUPPORT COULD AGAIN LOOK LIKE MORE COACHING FROM US.

IT COULD LOOK LIKE HELP FROM THE REGIONAL TEAM FROM ACHIEVEMENT MANAGERS FROM DIRECTOR OF SCHOOLS.

SO THANK YOU FOR ASKING THAT CLARIFYING QUESTION AND APOLOGIES.

I DIDN'T MEAN TO SAY DISCIPLINE.

NO AND THAT'S THEY JUST GET MORE OF A SUPPORT PLAN.

YEAH. THAT'S RIGHT AND THAT'S WHY I WANTED TO CLARIFY ABOUT WHAT WAS I DIDN'T WANT TO MISINTERPRET WHAT WAS BEING SAID AND THEN DO THE TEACHERS HAVE INPUT ON THIS EVALUATION PROCESS? DEFINITELY.

ONE THING THAT WE DO THAT'S I THINK IS REALLY IMPORTANT IS THAT ANY TIME A TEACHER THAT TEACHERS HAVE SELF-REFLECTION AND SELF-EVALUATION OPPORTUNITIES, SO THEY HAVE AN OPPORTUNITY TO SELF-REFLECT ON THEIR PRACTICE BASED ON OUR RUBRICS, BASED ON OUR CORE CHARACTERISTICS, OR BASED ON OUR TEACHER PERFORMANCE RUBRICS AND THEY ACTUALLY SELF-REFLECT FIRST.

THEY SELF-REFLECT FIRST, AND THEN WE GO IN AND WE HAVE OUR 1 TO 1, AND WE TALK ABOUT IT, AND WE SET CLEAR ACTION STEPS AND CLEAR GOALS TOGETHER AS A TEAM, MYSELF OR ANY OTHER SCHOOL LEADERS AND THE TEACHERS AND THEN WE CHECK IN LIKE WE PROGRESS MONITOR TO SEE HOW THOSE TEACHERS ARE FARING WITH THOSE GOALS, TO ENSURE THEY FEEL SUPPORTED AND WE SET CLEAR GOALS THAT ARE ALSO ATTAINABLE SO THAT TEACHERS CAN MEET THOSE GOALS AND THEY FEEL SUCCESSFUL.

YEAH, I'M NOT REFERRING TO THE GOALS.

I MEAN, THE PROCESS ITSELF OR LIKE HOW THAT THEY ARE EVALUATED.

DO THEY HAVE INPUT ON HOW THEY ARE EVALUATED? SO DO THEY HAVE INPUT ON HOW THEY'RE EVALUATED? YES. OKAY.

SO THERE ARE OPPORTUNITIES THROUGHOUT THE SCHOOL YEAR WHERE TEACHERS AND SCHOOL LEADERS COME TOGETHER TO HAVE, WE CALL THEM BROWN BAGS, WHERE IT'S AN OPPORTUNITY FOR REGIONAL STAFF COME AND THEY TALK WITH TEACHERS AND THEY TALK WITH STAFF ABOUT DIFFERENT PROCESSES, EVALUATIVE PROCESSES, TEACHING PRACTICES AND DURING THOSE TIMES, WE OFFER FEEDBACK TO OUR REGIONAL LEADERS SO THAT THEY CAN MAKE ADJUSTMENTS AND EVALUATIONS IS ONE OF THOSE TOPICS.

SO YES, TEACHERS DO HAVE INPUT.

[01:50:02]

IF YOU CANNOT SHARE THAT'S FINE.

I'M JUST CURIOUS. YEAH, VERY MUCH APPRECIATE THE QUESTIONS BECAUSE THE EXPERIENCE THAT OUR TEACHERS HAVE IN OUR SCHOOLS IS VERY MUCH TOP OF MIND, RIGHT? LIKE, WE RECOGNIZE HOW HARD OUR EDUCATORS, A LOT OF WHO ARE IN THE ROOM HERE TONIGHT WORK FOR OUR ROCKETEER.

SO THE PURPOSE OF OUR EVALUATION PROCESS IS TO RECOGNIZE, HONOR AND UPLIFT BASED OFF THE WORK THAT WE'RE SEEING THEM DO.

SO AS MISS WEST SPOKE, A PART OF IT IS BASED OFF STUDENT ACADEMIC OUTCOMES, RIGHT? AND SOMETIMES PEOPLE WONDER LIKE, WHAT DOES THAT MEAN? IF YOU HAVE A LOT OF STUDENTS WHO MIGHT BE ML STUDENTS OR STUDENTS WHO HAVE IEPS, AND OFTENTIMES WE ACTUALLY SEE THAT THOSE SUB POPULATIONS ARE THE STUDENTS THAT WE SEE A LOT OF GROWTH FROM. SO THE ACTUAL EVALUATION IS BROKEN DOWN INTO A COUPLE OF DIFFERENT PORTIONS.

THERE'S THE THERE'S A STUDENT OUTCOMES PART, RIGHT.

WE WANT TO RECOGNIZE FOLKS FOR THE WORK THAT THEY DO TO GET OUR STUDENTS TO GROW AND LEARN.

THERE'S A PART WHERE WE RECOGNIZE THEIR TEACHING PRACTICE, RIGHT, WHICH IS PROBABLY A LITTLE BIT MORE OF LIKE THE TRADITIONAL EVALUATION ROUTE THAT YOU MIGHT SEE IN A LOT OF SCHOOLS ACROSS THE COUNTRY.

THERE'S A PART WHERE WE RECOGNIZE CORE CHARACTERISTICS, WHICH IS THEIR CONTRIBUTIONS TO THE COMMUNITY AND HOW THEY LIKE PUSH EACH OTHER, SUPPORT ONE ANOTHER AND THERE'S A PART WHERE WE RECOGNIZE FAMILY ENGAGEMENT, LIKE LIKE HOME VISITS.

SO IF FOLKS HAVE YEARS WHERE MAYBE THEIR RESULTS AREN'T WHERE THEY WANTED THEM TO BE, LIKE, OUR STANCE ISN'T LIKE WHAT? LIKE WHAT HAPPENED? WHY ARE YOU THERE? WHY DID THAT HAPPEN? BUT IT'S LIKE WE'RE REALLY TRYING TO COME AT IT FROM A PLACE OF SUPPORT AND THEN THE HOME VISITS.

JUST BECAUSE YOU REFERENCED THAT ONE, OUR HOME VISITS DONE DURING THE SCHOOL DAY OR AFTER THE SCHOOL DAY.

THAT'S A REALLY GOOD QUESTION.

HOME VISITS ARE DONE PRIMARILY DURING OUR SUMMER PROFESSIONAL DEVELOPMENT, AND THE RATIONALE BEHIND THAT IS SO THAT TEACHERS CAN GO INTO THE CLASS AND FAMILIES CAN GO INTO THE CLASS BEFORE THE FIRST DAY OF SCHOOL EVEN STARTS KNOWING WHO THEIR TEACHER IS AND HAVING AN ESTABLISHED RELATIONSHIP.

WE ALSO ENSURE THAT HOME VISITS ARE ABLE TO BE DONE AFTER SCHOOL.

WE ACTUALLY HAVE I THINK AT LEAST ONE HOME VISIT DESIGNATED DAY.

SO ON THOSE MINIMUM DAYS THAT WE LEAVE EARLY, THERE'S AT LEAST ONE HOME VISIT DAY WHERE TEACHERS CAN SCHEDULE HOME VISITS.

I THINK THE PIECE AROUND HOME VISITS IS REALLY IMPORTANT, ESPECIALLY AT ROCKETSHIP SI SE PUEDE, BECAUSE LIKE AS MR. MATEOS MENTIONED, WE ARE 85% BECAUSE WE REALLY GO HARD, LIKE ENSURING THAT OUR TEACHERS HAVE ESTABLISHED THOSE GOOD RELATIONSHIPS WITH FAMILIES, BUT THEY ARE PRIMARILY DONE AFTER SCHOOL AND MAKING SURE THAT THEY'RE MEETING THE NEED OF THE FAMILIES.

LIKE WHAT WORKS BEST FOR THE FAMILY, WHETHER IT BE AT THEIR HOME, WHETHER IT SOMETIMES BE AT STARBUCKS, IF THE FAMILY DOESN'T FEEL COMFORTABLE.

BUT WE ENSURE THAT THE TEACHERS TAKE THE OWNERSHIP THERE AND PARTNER WITH THOSE FAMILIES TO ENSURE THAT BUILDING A REALLY GOOD CORE RELATIONSHIP WITH THEM AND ON AVERAGE, HOW MANY TEACHERS OR HOW MANY HOME VISITS DO THE TEACHERS DO PER YEAR? 100 OR 100% IS THE GOAL AND WE MEET 100%.

OH NO. LIKE HOW MANY FAMILIES DO THEY.

OH, I'M SORRY, I WAS ABOUT TO SAY 100.

SORRY, I MISUNDERSTOOD THAT.

I'M SO SORRY. THAT'S OKAY.

ON AVERAGE, I GUESS AROUND BETWEEN 20 AND 30.

OKAY. SO, LIKE THE AVERAGE CLASS SIZE.

OKAY. I'M SORRY, I ASKED, LIKE, 500 QUESTIONS.

I'LL STOP THERE.

I ALWAYS APPRECIATE THE OPPORTUNITY FOR DIALOG AND TO LEARN MORE ABOUT OUR SCHOOLS.

WERE THERE OTHER QUESTIONS FROM TRUSTEES THAT I MISSED? TRUSTEE DI SALVO, THANK YOU VERY MUCH.

I WANTED TO ACKNOWLEDGE COMMUNITY COLLEGE TRUSTEE KAREN MARTINEZ, [INAUDIBLE].

WHO'S IN THE AUDIENCE? KAREN, COULD YOU WAVE YOUR HAND? SHE HAD A DAUGHTER THAT WENT TO A ROCKETSHIP SCHOOL AND AS I UNDERSTAND IT, FROM TRUSTEE MARTINEZ, HER DAUGHTER GRADUATED COLLEGE AND IS COMING BACK TO WORK AT A ROCKETSHIP SCHOOL. IS THAT STILL CORRECT? CORRECT. SHE WORKS AT ROCKETSHIP ACADEMY.

SO THAT'S ONE OF THE WAYS, RIGHT, THAT YOU DEVELOP STAFF, THAT YOU DEVELOP THEM VERY EARLY ON AND BY HAVING THEM AS STUDENTS AND THAT'S KIND OF A ISN'T THAT NOT A CORE VALUE OF SOME OF THE CHARTER WORK THAT YOU DO ACROSS THE NATION? THAT'S A GREAT POINT.

TRUSTEE DI SALVO, I THINK IT'S I REALIZE THAT SOME OF YOU HAVE BEEN BEFORE US, WHETHER HERE IN A DIFFERENT BOARD, AND SOME OF YOU HAVE NOT BEEN BEFORE US IN THIS CAPACITY. AND SO TAKING A STEP BACK, YOU'RE CORRECT.

WE HAVE THREE PILLARS WHICH ALL OF OUR SCHOOLS AND HAVE BEEN WITH US SINCE THE INCEPTION, AND ONE OF THEM IS DEFINITELY STAFF DEVELOPMENT.

THE OTHER THING THAT I'LL ADD WHEN WE'RE TALKING ABOUT TEACHER RETENTION.

81% OF OUR TOP TIER TEACHERS STAY WITHIN OUR NETWORK.

I THINK IT'S ALSO INCREDIBLY TO NOTE THAT WE SPEND AND DEDICATE, OR PROBABLY A BETTER WORD IS INVEST ABOUT 400 HOURS OF PROFESSIONAL DEVELOPMENT FOR OUR TEACHERS.

SO OUR TEACHERS ARE REALLY LEARNING AND MASTERING, AND IT'S ALL PART OF OUR PILLAR AROUND PROFESSIONAL DEVELOPMENT.

THE OTHER PILLAR TO YOUR POINT IS AROUND COMMUNITY POWER, OUR THEORY OF CHANGE.

WE TRULY BELIEVE THAT IN ORDER TO GO INTO A COMMUNITY AND SEE GENERATIONAL CHANGE, YOU DON'T JUST GO INTO A COMMUNITY, YOU BECOME PART OF THE COMMUNITY AND SO FOR US, IT MEANS SERVING EVERY STUDENT WHERE THEY ARE THROUGH OUR PERSONALIZED MODEL WHERE WE USE DATA FOR INSTRUCTION.

[01:55:01]

WE HAVE PARENTS WHO START A VOLUNTEERS AND END UP PARTNERING WITH US WITH OUR PARTNERING UNIVERSITIES TO GET THEIR CREDENTIALS AND START TEACHING INSIDE OUR CLASSROOMS AND OUR THIRD PILLAR IS COMMUNITY POWER.

WE BELIEVE THAT WHEN PARENTS LEARN HOW TO USE THEIR VOICE, MANY OF WHICH YOU HEARD TODAY, THEY WON'T JUST COME TO US AND DEMAND US THAT THEY NEED BETTER.

THEY WILL CONTINUE TO DO THAT IN THE COMMUNITY AND SO WE TRULY BELIEVE WHEN YOU PAIR HIGH QUALITY EDUCATION, WHEN YOU PAIR IT WITH VOICE THAT ALL OF OUR FAMILIES DESERVE, AND WHEN YOU PAIR THAT WITH CREDENTIALED, WITH SUPPORT, WITH THE DEDICATION AND THE PROFESSIONAL DEVELOPMENT TO SUPPORT OUR TEACHERS, THAT WE CAN THRIVE AS A COMMUNITY.

THANK YOU. I DID HAVE SOME OTHER QUESTIONS, BUT I HEAR THE BABIES IN THE ROOM, SO I'M GOING TO SEE IF I CAN MAYBE LIST THESE OFF AND HOPEFULLY BETWEEN NOW AND THE PUBLIC HEARING, WE CAN GET SOME OF THIS INFORMATION.

ACTUALLY WANTED TO START OFF WITH THE CHARTER SCHOOL DEPARTMENT STAFF AND JUST ASKING.

I KNOW THAT THE COUNTY BOARD RECEIVED SOME CONCERNS SPECIFIC TO SI SE PUEDE, AND SO I JUST WANTED TO CONFIRM WHETHER CHARTER SCHOOL STAFF WILL BE LOOKING INTO THE CONCERNS THAT THE BOARD RECEIVED.

YES. WE HAVE ALREADY BEEN IN TOUCH WITH ROCKETSHIP SI SE PUEDE.

IN FACT, IT WAS WITH MISS RAMIREZ AND SHE HAS LET US KNOW THAT THEY ARE INVESTIGATING, AND I BELIEVE THEY EXPECT TO HAVE THE RESULTS OF THE INVESTIGATION ON THE 8TH OF OCTOBER, AROUND OR ABOUT THE 8TH OF OCTOBER.

IS THAT CORRECT? IT'S AROUND THERE, YES.

OUR COMPLAINT POLICY GIVES US 20 BUSINESS DAYS TO INVESTIGATE FULLY AND SO WE'VE COMMITTED TO THAT TIMELINE.

THANK YOU AND THEN THE OTHER ITEMS, JUST IN TERMS OF, I GUESS, BEING MINDFUL AS A FORMER TEACHER AND SOMEONE WHO SPENT A LOT OF TIME IN THE EAST SAN JOSE COMMUNITY YOU KNOW, JUST BETTER UNDERSTANDING THE WAY THAT ROCKETSHIP SI SE PUEDE IS REFLECTIVE OF THE COMMUNITY, SO IT WOULD BE REALLY HELPFUL TO HAVE A BREAKDOWN FURTHER OF STUDENTS SERVED BY DISABILITY.

PERCENTAGES OF STUDENTS WITH MILD, MODERATE TO MODERATE SEVERE HISTORICAL INFORMATION.

BECAUSE I KNOW THAT WAS MENTIONED IN THE PETITION.

ALSO, IT WOULD BE HELPFUL TO HAVE THE HISTORICAL DATA ON THAT.

I KNOW IT MENTIONED THAT THERE WERE TWO TEACHERS WITH EDUCATION SPECIALIST CREDENTIALS, AND SO IT WOULD BE I DON'T KNOW IF THAT'S SOMETHING THAT THE CHARTER SCHOOL DEPARTMENT DOES IN GENERAL, JUST LOOKING AT CREDENTIALS THROUGH THIS PROCESS, OR IS THAT JUST PART OF THE GENERAL OVERSIGHT? OUR HR DEPARTMENT, WE PARTNER WITH THE HR DEPARTMENT.

THEY LOOK AT THE CREDENTIALS AND GIVE US THE RESULTS AND THEN WE WORK WITH THE SCHOOL.

GREAT. SO JUST BE HELPFUL TO HAVE SOME OF THAT INFORMATION AND PERHAPS IN THE MIGHT BE CONSIDERED IN THE OKAY.

SO I'M JUST UNCLEAR ABOUT THE QUESTION YOU'RE ASKING ABOUT CREDENTIALS, THE QUESTION I'M ASKING IS, I KNOW IT'S MENTIONED THAT THERE'S TWO TEACHERS WITH ED SPECIALIST CREDENTIALS. IS THAT BOTH MILD OR MODERATE CREDENTIALS? IS IT MILD MODERATE SEVERE AND IS THAT CAN WE GET THE HISTORICAL DATA ON WHAT THOSE CREDENTIALS WERE CURRENTLY AND IN THE PAST AND I'M HAPPY TO SEND THIS, YOU KNOW, IN AN EMAIL AS WELL.

JUST I KNOW IT'S HARD TO CAPTURE EVERYTHING NOW AND YEAH, I JUST THINK THERE'S OPPORTUNITIES FOR ALL STUDENTS.

I WAS GOING THROUGH THE CREDO REPORT AS WELL, AND ONE OF THE THINGS THAT I NOTICED IS SERVING OUR STUDENTS WITH DISABILITIES IS AN AREA OF GROWTH, BOTH FOR TRADITIONAL PUBLIC SCHOOLS, BUT ALSO OUR CHARTER SCHOOLS AND SO THAT WAS AN AREA ACTUALLY STUDENTS RECEIVING SPECIAL EDUCATION SERVICES HAD SIGNIFICANTLY WEAKER GROWTH IN BOTH MATH AND READING. ON AVERAGE, THOUGH, CMO AFFILIATED STUDENTS WITH SPECIAL EDUCATION NEEDS HAVE LEARNING ON PAR WITH THEIR TRADITIONAL PUBLIC SCHOOL SPECIAL EDUCATION PEERS.

SO I THINK IT'S JUST, YOU KNOW, IT'S A COMMITMENT OF ALL OF US THAT WE, YOU KNOW, NEED TO SERVE ALL STUDENTS.

AND HOPEFULLY WE CAN ALL HAVE SOME MORE INTENTIONALITY AROUND THAT.

SO THANK YOU VERY MUCH TO ROCKETSHIP SI SE PUEDE AND OUR CHARTER SCHOOL DEPARTMENT STAFF, AS WELL AS THE COMMUNITY AND EVERYONE WHO SPENT TIME WITH US THIS EVENING. SO WITH THAT, HAVING RECEIVED COMMENTS FROM STAFF, ROCKETSHIP SI SE PUEDE, THE CHARTER SCHOOL, THE SCHOOL DISTRICT AND THE PUBLIC, THE BOARD NOW CLOSES THE PUBLIC HEARING.

THE BOARD WILL RECONVENE AND ACT ON THIS REQUEST ON NOVEMBER 6TH, 2024 ANY FURTHER DELIBERATIONS BY THE BOARD PRIOR TO ACTING ON THIS MATTER WILL BE IN CONFORMANCE WITH ALL OTHER REQUIREMENTS OF THE BROWN ACT.

THIS HEARING IS NOW CLOSED.

I GUESS I'LL DO THAT TO MAKE IT OFFICIAL, AND WE'LL CONTINUE ON WITH OUR AGENDA.

SO WE'LL GO ON TO AGENDA ITEM SEVEN INFORMATION ITEMS.

[02:00:03]

I KNOW WE'LL HAVE SOME TRANSITION HERE, SO I'LL GIVE THAT A MOMENT.

CAN WE TAKE A FIVE MINUTE BREAK AND TRANSITION? BECAUSE I WON'T BE ABLE TO HEAR.

WE'LL WAIT TILL THE ROOM CLEARS AND THEN CONTINUE ON.

[INAUDIBLE].

ALL RIGHT. WE ARE GOING TO CONTINUE ON WITH OUR MEETING.

SO THANK YOU FOR YOUR COOPERATION.

SO WE CAN MAKE SURE WE CAN HEAR OUR NEXT SET OF PRESENTERS.

WE ARE ON AGENDA ITEM SEVEN, WHICH IS OUR INFORMATION ITEMS AND DOCTOR DEWAN, WILL YOU PLEASE INTRODUCE THAT FIRST ITEM? YES. PRESIDENT BERTA.

[INAUDIBLE] DO YOU NEED AN ITEM? OKAY.. WE DO HAVE TO WAIT FOR A QUORUM, SO I APOLOGIZE FOR CAN I GO AHEAD AND INVITE YOU BOTH TO SIT AT ONE OF THE TABLES, AND YOU CAN EACH HAVE YOUR OWN MICROPHONE.

TAKE A MOMENT TO GET SETTLED.

THANK YOU FOR YOUR PATIENCE.

ALRIGHT.

THANK YOU. DOCTOR DEWAN.

THANK YOU AGAIN, PRESIDENT BERTA.

TONIGHT'S FIRST INFORMATION ITEM IS ONE OF THE BOARD REQUESTED SPOTLIGHTS THIS EVENING.

[A. Spotlight: Sustainability - Green Improvement Initiatives]

CALIFORNIA HAS SET A GOAL OF A 75% REDUCTION OF ORGANIC WASTE IN THE LANDFILL BY 2025.

SUSTAINABILITY PROJECT HIGHLIGHTS WILL PROVIDED FOR THE RITTER PARK TREE PLANTING SOLAR PROJECT AND CALIFORNIA SCHOOLS HEALTHY AIR, PLUMBING AND EFFICIENCY HEATING, VENTILATION AND AIR CONDITIONING PROGRAM THAT DEMONSTRATES THE SCCOE'S COMMITMENT TO PRIORITIZING SUSTAINABILITY EFFORTS AND CARBON FOOTPRINT REDUCTION ON THE ENVIRONMENT.

AS I MENTIONED EARLIER, OUR ASSISTANT SUPERINTENDENT OF BUSINESS SERVICES, STEPHANIE GOMEZ, COULD NOT BE WITH US THIS EVENING.

OUR PRESENTATION THIS EVENING WILL BE PROVIDED BY DOCTOR DAVID PUTNEY, OUR DIRECTOR OF INNOVATION, AND DEVON NEO, ONE OF OUR CLIMATE FELLOWS. GOOD EVENING.

SANTA CLARA COUNTY BOARD OF EDUCATION, BOARD PRESIDENT, TRUSTEES AND DOCTOR DEWAN.

I'M PLEASED TO BE HERE TONIGHT.

I'M DAVID PUTNEY, DIRECTOR OF INNOVATION AND PARTNERSHIPS AND MY NAME IS DEVON NEO, AND I'M A CLIMATE FELLOW.

FOR THIS PRESENTATION, WE'RE HIGHLIGHTING THE GREEN IMPROVEMENT INITIATIVES HAPPENING THROUGHOUT SANTA CLARA COUNTY OFFICE OF EDUCATION.

WE WILL BEGIN THIS PRESENTATION FOCUSING ON WASTE MANAGEMENT AND PROPOSED CHANGES.

BUT FIRST WE'D LIKE TO GIVE SOME BACKGROUND CONTEXT FOR THESE CHANGES.

SENATE BILL 1383 HAS SET THE GOAL OF 75 PRODUCTION, 75% REDUCTION OF ORGANIC WASTE AND LANDFILL BY 2025.

SOME OF THE ADDITIONAL OUTLINED AS DOCTOR DEWAN STARTED THE PRESENTATION WHEN ORGANIC MATERIAL LIKE FOOD WASTE AND YARD WASTE BREAKS DOWN IN THE LANDFILLS, IT CREATES METHANE

[02:05:07]

PHASE ONE OF OUR WASTE MANAGEMENT PLAN IS TO FOCUS ON THE SCCOE AND FOCUS ON FOUR OF THE FACILITIES.

WE WILL ESTABLISH A THREE BIN WASTE SORTING SYSTEM AT RITTER PARK, SOUTH COUNTY ANNEX, SNELL AND SUNOL.

WASTE WILL BE SORTED AS ILLUSTRATED ON THE SLIDE AND WILL MIRROR COMMON HOUSEHOLD PRACTICES.

THE INTENT IS TO INCREASE EFFECTIVENESS AND TO ALIGN TO COMMON PRACTICES TO REDUCE ERROR AND ULTIMATELY REDUCING GREENHOUSE GASES.

PHASE TWO IS FOCUSING ON OUR PARTNERSHIPS, AND OUR DISTRICTS WILL COLLABORATE WITH DISTRICT PARTNERS TO LEARN ABOUT THEIR PRACTICES AND SUPPORT THEIR TRANSITION TO A THREE BIN SYSTEM TO MEET THE REQUIREMENTS OF SB 1383.

WE WANT TO ENCOURAGE AND ALIGN PRACTICES AMONGST OUR PARTNERS.

WE ALSO WANT TO INCREASE EDUCATIONAL RESOURCES AND STRATEGIES TO SUPPORT OUR STUDENTS, STAFF AND OUR COMMUNITY.

WHY ARE WE MAKING THESE CHANGES? FIRST, WE WANT TO EXPAND UPON EXISTING WASTE DIVERSION PRACTICES TO FURTHER THE SUCCESS OF SB 1383 AND REDUCING ORGANIC WASTE AND GREENHOUSE GAS EMISSIONS. WE ALSO WANT TO ALIGN WITH COMMON HOME PRACTICES TO REDUCE CONFUSION AND ERRORS AND INCREASE EFFECTIVENESS IN SORTING, WHICH REDUCES GREENHOUSE GAS EMISSIONS. THIS WILL IMPROVE DIVERTING WASTE FROM THE LANDFILLS AND WORK TOWARDS SUSTAINABILITY GOALS.

LANDFILLS ARE THE THIRD LARGEST SOURCE OF METHANE IN CALIFORNIA.

ORGANIC WASTE AND LANDFILLS EMITS 20% OF THE STATE'S METHANE, A CLIMATE SUPER POLLUTANT.

METHANE IS UPWARDS TO 84 TIMES MORE POWERFUL THAN CARBON DIOXIDE AND OTHER POLLUTANTS EMITTED INCLUDE PARTICULATE MATTER THAT CONTRIBUTES TO HEALTH CONDITIONS SUCH AS ASTHMA. ORGANIC MATERIAL LIKE FOOD SCRAPS, YARD TRIMMINGS, PAPER, AND CARDBOARD MAKE UP HALF OF WHAT CALIFORNIANS DUMP INTO THE LANDFILL. REDUCING SHORT LIVED CLIMATE POLLUTANTS LIKE METHANE FROM ORGANIC WASTE WILL HAVE THE FASTEST IMPACT ON THE CLIMATE CRISIS.

IN ADDITION TO ORGANIC WASTE BINS, ANOTHER KEY ELEMENT OF SB 1383 IS EDIBLE FOOD RECOVERY.

SINCE 2022, FOOD SERVICE BUSINESSES ARE REQUIRED TO DONATE EDIBLE FOOD TO RECOVERY ORGANIZATIONS.

THIS NEW PRACTICE HELPS TO FEED THE ALMOST 1 IN 4 CALIFORNIANS WHO ARE FOOD INSECURE BY 2025.

THE GOAL IS TO REDIRECT 20% OF EDIBLE FOOD THAT WOULD HAVE BEEN THROWN AWAY TO PEOPLE IN NEED, IN COMPLIANCE WITH SB 1383.

SCHOOLS AND LOCAL EDUCATION AGENCIES WITH AN ON SITE FOOD FACILITY ARE REQUIRED TO DONATE EXCESS EDIBLE FOOD.

THE SANTA CLARA COUNTY FOOD RECOVERY PROGRAM PROVIDES THE STEPS REQUIRED FOR COMPLIANCE, AS WELL AS A LIST OF FOOD RECOVERY ORGANIZATIONS TO PARTNER WITH.

RITTER PARK HAS WORKED WITH HUNGER AT HOME IN THE PAST TO DONATE EXCESS EDIBLE FOOD FROM EVENTS.

WE HAVE IDENTIFIED SEVERAL FOOD RECOVERY ORGANIZATIONS IN THE BAY AREA THAT WORK WITH SCHOOLS WITHIN THE SANTA CLARA COUNTY.

THESE INCLUDE HUNGER AT HOME, LOAVES AND FISHES, MARTHA'S KITCHEN, AND PENINSULA FOOD RUNNERS, TO NAME A FEW.

IN SANTA CLARA COUNTY, OVER 10,000 METRIC TONS OF CARBON DIOXIDE EMISSIONS HAVE BEEN AVOIDED THROUGH FOOD RECOVERY.

THIS IS EQUIVALENT TO AROUND 27 MILLION MILES DRIVEN BY A PASSENGER VEHICLE.

THERE HAVE ALSO BEEN OVER $40 MILLION IN ANNUAL SAVINGS, ALONGSIDE AN INCREASE IN THE AVAILABILITY OF FOOD RECOVERY IS NOT ONLY IMPORTANT FOR PREVENTING FOOD WASTE AND REDUCING EMISSIONS FROM THE LANDFILL, BUT ITS IMPACT ON THE COMMUNITY AS WELL.

THIS LAST SPRING, WE HAD THE OPPORTUNITY TO VISIT HUNGER AT HOME DURING THEIR WEEKLY DISTRIBUTION AT PAYPAL PARK ON A REGULAR BASIS, THEY RECEIVE REDIRECTED EDIBLE FOOD TO SUPPORT THEIR COMMUNITIES.

ON A WEEKLY BASIS.

THEY DISTRIBUTE TO AROUND 140 TO 160 FAMILIES.

FOOD RECIPIENTS GET FRESH PRODUCE, BREAD AND MORE THAT COMES IN A GROCERY BOX.

EACH HOUSEHOLD WILL RECEIVE AROUND 75 POUNDS OF FOOD THAT WILL PROVIDE NUTRITIONAL SUPPORT FOR A WEEK.

FOR A FAMILY OF FOUR, THEY ESTIMATE TO HAVE DISTRIBUTED AROUND 11,000 POUNDS OF FOOD EVERY WEEK.

OUR SCHOOLS ARE ALSO GETTING INTO THE SPIRIT OF THINGS.

AT HESTER, WE HAVE THREE ADDITIONAL CLIMATE FELLOWS ASSISTING STUDENTS AND STAFF WITH THEIR GARDEN AND COMPOST BINS.

THESE EDUCATIONAL ACTIVITIES AND MATERIALS SUPPORT OUR STUDENTS TO LEARN HOW TO IMPROVE THEIR ENVIRONMENT, AND ALSO TO MAKE LASTING POSITIVE IMPACTS.

EACH CLASSROOM CONTRIBUTES TO THE GARDEN AND COMPOSTING BINS.

AT SUNOL STUDENTS ALSO LEARN HOW TO USE COMPOST IN THEIR GARDENS TO ENRICH THEIR ORGANIC VEGETABLES.

STUDENTS ENJOY THE PHYSICAL WORK AS STRESS RELIEVING.

[02:10:03]

WAY TO GO SCCOE STUDENTS THIS SUMMER! THE SANTA CLARA COUNTY OFFICE OF ED HAS PLANTED 20 OR EXCUSE ME, HAS PLANTED 98 TREES ALONG BROKAW ROAD AND RIDDER PARK ROAD TO REPLACE THE UNHEALTHY TREES.

WE COLLABORATED UNDER THE DIRECTION OF AN ARBORIST TO ENSURE THAT WE HAD PROPER TREE SELECTION.

THE FOLLOWING TREES THAT WERE PLANTED WERE THE MARINA STRAWBERRY, STRAWBERRY AND WATER GUM.

FOR EACH OF THE REMOVED TREES, TWO WERE PLANTED IN ITS PLACE.

THESE TREES WERE SELECTED BECAUSE THEY WERE BEST SUITED FOR OUR LOCATION AND NEED FOR STRONG AND MEDIUM BRANCHES, LOW ROOT DAMAGE POTENTIAL, AND LOW BIOGENIC EMISSIONS. ADDITIONALLY, THEY ARE SUITABLE FOR RECYCLED WATER THAT WE USE FOR IRRIGATION, AND THEY'RE BEAUTIFUL, AND THEY WILL ALSO INCREASE THE SHADE COVERAGE HERE AT RIDDER PARK.

IN COLLABORATION WITH NORTH AMERICA, THE SOLAR PROJECT STARTED HERE AT RIDDER PARK, AND THEY'RE PREPARING FOR OUR OTHER FACILITIES.

WALDEN WEST AND SUNOL AND SNELL.

ACROSS THESE FOUR SITES, IT'S PROJECTED THAT THE SOLAR PANEL PROJECT WILL GENERATE 2,000,000KW ANNUALLY.

THIS IS ENOUGH ELECTRICITY TO POWER OVER 200 HOMES.

CURRENTLY, THE SANTA CLARA COUNTY OFFICE OF ED USES APPROXIMATELY 2 MILLION PLUS KILOWATT HOURS OF ELECTRICITY IN A SINGLE YEAR ALONE AT RIDDER PARK.

THIS PROJECT WILL DRAMATICALLY IMPROVE OUR EFFICIENCY, REDUCTION OF THE RELIANCE ON THE POWER GRID AND DECREASE OUR CARBON FOOTPRINT.

THE PROJECT WILL INCREASE EDUCATIONAL OPPORTUNITIES FOR STUDENTS, INCLUDING CURRICULUM KITS AND HANDS ON LESSONS AND INTERNSHIPS.

WE'D LIKE TO THANK THE LEADERSHIP OF DOCTOR DEWAN AND THE COUNTY BOARD OF EDUCATION, THE SANTA CLARA COUNTY OFFICE OF ED, BOARD OF EDUCATION.

YOUR VISION OF A HEALTHIER LEARNING ENVIRONMENT FOR STUDENTS, STAFF, AND THE COMMUNITY IS EXCEPTIONAL AND WE APPRECIATE YOUR SUPPORT FOR SCCOE GOES GREEN.

THANK YOU SO MUCH, DIRECTOR AND OUR STUDENT FELLOW FOR BEING HERE THIS EVENING AND SHARING THOSE REALLY EXCITING UPDATES.

AND IT'S GREAT TO SEE THE NUMBERS TOO, BECAUSE YOU CAN REALLY, YOU KNOW, GRASP A BETTER IDEA OF THE IMPACT OF THIS INITIATIVE.

TRUSTEES, ARE THERE QUESTIONS OR COMMENTS? TRUSTEE SREEKRISHNAN.

THANK YOU SO MUCH AND THANK YOU TO DIRECTOR PUTNEY AND DEVON AND, YOU KNOW, WE'VE HEARD SO MUCH ABOUT OUR CLIMATE FELLOWS, AND IT'S SO EXCITING THAT YOU CAN PRESENT HERE AND, YOU KNOW, I'M REALLY THRILLED BECAUSE A LOT OF THIS WORK HAS BEEN SORT OF PROMOTED AND EXPANDED FROM THE DIFFERENT ITEMS WE'VE PASSED ON THE BOARD AND SO WHAT I THINK IS REALLY VALUABLE ABOUT THIS IS IT ADDRESSES THE ENVIRONMENTAL CONCERNS WE HAVE, BUT ALSO CREATES VALUABLE EDUCATION OPPORTUNITIES.

SO FOR OUR STUDENTS AND SO I WANT TO, YOU KNOW, SINCERELY THANK DOCTOR DEWAN AND OUR PARTNERSHIPS DIRECTOR AND TEAM AND ALSO OUR ENVIRONMENTAL LITERACY TEAM FOR WORKING ON THIS AND SO, YOU KNOW, IT'S ESPECIALLY EXCITING BECAUSE WE DON'T JUST HEAR ABOUT THIS DURING EARTH MONTH.

IT'S LIKE EVERY MONTH IS EARTH MONTH HERE.

BUT MY QUESTION IS IF BECAUSE YOU KNOW, I KNOW I'VE WE'VE GOTTEN UPDATES ON THE SOLAR PROJECT, AND IF YOU COULD ELABORATE AT ALL ON WHAT THE INTERNSHIPS WILL LOOK LIKE, OR THE CURRICULUM INTEGRATION, OR HOW MANY STUDENTS OR ANY SORT OF DETAILS THERE WOULD BE REALLY INTERESTED IN KNOWING THAT.

I THINK A LOT OF THAT IS UNDER DEVELOPMENT.

STILL, THE LITERACY WORK IS WORKING THROUGH UNDER THE DIRECTION OF JEN MUCH AND WORKING WITH THE OTHER FELLOWS.

THE INTERNSHIP, WE WOULD HOPE TO LOOK AT MONITORING THE IMPACT AND THE DATA AS WE CONTINUE TO DEVELOP.

BUT I THINK A LOT OF THIS IS STILL UNDER DEVELOPMENT.

THAT'S REALLY EXCITING AND WE HAVE SO MANY CLIMATE PARTNERSHIPS WITH THE, YOU KNOW, THE YOUTH CLIMATE INITIATIVE AND SO NOW OR LATER, IT'D BE I'D BE INTERESTED TO SEE HOW THIS IS WORKING IN PARTNERSHIP WITH ALL OF OUR PARTNERS.

BUT YEAH, THAT'S IT FOR ME.

SO BUT I WANT TO SINCERELY THANK EVERYONE WHO WORKED ON THIS.

I KNOW IT'S YEARS IN THE MAKING NOW AND IT'S JUST SO EXCITING AND SO THIS IS JUST SUCH A BENEFIT.

SO THANK YOU, TRUSTEES.

[02:15:02]

IT'S A PLEASURE TO MEET YOU AS WELL.

THANK YOU SO MUCH. SO WE'LL GO TO THE NEXT ITEM.

[B. Spotlight: Post Secondary Deaf and Hard of Hearing Program]

THIS ITEM IS BEING PRESENTED AT THE REQUEST OF VICE PRESIDENT ROCHA AND TRUSTEE CHON TO PROVIDE AN ADDITIONAL UPDATE RELATED TO THE POST SECONDARY DEAF AND HARD OF HEARING PROGRAM.

WE HAVE A NUMBER OF OUR TEAM MEMBERS WHO SUPPORT THIS PROGRAM HERE WITH US THIS EVENING, AND EACH OF THEM WILL BE INTRODUCING THEMSELVES AS THEY PRESENT TO GET US STARTED AS ASSISTANT SUPERINTENDENT OF EDUCATIONAL SERVICES, TERESA SHIPP.

THANK YOU, DOCTOR DEWAN.

GOOD EVENING, DOCTOR DEWAN, PRESIDENT BERTA TRUSTEES AND I AM TERESA SHIPP, ASSISTANT SUPERINTENDENT OF EDUCATIONAL SERVICES AND I AM JOINED TONIGHT BY CHRISTY KROPP, ASSISTANT DIRECTOR OF SPECIAL EDUCATION, DOCTOR TARSHA FOYE, PRINCIPAL OF THE OSTER CLUSTER, AND ROWAN LEWIS, PROGRAM MANAGER OF VOCATIONAL EDUCATION. TONIGHT, IN RESPONSE TO THE TRUSTEES REQUEST, WE WILL BE PROVIDING AN OVERVIEW OF OUR POST-SECONDARY DEAF HARD OF HEARING PROGRAM.

CHRISTY KROPP WILL BEGIN BY DESCRIBING THE POST-SECONDARY DHH PROGRAM.

GOOD EVENING.

I'M CHRISTIE KROPP, ASSISTANT DIRECTOR OF SPECIAL EDUCATION.

THE AUSTER CLUSTER SERVES STUDENTS IN THE DEAF HARD OF HEARING PROGRAM.

THE SPECIAL EDUCATION POST-SECONDARY PROGRAM FOR DEAF HARD OF HEARING STUDENTS IS DESIGNED TO SUPPORT STUDENTS WITH DETERMINING THEIR OWN EDUCATIONAL, INDEPENDENT LIVING AND VOCATIONAL GOALS WHILE NAVIGATING THEIR JOURNEY INTO ADULTHOOD.

NEXT, DOCTOR FOYE WILL SHARE MORE ABOUT THE PROGRAM.

HELLO, MY NAME IS DOCTOR TASHA FOYE, PRINCIPAL OF THE DEAF HARD OF HEARING PROGRAM.

THERE ARE SEVERAL OPTIONS AVAILABLE TO STUDENTS COMPLETING HIGH SCHOOL.

STUDENTS OBTAINING A HIGH SCHOOL DIPLOMA MUST MEET ALL THE REQUIREMENTS FOR GRADUATION, AND COMPLETE THE MINIMUM COURSE REQUIREMENTS SET BY THE STATE AND LOCAL SCHOOL DISTRICTS WITH THE HIGH SCHOOL DIPLOMA.

A STUDENT MAY BE ELIGIBLE FOR COLLEGE ENROLLMENT, VOCATIONAL TRAINING AND, APPRENTICESHIP PROGRAMS, AND OTHER JOB OPPORTUNITIES. EARNING A CERTIFICATE OF COMPLETION MEANS A STUDENT HAS COMPLETED HIGH SCHOOL, BUT DID NOT MEET ALL OF THE REQUIREMENTS FOR A HIGH SCHOOL DIPLOMA. THE REQUIREMENTS FOR GRADUATION ARE FLEXIBLE AND ARE DRIVEN BY STUDENTS INDIVIDUALIZED EDUCATION PROGRAM GOALS.

WITH A CERTIFICATE OF COMPLETION, A STUDENT MAY BE ELIGIBLE FOR PARTICIPATION IN A POST-SECONDARY TRANSITION PROGRAM IF REFERRED BY THEIR SCHOOL DISTRICT.

I AM NOW GOING TO DISCUSS A LITTLE ABOUT THE PROGRAM.

STUDENTS ENROLLED IN THE POST-SECONDARY PROGRAM.

WORK ON TRANSITION PLANNING, SELF-ADVOCACY, ACCESSIBILITY, DAILY LIFE SKILLS, UNDERSTANDING, HEARING LOSS, LANGUAGE ACQUISITION, INCLUSION, AND PROFESSIONAL DEVELOPMENT.

TRANSITION PLANNING IS DESIGNED TO PREPARE STUDENTS FOR LIFE AFTER HIGH SCHOOL, INCLUDING COMPLETING DEGREES OR CERTIFICATIONS AND GETTING JOBS. SELF-ADVOCACY HELPS STUDENTS DEVELOP SELF-ADVOCACY SKILLS.

ACCESSIBILITY ENSURES THAT STUDENTS HAVE ACCESS TO ACCESSIBLE POST-SECONDARY ENVIRONMENTS.

DAILY LIFE SKILLS TRAINING HELPS STUDENTS DEVELOP DAILY LIFE SKILLS FOR INDEPENDENT LIVING.

THE PURPOSE OF UNDERSTANDING HEARING LOSS IN THE POST-SECONDARY PROGRAM IS TO HELP STUDENTS UNDERSTAND, ACCEPT, AND MANAGE THEIR HEARING LOSS.

LANGUAGE ACQUISITION FOCUSES ON LANGUAGE ACQUISITION AND SKILLS THAT WILL BENEFIT STUDENTS IN THEIR POST-SECONDARY LIVES.

THE POST-SECONDARY PROGRAM VALUES INCLUSIVENESS WITH APPROPRIATE SUPPORTS.

PROFESSIONAL DEVELOPMENT IS OFFERED IN THE AREAS OF CAREER AND COLLEGE READINESS.

NEXT, ROWAN LEWIS WILL SHARE MORE ABOUT HOW STUDENTS ARE SUPPORTED THROUGH THE WORKABILITY PROGRAM.

GOOD EVENING EVERYONE. MY NAME IS ROWAN LEWIS AND I'M THE PROGRAM MANAGER FOR VOCATIONAL EDUCATION.

[02:20:02]

IT PROVIDES COMPREHENSIVE PRE-EMPLOYMENT SKILLS TRAINING, EMPLOYMENT PLACEMENT, AND FOLLOW UP FOR OUR SECONDARY STUDENTS IN SPECIAL EDUCATION WHO ARE MAKING THE TRANSITION FROM SCHOOL TO WORK, INDEPENDENT LIVING, AND POST-SECONDARY EDUCATION OR TRAINING.

I SUPPORT OUR STUDENTS BY PROVIDING THEM ACCESS TO VOCATIONAL ASSESSMENTS AND HELPING WITH JOB PLACEMENTS.

I COORDINATE WITH LOCAL BUSINESSES TO SECURE JOB PLACEMENTS FOR STUDENTS WITH DISABILITIES, ENSURING THEY HAVE MEANINGFUL OPPORTUNITIES FOR EMPLOYMENT AND SKILL DEVELOPMENT. AT THIS TIME, WE HAVE SEVEN WORK PLACEMENT OPTIONS FOR THE STUDENTS IN THE DHH PROGRAM.

THESE ARE SOME EXAMPLES OF THE WORK SITES FOR OUR DHH CLASSES HOTEL VALENCIA, SANTANA ROW PIZZA MY HEART, SANTA CLARA, AND SECOND HARVEST.

OUR STUDENTS RECEIVE AN HOURLY RATE OF $17.55 THAT IS FUNDED BY THE WORKABILITY ONE PROGRAM GRANT.

THIS SCHOOL YEAR, WE HAVE THREE NEW SITES FOR OUR STUDENTS IN THE DEAF AND HARD OF HEARING PROGRAM.

OLD NAVY AND VALLEY FAIR MALL.

TINT MY RIDE WINDOW TINTING AND CREMA COFFEE SHOP ON RACE STREET.

TINT MY RIDE AND CREMA WAS REFERRED TO BY SCOTT BENSON, OUR FANTASTIC TEACHER WHO MADE CONNECTIONS WITH BUSINESSES THAT SUPPORT THE DEAF COMMUNITY. TINT MY RIDE IS A CAR TINTING BUSINESS OWNED BY ONE OF OUR FORMER DHH STUDENTS.

HE EMPLOYS DEAF MEMBERS OF OUR COMMUNITY AND IS WILLING TO TAKE IN STUDENTS IN THE WORK EXPERIENCE PROGRAM.

I AM PLEASED TO SHARE THAT CRAMA HAS HIRED SOME STUDENTS FROM OUR PROGRAM AFTER THEIR GRADUATION.

OUR DHH POST-SECONDARY PROGRAM IS LOCATED AT HESTER SCHOOL, SO THEY'RE PART OF HESTER'S HELPING HANDS, A SCHOOL BASED VOCATIONAL PROGRAM FOR OUR HESTER STUDENTS THAT FOCUSES ON CRAFTING AND ENTREPRENEURSHIP.

STUDENT ENTREPRENEURSHIP IS ESPECIALLY IMPORTANT FOR OUR STUDENTS AS IT EMPOWERS THEM TO OVERCOME COMMUNICATION BARRIERS, DEVELOP ESSENTIAL LIFE SKILLS, AND GAIN FINANCIAL INDEPENDENCE.

OUR STUDENTS HAVE MADE FLOWER PRESS CARDS, SOAPS AND KEYCHAINS.

THEY HAVE ALSO PARTICIPATED IN WORKABILITY CRAFT FAIRS AND EXPERIENCE SELLING THEIR PRODUCTS TO CUSTOMERS.

OUR STUDENTS ALSO RECEIVE SUPPORT FROM OTHER AGENCIES SUCH AS THE DEPARTMENT OF REHABILITATION THROUGH THEIR TEACHERS INITIATIVE.

THE STUDENTS WERE ABLE TO CONNECT WITH THE DEPARTMENT OF REHABILITATION STUDENT SERVICES PROGRAM.

SOME OF OUR STUDENTS RECEIVED POST-SECONDARY COUNSELING AS WELL AS FINANCIAL SUPPORT FOR TUITION AND MATERIALS THEY NEED FOR COLLEGE, SUCH AS BOOKS.

WE ALSO HAVE STUDENTS WHO WERE SIGNED UP FOR THEIR WORK EXPERIENCE PROGRAM AND RECEIVED 100 ADDITIONAL HOURS OF PAID WORK AND RECEIVED MINIMUM WAGE. THE DOOR CONTINUES TO BE ONE OF OUR PARTNER AGENCIES IN PREPARING OUR STUDENTS FOR THE WORLD OF WORK AND SUPPORTING OUR STUDENTS CAREER GOALS AND CLOSING THE COLLABORATIVE EFFORTS BETWEEN OUR SCHOOL, OUTSIDE AGENCIES, BUSINESSES AND FAMILIES PLAY A PIVOTAL ROLE IN EMPOWERING OUR DEAF STUDENTS TO ACHIEVE THEIR GOALS.

BY WORKING TOGETHER, WE CREATE A SUPPORTIVE NETWORK THAT PROVIDES THE GUIDANCE, RESOURCES, AND OPPORTUNITIES NECESSARY FOR OUR STUDENTS TO THRIVE IN THE WORKPLACE AND BEYOND.

THANK YOU.

THANK YOU. AND WE'LL GO TO QUESTIONS FROM AND COMMENTS FROM TRUSTEES.

TRUSTEE LARI. THANK YOU FOR ALL THE INFORMATION.

SO I HAD A QUESTION ABOUT THE BREAKDOWN BETWEEN HOW MANY STUDENTS GET THE HIGH SCHOOL DIPLOMA AND THE CERTIFICATE OF COMPLETION EACH.

LIKE, WOULD YOU KNOW? SO THE DECISION BETWEEN A HIGH SCHOOL DIPLOMA AND THE CERTIFICATE OF COMPLETION IS AN IEP TEAM DECISION.

WE CAN GO AHEAD AND WE CAN GET THREE YEAR TREND AND I'LL PROVIDE THAT TO DOCTOR DEWAN WHO CAN PROVIDE IT THROUGH THE WEEKLY.

THAT'D BE GREAT. THANK YOU AND ALSO IT'D BE GREAT TO HAVE THE BREAKDOWN BETWEEN COLLEGE VOCATIONAL TRAINING, APPRENTICESHIP PROGRAMS AND JOBS.

ABSOLUTELY AND SO I DID HAVE A QUESTION ABOUT ONCE THE STUDENTS GET A HIGH SCHOOL DIPLOMA, DO THEY GET SUPPORT DURING THE VOCATIONAL TRAINING AND THE APPRENTICESHIP PROGRAMS ARE THERE? HOW DOES THAT HAPPEN? SO ONCE OUR STUDENTS EARN A HIGH SCHOOL DIPLOMA.

SO LAST I'M GOING TO GIVE YOU A FOR INSTANCE.

FOR INSTANCE, IF YOU REMEMBER IN JUNE WE HAD MANY STUDENTS COME AND PRESENT TO YOU.

[02:25:04]

RIGHT. SO THEY HAVE GRADUATED WITH THEIR HIGH SCHOOL DIPLOMA.

MANY OF THEM ARE GOING TO A COLLEGE OR UNIVERSITY.

WE HAVE RELATIONSHIPS WITH SOME OF OUR COMMUNITY COLLEGES, AND IF THEY ARE CONNECTED WITH THE DEPARTMENT OF REHABILITATION, WHICH WAS ONE OF OUR SLIDES, THAT'S A LIFELONG CONNECTION THAT HELPS WITH TRANSITION THROUGH.

THANK YOU. OTHER QUESTIONS OR COMMENTS FROM TRUSTEES? VICE PRESIDENT ROCHA, THANK YOU AND THANK YOU FOR THE QUESTION.

TRUSTEE. THAT'S THE ONE OF THE ONES THAT I HAD ON MY MIND AS WELL AND SO THERE WAS TWO LEVELS OF, I GUESS, GRADUATION OR ADVANCEMENT, AND THAT WAS THE DIPLOMA AND THE CERTIFICATE OF COMPLETION.

THAT IS CORRECT AND YOU MENTIONED THAT'S A DECISION, I GUESS THE DISCUSSION BETWEEN THE TEACHER AND WHOM.

THAT'S GREAT. IT'S AN IEP TEAM OR AN INDIVIDUALIZED EDUCATIONAL PLAN.

SO THERE'S A LARGE TEAM.

IT'S ALL ACCORDING TO WHAT SERVICES ARE IN THE STUDENT'S IEP.

SO LET'S SAY I HAVE SPEECH AND LANGUAGE.

THEN THE SPEECH AND LANGUAGE PATHOLOGIST WOULD BE PART OF THE IEP TEAM.

THERE'S USUALLY A CASE MANAGER THE PARENT OR GUARDIAN, TEACHERS.

THE DISTRICT OF RESIDENCE.

BECAUSE REMEMBER, OUR STUDENTS ARE NOT DIRECT ENROLLED.

THEY ARE REFERRED TO US BY OUR DISTRICTS OF RESIDENCE, SO THEY PARTICIPATE IN OUR IEPS AND SO IT'S A LARGE TEAM THAT LOOKS AT IT.

WHAT HAPPENS IS SO THROUGH THE IEP TEAM THEY CAN DISCUSS WHICH TRACK.

BUT IF A STUDENT HAS COMPLETED THE HIGH SCHOOL DIPLOMA REQUIREMENTS.

SO THEY'RE GOING TO IN THIS CASE LEE HIGH SCHOOL AND THEY'VE ACTUALLY COMPLETED THE ENGLISH REQUIREMENTS AND THE MATH REQUIREMENTS, ALL OF THOSE DIFFERENT REQUIREMENTS UNDER IDA LAW, CALIFORNIA LEGISLATION AND THE OFFICE OF CIVIL RIGHTS, THE IEP TEAM MUST CANNOT CHANGE THE COURSE.

SO IF A STUDENT HAS EARNED THE DIPLOMA, THE IEP TEAM THEN CANNOT COME BACK AND SAY, ACTUALLY, WE'D REALLY LIKE YOU TO HAVE A CERTIFICATE OF COMPLETION.

SO THE IEP TEAM DOES DETERMINE THE PATHWAY.

HOWEVER, IF THE STUDENT DOES QUALIFY FOR A DIPLOMA, THE IEP TEAM CANNOT OVERRIDE THAT DECISION.

THANK YOU AND WHAT'S THE IMPLICATION OF EITHER ONE? SO THE DIPLOMA IS A DIPLOMA.

YES AND A CERTIFICATE THAT IS JUST AS COMPARABLE TO ANY DIPLOMA.

YES. OKAY AND THEN THE CERTIFICATE OF COMPLETION.

WHAT DOES THAT MEAN TO THE STUDENT, THE FAMILY OR JUST SOCIETY AS A WHOLE? BECAUSE I'VE HEARD COMMENTS FROM THE PUBLIC.

SO I'M TRYING TO UNDERSTAND THE DIFFERENCE BETWEEN WHAT THE IMPLICATIONS ARE FOR THEM TO PROGRESS WHEREVER IT IS THEY MAY WANT TO GO.

ABSOLUTELY. ASSISTANT DIRECTOR KROPP WOULD LIKE TO ANSWER THIS QUESTION, AND I CAN JUMP IN ANYWHERE NEEDED AND THAT'S A GREAT QUESTION.

TRUSTEE ROCHA.

SO ACCORDING TO CALIFORNIA EDUCATION CODE 56026, ONCE A STUDENT HAS EARNED A HIGH SCHOOL DIPLOMA, SPECIAL EDUCATION AND RELATED SERVICES, OR END.

WHEN A STUDENT AND A STUDENT IS ALLOWED TO CONTINUE TO RECEIVE SPECIAL EDUCATION SERVICES UNTIL THE AGE OF 22 YEARS OLD AND SO THEY WOULD THEN CONTINUE IN A POST-SECONDARY PROGRAM.

SO THAT'S UNDER THE CERTIFICATE OF COMPLETION.

CORRECT. OKAY. SO THAT'S THE MAJOR DIFFERENCE IS THE CONTINUATION OF SPECIAL EDUCATION AND RELATED SERVICES.

AND IS THAT SCHOOLING OR IS IT SERVICES OR IS IT ALL OF THE ABOVE? GREAT QUESTION.

THE POST-SECONDARY TRANSITION PROGRAM ADDRESSES THE SAME THREE AREAS THAT IDEA ADDRESSES, WHICH WOULD BE CONTINUING POST-SECONDARY EDUCATION, CONTINUING EDUCATION, INDEPENDENT LIVING SKILLS AND VOCATIONAL SKILLS AS WELL.

WHERE OUR WORKABILITY PROGRAM REALLY COMES INTO PLAY.

OKAY. SO THEN IS THIS YEAR ROUND IN TERMS OF THE ADVANCEMENT THROUGH A CERTIFICATE OF COMPLETION BEYOND THE 18? IS IT AGE RELATED OR IS IT COMPETENCY RELATED.

ONCE A STUDENT GRADUATES HIGH SCHOOL, IT BECOMES AND THEY ENTER THE TRANSITION PROGRAM.

IT BECOMES AGE BASED, AND THEY CONTINUE TO RECEIVE SPECIAL EDUCATION AND RELATED SERVICES UNTIL THEY AGE OUT AT THE AGE OF 22 YEARS AND IS THAT YEAR ROUND SERVICES OR IS IT JUST DURING THE SCHOOL YEAR? TYPICALLY IT FOLLOWS THE SAME CALENDAR AS THE SCHOOL YEAR.

OKAY. SO THROUGH THE SUMMER THERE IS NO SERVICES, NO.

NO CLASSROOMS STUFF.

NOTHING. CORRECT.

TYPICALLY. OKAY.

THANK YOU AND THEN JUST IN LESS IN THE IEP THERE IS THE SERVICE OF EXTENDED SCHOOL YEAR WHICH IS LIKE A SUMMER SCHOOL TYPE SESSION.

OKAY. THANK YOU AND THEN THE LAST QUESTION I HEARD REFERENCE TO AN NDA AND I'M COMPLETELY AT A LOSS OF AN NDA RELATED TO THE STUDENTS EITHER GRADUATION CERTIFICATE OF COMPLETION. I'M SORRY.

TRUSTEE ROCHA I DON'T UNDERSTAND.

I HEARD ONE OF THE PARENTS AND I THOUGHT IT WAS EITHER THIS MEETING OR MAYBE IT WAS THE PREVIOUS MEETING.

[02:30:03]

I APOLOGIZE, I DON'T KNOW, THAT'S WHY I'M ASKING THE QUESTION.

I'M GOING TO DEFER TO DOCTOR DEWAN ON THIS ONE.

VICE PRESIDENT ROCHA I WHAT I ALSO HEARD IN THE PUBLIC COMMENT WAS SOMETHING ABOUT A CONFIDENTIALITY AGREEMENT.

I BUT I DON'T KNOW BEYOND WHAT I HEARD IN THE PUBLIC COMMENT.

SO THEN DO WE REQUIRE OR ASK FOR CONFIDENTIALITY AGREEMENTS WITH OUR STUDENTS? NO. SO WITH A HIGH SCHOOL DIPLOMA, YOU WOULD GET A DIPLOMA WITH A CERTIFICATE OF COMPLETION.

YOU GET A CERTIFICATE OF COMPLETION.

I DID NOT HEAR PUBLIC COMMENT TONIGHT BECAUSE THERE WERE SOME OTHER THINGS HAPPENING THAT I WAS RUNNING AROUND HELPING WITH.

BUT IF SOMEONE MENTIONED A CONFIDENTIALITY AGREEMENT I DON'T WANT TO SPEAK ABOUT A SPECIFIC CASE, BUT I CAN TELL YOU THAT CONFIDENTIALITY AGREEMENTS SOMETIMES HAPPEN IF THERE'S A SERVICE THAT A SCHOOL DISTRICT OR PARTNER IS TRYING TO OFFER.

OKAY. THANK YOU.

SO THEN FOR ME TO UNDERSTAND SOME OF THE COMMENTS FROM THE FOLKS THAT HAVE BEEN HERE TALKING ABOUT IT.

SO THIS IS THE FIRST PRESENTATION ON THIS, OR MAYBE IT'S ANOTHER ONE THAT I HAD MISSED IT.

BUT FOR ME THIS IS A LEARNING EXPERIENCE.

FIRST TIME AROUND WITH THIS ISSUE IS THE ISSUE THAT THEY'RE RAISING IS GENERALLY THE DIFFERENCE BETWEEN THE DIPLOMA AND THE CERTIFICATE OF COMPLETION.

IS THAT THE PREDOMINANT CONCERN BEING RAISED HERE? WE HAVE HEARD IN PUBLIC COMMENT RECENTLY A CONCERN EXACTLY OF THAT, THE TWO DIFFERENT TRACKS.

OKAY. THANK YOU.

TRUSTEE CHON AND THEN WE'LL GO TO TRUSTEE MAH.

THANK YOU. IN REGARDS TO THE IEP TEAM GIVEN THAT THE DHH IS A POST-SECONDARY PROGRAM ARE THAT THE COUNTY OFFERS ARE THERE MEMBERS OF OUR COUNTY OFFICE THAT ARE PART OF THE IEP TEAM FOR THE ELIGIBLE STUDENTS.

THAT'S A GREAT QUESTION.

SO WE HAVE A DHH CLUSTER PROGRAM STARTING ALL THE WAY IN PRESCHOOL AT CHANDLER [INAUDIBLE] ALL THE WAY THROUGH POST-SECONDARY.

SO THAT'S JUST ONE CLARIFICATION, BUT THE IEP TEAM IS COMPRISED OF THE DISTRICT OF RESIDENTS, RIGHT.

BECAUSE WE'RE NOT A DIRECT ENROLL PROGRAM.

SO THE DISTRICT HAS TO REFER STUDENTS TO US AND YES, COUNTY MEMBERS COUNTY STAFF DO SIT IN ON THE IEPS AND THEN THE WHEN THESE STUDENTS ARE ENROLLED.

THANK YOU FOR CLARIFYING.

IT'S PRE-K TILL POST SECONDARY.

THAT'S HELPFUL. WHEN THEY'RE ENROLLED IN THAT PROGRAM, ARE IN MY OWN IEP MEETINGS THAT I'VE SAT IN AS A TEACHER DURING THE TRANSITIONAL IEPS IS WHEN THE POST IS WHEN THE CERTIFICATE OF COMPLETION AND THE HIGH SCHOOL DIPLOMA ARE DISCUSSED AND SO IT'S NOT AND I'M JUST I'M ASKING FOR CONFIRMATION HERE.

IS IT TYPICAL THAT MY UNDERSTANDING IS THAT WHEN STUDENTS ENTER HIGH SCHOOL THEY ARE SLOTTED FOR A SPECIFIC TRACK? NO. NOT NECESSARILY.

SO ONCE A STUDENT ENTERS HIGH SCHOOL, THEY HAVE THE RIGHT TO ENTER AND GO ON THE DIPLOMA TRACK.

AS AN IEP TEAM, YOU CAN BEGIN TO SEE IF THERE NEEDS TO BE MODIFIED CLASSES OR MODIFIED GRADES, MODIFIED CURRICULUM, AND TO SEE IF THE COMPLETION CERTIFICATE OF COMPLETION WOULD BE MORE ROUTE WOULD BE MORE APPROPRIATE.

I SEE. BUT WE ALWAYS WANT TO OFFER EVERYBODY THE OPPORTUNITY FOR THE HIGH SCHOOL DIPLOMA.

YES I SEE.

OKAY AND OUR TEAMS AND PARENTS MADE AWARE OF THE IMPLICATIONS OF DOING THE HIGH SCHOOL DIPLOMA VERSUS A CERTIFICATE OF COMPLETION.

YES. OKAY AND THE EFFECTS OF HOW IT HAS TO THE POST-SECONDARY ENROLLMENT ELIGIBILITY.

YES. OKAY.

THANK YOU.

THAT'S ALL. TRUSTEE MAH.

THANK YOU.

PRESIDENT BERTA.

TWO QUESTIONS, AND MAYBE I'M A LITTLE OFF HERE.

ARE OUR HIGH SCHOOL PROGRAMS ACCREDITED? YES. SO OUR HIGH SCHOOL IN PARTICULAR, LET'S TALK ABOUT THE LEA.

RIGHT. LEA IS A [INAUDIBLE] ACCREDITED PROGRAM.

OUR STUDENTS ARE ENROLLED IN LEA HIGH SCHOOL.

OKAY AND SO AS FAR AS THE IEPS, WHEN THE TEAM MAKES A DETERMINATION OF DIPLOMA OR CERTIFICATE, IS THAT PART OF THE IEP MEETING THAT'S ALSO HELD WITH THE PARENT? YES OR WHOEVER HOLDS EDUCATIONAL RIGHTS AND SO THEN THE PARENTS NEED TO SIGN OFF ON THAT.

[02:35:01]

YES. RIGHT. BUT AGAIN, IF A STUDENT IS ENROLLED IN ALL CLASSES THAT MEET THE REQUIREMENTS OF A DIPLOMA, THEY EARN THE DIPLOMA.

IS THERE ANY I DON'T KNOW WHAT TO SAY ABOUT KIND OF THE, THE QUALITY OR THE ABILITY OF STUDENTS TO ACTUALLY BE TESTED FOR COMPETENCY IN EACH OF THESE CLASSES, SUPPOSEDLY, AS OPPOSED TO AND JUST TO TAKE AN EXTREME KIDS WHO ARE PASSED ON, WHETHER THEY REALLY KNOW THE STUFF OR NOT.

RIGHT. SO OUR STUDENTS GO THROUGH AT LEE HIGH SCHOOL IN PARTICULAR, WHATEVER ASSESSMENTS THE TEACHERS ARE GIVING AND SO LET'S SAY A STUDENT HAS SEVEN CLASSES A DAY AND THOSE WOULD BE THE TEACHERS THAT ARE ASSESSING THEIR KNOWLEDGE AND GIVING THE GRADES THAT ARE EARNED AND OUR STUDENTS ARE TYPICALLY KIND OF INCLUDED IN INCLUSIVE CLASSROOMS. I MEAN, THEY'RE NOT IN A SEPARATE SPECIAL ED CLASSROOMS WITH SPECIAL, SEPARATE DOCTOR FOYE DO YOU WANT TO TALK ABOUT A, YOU KNOW, A PARTICULAR DAY AND THE DAY OF LIFE OF A STUDENT? THANK YOU. SO WE HAVE A COMBINATION OF BOTH.

WE HAVE STUDENTS THAT ARE DULY ENROLLED IN BOTH GENERAL EDUCATION CLASSROOMS WITH THEIR PEERS, AND WE HAVE STUDENTS THAT ARE ALSO IN SOME SPECIAL DAY CLASSES IN WHICH THEY TAKE SOME SPECIAL DAY CLASSES WITH THE DHH TEACHERS, BUT NO STUDENTS ARE IN SPECIAL DAY CLASSES FOR THE DURATION OF THE DAY.

BECAUSE OUR PROGRAM IS ON A INTEGRATED CAMPUS AND DESIGNED TO ALLOW MAXIMUM INCLUSION OPPORTUNITIES FOR OUR STUDENTS.

IN ADDITION, TRANSITION PLANNING STARTS AT AGE 16 ON A STUDENT'S IEP AND DURING THE TRANSITION PLANNING, WE SPECIFICALLY LOOK AT POST-SECONDARY GOALS FOR THAT STUDENT.

A PART OF OUR PLANNING AND OUR ANNUAL IEP PLANNING IS TO REVIEW STUDENT TRANSCRIPTS AND INDICATE WHERE STUDENT STANDS AS IT PERTAINS TO CREDITS EARNED, SO THAT IF THAT HAPPENS ANNUALLY, GRADES ARE DISCUSSED AND CREDITS EARNED, AND GENERAL ED CLASSES AND SDC CLASSES.

THANK YOU VERY MUCH.

TRUSTEE LARI.

SO I HAD A QUESTION ABOUT THE CONFIDENTIALITY AGREEMENT.

IN WHAT CASES WOULD THAT HAPPEN? BECAUSE I AGREE THAT ONE OF THE PUBLIC COMMENTS TALKED ABOUT IT, RIGHT.

THAT COULD HAPPEN IF A DISTRICT OF RESIDENTS WOULD LIKE TO BEGIN A CONVERSATION WITH A FAMILY OVER SERVICES, MAYBE OUTSIDE OF THE IEP PROCESS. THERE'S A VARIETY OF REASONS.

OKAY. SO WHY WOULD IT BE NEEDED THOUGH? BECAUSE I DON'T UNDERSTAND.

I'M NOT A LAWYER, I DON'T I'M SORRY, BUT THERE ARE DIFFERENT CASES IN WHICH OUTSIDE OF THE IEP PROCESS, BECAUSE IF IT'S NOT IN THE IEP PROCESS, THEN IT'S OUTSIDE OF THAT AND SO A DISTRICT OF RESIDENTS OR ANOTHER ORGANIZATION MAY ASK FOR THAT.

THANK YOU. JUST A FOLLOW UP.

I KNOW THE QUESTION WAS ASKED ABOUT HISTORICAL DATA AND STUFF, BUT HOW MANY STUDENTS ACTUALLY TRANSFERRED INTO THE POST-SECONDARY PROGRAM THIS YEAR FROM THE HIGH SCHOOL PROGRAM. SO AGAIN, WE DON'T IT'S NOT A DIRECT ENROLL.

SO WE HAVE TO TAKE REFERRALS FROM THE DISTRICTS OF RESIDENTS.

SO CURRENTLY WE HAVE TWO STUDENTS THAT ARE ACTIVELY ENROLLED AND ATTENDING THE POST-SECONDARY DHH PROGRAM.

SO FROM THE HIGH SCHOOL LAST YEAR THERE WERE TWO STUDENTS THAT TRANSITIONED IN.

I'M NOT SURE IF THEY WERE THERE LAST YEAR.

I CAN FIND OUT THAT INFORMATION.

I DO KNOW THAT WE CURRENTLY HAVE TWO, BECAUSE I THINK THAT'S I'M TRYING TO UNDERSTAND FROM A SYSTEMS LEVEL, RIGHT, WHAT IS OCCURRING AND OBVIOUSLY WE'VE HEARD CONCERNS AND SO CAN YOU EXPLAIN A LITTLE BIT WHEN IT COMES TO THE CLASSES, WHAT CHANGES WERE MADE? BECAUSE IT SEEMS SOMETHING ORIGINATED FROM SOMETHING IN TERMS OF WHAT CHANGES WERE MADE TO THE WAY THAT THESE CLASSES ARE BEING CLASSIFIED IN TERMS OF CERTIFICATE OF COMPLETION OR, YOU KNOW, GRADUATION FOR WITH A DIPLOMA.

HOW ARE THEY BEING CLASSIFIED AND HOW? HOW DO STUDENTS, IF IT'S DETERMINED BASED ON AN IEP TEAM DECISION, ARE STUDENTS THEN PLACED INTO THOSE CLASSES BASED ON THE IEP TEAM DECISION?

[02:40:03]

SO ARE THOSE, YOU KNOW, SPECIALIZED ACADEMIC INSTRUCTION CLASSES SPECIFICALLY FOR DHH STUDENTS.

DO YOU WANT TO HAVE PRINCIPAL FOYE? SURE. ADDRESS THAT QUESTION.

PLEASE REPEAT THE QUESTION.

I'M JUST TRYING TO BETTER UNDERSTAND WHAT CHANGES, IF ANY, OCCURRED IN THE WAY THAT THE CLASSES ARE CLASSIFIED AND SPECIFIC TO.

IS THERE, YOU KNOW, LIKE A SPECIAL EDUCATION AT SDC SPECIFIC TO DHH STUDENTS, OR IS IT ALL GENERAL EDUCATION IN TERMS OF DIPLOMA TRACK CLASSES ARE THEIR CERTIFICATE OF COMPLETION TRACK CLASSES AND CERTIFICATE DIPLOMA TRACK CLASSES.

NO, THEY'RE NOT.

CLASSES THAT ARE DESIGNED AS CERTIFICATE OF COMPLETION.

TRACK CLASSES VERSUS DIPLOMA TRACK CLASSES.

ALL OF THE CLASSES ARE ALIGNED WITH THE CLASSIFICATIONS GIVEN TO US BY CAL PADS, SO THE CLASSIFICATIONS ARE BASED ON WHAT WE ARE REQUIRED BY ED CODE.

SO WE CAN'T GIVE CLASSES NAMES OUTSIDE OF WHAT IS LEGAL ACCORDING TO ED CODE AND CAL PADS, SO THAT WE CAN ASSIGN GRADES AND ASSIGN KIDS TO THOSE CLASSES.

ASSIGN STUDENTS TO THOSE CLASSES FOR SCHEDULING PURPOSES.

SO IF ALL THE CLASSES ARE NAMED EXACTLY THE SAME, HOW DO YOU DETERMINE IF A STUDENT GETS A DIPLOMA OR GETS A CERTIFICATE OF COMPLETION? THAT IS A PART OF THE IEP TEAM DECISION AND AS MENTIONED BEFORE, TRANSITION PLANNING HAPPENS STARTS HAPPENING AT 16.

STUDENTS PLAY A VERY ACTIVE PART IN SCHEDULING.

FOR EXAMPLE, STUDENTS MOVING FROM FIFTH GRADE AND I'M SORRY, EIGHTH GRADE TO NINTH GRADE.

WE HAD A SUMMER REGISTRATION PROCESS IN WHICH STUDENTS VISITED THE HIGH SCHOOL AND SELECTED THE CLASSES THAT THEY WANTED TO PARTICIPATE IN FOR THEIR NINTH GRADE YEAR.

SOME OF THOSE STUDENTS DECIDED TO BE IN ALL GENERAL ED CLASSES.

THOSE ARE THINGS THAT WE WILL REVIEW AT THE ANNUAL IEP.

WE LOOK AT THE PROGRESS AND CREDITS EARNED GRADES IN THOSE CLASSES TO SEE HOW WELL THE STUDENT DID IN THOSE CLASSES, AND MAKE RECOMMENDATIONS BASED ON ON HOW WELL A STUDENT DOES SO BASED ON HOW WELL A STUDENT DOES, IS THAT IN A GENERAL EDUCATION COURSE, IS THAT IN A SPECIAL EDUCATION COURSE? AND BOTH COURSES, IF A STUDENT IS ENROLLED IN A SPECIAL DAY CLASS COURSE, OR IF A STUDENT IS ENROLLED IN A GENERAL ED COURSE, WE LOOK AT THE PROGRESS IN EITHER OF THOSE COURSES ANNUALLY WHEN WE HOLD AN IEP.

SO I GUESS I'M JUST TRYING TO UNDERSTAND THEY HAVE TO MEET SPECIFIC STATE STANDARDS IN A GENERAL EDUCATION COURSE TO EARN A DIPLOMA.

IS THAT CORRECT? THAT IS CORRECT.

SO OUR STUDENTS WITH IEPS OR STUDENTS IN THE DHH PROGRAM IS THEIRS MODIFIED TO ADDRESS THAT.

IS THAT A MODIFIED CLASS OR IS IT A GENERAL EDUCATION PROGRAM? IT IS MODIFIED INSTRUCTION.

RIGHT. LIKE IN AN SAI, SPECIALIZED ACADEMIC INSTRUCTION OR SPECIAL DAY CLASS WOULD BE DIFFERENT STANDARDS THAT ARE BEING MODIFIED TO MEET THE STUDENT'S NEEDS.

BUT THEN THAT'S NOT ADDRESSING THE GENERAL EDUCATION STANDARDS, WHICH WOULDN'T MEET THE CRITERIA OF A DIPLOMA.

IT IS A GENERAL EDUCATION CLASSROOM.

ALL TEACHERS, ALL GENERAL EDUCATION TEACHERS ARE PROVIDED WITH AN IEP.

AT A GLANCE, THAT GIVES THE TEACHER ACCOMMODATIONS FOR THOSE STUDENTS.

ACCOMMODATIONS MAY INCLUDE THAT THE STUDENT SITS IN THE FRONT OF THE CLASSROOM, THAT THE STUDENT HAS AN INTERPRETER IN THE CLASSROOM.

THAT A STUDENT HAS A HEARING, ASSISTIVE TECHNOLOGY SYSTEM IN THE CLASSROOM.

BUT NONE OF THE CLASSROOMS ARE MODIFIED.

THEY ARE GENERAL EDUCATION CLASSROOMS, AND STUDENTS ARE FULLY PARTICIPATING IN THOSE CLASSROOMS IF ENROLLED.

BUT THERE'S A GENERAL EDUCATION TEACHER IS THERE BECAUSE YOU MENTIONED SPECIAL DAY CLASS.

SO THERE ARE SPECIAL DAY CLASS TAUGHT BY SPECIAL EDUCATION OR BY SCCOE AS THE SERVICE PROVIDER.

IS THAT CORRECT? THAT IS CORRECT.

OKAY. SO I'M TALKING ABOUT THOSE COURSES THAT ARE TAUGHT BY SCCOE STAFF MEMBERS.

IS THAT ARE THERE MODIFIED? I'M ASSUMING IF IT'S A SPECIAL DAY CLASS, ARE THOSE MODIFIED STANDARDS THEN? THAT IS SOMETHING THAT I WOULD NEED TO ALSO RESEARCH AND GET BACK TO YOU ON.

THE STANDARDS ARE NOT MODIFIED.

THE EXPECTATIONS AND THE COURSE REQUIREMENTS ARE THE SAME AS IN THE GENERAL ED CLASS.

[02:45:01]

THEY ARE THE SAME STANDARDS.

NOTHING CHANGES WITH THE EXPECTATIONS IN THOSE CLASSES.

THE IEP IS IMPLEMENTED, ACCOMMODATIONS MAY BE PROVIDED.

IT'S JUST A DIFFERENT TEACHER.

THEY MAY. IN ADDITION TO THAT, THEY MAY HAVE A TUTORIAL WITH THE CASE MANAGER FOR ADDITIONAL ASSISTANCE.

RIGHT. I HEAR WHAT YOU'RE SAYING AND I DO THINK WE NEED MORE CLARIFICATION BECAUSE I THINK THAT'S THE CRUX OF THIS ISSUE IS OUR PROGRAMS IF IT'S A SPECIAL DAY CLASS, AND IF THE STANDARDS TRULY ARE BEING MODIFIED, THEN THAT HAS A DIFFERENT OUTCOME AND STUDENTS, YOU KNOW, THERE SHOULD BE A WAY TO UNDERSTAND, IS THIS A DIPLOMA JUST ON PAPER, OR HAS THIS STUDENT MET THE STATE REQUIREMENTS TO EARN A DIPLOMA? AND ALSO, HOW ARE WE SETTING OUR STUDENTS UP FOR POST-SECONDARY SUCCESS WITH THAT SUPPORT, WHETHER THEY'RE ON, YOU KNOW, IF THEY ARE ON A DIPLOMA PATHWAY, THEN WHAT DO THOSE SUPPORTS LOOK LIKE? I KNOW WE'VE HEARD SOME CONCERNS ABOUT THAT AS WELL.

SO IF YOU COULD BRING THAT INFORMATION BACK, I THINK THAT'S IMPORTANT.

AND I GUESS I DO JUST WANT TO KNOW, BECAUSE WE'VE HAD COMMENTS ABOUT THIS, OUR PARENTS OR STUDENTS BEING ASKED TO STAY QUIET ABOUT THEIR CONCERNS.

NO, WE WOULD NEVER ASK OR ENCOURAGE ANYONE TO NOT PARTICIPATE IN A PUBLIC MEETING OR FORUM OR EXPRESS ANYTHING LIKE THAT.

WE WOULD NEVER DO THAT, NO.

OKAY. I WANT TO ALSO CLARIFY THAT OUR TEACHERS ALSO PLAN WITH THE TEACHERS AT LEE HIGH SCHOOL.

THE CONTENT IS THE SAME IN BOTH OF THE CLASSES.

THE CURRICULUM MAPPING IS THE SAME IN A CLASSROOM.

IF IT'S A MATH CLASS, AN ALGEBRA CLASS THAT'S TAUGHT BY A DHH TEACHER, OR AN ALGEBRA CLASS THAT'S TAUGHT BY AN ALGEBRA TEACHER.

THE CONTENT STANDARDS ARE THE SAME.

THE CURRICULUM, MIRRORS, AND PLANNING HAPPENS WITH BOTH TEACHERS.

I UNDERSTAND THAT I'VE BEEN A SPECIAL DAY CLASS TEACHER AND WORKED WITH STUDENTS IN DHH PROGRAMS AS WELL.

SO I UNDERSTAND YOU KNOW, THE WAY THE STRUCTURE WORKS, I'M JUST CONCERNED ABOUT I KNOW THE CLASSES ARE ALSO SET UP TO MEET THE STUDENTS WHERE THEY'RE AT, AND IF WE'RE DOING THAT AND WE ARE MODIFYING, THEN THAT'S A CHANGE IN WHAT THE EXPECTATION IS IN TERMS OF THE STANDARD.

SO STUDENTS SHOULD YOU KNOW, I THINK WE JUST NEED MORE CLARIFICATION, WHICH I KNOW YOU'RE GOING TO LOOK INTO BECAUSE I THINK IT'S, YOU KNOW, I THINK WE NEED A DEEPER ANALYSIS HERE TO UNDERSTAND WHAT THE ISSUE IS.

AS WE'VE HEARD SOME REPEATED CONCERNS.

AND IT'S ALSO MAKING SURE STUDENTS ARE TRULY GETTING THE SUPPORT THAT THEY NEED.

THAT'S THAT SHOULD BE THE PRIORITY AND MEETING THE REQUIREMENTS, IT CAN'T JUST BE ON PAPER.

IT NEEDS TO BE WHAT THE STATE REQUIRES, WHICH ARE THE STANDARDS THAT WE'RE UPHELD TO.

SO I WILL LEAVE IT AT THAT.

ARE THERE OTHER QUESTIONS OR COMMENTS FROM TRUSTEES? OKAY. WELL, THANK YOU FOR THE PRESENTATION.

DOCTOR DEWAN, WILL YOU INTRODUCE THE NEXT ITEM, PLEASE?

[C. Charter Schools Update]

THIS EVENING THE UPDATE WILL BE PROVIDED BY MEFULA FAIRLEY.

OUR EXECUTIVE DIRECTOR OF THE CHARTER SCHOOLS DEPARTMENT.

EXCUSE ME. PRESIDENT BERTA.

SORRY TO INTERRUPT. I JUST WANTED TO LET YOU KNOW THAT FOR ITEM C, WE ALSO HAVE A COMMENT CARD, [INAUDIBLE].

OKAY. THANK YOU.

SO THERE WAS NO COMMENT ON THE OTHER ONE.

SORRY. I REALIZED I MOVED TO THE OTHER ITEM, BUT I DIDN'T CHECK FOR PUBLIC COMMENTS.

IT'S FOR SEVEN C.

OKAY. THANK YOU.

DID I? YES, PLEASE. EXECUTIVE DIRECTOR.

SO GOOD EVENING AGAIN.

TONIGHT I HAVE TWO ITEMS ON WHICH TO UPDATE YOU.

FIRST, SPECIAL EDUCATION COMPLAINTS REGARDING BULLIS CHARTER SCHOOL.

RECENTLY, THE PARENTS OF A BULLIS STUDENT MADE PUBLIC COMMENT TO THIS BOARD REGARDING THEIR DISAPPOINTMENT WITH THE SPECIAL EDUCATION SERVICES FOR THEIR CHILD AT BULLIS.

PRIOR TO MAKING PUBLIC COMMENT, THIS PARENT HAD SPOKEN TO STAFF IN THE CHARTER SCHOOLS DEPARTMENT IN THE SCCOE STAFF TO DOCTOR DEWAN AND HAD RECEIVED SUPPORT FROM THE SCCOE SPECIAL EDUCATION STAFF.

SUBSEQUENTLY, SCCOE RECEIVED A LETTER FROM THE LOS ALTOS SCHOOL DISTRICT ALLEGING THREE FAMILIES EXPERIENCED SPECIAL EDUCATION RELATED ISSUES AT BULLIS. THE OVERALL ALLEGATION IN THE LETTER IS THAT BULLIS IS VIOLATING STATE AND FEDERAL LAWS GOVERNING THE PROVISION OF EDUCATION TO STUDENTS WITH DISABILITIES AND ANTI-DISCRIMINATION.

TONIGHT, I'M PROVIDING THE BOARD AND THE PUBLIC WITH AN UPDATE TO AFFIRM.

[02:50:02]

BULLIS HAS BEEN NOTIFIED OF THIS INVESTIGATION.

ADDITIONALLY, COUNTY SUPERINTENDENT DOCTOR DEWAN HAS ISSUED A NOTICE OF CONCERN TO BULLIS REGARDING BULLIS FAILURE TO COMPLY WITH ITS LEGAL OBLIGATION TO PROMPTLY RESPOND TO ALL REASONABLE INQUIRIES FROM THE SCCOE BOE, WHICH IS ITS CHARTERING AUTHORITY, AND THE COUNTY OFFICE OF COUNTY OFFICE OF EDUCATION.

THE CHARTER SCHOOLS DEPARTMENT WILL CONTINUE TO UPDATE THIS BOARD ON ANY FUTURE CONCERNS REGARDING POLICIES, RESPONSES TO REQUESTS FOR INFORMATION, AND WILL TAKE ADDITIONAL STEPS AS NECESSARY TO OBTAIN COMPLIANCE FROM BULLIS.

THE NOTICE OF CONCERN WILL BE INCLUDED IN THE SEPTEMBER 20TH WEEKLY COMMUNIQUÉ FROM DOCTOR DEWAN AND I ALSO WANT TO NOTE THAT ASSOCIATE DIRECTOR DOCTOR JOHNSON AND I WILL MEET WITH BULLIS TOMORROW TO CLARIFY WHICH DOCUMENTS AND INFORMATION REMAIN OUTSTANDING FROM YOUR JULY 17TH REQUESTS.

WE ALSO PLAN TO DETERMINE A NEW DUE DATE FOR SUBMISSION OF THE DOCUMENTS AND INFORMATION.

SECOND AND FINAL.

FINAL. THE SECOND AND FINAL TOPIC IS ALPHA JOSE HERNANDEZ.

RENEWAL. THE STAFF ANALYSIS FOR ALPHA JOSE HERNANDEZ RENEWAL REQUEST, WHICH INCLUDES STAFF'S RECOMMENDATIONS AND FINDINGS, WILL BE PUBLISHED ON OCTOBER 1ST.

THIS MEETS THE LEGAL REQUIREMENT TO PUBLISH AT LEAST 15 DAYS BEFORE THE BOARD'S DECISION.

THE REPORT IS PUBLISHED, I.E.

POSTED ON THE SCCOE WEBSITE, AT THE SAME TIME THAT THE SCC BOE RECEIVES A COPY FROM COUNTY SUPERINTENDENT DEWAN.

ADDITIONALLY, THE CHARTER SCHOOL AND THE AFFECTED DISTRICTS ARE NOTIFIED OF PUBLICATION BY THE CHARTER SCHOOL STAFF.

THIS CONCLUDES MY UPDATE FOR THE EVENING.

THANK YOU. EXECUTIVE DIRECTOR FAIRLEY.

ARE THERE ANY QUESTIONS OR COMMENTS FOR EXECUTIVE DIRECTOR.

I. OKAY.

I JUST HAD A QUICK AND THEN WE'LL GO TO ACTUALLY LET'S GO TO PUBLIC COMMENT ON THIS ITEM NOW.

RIGHT. FOR 7C.

YES. YES. OUR SPEAKER IS SARAH JANE CARO WE'LL ALLOW A MOMENT TO BRING UP THE TIMER.

YOU MAY BEGIN.

SARAH JANE CARO, A NEIGHBORHOOD CHILD, FAILED TWO CLASSES HER FRESHMAN YEAR AND HAD TO RETAKE THEM BECAUSE THE GENERAL EDUCATION CLASSROOMS HAVE PARTICULAR STANDARDS, WE KNOW IT'S BENEFICIAL FOR DISTRICTS TO GRADUATE KIDS WITH DIPLOMAS, BUT GIVING A DIPLOMA TO STUDENTS WHO DON'T HAVE THE SKILLS TO EARN ONE IS A DISSERVICE TO STUDENTS, FAMILIES, AND OUR COMMUNITY. THE PROBLEM HERE IS THAT STUDENTS WERE GIVEN CREDIT FOR FRESHMAN ENGLISH, FOR EXAMPLE, WHEN THEY WERE IN A SPECIAL DAY CLASS WORKING ON IEP GOALS AT AN ELEMENTARY SCHOOL LEVEL, AND RECEIVED CREDIT BASED ON PROGRESS ON GOALS THAT DOES NOT MEET THE REQUIREMENTS OF FRESHMAN GENERAL EDUCATION ENGLISH, BUT THE CLASSES WERE STATED TO BE EQUIVALENT. THE SAME HAPPENED FOR EVERY CLASS THEY TOOK IN HIGH SCHOOL, WHICH IS WHY OUR STUDENTS AND FAMILIES HAVE SPOKEN TO YOU, HAVE SHARED THAT THEY RECEIVED A DIPLOMA WITHOUT HAVING THE SKILLS THAT WOULD EARN ONE.

ASK THE DHH SDC TEACHERS TO SHOW YOU THEIR PHYSICS AND FOREIGN LANGUAGE CURRICULUM.

FOR EXAMPLE, THE STUDENTS HAVE SHARED THAT THEIR LIVES HAVE BEEN RUINED AND THEY HAVE NO HOPE.

EVEN I HAVE MINIMAL HOPE THAT THERE WILL BE THE RIGHT REMEDY FOR THESE TWO STUDENTS, BUT I HOPE WE CAN PREVENT THIS ATROCITY FROM HAPPENING TO THE CLASS OF 2025.

THANK YOU. THIS CONCLUDES COMMENT.

MY QUESTION.

EXECUTIVE DIRECTOR WAS IN TERMS OF THE REQUESTS, I KNOW THIS DATA.

A LOT OF THE DATA THAT'S BEEN REQUESTED OF BCS WAS BACK IN JULY.

MY I GUESS QUESTION IS I KNOW THERE'S NOT A SET DATE YET ON WHEN THE EXPECTATION IS FOR THIS DATA, BUT I WOULD REALLY APPRECIATE IF IT WASN'T JUST LAST MINUTE IN TERMS OF IF THIS IS STILL BEING ANTICIPATED FOR AN MOU AGREEMENT BEFORE DECEMBER.

BECAUSE IT'S ALREADY BEEN, YOU KNOW, SEVERAL MONTHS NOW AND I JUST WANTED TO EXPRESS THAT I THINK IT'S IMPORTANT THAT WE GET THAT DATA AS SOON AS POSSIBLE.

YOU KNOW, AT THE LATEST END OF OCTOBER, I THINK IS IS GENEROUS GIVEN HOW LONG IT'S ALREADY BEEN SINCE THIS DATA HAS BEEN REQUESTED.

THE OTHER PIECE I WAS GOING TO ASK, GIVEN THE SPECIAL EDUCATION CONCERNS DO WE HAVE PARENT CONTACT INFORMATION FOR STUDENTS WHO LEAVE BCS? NO OR IS THAT SOMETHING THAT CAN BE OBTAINED? I BELIEVE THAT LISD HAS PARENT CONTACT INFORMATION FOR I MENTIONED IN MY REPORT THREE STUDENTS.

BUT YESTERDAY, LAST EVENING THE LISD SUPERINTENDENT NOTIFIED US OF ONE ADDITIONAL STUDENT.

SO THERE ARE FOUR STUDENTS WHO PREVIOUSLY WHO HAVE IEPS AND PREVIOUSLY ATTENDED BULLIS, NOW WORKING WITH LISD ON THEIR PLACEMENT AND IEP ISSUES.

[02:55:03]

ARE YOU REFERRING TO THE UPCOMING INVESTIGATION? I'M REFERRING TO JUST IN GENERAL WITH MOVING FORWARD, MOVING FORWARD AND, YOU KNOW, IF THERE'S OTHER STUDENTS THAT WE MAYBE MAY NOT KNOW ABOUT BECAUSE THEY MAY NOT ALL GO TO LISD, THEY MAY GO TO OTHER PLACES.

SO I FEEL AS AN AUTHORIZER, WE HAVE AN OBLIGATION TO FOLLOW UP ON CONCERNS AND THIS HAS CERTAINLY BEEN RAISED AS AN ISSUE.

I'D LIKE TO KNOW, YOU KNOW, WHY STUDENTS HAVE LEFT STUDENTS WITH IEPS, ESPECIALLY IF WE'RE SEEING WHAT APPEARS TO BE A TREND.

THANK YOU. ALL RIGHT.

SEEING NO OTHER QUESTIONS OR COMMENTS? THANK YOU VERY MUCH FOR THE UPDATES.

AND THAT BRINGS US TO THE BOARD WILL.

THIS BRINGS US TO OUR CLOSED SESSION.

THE BOARD IS ABOUT TO ENTER CLOSED SESSION.

CLOSED SESSION INVOLVES CONFIDENTIAL INFORMATION.

ONCE IN CLOSED SESSION, I WILL CALL THE CLOSED SESSION TO ORDER AND REQUEST THAT EACH TRUSTEE STATE THEIR NAME TO RECORD WHO IS IN ATTENDANCE, AND TO AFFIRM AN UNDERSTANDING OF THE PARAMETERS FOR THE CONDUCT OF BUSINESS IN CLOSED SESSION.

IS THERE ANY PUBLIC COMMENTS ON THIS ITEM? THERE ARE FIVE CARDS FOR COMMENT.

OKAY AND BEFORE WE MOVE TO CLOSED SESSION, I WOULD ALSO LIKE TO EXCUSE STUDENT BOARD MEMBER DE LA ROSA AGUILERA.

STUDENT BOARD MEMBER DE LA ROSA AGUILERA.

WE APPRECIATE YOU JOINING US AND YOUR SERVICE TO OUR BOARD AND YOUR REPORT IN PREPARATION FOR TONIGHT.

YOU ARE NOW EXCUSED.

HAVE A GREAT EVENING.

THE CLOSED SESSION AGENDA ITEM INCLUDES FIVE ITEMS A INTERDISTRICT ATTENDANCE APPEALS FILED ON BEHALF OF A STUDENT RESIDENT DISTRICT, OAK GROVE SCHOOL DISTRICT, DESIRED

[8. CLOSED SESSION]

UNION SCHOOL DISTRICT DESIRED DISTRICT LOS GATOS SCHOOL DISTRICT C CONFERENCE WITH LEGAL COUNSEL.

ANTICIPATED LITIGATION.

CONSIDERATION OF WHETHER TO INITIATE LITIGATION PURSUANT TO GOVERNMENT CODE SECTION 54 956 9 D41.

CASE D COUNTY SUPERINTENDENT EVALUATION E CONFERENCE WITH LEGAL COUNSEL.

ANTICIPATED LITIGATION SIGNIFICANT EXPOSURE TO LITIGATION PURSUANT TO GOVERNMENT CODE SECTION 54 956.922 CASES.

MODERATOR. PLEASE PROCEED WITH PUBLIC COMMENT.

OUR FIVE SPEAKERS ARE ADORA FISHER, FAVIOLA BATIZ, ELIZABETH ALVAREZ, CHRISTINA MOORE, AND SARAH JICARO. IF YOU HEARD YOUR NAME CALLED, PLEASE PROCEED TO LINE UP BEHIND THE PODIUM LOCATED AT THE CENTER OF THE ROOM TO PREVENT SOUND DISTORTION.

PLEASE KEEP THE MICROPHONE ABOUT A HAND'S DISTANCE AWAY FROM YOUR MOUTH.

OUR FIRST SPEAKER IS ADORA FISHER.

PLEASE CLEARLY STATE YOUR NAME AND PRESENT YOUR COMMENT.

MY NAME IS ADORA FISHER, AND I'M HERE REPRESENTING MYSELF AS A CITIZEN OF SANTA CLARA COUNTY AND A HOMEOWNER AND REGISTERED VOTER IN SANTA CLARA COUNTY.

I WAS GOING TO SAY SOMETHING DEFINITELY IN SUPPORT OF DOCTOR MARIANNE DEWAN AND THE WORK THAT SHE HAS ACCOMPLISHED THROUGHOUT THE STATE OF CALIFORNIA, BUT AFTER LISTENING TO THE BOARD MEETING AND JUST THIS SHORT TIME, I'M REALLY INTERESTED IN THE BOARD'S DECISIONS AROUND DOCTOR DEWAN EVALUATION AND WHY THAT HASN'T TAKEN PLACE AND I'M SPEAKING TO YOU AS A CITIZEN, NOT AN EMPLOYEE OF SANTA CLARA COUNTY.

I AM A VOTING MEMBER OF THE CITIZEN OF THE COUNTY.

I BELIEVE WE HAVE THE RIGHT TO UNDERSTAND AND KNOW WHAT'S GOING ON WITH THE SUPERINTENDENT OF SCHOOLS AND HOW IT'S IMPACTING OUR CHILDREN AND THE WORK THAT TAKES PLACE IN SANTA CLARA COUNTY.

I WOULD REALLY APPRECIATE IT AS A VOTER.

THE NEXT SPEAKER IS FABIOLA BATIZ.

PLEASE APPROACH THE PODIUM, CLEARLY, STATE YOUR NAME AND PROVIDE YOUR COMMENT.

HI, I'M FABIOLA BATIZ.

I WISH I CAN GIVE YOU A GOLD STAR SO YOU CAN PASS TO THE NEXT LEVEL, BUT IT STOPS HERE.

THE DECEIVING, THE LYING, THE BS THAT EVERY YEAR WE'RE GOING TO HAVE TO GO THROUGH NOW I HAVE TO WAIT UNTIL HE GRADUATES HIGH SCHOOL TO SEE IF HE EVEN GOES TO A SECOND POST. I GOT TO FIGHT AGAIN.

WHEN IS IT GOING TO STOP FOR US PARENTS? WHEN IS IT GOING TO BE? WE DON'T HAVE TO GET A LAWYER TO GET INVOLVED TO MAKE YOU UNDERSTAND.

DON'T MESS WITH THESE KIDS.

[03:00:01]

BUT THE ONLY ONE THAT I SEE THAT'S MAKING THE BIGGEST MISTAKE HERE, BECAUSE YOU MIGHT HAVE THE TITLE OF SUPERINTENDENT, BUT YOU DON'T HAVE THE EXPERIENCE WITH KIDS WITH DISABILITIES, REGARDLESS OF THEIR DEATH, OR THEY CAN'T TALK OR THEY CAN'T WALK.

YOU DON'T KNOW THEM.

I BET YOU HAVEN'T EVEN CHANGED A DIAPER ON THESE KIDS.

THIS IS WHY EVERYTHING IS BEING HELD UP WITH YOUR EVALUATION, BECAUSE SOMETHING NEEDS TO CHANGE.

NEXT SPEAKER IS ELIZABETH ALVAREZ.

PLEASE CLEARLY STATE YOUR NAME AND PROVIDE YOUR COMMENT.

HELLO, TRUSTEES AND SUPERINTENDENT DEWAN, MY NAME IS ELIZABETH ALVAREZ.

I'M VP OF PROGRAMS AT HEALTHIER KIDS FOUNDATION, AND I'M HERE IN SUPPORT OF DOCTOR DEWAN AND HER LEADERSHIP, AS I HAVE SEEN HER WORK TIRELESSLY TO SERVE CHILDREN IN OUR COMMUNITY.

OVER THE YEARS, I HAVE WORN VARIOUS HATS IN THE COMMUNITY.

I HAVE PARTICIPATED IN MANY COMMITTEES AND SUCCESSFUL INITIATIVES AT DOCTOR DEWAN HAS LED AND TO MENTION A COUPLE WHILE I WAS WORKING AT THE FRANKLIN MCKINLEY CHILDREN'S INITIATIVE. HER ROLE IN THE STEERING COMMITTEE, WHERE I LEARNED A LOT FROM HER SUPPORT AND CONSTRUCTIVE QUESTIONS.

OPPORTUNITY YOUTH ACADEMY AND DEVELOPING THE AND HAVING SCHOOL SITES CLOSE TO CHILDREN.

THAT AND REMOVING THE BARRIERS TO ACCESS FOR HARD TO REACH CHILDREN.

SHE IS A ROLE MODEL, POSITIVE, THOUGHTFUL, PASSIONATE ABOUT SERVING CHILDREN WITH A LEVEL OF PROFESSIONALISM AND POISE THAT I ADMIRE.

THANK YOU FOR YOUR COMMITMENT TO EQUITY.

YOU HAVE EARNED THE TRUST AMONG PARTNERS AND COMMUNITY MEMBERS.

I HAVE NO DOUBT THAT YOU MAKE DECISIONS WITH THE BEST INTEREST OF CHILDREN.

IN PARTNERSHIP. WE CAN ACCOMPLISH SO MUCH MORE.

THE NEXT SPEAKER IS CHRISTINA MOORE.

PLEASE STATE YOUR NAME AND PROVIDE YOUR COMMENT.

HI, I'M CHRISTINA MOORE.

I HAD THE OPPORTUNITY TO WATCH THE RECENT JOURNEY TO INCLUSION INTERVIEW WITH DOCTOR MARIANNE DEWAN, BUT I'M LEFT WONDERING WHAT SPECIFIC AND INTENTIONAL STEPS ARE BEING TAKEN TO ASSIST DISTRICT SITES AND SCHOOL PROGRAMS IN CREATING AND FACILITATING A CULTURE OF INCLUSION OR AN INCLUSIVE MINDSET.

HOW CAN WE PUT POLICIES AND PROCEDURES AND SYSTEMS IN PLACE TO BETTER SUPPORT DISTRICT AND COUNTY STAFF IN OUR EFFORTS? THERE HAS BEEN PROGRESS, BUT THERE IS STILL MUCH MORE WORK TO BE DONE.

I'M BEGGING AND PLEADING FOR MORE ACTION BEHIND THE WORDS.

THANK YOU. THE NEXT SPEAKER IS SARAH CARO.

SARAH CARO, SEIU CHAPTER PRESIDENT AND DEFENDER OF PUBLIC EDUCATION SUPERINTENDENT DEWAN ASSERTS THAT SHE IS THE SOLE EMPLOYER, WHICH MEANS SHE IS RESPONSIBLE FOR SETTING THE DIRECTION OF THE ORGANIZATION.

THE MANAGEMENT TEAM REPORTS DIRECTLY TO HER.

IT IS NOT ENOUGH TO SAY THAT RETALIATION AND INTIMIDATION IS NOT OKAY, YET NOTHING CONCRETE OCCURS TO END IT.

WORKERS AND UNION REPRESENTATIVES RAISED THE SAME CONCERNS ABOUT THE PROBLEMATIC MANAGEMENT POSITION AND THE POLICY COUNCIL DISCUSSED.

WE WERE TOLD THAT EVERYTHING WAS DONE CORRECTLY, YET WHEN THE FEDERAL INVESTIGATORS CAME, IT SUDDENLY AN ACCOUNTING ERROR AND IT CONTINUES WITH ANOTHER STAFF MEMBER WHO WAS REASSIGNED TO OTHER DUTIES.

IT IS STILL HOLDING THE SAME HEAD START POSITION WITH HER SALARY CHARGED TO THE GRANT.

IT APPEARS THAT THERE MAY BE EVEN MORE EXAMPLES.

OUR STAFF HAVE BEEN TOLD FOR DECADES THAT ANY MINOR MISTAKE WILL LEAD TO THE WORKER BEING RESPONSIBLE FOR LOSING THE GRANT, AND NOW THEY WERE FALSELY TOLD THAT THERE WILL BE LAYOFFS, THEY MAY BE RELOCATED OR HAVE A PAY CUT.

CLOSING WITH SOME MORE QUOTES FROM THE WORKERS.

MANAGEMENT DOESN'T HONOR US MOST OF THE TIME.

THEY DON'T LISTEN TO US UNLESS WE GO WITH A UNION REP.

AFTER TWO WEEKS FROM OUR FIRST MEETING, MY SUPERVISOR TOLD ME HE DIDN'T HAVE TIME TO RESEARCH MY REQUEST BECAUSE HE HAD MORE IMPORTANT THINGS TO DO.

EVEN THOUGH IT AFFECTED MY PAY, I FELT INSIGNIFICANT AS THE SOLE EMPLOYER INCLUDE, THE WORKER CONCLUDES.

PUBLIC COMMENT.

THANK YOU. THE BOARD WILL NOW ENTER CLOSED SESSION.

WE WILL RETURN IN APPROXIMATELY 2.5 HOURS AT OR APPROXIMATELY AFTER 10:30 P.M.

THANK YOU.

WE ARE READY TO RESUME OPEN SESSION.

[A. Report of Actions Taken in Closed Session]

A MOTION WAS MADE BY PRESIDENT BERTA AND SECONDED BY TRUSTEE SREEKRISHNAN TO APPROVE THE APPEAL BASED ON FACTOR THREE THROUGH LENGTH OF TIME THROUGH TK, WITH A VOTE OF FIVE AYES TO ONE NO AND ONE ABSTENTION.

ZERO ABSENT.

UPON COMPLETION OF AGENDA ITEM 8B IN THE MATTER OF AN INTERDISTRICT ATTENDANCE APPEAL FILED ON BEHALF OF A STUDENT, A MOTION WAS MADE BY TRUSTEE DI SALVO AND SECONDED BY TRUSTEE CHON TO APPROVE THE APPEAL BASED ON FACTOR 12 THROUGH EIGHTH GRADE, WITH A VOTE OF 7000 ABSTENTIONS, ZERO ABSENT.

FOR ITEM 8C CONFERENCE WITH LEGAL COUNSEL.

ANTICIPATED LITIGATION.

CONSIDERATION OF WHETHER TO REPORT CONSIDERATION OF WHETHER TO INITIATE LITIGATION PURSUANT TO GOVERNMENT CODE SECTION 54956.941 CASE.

THERE IS NO REPORTABLE ACTION IN REGARDS TO ITEM 8.

COUNTY SUPERINTENDENT EVALUATION.

THERE'S NO REPORTABLE ACTION FOR ITEM 80.

CONFERENCE WITH LEGAL COUNSEL.

ANTICIPATED LITIGATION.

[03:05:01]

THERE'S NO REPORTABLE ACTION.

SO THIS BRINGS US TO AGENDA ITEM TEN INFORMATION ITEMS.

[A. First Reading of Board Policy 0410 Nondiscrimination in County Office Programs]

THE FIRST ONE IS BOARD POLICY 0410 NONDISCRIMINATION IN COUNTY OFFICE PROGRAMS AND THIS HAS BEEN UPDATED TO REFLECT NEW FEDERAL REGULATIONS AND ALSO ADDRESSES WHEN TITLE NINE GRIEVANCE PROCEDURES APPLY, AS WELL AS ADDRESSING SPECIFIC TECHNICAL STANDARDS TO ENSURE ACCESSIBILITY TO CONTENT AVAILABLE THROUGH OUR WEBSITE FOR STUDENTS AND INDIVIDUALS WITH DISABILITIES AND IT ALSO REFLECTS SENATE BILL 153, WHICH IS THE NEW LAW ON TEXTBOOKS AND INSTRUCTIONAL MATERIALS CURRICULUM, ETC., TO ENSURE THAT THERE IS NO UNLAWFUL DISCRIMINATION IN THE ADOPTION OR USE OF THOSE MATERIALS.

THANK YOU. TRUSTEES, ARE THERE ANY QUESTIONS? OUR FIRST READING OF THIS ITEM WILL COME BACK.

THANK YOU.

WE'LL GO TO THE NEXT ITEM, DOCTOR DEWAN AND THE NEXT ITEM IS ALSO FIRST READING AND BOARD POLICY.

[B. First Reading of Board Policy 5145.3 Nondiscrimination and Harassment]

SIMILAR TO THE ONE WE JUST SPOKE ABOUT.

IT IS ALSO BEING UPDATED TO REFLECT NEW FEDERAL REGULATIONS.

SPECIFICALLY IN THE FEDERAL REGISTER 33474, WHICH CLARIFIES WHAT IS INCLUDED AS DISCRIMINATION ON THE BASIS OF SEX, INCLUDING SEX BASED FOR THE PURPOSE OF TITLE NINE, AND ALSO REQUIRES THE COUNTY OFFICE TO UTILIZE TITLE NINE GRIEVANCE PROCEDURES WHEN INVESTIGATING AND RESOLVING CERTAIN COMPLAINTS, AND THESE UPDATED VERSIONS ALSO HAVE THE NEW STATE LAW, ASSEMBLY BILL 1165, WHICH ENCOURAGES COUNTY OFFICES OF EDUCATION AND OTHER LEAS TO HAVE A STUDENT HAS BEEN SUSPENDED, OR FOR WHOM OTHER MEANS OF CORRECTION HAVE BEEN IMPLEMENTED FOR AN INCIDENT OF RACIST, BULLYING, HARASSMENT OR INTIMIDATION, AS WELL AS THE VICTIM TO CONSIDER ENGAGEMENT AND RESTORATIVE PRACTICES.

AND AGAIN, THIS IS FIRST READING, SO WE'LL BRING IT BACK FOR SECOND READING NEXT MEETING.

ANY QUESTIONS FROM TRUSTEES? SO THIS WILL COME BACK FOR A SECOND READING.

THANK YOU, DOCTOR DEWAN.

WE'LL MOVE TO OUR BOARD COMMITTEE REPORTS.

[A. Committee members may provide or report on recent committee activities.]

THREE COMMITTEES HAVE MET THE JOINT LEGISLATIVE, THE JOINT LEGISLATIVE ADVISORY COMMITTEE, JAY LACK AND DOCTOR DEWAN WILL PRESENT THAT.

WE HAVE WARMENHOVEN INCLUSION COLLABORATIVE STRONG START COALITION.

DOCTOR DEWAN, WILL YOU PRESENT THE LACK REPORT? JAY LACK MET TODAY AND REVIEWED THE STATUS OF THE BILLS THAT THE SANTA CLARA COUNTY OFFICE OF EDUCATION SPONSORED THIS YEAR.

WE ALSO RECEIVED A BRIEF OVERVIEW OF THE BUDGET CLEANUP BILL THAT WAS RECENTLY APPROVED AND IS ON THE GOVERNOR'S DESK AWAITING SIGNATURE. WE ALSO RECEIVED A REPORT ABOUT SOME OF THE LEGISLATION THAT WE WERE TRACKING AND WE ALSO REVIEWED SOME OF THE BUDGET PROJECTIONS AND CONSIDERATIONS FOR THE STATE BUDGET THAT WE MIGHT ANTICIPATE FOR 2025 AND IT WAS NOTED THAT THERE ARE FOUR OF THE SEVEN BILLS THAT WE SPONSORED THAT ARE ON THE GOVERNOR'S DESK AWAITING SIGNATURE AND THAT'S A WONDERFUL SUCCESS.

SO, YES. THANK YOU AND WE ALSO BEGAN A DISCUSSION ON POTENTIAL PRIORITY TOPICS FOR 2025.

THANK YOU, DOCTOR DEWAN AND THEN WE'LL GO TO TRUSTEE LARI TRUSTEE SREEKRISHNAN.

DID YOU GIVE US A SUMMARY OF THE FOUR BILLS I'M SURE YOU HAVE IN THE PAST? IF THERE'S A ONE SENTENCE, I CAN DO THAT TO THE RIGHT PAGE, AND I CAN ALSO INCLUDE IT IN THE WEEKLY ON FRIDAY IF YOU'D LIKE.

SO THE FOUR BILLS THAT ARE ON THE GOVERNOR'S DESK ARE.

[03:10:04]

AUTHOR IS REYES.

THIS WAS ABOUT CHILD CARE PERMITS, WHICH IS THE CREDENTIALING PERMIT, A REQUIREMENT PREVIOUSLY IN THE LAW.

AFTER SO MANY YEARS SERVING IN A CHILD CARE SETTING, INDIVIDUALS HAD TO RECEIVE A PERMIT.

THEY HAD TO TAKE TRAINING AND GET A PERMIT.

THIS ASSEMBLY BILL CORRECTS THAT SUCH THAT IF AN INDIVIDUAL WANTS TO BE AN ASSOCIATE TEACHER, THEY DON'T WANT TO GET A PERMIT.

THEY DON'T WANT TO BE THE TEACHER.

THEY CAN STAY IN THE CHILDCARE FIELD WITHOUT PURSUING THAT.

ASSEMBLY BILL 2176.

BERMAN THAT IS OUR SCHOOLS, BILL.

THIS WAS THE BILL THAT HELPED ENSURE THAT WE WOULD BE ABLE TO ADDRESS CHRONIC ABSENTEEISM AND PRACTICES OF PROBATION DEPARTMENTS.

BOTH OF THOSE ARE ON THE GOVERNOR'S DESK AND SENATE BILL 1318 WITH US, SENATOR WAHAB WAS ON YOUTH MENTAL HEALTH, WHICH PRIORITIZES USING PRACTICES RATHER THAN LAW ENFORCEMENT TO RESPOND TO YOUTH WHO ARE IN A MENTAL HEALTH CRISIS AND ASSEMBLY BILL 2318 WITH ASSEMBLY MEMBER BONTA IS ON CHILD CARE STABILITY, AND THIS IS A BILL THAT HELPS US MAINTAIN STABILITY OF FUNDING AND THE CHILD CARE SETTINGS BY ENSURING THAT WE'RE ABLE TO COUNT ENROLLMENT OF CHILDREN IN THE CHILD CARE SETTING VERSUS THEIR ATTENDANCE AND PARTICIPATION, WHICH WILL BE VERY STABILIZING FOR THAT'S WHAT THEIR CHILD CARE PROVIDERS PROP 98.

SO ALL FOUR OF THOSE BILLS ARE ON THE GOVERNOR'S DESK AND SO HOW MANY OF THOSE WERE WE THE LEAD SPONSOR ON.

OF THOSE FOUR? WE WERE ON ALL OF THEM.

THREE OF THEM WERE LEAD ASSEMBLY BILL 1930.

WE JOINED ON WITH SUPERINTENDENT THURMAN AND THEN WERE THEY HOW DID THOSE IDEAS COME UP? A LOT OF THEM.

SO DIFFERENT WAYS. SO THE YOUTH MENTAL HEALTH BILL WITH SENATOR WAHAB, CAME THROUGH THE WORK THAT WE DO WITH OUR STUDENT WELLNESS ADVISORY GROUP, MEETING WITH THE STUDENTS.

WE TRAIN THEM ON YOUTH VOICE AND HOW LEGISLATION WORKS AND LOOK FOR SOLUTIONS AND THE OTHERS CAME THE CHILD CARE STABILITY AND CHILD CARE PERMITS CAME FROM OUR INTERACTIONS WITH THE CHILD CARE FIELD.

INDIVIDUALS OUT IN THAT, WHAT ARE SOME OF THE BARRIERS TO STABILITY OR THE BARRIERS TO EXPANSION? OR BARRIERS TO MAINTAINING WORKFORCE? AND THEN THE COURT SCHOOLS ONE CAME THROUGH OUR COLLABORATION WITH CATHERINE LUCERO A FORMER JUDGE HERE IN THE COUNTY.

AND LOOKING AT SOME OF THE CHRONIC ABSENTEEISM DATA OF COURT SCHOOLS ACROSS THE STATE, RECOGNIZING SOME OF THE BEST PRACTICES IN SANTA CLARA AND HOW WE MIGHT BE ABLE TO CONVERT THAT INTO A STATEWIDE POLICY.

ARE THERE OTHER COUNTY OFFICES OF ED THAT SPONSOR AS MANY BILLS, SUCCESSFULLY SPONSOR AS MANY BILLS AS OURS? THERE ARE OTHER COUNTY OFFICES THAT DO SOME LEGISLATIVE.

I THINK WE'VE BEEN THE MOST PROLIFIC IN RECENT YEARS.

BECAUSE 4 IS MUCH AS A MEMBER GETS ON THE GOVERNOR'S DESK.

YEAH. OKAY.

YEAH. I JUST WANT TO REFLECT ON THAT.

WHAT ABOUT OTHER SCHOOL DISTRICTS? ARE THERE ANY SCHOOL DISTRICTS THAT THE ONLY SCHOOL DISTRICT I KNOW THAT DOES LEGISLATIVE WORK IS LA USD AND WE DO WORK WITH THEIR GOVERNMENT RELATIONS PERSONNEL AS WELL.

I THINK WE'RE BEATING THEM TOO THOUGH.

OKAY. THANK YOU.

WE DON'T WANT TO CELEBRATE UNTIL THE GOVERNOR SIGNS THEM RIGHT.

CALL THE GOVERNOR.

THANK YOU DOCTOR DEWAN.

I DON'T HAVE THE UNFORTUNATELY, THE WARMENHOVEN INCLUSION ADVISORY BOARD.

I WILL HAVE TO GET THAT FROM DIRECTOR LOPEZ.

I WAS ATTENDING THE SBA REGION 14 DELEGATES MEETING.

SO I GUESS THAT'S THE I COULD GIVE THAT REPORT BECAUSE I'M THE CSB DELEGATE.

SO THAT JUST VERY BRIEFLY.

IT WAS MOSTLY FOCUSED ON REVIEWING THE TRANSITION WORKING GROUP RECOMMENDATIONS WHICH WERE PRESENTED, WHICH WERE GOING TO BE PRESENTED TO THE CSB BOARD BASED ON THE TRANSITION THAT HAPPENED BETWEEN CSB BECOMING BACK PART OF CSB AND THEN SOME LEGISLATIVE COMMITTEE

[03:15:10]

SO THAT'S WHAT THAT IS.

TRUSTEE LARI WOULD YOU TRUSTEE MAH DID YOU.

YEAH, SHE HAS A STRONG START COALITION AND THEN I'LL COME TO YOU.

SO THE STRONG START COALITION MET VIA ZOOM ON TUESDAY, SEPTEMBER 10TH, 2024, COALITION MEMBERS HEARD TWO PRESENTATIONS FROM DOCTOR RACHEL CHAZAN COHEN, ASSISTANT PROFESSOR, UNIVERSITY OF CONNECTICUT.

THE FIRST PRESENTATION FOCUSED ON RESEARCH ASSESSING THE MENTAL HEALTH OF HOME VISITOR STAFF SUPPORTING FAMILIES WITH YOUNG CHILDREN IN CALIFORNIA.

THE STUDY FOUND REFLECTIVE SUPERVISION PRACTICES REDUCED DEPRESSIVE SYMPTOMS AMONG STAFF, SUGGESTING THAT SUPERVISORS ENGAGING IN SPECIFIC PRACTICES CAN HELP STAFF COPE WITH STRESSORS THAT AFFECT THEIR LIVES AND WORK.

IN A SECOND PRESENTATION, DOCTOR COHEN DISCUSSED A NEW PROJECT IN CONNECTICUT, BRINGING TOGETHER HOME VISITATION AND CENTER BASED STAFF TO PROVIDE WHOLE FAMILY SUPPORTS THROUGH COORDINATION OF EXISTING PROGRAMS. WHILE THE PROGRAM IS IN ITS EARLIEST STAGES, DOCTOR COHEN DISCUSSED THE ENTHUSIASM AND SUPPORT FOR THE IDEA EXPRESSED BY FRONTLINE WORKERS AND FAMILIES.

FINALLY, AMANDA DICKEY DESCRIBED THE SUCCESSFUL ADVOCACY CAMPAIGN TO SUSPEND IMPLEMENTATION OF NEW FIRE CODE REGULATIONS CREATED WITHOUT INPUT FROM CHILD CARE PROVIDERS THAT WILL DECREASE ACCESS TO INFANT TODDLER CARE.

COALITION MEMBERS AND OTHER ADVOCATES FROM AROUND THE STATE WERE ABLE TO CONVINCE THE ADMINISTRATION TO SUSPEND IMPLEMENTATION UNTIL A SOLUTION CAN BE DEVELOPED.

THE NEXT STRONG START COALITION MEETING WILL BE TUESDAY, OCTOBER 8TH, 2024.

THANK YOU. THANK YOU, TRUSTEE LARI TRUSTEE MAH.

THANK YOU. ALTHOUGH WE DIDN'T HAVE A HEAD START POLICY COUNCIL MEETING, IT'S NOT UNTIL NEXT WEEK.

SOME QUESTIONS CAME UP THAT I WANTED TO ASK IN COMMUNICATIONS WITH SOME OF THE HEAD START POLICY COUNCIL MEMBERS.

I GUESS THE ONE QUESTION IS THAT AS WE ARE NOW IN THE PROCESS OF CARRYING OUT THE APPOINTMENT PROCESS FOR BOTH THE INTERIM DIRECTOR AND THE EXECUTIVE DIRECTOR DO WE HAVE RIGHT NOW A CURRENT ACTING DIRECTOR? WE DO NOT.

I'LL INVITE ASSISTANT SUPERINTENDENT SHIPP TO COME FORWARD, IF, WITH YOUR PERMISSION.

THIS ISN'T ON THE AGENDA.

YOU DON'T. THIS IS NOT YOUR REPORT.

THIS IS RELATED TO MY COMMITTEE WORK ON THE HEAD START POLICY.

COUNCIL LIAISON.

BUT IT'S NOT A COMMITTEE REPORT.

SO NOT DIRECTLY A COMMITTEE REPORT.

YEAH. I WOULD I WONDER IF THIS COULD THIS POTENTIALLY COME AS A AGENDA REQUEST? AND I JUST WANT TO MAKE SURE WE'RE NOT GETTING INTO DISCUSSIONS THAT AREN'T AGENDIZED.

SURE. OKAY.

I CAN BRING IT UP UNDER MY BOARD MEMBER REPORT JUST AS PART OF MY ACTIVITIES AS A BOARD MEMBER.

DO YOU WANT TO RAISE ISSUES UNDER YOUR BOARD MEMBER REPORT? THAT'S TOTALLY UP TO YOU.

AS LONG AS IT'S WITHIN YOUR JURISDICTION.

THANK YOU.

WE'LL COME TO THAT IN JUST A SECOND.

SO AGAIN, IN COMPLIANCE WITH THE BROWN ACT, INFORMATION SHARED DURING COUNTY BOARD MEMBER REPORTS MUST ONLY INCLUDE ACTIVITIES SPECIFICALLY RELATED TO OUR DUTIES AS TRUSTEES OF THE

[A. The members of the Board may give reports on any activities related to their duties as members of the Santa Clara County Board of Education]

ARE THERE ANY TRUSTEES WHO WISH TO PROVIDE A REPORT ON ACTIVITIES SPECIFICALLY RELATED TO THEIR DUTIES AND WITHIN THE SUBJECT MATTER OF OUR COUNTY BOARD? SO I'LL GO TO TRUSTEE MAH AND THEN TRUSTEE SREEKRISHNAN AND THEN TRUSTEE LARI.

THANK YOU. SO FIRST OFF I WENT TO THE CONFERENCE, WHICH FORMALLY KNOWN AS CCE, ALONG WITH PRESIDENT BERTA AND ALSO TRUSTEE LARI AND THERE WERE A LOT OF REALLY GOOD TALKS, BUT ONE OF THE MOST I WOULD SAY IMPORTANT OR CRUCIAL TALKS, WHICH WAS A DIFFICULT ONE, WAS ONE ABOUT SEX TRAFFICKING AND THE PREVALENCE OF IT AND THE WORK, ESPECIALLY THAT'S BEING DONE IN MONTEREY COUNTY.

SO THEY HAD SOME LAW ENFORCEMENT PEOPLE.

THEY HAD ALL THE COUNTY BOARDS.

THERE WAS A HUGE AWARENESS THAT WAS BROUGHT UP BY THE COUNTY OFFICE AND IT WAS SOMETHING THAT TRUSTEE LARI AND I THOUGHT WAS JUST REALLY IMPORTANT.

I GUESS MAYBE THERE'S BEEN A LITTLE BIT OF DISCUSSION OF US IN OUR COUNTY TO DO SOMETHING LIKE THAT AND SO JUST THE IDEA WAS TO, YOU KNOW, SOME KIND OF RAISE AWARENESS SUMMIT, MAYBE NOT ONLY ON SEX TRAFFICKING, BUT OTHER DANGERS FOR YOUTH, SUCH AS, YOU KNOW, AGAIN, AWARENESS AND THE

[03:20:07]

I ALSO ATTENDED THE JLAC.

AS DOCTOR DEWAN MENTIONED, THERE ARE SOME LEGISLATIVE PRIORITIES WHICH ARE BEING UNDER DISCUSSION, AND SO I HOPE THAT THE BOARD WILL GET A CHANCE TO KIND OF SEE WHAT'S BEING CONSIDERED AND TALKED ABOUT.

I ALSO ATTENDED THE SANTA CLARA COUNTY ALLIANCE OF BLACK EDUCATORS MEETING.

THEY TALKED ABOUT THEIR YEARS WORTH OF ACTIVITIES AND HAD OFFICER ELECTIONS.

I ALSO ATTENDED THE SILICON VALLEY LEADERSHIP GROUPS AMAZON AI SUMMIT WITH THE SUBTITLE OF IGNITING INNOVATION AND DRIVING NEXT TECH EVOLUTION, AND THEY HAD A COUPLE OF REALLY GOOD TALKS ABOUT TECH TRENDS AND ALSO JUST IN GENERAL ABOUT AI, WHETHER IT'S HYPE OR HOPE AND SO THAT WAS REALLY INTERESTING.

THEY HAD CERTAINLY A LOT OF DIFFERENT TECH PEOPLE.

MAYOR MEHAN, WAS THERE A NUMBER OF PEOPLE JUST TALKING ABOUT HOW AI IS MAKING AN IMPACT AND THEN I DID, IN THE COURSE OF MY DUTIES, HAVE SOME QUESTIONS BROUGHT UP BY HEAD START POLICY COUNCIL MEMBERS AS FAR AS WHETHER THE WHO, THE CURRENT ACTING DIRECTOR IS PUT IT THAT WAY, AND THAT I ALSO REQUESTED THAT A FULL EXPLANATION OF THE APPOINTMENT PROCESS, WHICH IS KIND OF GOING ALONG AS OUTLINED BY THE BYLAWS AND PERSONNEL POLICIES, BE KIND OF REALLY EXTRACTED FROM ALL THOSE BYLAWS AND PERSONNEL POLICIES SO THAT IT'S REALLY EASILY MANAGED, INTERPRETED AND TRANSLATED INTO SPANISH AND VIETNAMESE SO THAT THE HEAD START POLICY COUNCIL PARENTS CAN, CAN FULLY UNDERSTAND AND BE ABLE TO DISCUSS AND PARTICIPATE IN THE PROCESS NEXT TUESDAY, WHICH IS THE NEXT POLICY COUNCIL MEETING.

I DON'T KNOW IF I CAN ANSWER THE QUESTION OR BRING IT UP FOR I'VE WELL, BECAUSE WE HAVE A VACANCY.

THE PERSONNEL COMMITTEE HAS TO AUTHORIZE THE PROCESS FOR BOTH THE DIRECTOR AND THE INTERIM DIRECTOR.

PERSONNEL COMMITTEE DID MEET.

THEY DID AUTHORIZE THE PROCESS AND DID THE APPROVALS FOR THE DIRECTOR, BUT THEY DID NOT AUTHORIZE FOR THE INTERIM.

SO WE'RE CONTINUING TO YOU KNOW, COMMUNICATE WITH THEM AND PROVIDE SOME ADDITIONAL OPPORTUNITIES FOR DISCUSSION AROUND WHY THAT'S NEEDED AND THAT IT'S IMPORTANT.

SO WE DON'T CURRENTLY HAVE ANYONE NAMED AS AN OFFICIAL INTERIM DIRECTOR.

WE ARE OVERSEEING THE DEPARTMENT AND ENSURING THAT ALL THE DUTIES ARE BEING COMPLETED, BUT WE CANNOT NAME AN INTERIM DIRECTOR UNLESS AND UNTIL THE PERSONNEL COMMITTEE AUTHORIZES US TO DO THE SEARCH, OR TO HAVE THE PROCESS TO IDENTIFY AN INTERIM, WHICH THEY HAVE NOT DONE YET.

THE FORMER SUBSTITUTE DIRECTOR OR ACTING DIRECTORS ARE NOT.

THEY'RE ALL STILL ASSISTING.

THEY'RE ALL STILL DOING THEIR JOBS.

THEY'RE TAKING ON ADDITIONAL DUTIES.

BUT WE DO NOT HAVE ANYONE NAMED.

WE CANNOT DO THAT UNTIL THE PERSONNEL COMMITTEE GIVES US THE AUTHORIZATION.

THANK YOU VERY MUCH.

THANK YOU.

SO I ATTENDED ON SATURDAY COLLEGE OF ADAPTIVE ARTS 15TH ANNIVERSARY CELEBRATION AND SO I'VE TALKED A BIT ABOUT COLLEGE OF ADAPTIVE ARTS WITH THIS BOARD.

AND THEY PROVIDE THEY'RE ON THE WEST VALLEY CAMPUS.

IT'S A REALLY GREAT PARTNERSHIP.

IT'S INCLUSIVE HIGHER EDUCATION AND SO I WANT TO LOOK AT WAYS TO PROMOTE PARTNERSHIPS LIKE THIS.

SO STUDENTS WITH DIFFERING ABILITIES CAN BE LIFELONG LEARNERS.

YOU KNOW, AT A COLLEGE SITE AND I THINK IT'S REALLY TIED TO THE WORK ON INCLUSION THAT THE COUNTY OFFICE OF ED DOES.

SO THEN WANTED TO MENTION NOT SURE IF I MENTIONED THIS LAST TIME, BUT [INAUDIBLE] IS THE MUSICIAN, AND SO THANK YOU, DOCTOR DEWAN.

SHE WAS ABLE TO PERFORM AT WESTERN GATEWAY AND THEY WERE THRILLED.

[03:25:05]

HOW DID THAT GO? DID THAT HAPPEN YET? IT'S STILL BEING SCHEDULED.

OKAY. IT'S STILL BEING SCHEDULED. THEY HAVE THE BACKPACKS.

WE'RE JUST COORDINATING THE DELIVERY.

OKAY. I WILL SAY, FOR THE RECORD, MY THIRD BACKPACK DRIVE WITH THE COUNTY OFFICE OF IT AND THEN ANYA DROVE.

WE'RE GOING TO.

SHE IS A STUDENT.

I CONNECTED DIRECTOR MUCH AND DOCTOR DEWAN TO THAT IS CREATING ENVIRONMENTAL JUSTICE CURRICULUM AND SO THAT'S NOW UP ON OUR ENVIRONMENTAL LITERACY WEBSITE AND THE SANTA CLARA COUNTY YOUTH CLIMATE INITIATIVE WEBSITE.

SO I'D ENCOURAGE TRUSTEES TO LOOK AT THAT AND I BELIEVE THAT THE BOARD IS GOING TO BE MAKING A CERTIFICATE FOR HER.

BUT FUNNY ENOUGH, I RAN INTO HER AT AN EVENT AND SHE WAS SO EXCITED, AND SHE SAID THAT THE WORK SHE WAS DOING WITH THE OFFICE REALLY CHANGED HER LIFE. SO I WANTED TO MENTION THAT AND THEN SOME MEETINGS MET WITH DOCTOR DEWAN AND DOCTOR BANDURAS WITH SOME LOCAL PARENTS ON CONCERNS AROUND, YOU KNOW, THEIR STUDENT AND YOU KNOW, DIFFERENT FAITH BASED DISCRIMINATION AND SO THANK YOU FOR THAT AND ALSO DOCTOR BANDURAS AND THEN YOU KNOW, THANK YOU TO DOCTOR DEWAN WHO MET WITH GURU AGAIN ON THE APP THAT WE'VE BEEN TALKING ABOUT AND I THINK DAVID WU AS WELL AND THEN I ALSO REACHED OUT ABOUT, I MET SOMEONE A LEADER IN THE COMMUNITY, HEMANTH BJORK, WHO WORKED ON STATE LEVEL PROPOSALS ABOUT RECOGNIZING CRICKET AS A HIGH SCHOOL SPORT AND SO I AM HOPING TO CONNECT WITH YOUR OFFICE ON THAT AND SEEING IF WE CAN HELP THAT AT ALL FOR LOCAL HIGH SCHOOLS AND SO I ACTUALLY VISITED THE INDIAN MEN'S CRICKET TEAM THIS PAST WEEKEND AS WELL AND SO THAT'S WHERE I LEARNED ABOUT THIS.

SO THAT'S IT FOR ME.

THANK YOU. TRUSTEE LARI.

AND SO ON SEPTEMBER 8TH, I ATTENDED A COMMUNITY DISCUSSION AT THE WEST VALLEY MUSLIM ASSOCIATION ON THE 30 YEAR HIGH IN ISLAMOPHOBIA IN OUR COMMUNITY, WITH STUDENTS DISPROPORTIONATELY IMPACTED AND ALSO FROM SEPTEMBER 12TH TO THE 15TH, I WAS AT THE COUNTY BOARD MEMBER SERVICES CONFERENCES CONFERENCE, AND I ATTENDED VERY INTERESTING PRESENTATIONS ON COMMUNITY SCHOOLS, ON SHARED GOVERNANCE, GOVERNANCE AND STUDENT MENTAL HEALTH AND WELLNESS.

AND I AGREE WITH TRUSTEE MAH THAT THE MOST COMPELLING WAS THE GENERAL SESSION ON THE PREVALENCE OF HUMAN TRAFFICKING IN OUR COMMUNITIES, PRESENTED BY THE MONTEREY COUNTY OFFICE OF EDUCATION.

THEY EMPHASIZED THAT TRAFFICKING TRAFFICKING HAPPENS EVERYWHERE AND CAN HAPPEN TO ANYONE.

SOCIAL MEDIA MAKES IT EASIER TO PREY ON VULNERABLE STUDENTS WITH ADVERSE CHILDHOOD EXPERIENCES.

INCREASING SUSCEPTIBILITY.

TO HELP ERADICATE TRAFFICKING, THE ENTIRE COMMUNITY HAS TO BE INVOLVED TO BUILD A CULTURE OF BELONGING, SAFETY AND CARE FOR OUR STUDENTS.

THE SESSION EMPHASIZED THE IMPORTANCE OF PUBLIC AWARENESS CAMPAIGNS, EDUCATING STUDENTS, PARENTS, STAFF AND COMMUNITY ABOUT SIGNS OF TRAFFICKING AND ADOPTING PREVENTION STRATEGIES. I FEEL LIKE OUR YOUTH AND WELLNESS SUMMIT MAY BE THE RIGHT FORUM TO HIGHLIGHT AND PROVIDE EDUCATION ON TRAFFICKING.

AND OF COURSE, AS YOU SUGGESTED, TRUSTEE MAH LIKE A SEPARATE SESSION WOULD BE AMAZING ALSO.

SO AND ALSO THE SURGEON GENERAL RECENTLY ISSUED A NUMBER OF PUBLIC HEALTH ADVISORIES ON FACTORS SUCH AS THE LONELINESS, CRISIS, WORKPLACE WELLBEING AND SOCIAL MEDIA THAT IMPACT THE MENTAL HEALTH AND WELLBEING OF OUR COMMUNITY.

THE MOST RECENT PUBLIC HEALTH ADVISORY IS ON PARENT MENTAL HEALTH AND WELLBEING.

SINCE OUR CHILDREN'S WELLBEING IS LINKED STRONGLY TO THAT OF THEIR PARENTS AND THEIR CAREGIVERS, THE ADVISORY MAKES PARENTS WELLBEING A PUBLIC HEALTH PRIORITY AND AN ADVISORY OFFERS ACTIONABLE RECOMMENDATIONS ON HOW TO SUPPORT THEM THROUGH POLICY CHANGES, COMMUNITY PROGRAMS AND INDIVIDUAL ACTIONS.

I WOULD LIKE TO THANK THE STAFF AND DOCTOR DEWAN FOR WORKING ON A RESOLUTION TO HIGHLIGHT THESE ISSUES, AND THAT'S THE END OF MY REPORT.

THANK YOU. THANK YOU, TRUSTEE LARI.

TRUSTEE SREEKRISHNAN.

YES, I FORGOT TO MENTION, I WANTED TO THANK AMY NGUYEN FOR HELPING ME TELECONFERENCE IN TODAY AND MAKING SURE I HAD EVERYTHING.

[03:30:02]

THANK YOU. ANY OTHER BOARD MEMBER REPORTS? I'LL JUST ECHO.

THERE WERE A NUMBER OF VERY COMPELLING SESSIONS.

I WAS ALSO AT THE CSB COUNTY BOARD MEMBER SERVICES CONFERENCE, AND I WANTED TO HIGHLIGHT A SESSION BY THE ALAMEDA COUNTY OFFICE OF EDUCATION AND THEIR BOARD PRESIDENT, AS WELL AS, I THINK, THEIR BOARD MEMBER ANGELA NORMAN, WHO WASN'T THERE AT A DIFFERENT CONFERENCE.

BUT THEY HAVE SOME INCREDIBLE PRACTICES AROUND BUILDING THEIR BOARD MEMBERS CAPACITY TO REALLY UNDERSTAND ISSUES AROUND CHARTER SCHOOLS BEFORE IT COMES UP TO A RENEWAL DECISION.

SO I THOUGHT JUST THE WAY THAT THEY STRUCTURED THE INFORMATION AND YOU KNOW, IT REALLY EMPOWERED BOARD MEMBERS TO BE ABLE TO ASK MEANINGFUL QUESTIONS.

SO HOPING TO BRING BACK SOME OF THAT INFORMATION FOR US TO LOOK AT AND CONSIDER AS WELL.

ALL RIGHT. WE'LL GO TO OUR NEXT ITEM.

[A. The superintendent may give a report on any activities related to her duties.]

GREAT. WELL, I'M GOING TO START WITH SOME GRATITUDE TO TRUSTEE DI SALVO FOR LIFTING UP THIS NEW BOOK BY SAL KHAN, WHO WILL ALSO BE FEATURED AT OUR UPCOMING AI SUMMIT.

SO WE TO INTRIGUE YOU AND TO ENCOURAGE YOU TO CONSIDER ATTENDING OUR AI SUMMIT, WE HAVE A COPY OF THE BOOK, AND IF YOU COME TO THE SUMMIT AND YOU BRING YOUR BOOK, SAUL WILL SIGN IT FOR YOU.

SO WE HAVE A NICE INCENTIVE THERE.

WE ARE SCHEDULING A VISIT TO LEE HIGH SCHOOL AND THE DEAF AND HARD OF HEARING POST-SECONDARY PROGRAM AT THE REQUEST OF PRESIDENT BERTA AND TRUSTEE LARI SHOULD ALREADY BE IN YOUR BOARD SCHEDULER CALENDAR.

ALL TRUSTEES ARE WELCOME TO JOIN.

IT WILL BE OCTOBER 1ST AT 9 A.M..

WE'LL MEET HERE AT RITTER PARK.

A LOT OF OUR SITES, WE HAVE PARKING DILEMMAS AND THE LIKE, SO WE'RE GOING TO MAKE SURE THAT WE CAN ALL GET THERE AND NAVIGATE THE CAMPUS AND IF YOU WOULD LET US KNOW BY SEPTEMBER 30TH, IF YOU'RE ABLE TO JOIN, THAT WOULD BE HELPFUL.

I ALSO WANTED TO GIVE AN UPDATE.

SOME ADDITIONAL INFORMATION RELATED TO WHAT TRUSTEE LARI MENTIONED WAS SHARED AT STRONG START ON THE FIRE CLEARANCE AND BUILDING CODE REGULATION ADVOCACY WORK THAT WE DID.

AS WE WERE WORKING THROUGH SOME OF OUR BILLS, WE CAME TO LEARN THAT THERE HAD BEEN A NEW FIRE CODE THAT WAS PUT INTO REGULATION A COUPLE OF YEARS AGO, KIND OF SECRETLY, QUIETLY, THAT NOBODY KNEW ABOUT, THAT WAS BECOMING WAS BEGINNING TO BE ENFORCED AND WAS HAVING A SIGNIFICANT NIFICANT NEGATIVE IMPACT ON CHILD CARE PROVIDERS BY REQUIRING THOSE CENTERS THAT SERVE INFANTS AND TODDLERS TO PAY SIGNIFICANT HUNDREDS OF THOUSANDS OF DOLLARS IN FEES OR MAKE FACILITY ADJUSTMENTS, OR THEY WOULD HAVE TO CLOSE.

AND SO WE RALLIED OUR COALITIONS.

WE TRIED TO GET SOME RELIEF THROUGH A BILL THAT DIDN'T HAPPEN AND SO WE ENDED UP DOING AN ADVOCACY TO GET SOMETHING ADDED TO THE TRAILER BILL.

WE WERE SUCCESSFUL IN DOING SO, AND IT'S OUR UNDERSTANDING THAT THE GOVERNOR SUPPORTS THIS EFFORT.

SOME JUST ADDITIONAL INFORMATION RELATED TO THE EARLY LEARNING SERVICES DIRECTOR VACANCY.

WE WILL PROVIDE A REPORT TO THE BOARD AT THE NEXT MEETING ABOUT THE STATUS OF THE PROCESS, THE CURRENT STEPS THAT HAVE BEEN TAKEN IS THAT THE EXTERNAL CONSULTANTS ARE HAVE BEEN WORKING ON THE PROCESS AND UPDATES TO THE JOB DESCRIPTION.

THEY HAVE MET WITH THE PERSONNEL COMMITTEE TO SEEK THEIR APPROVAL, WHICH WE DID RECEIVE FOR THE VACANCY.

THE JOB DESCRIPTION AND THE RECRUITMENT PLAN AND THE EXECUTIVE COMMITTEE MET THIS WEEK AND APPROVED TO AGENDIZE THE VACANCY AND JOB DESCRIPTION FOR POLICY COUNCIL NEXT WEEK AND SO WE PLAN TO PROVIDE AN UPDATE TO THE BOARD AND THE PUBLIC AFTER THE POLICY COUNCIL HAS MET AND TAKEN THE NECESSARY ACTIONS.

FOR JUST A FEW HIGHLIGHTS.

I RECEIVED A LETTER FROM THE CALIFORNIA DEPARTMENT OF EDUCATION OFFICIALLY APPROVING THE COUNTY OFFICE OF EDUCATION BUDGET AND LCAP, STATING THAT OUR BUDGET MEETS ALL OF THE CRITERIA, AS DOES OUR LCAP.

[03:35:01]

SEPTEMBER IS NATIONAL SUICIDE PREVENTION MONTH, AND I WANTED TO SHARE AS PART OF THAT MONTH MONTH LONG CELEBRATION, WE'RE RAISING AWARENESS ABOUT NEVER A BOTHER.

YOUTH SUICIDE PREVENTION MEDIA CAMPAIGN AND SHARING ABOUT THE DIFFERENT SUPPORTS, INCLUDING THE 988 SUICIDE AND CRISIS LIFELINE.

YOU CAN FIND A LOT OF THIS INFORMATION IN OUR SOCIAL MEDIA ON RELATED TO CLOSING THE GAP CLINIC.

AS THE SCHOOL YEAR BEGINS, WE ALLOW STUDENTS TO BEGIN ATTENDING SCHOOL, EVEN IF THEY DO NOT YET HAVE ALL OF THEIR VACCINATIONS. AS THE SCHOOL YEAR GOES ON, THE DEADLINES START TO TAKE EFFECT AND STUDENTS HAVE TO GET THAT GET THOSE VACCINES AND THEIR EVIDENCE SUBMITTED TO REMAIN ENROLLED AND CONTINUE TO ATTEND.

SO TO HELP CLOSE THE GAP ON THOSE VACCINES, WE'VE PARTNERED WITH THE COUNTY OF SANTA CLARA, AND THEY'RE HOSTING CLINICS EVERY TUESDAY FROM 845 TO 12 P.M.

THIS PARTICULAR ONE IS SPECIFIC FOR STUDENTS WHO DO NOT HAVE HEALTH INSURANCE.

JUST A REMINDER THAT THE ANNUAL MANDATED TRAININGS HAVE BEEN SHARED IN THE WEEKLY TO THE BOARD.

ACCORDING TO OUR BOARD POLICIES, EACH YEAR TRUSTEES ARE ASKED TO COMPLETE SPECIFIC TRAININGS, HELPS US STAY IN COMPLIANCE ALSO WITH STATE LAW AND SINCE WE DO SITE VISITS TO OUR SCHOOL SITES.

SO ONE IS ON PROTECTING YOUTH, THE MANDATED REPORTER TRAINING AND THE SECOND REQUIRED TRAINING IS ON DATA SECURITY AND PRIVACY.

THIS FRIDAY IS THE TITLE NINE RECEPTION AT MEXICAN HERITAGE PLAZA.

5:30 TO 7:30 AND MONDAY, SEPTEMBER 30TH, WE ARE HOSTING A CONVENING ON SCHOOL VIOLENCE PREVENTION.

THIS WILL BE IN COLLABORATION WITH THE US SECRET SERVICE, THE FBI AND THE COUNTY OF SANTA CLARA.

WE RECEIVED GRANT FUNDS TO HOST THIS CONVENING SO NO COUNTY OFFICE FUNDS ARE BEING USED.

OCTOBER 5TH, THE TRUSTEES HAVE BEEN INVITED TO A GRAND OPENING OF VOICES MORGAN HILL.

IT IS AT 10 A.M.

AND MORE INFORMATION WAS INCLUDED IN THE WEEKLY AND THE AI SUMMIT IS MONDAY, OCTOBER 28TH, 8:30 TO 4:30.

WE ARE NEARLY AT CAPACITY, BUT WE'VE SAVED SOME SLOTS FOR COUNTY BOARD MEMBERS, SO IF YOU'RE INTERESTED, LET US KNOW IF YOU'RE NOT ABLE TO ATTEND.

WE'LL RELEASE YOUR SPACE AND THAT CONCLUDES MY REPORT.

DOCTOR DEWAN, THIS BRINGS US TO ITEM 14, FUTURE AGENDA ITEMS.

[A. Future Agenda Items]

THE ATTENDANCE SUPPORTS SPOTLIGHT PRESENTATION THAT WE HAD ANTICIPATED HEARING A COUPLE MEETINGS AGO, BUT OUR STAFF MEMBER WAS NOT FEELING WELL AND COULD NOT ATTEND.

THAT PRESENTATION WAS POSTPONED AND WE ARE NOW EXPECTING THAT TO COME BEFORE THE BOARD ON OCTOBER 16TH AND WE DID MAKE SOME ADDITIONAL UPDATES TO THE TABLE AND TO THE AGENDA ITEM ON THE STATUS OF SEVERAL OTHER ITEMS IN THE WORKS.

ARE THERE ANY OTHER REQUESTS FROM TRUSTEES? TRUSTEE SREEKRISHNAN AND THEN TRUSTEE MAH.

YES. SO, DOCTOR DEWAN PRESIDENT CHON REQUESTED THE BARGAINING UPDATES, AND I SECOND THAT.

RIGHT AND SO WE HAD A MEETING ABOUT THAT AND ARE THERE ANY UPDATES YOU'RE ABLE TO SHARE FROM OUR MEETING AND WHAT IS THE ETA ON ON THIS? YEAH. THANK YOU FOR THAT.

WE'RE STILL WORKING THROUGH BASED ON THE QUESTIONS AND IDEAS THAT CAME OUT OF OUR PLANNING SESSION.

I HAVE A MEETING A CALL SCHEDULED WITH SUPERINTENDENT GORDON ON MONDAY TO GET SOME MORE DETAILS ABOUT HOW THEY FRAME THEIRS AND I'LL BE IN SAN DIEGO.

I HAVEN'T HEARD BACK FROM THAT, THE RETIRED SUPERINTENDENT, YET, BUT I'M STILL WORKING ON IT.

SUSAN GORDON IS.

WHICH COUNTY? SACRAMENTO.

OKAY, SO YEAH, I JUST WANT TO EMPHASIZE THAT I DO THINK THAT WOULD BE GREAT FOR THE AGENDA AS SOON AS POSSIBLE.

I MEAN, YOU KNOW, WE HAVE MEMBERS SPEAKING OUT AND DURING PUBLIC COMMENT.

AND I THINK THAT THIS WOULD BE GREAT TO SORT OF MIMIC WHAT THEY HAVE BEEN DOING IN OTHER COUNTIES.

RIGHT. COUNTY OFFICES.

SO I WANT TO THANK PRESIDENT CHON FOR BRINGING THIS UP.

TRUSTEE MAH. THANK YOU, PRESIDENT BERTA.

I GUESS I'M MAYBE A LITTLE IMPATIENT.

[03:40:01]

ARE WE GOING TO BE INVOLVED OR MADE AWARE OF THE RFP THAT'S GOING TO BE PRESUMABLY SENT OUT BEFORE THE SELECTION OF THE PROVIDER IS DONE, OR WHAT IS OUR PROCESS THERE? IT'S THE SAME PROCESS THAT WE SHARED AT THE RETREAT.

SO THE RFP IS OUT.

WE I DON'T RECALL THE DEADLINE FOR THE RESPONDENTS.

AS SOON AS WE RECEIVE RESPONDENTS, I'LL BE FOLLOWING UP WITH PRESIDENT BERTA TO TALK ABOUT WHAT WE RECEIVED AND PRESIDENT BERTA AND I WILL WORK TOGETHER WITH SOME OTHER MEMBERS OF OUR PURCHASING STAFF TO REVIEW THE RESPONDENTS, AND WE'LL PROVIDE AN UPDATE TO THE BOARD.

CAN THE BOARD GET A COPY OF WHAT THE RFP LOOKS LIKE? BECAUSE IT'D BE NICE TO KNOW.

WHAT ARE WE ASKING FOR? YES. WELL, WE'RE ASKING FOR A REVIEW OF COUNTY OFFICE PROGRAMS. BUT IF WE COULD GET A COPY, I THINK THAT'D BE GREAT.

YEAH, I'M SURE WE CAN DO THAT.

THANK YOU, PRESIDENT BERTA.

I FORGOT TO MENTION THAT I HAD SEVERAL ITEMS THAT I'VE BEEN CHATTING ABOUT AT OUR PREVIOUS BOARD MEETINGS UNDER THIS ITEM, AND THEY'VE ALL BEEN ADDED, YOU KNOW, AND PASSED.

SO I WANTED TO THANK, YOU KNOW, DOCTOR DEWAN AND STAFF FOR WORKING WITH ME ON THOSE.

I ASKED FOR A LOT IN A SHORT PERIOD OF TIME, SO THANK YOU AND THANK YOU TO THIS BOARD FOR PASSING THEM AND YOU KNOW. THANK YOU.

THANK YOU, TRUSTEES AND SUPERINTENDENT.

THAT BRINGS US TO ADJOURNMENT.

THE NEXT SANTA CLARA COUNTY BOARD OF EDUCATION REGULAR MEETING IS SCHEDULED FOR OCTOBER 2ND, 2024 AT 5:00 PM.

MAY I HAVE A MOTION TO ADJOURN? SO MOVED.

I'LL SPEAK AT ONCE.

SECOND. MOVED BY VICE PRESIDENT ROCHA.

SECONDED BY TRUSTEE CHON.

OKAY. VERBAL AYE.

THERE, I SEE IT. I THINK IT'S UNANIMOUS.

YES. IT'S IN BOARD DOCS NOW FOR ME TOO.

WE APPRECIATE IT.

THANK YOU. WE ADJOURNED AT 12:44 A.M.

THANK YOU EVERYONE.

* This transcript was compiled from uncorrected Closed Captioning.