[0:18] Good afternoon, and welcome to the Anaheim Elementary School District, November 8th, board meeting, IMAESD, President

[0:25] Jackie Philbeck, and I call this meeting to order at 5 p.m. This meeting is being conducted in person

[0:31] and by means of live video broadcast on our Anaheim Elementary YouTube channel for members of the public.

[0:38] Para espanol, puede conectarse por teléfono de la siguiente maniera, yame al, 3, 0, 4, 5, 1, 2, 0, 0, 0, 0, 0, 0, 4.

[0:53] Cuando se la pida, introduzca el pín, 1, 3, 7, 9, 6, 1, 0, 0, 9, 7, y la tecla, número.

[1:04] Any member of the public has an opportunity to address the board in person during the

[1:10] agendized public comment sessions or they may choose to submit their public comments

[1:14] online by 12 p.m. or in person by 630 p.m. today. Comments submitted online will be read during

[1:24] the appropriate agendized public comment session. Let's begin with board roll call board member

[1:30] Juan G. Elvarez.

[1:32] Present, good evening.

[1:34] Board Member Mark Lopez.

[1:35] Present.

[1:36] Board Member Dr. Paul Omagales.

[1:38] Board Clerk Ryan Rulis.

[1:40] Hello.

[1:41] And I am Board President Jackie Filbeck.

[1:44] The public speakers, there are none

[1:47] for closed session items that were received

[1:49] as of 12 p.m. today.

[1:52] So we're going to adjourn.

[1:54] Oh, there is.

[1:57] Oh, wow, I didn't know that.

[2:00] I apologize, I'm sorry.

[2:01] always happy to hear you fade. So why don't you just come on up and tell us what you got?

[2:23] And cabinet members a month ago a delegation of AEA leaders were present at the board meeting to

[2:30] encourage you to have a better understanding of our members professional responsibilities and the

[2:37] work that they do that goes above and beyond. You were presented with signed petitions from all

[2:42] school sites and ask to value our educators.

[2:46] I would like to thank the Board for listening and

[2:49] valuing our educators and adjusting your original budget

[2:53] to make compensation a higher priority.

[2:58] I would like to acknowledge the time and effort

[3:00] and dedication of the district, the association,

[3:03] and insurance committee leaders to do the research and analysis

[3:08] that allowed us to get to an agreement early on

[3:11] negotiations to move into a larger health benefits purchasing pool to stabilize future health

[3:20] care cost increases thank you thank you to the board and to the superintendent for

[3:28] routinely agenda agenda agenda I can't even say that I think you know what I'm trying

[3:33] to say close session discussions about bargaining to provide the district's bargaining team

[3:40] with updated parameters that allowed negotiations to progress in a timely manner.

[3:47] I appreciate the collaboration and the continuous focus of the district on getting to a fair settlement.

[3:54] All of the above-mentioned items send a message to our unit members that educators are valued and appreciated in the Anaheim Elementary School District.

[4:03] So, seriously, I want to thank you without all of us working together, we wouldn't have gotten to where we did for a settlement.

[4:13] So, thank you.

[4:17] Okay.

[4:18] Thank you, Faith.

[4:19] That was nice to hear.

[4:20] Anybody else?

[4:22] That you're my missing anybody?

[4:25] Oh, just okay.

[4:27] Okay.

[4:28] So, no other speakers then?

[4:30] That was it.

[4:31] Thank you.

[4:32] So now we are going to move to our adjournment to closed sessions. I need a motion.

[4:39] I'm with the adjourn.

[4:40] Second.

[4:43] No discussion at all in favor.

[4:45] All right.

[4:46] I hear that as unanimous closed session.

[5:13] Thank you.

[1:25:45] Newings of individuals, no?

[1:25:54] Oh, hey there you! You probably already noticed, but yes, I'm holding a tablet. You probably noticed because tablets are a regular part of school for us here at AESD.

[1:26:06] And since you've been staring at this tablet the whole time, after you didn't even see the dinosaur with a cowboy hat walking right behind me.

[1:26:17] Okay, so maybe there's no dinosaur with the cowboy hat here, although I've heard rumors.

[1:26:27] Funny how sometimes we get so used to the things we see every day that we miss some of the other incredible things

[1:26:35] or people writing front of us.

[1:26:39] Like, have you ever thought about who sets up all of the exciting stuff we learn about on our tablets?

[1:26:45] And how do they even do that?

[1:26:49] No, really.

[1:26:51] How do they do that?

[1:26:55] However, they do it, and whoever it is has one amazing job.

[1:27:02] Samantha, and I'm on a mission to learn about all of the jobs here at Anniversary Elementary School District.

[1:27:09] And know how important our teachers are.

[1:27:12] But what about all of the other jobs?

[1:27:14] My janitors, our partners, the adults to make our lunches every day, running all of these

[1:27:20] incredible schools here at AESD takes a ton of hard work from mendous passion and a whole

[1:27:27] lot of amazing jobs.

[1:27:29] Today, I'm at Digital Education Services, learning all about our information system specialists.

[1:27:36] What? There's one now!

[1:27:48] My name is David Yofondo, and I have an amazing job.

[1:27:58] Me, you David?

[1:28:00] Well, I've never been in this room before.

[1:28:04] So, where exactly are we?

[1:28:06] What is digital education services?

[1:28:10] Or D-E-S as you cool kids call it?

[1:28:13] So D-S is where is the department where most of the technology comes from?

[1:28:20] When it comes down to the tablets that you use in school to be online websites that you're using like G&S to not

[1:28:31] It's where all the magic happens to it. I love GG

[1:28:35] So what exactly is your job title? Are you presidents of digital education services?

[1:28:42] So my job title is information system specialist.

[1:28:49] I

[1:28:49] mobile device management, active directory portal, there's a lot of things that I do.

[1:28:55] Right! Right! So, like, I know what all of that means and everything.

[1:29:01] But could you break it down and explain it a bit to everyone else?

[1:29:06] My job is to make sure that the technology that touches the students' hands, as well as our staffs hands.

[1:30:19] Good

[1:30:24] evening and welcome to the Anaheim Elementary School District, November 8th, board meeting,

[1:30:29] I am A.E.S.D. Board President, Jackie Philbeck,

[1:30:32] and I call this meeting to order at 6.30 p.m.

[1:30:36] This meeting is being conducted in person

[1:30:38] and by means of live video broadcast

[1:30:41] on our Anaheim Elementary YouTube channel

[1:30:43] from members of the public.

[1:30:46] Spanish interpretation of the board meeting

[1:30:48] is available to attendees.

[1:30:50] Para espanol, Pueite,

[1:30:51] conectarse, portalefono, de la Siguiente, maniera,

[1:30:55] Jame, all trace, 0, 4, 5, 1, 2, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 1, 0, 0,

[1:31:08] 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0, 0.

[1:31:12] Let's begin with the flag salute.

[1:31:21] Hey, please stand everyone, put your right hand over your heart, ready to begin.

[1:31:26] I'm wed to lead us.

[1:31:52] Okay, our introductions in roll call.

[1:31:57] To my far right, board member Juan Alvarez.

[1:31:59] Good evening, everybody.

[1:32:00] Board member Mark Lopez.

[1:32:02] Good evening, everyone.

[1:32:03] Board member Dr. Palomagales.

[1:32:05] Good evening, everyone.

[1:32:06] Our board clerk, Ryan Rellis.

[1:32:08] Hello.

[1:32:09] I am your board president, Jackie Filbeck.

[1:32:11] To my left superintendent, Dr. Christopher Downing.

[1:32:15] Good evening, everyone.

[1:32:17] Next to him, Dr. Mary Grace, our assistant superintendent of educational services.

[1:32:21] Hello, everyone.

[1:32:23] Then, Dean Amelond, our assistant of Superintendent of Human Resources.

[1:32:27] Good evening.

[1:32:28] Jesse Chavaria, our assistant superintendent, Administrative Services.

[1:32:33] Good evening, everyone.

[1:32:34] Back over on my right, Belinda Gordillo, our communications coordinator.

[1:32:39] Good evening, everyone.

[1:32:40] Next to her, Yasinia Mancha, our Senior Administrative Assistant.

[1:32:44] Good evening.

[1:32:45] And in our back, in the back, we have our wonderful interpreters.

[1:32:49] Alina Avallar, Roche and Mary Magregal, and then back over to my far left, Janice Cato,

[1:32:58] our technical support technician, and in the back our media services, Brian Brooks, and Benjamin

[1:33:06] Hausman.

[1:33:09] There were no actions taken in close session, so may I have a motion please to adopt

[1:33:15] the agenda.

[1:33:16] So moved.

[1:33:18] Second.

[1:33:20] Discussion?

[1:33:22] All in favor?

[1:33:23] I hear that is unanimous.

[1:33:27] Excuse me.

[1:33:28] The special order of business, there is none.

[1:33:31] And now we're moving into our news and updates.

[1:33:34] Our parent leadership group updates.

[1:33:37] I believe we have one group update to be provided by PLI representatives.

[1:33:42] is Adriana Pluma and Rosacella Hescador.

[1:33:47] I hope I sent those correct.

[1:33:57] Good evening.

[1:33:59] My name is Adriana Pluma,

[1:34:00] and I am a fourth, actually five years PLI parent from Edison.

[1:34:07] So far, PLI has had three meetings with leadership

[1:34:11] training, from Shirley Diaz,

[1:34:15] where we learned about qualities of a good leader

[1:34:17] an important role as team members to work with other site PLI, team and other parent volunteers.

[1:34:25] Laura Houston provided deep in understanding of culture, training, and other PLI meeting yesterday,

[1:34:31] which is really nice. PLI has been supporting at school sites with facilitation of 10

[1:34:38] education essentials and school and district parent events. We took part of the Anahai

[1:34:45] At Himes Halloween Parade, and Dia de los Muertos, which both were full and rich

[1:34:52] of cultural for all of Latino community.

[1:34:56] Thank you so much for allowing us to do that too.

[1:35:00] We also promote district pair and opportunities and help recruit parents to attend this year's

[1:35:06] insight, the outdoor parent trip to Santiago Ops, where we had parent representation from all

[1:35:14] of our school site grades from TK to sixth grade. That was also an amazing, amazing trip.

[1:35:21] I was part of it and it was my first time. I didn't even know existed, though. Now, I have

[1:35:26] of the place to take my daughter. I have also been part of the PLI cohort of 20 PLI

[1:35:33] parent leaders that attended a five week training with Mrs. Jaceniana Varro to support her

[1:35:39] with launching intro sessions to Quentos familiares at school sites. Quentos familiares

[1:35:46] it's a family literacy program with bilingual books that establish a reading routine at home with

[1:35:53] that reflect the Latino culture. Those books are amazing too. I read up to my daughter and she

[1:36:00] loved every single one of them. So I can't wait to, you know, be with a parent and go over with them.

[1:36:07] We invite you to join us as we lounge. This series at Edison on November 30 at 1 o'clock PM.

[1:36:15] We also invite you to the Tuesday trainer of trainers training at Key on January 22nd and 23rd.

[1:36:23] where our new PLI parents will get training to help facilitate the six-week parent team partner workshops at their school sites.

[1:36:33] Thank you.

[1:36:37] Hi, good evening. My name is Jose Salapis Calone and I am a seventh year PLI parent.

[1:36:43] From Edison and I am also part of the LCAP parent representative.

[1:36:48] And at our last LCAP meeting, we discussed the importance of student attendance and looked at district and school data on how we can help and improve the student attendance.

[1:37:04] We looked at data there and afterwards we met after the LCAP we met with more PLI parents and see how we could support the district and improving attendance by leading

[1:37:17] activity at our PLI team met yesterday and we came with an engagement with

[1:37:25] PLI parents with an interactive activity where we saw the importance of being

[1:37:29] present and not miss out. So what we did was we first started with the

[1:37:34] dance and it was like a two step dance and then we had a break parents went out

[1:37:40] and the parents that stayed out we closed the doors right and the parents that

[1:37:43] in we talked them the third step and when break was over and the parents that stayed outside came

[1:37:51] back in they were lost right because they didn't know that third step which to us was trying to

[1:37:58] teach them the importance of not having the kids mid school because they missed one important step

[1:38:06] into that education.

[1:38:11] We also showed them the importance of missing two days a month is already a lot.

[1:38:18] Two days a month might not mean a lot to parents, but it's a lot to the education

[1:38:23] of our students, because they can miss so much in two days.

[1:38:28] Not counting our six days, so to us, PLI parents and our team, it was very important to

[1:38:34] our parents, the importance of not missing school. We guided each PLI team from our school

[1:38:40] sets to support informing other parents and the importance of attendance. And we think of ways

[1:38:45] that can increase awareness and support the site with the campaigns. So PLI will start a

[1:38:50] campaign at their school site and see how we can help our school sites with the attendance for

[1:38:57] for a school. Thank you.

[1:39:07] Thank you. There are no association updates this evening. So we'll

[1:39:13] move into our district news and updates with Belinda Guardio, our communications coordinator

[1:39:19] and show present the district news and updates for this evening.

[1:39:26] Good evening everyone. Good evening,

[1:39:28] board members. Dr. Downing Cabinet and community. My name is Belinda Guardio and it's a pleasure

[1:39:34] for me to share the news and updates for the past month.

[1:39:39] So during the week of October 9th,

[1:39:43] as many of you know, it was career week

[1:39:45] and AESD held a variety of activities

[1:39:49] to help encourage kids and help them

[1:39:52] think about their futures.

[1:39:54] During this week, students wore college shirts.

[1:39:57] They dressed up in their future career attire.

[1:40:00] And they received exposure from so many different professions. So it was really an amazing week and an incredible opportunity for AESD students.

[1:40:13] On October 12th, the Kemper Foundation visited Mrs. Medina's kindergarten, D.L.I. class, and this was at Loweira Elementary School, and they provided an amazing generous grant to them.

[1:40:26] and all of their kindergarten students there received backpacks, supplies, and some nice treats.

[1:40:33] So we want to thank the Kemper Foundation for their support of dual-language programs in schools.

[1:40:43] On October 14, Council Member Leone and Park Commissioner hosted a cleanup and beautiful

[1:40:52] day at Starter Park and we had a lot of our community members participate so it was a

[1:40:59] really great opportunity to not only for the environment for the well-being of our

[1:41:06] community as a whole and then on October 19 AST successfully conducted the great

[1:41:15] shakeout event across all of our schools.

[1:41:19] This annual event serves as a platform for educating students and school communities about earthquake safety.

[1:41:27] So it's very important for students to practice these measures and staff as well,

[1:41:34] just to be prepared just in case in overall it builds confidence for us to know how to prepare for any kind of emergency.

[1:41:43] And then on October 20th, AESD held hosted the event for Carlos Leone's Trunker Treat.

[1:41:53] It was kind of a last-minute request, but our online academy as well as our Anahempsix

[1:41:58] Seats program, were able to help them and host the Trunker Treat and we had a variety of

[1:42:06] students and community members come and support this wonderful event.

[1:42:09] And then October 23rd through the 31st was Red Ribbon Week and students participated in a variety of activities on a daily basis.

[1:42:22] We had a lot of support from our PTAs, our moms and our PLI parents as well.

[1:42:28] And this was an important initiative because it raises awareness about the dangers of drug and alcohol.

[1:42:34] So students were able to learn about how to lead a drug free and responsible life so that's a very important week for us.

[1:42:45] And then October 25th we had a resource fair and festival at Gower.

[1:42:53] And this was a great event that many community members supported from the Anaheim fire to Anaheim utilities

[1:43:03] and as well as council member Jose Diaz.

[1:43:07] So the event brought together a wide variety of activities

[1:43:11] and resources to our community.

[1:43:14] Our families received just so many different resources

[1:43:19] including free haircuts.

[1:43:21] There's a little boy at the bottom that I took as picture.

[1:43:23] It was his first haircut ever.

[1:43:26] And he was one year old and as mom said,

[1:43:28] hey, I'm going to take advantage of this.

[1:43:30] So it was a great opportunity and a great time for all.

[1:43:35] And you did hear previously, we did host a parent field trip, along with the collaboration

[1:43:41] of inside the outdoors for our families, and we had nearly 60 parents attend.

[1:43:47] It was, you know, just a great way to deepen the understanding of what the field trips are

[1:43:53] like for AESD students, and it was a great opportunity for our families, and you could see

[1:43:58] We had parents, they even took the bus there, and when they got there, they were greeted

[1:44:02] by Dr. Downing and our staff, and it was just a great morning and opportunity for all.

[1:44:11] Okay, and then on October 28th, we had our Anaheim parade.

[1:44:15] This was a hundredth year for the City of Anaheim.

[1:44:17] We had all of our board members, all of our cabinet members.

[1:44:22] I mean, a total of 700 AESD community members attend.

[1:44:27] And out of them, there was 200 student band members and you'll see them in the picture right there.

[1:44:33] It was just a really great community event and we had just a great representation this year.

[1:44:42] I was excited to be part of that one as well.

[1:44:45] Okay, November 1st is, you know, we didn't have school for the kids that meant a free day after Halloween.

[1:44:50] And for us, it meant a really just a great way to get together as a team.

[1:45:00] You know, participate in different activities during the day with our teams, whether it was goal setting or reading a book together or just team building activities.

[1:45:11] So, you know, at ASD, we believe that when we invest in the growth of our staff, we ultimately invest in the success and well-being of our students. So this was a really important day for us.

[1:45:22] On November 3rd, we had AESD Mariatchi students perform at UCI.

[1:45:29] It was really an incredible event.

[1:45:33] We were invited by the Drake Foundation,

[1:45:36] and we are very thankful to Mr. Kaffrey, Mr. Villanoiva,

[1:45:40] and Mr. Anderson for preparing and teaching our students,

[1:45:44] and for their continued support and letting us showcase these wonderful students.

[1:45:50] And then last but not least, last Friday we had day of the day or the year of the Marito

[1:45:56] Savannah pierced them apart and we had so many parents put together these beautiful

[1:46:02] altars, part of the PTA, part of the PLI, and I was able to go and attend and I just saw

[1:46:09] so many different schools represented there and it was just so much hard work to create

[1:46:13] these beautiful alters and celebration

[1:46:15] of this church tradition.

[1:46:19] So thank you to the Anahem Community Services

[1:46:21] for allowing us to be part of this event.

[1:46:23] And then our Anahem succeeds program by Lyphor Codico

[1:46:27] also performed.

[1:46:29] So it was a great event for all.

[1:46:32] And then last but not least, Mr. Lopez.

[1:46:34] We have a slide there for you.

[1:46:37] And everyone, this is the list of some of our upcoming events.

[1:46:41] Of course, we're going to add to those,

[1:46:42] So for now, this is what we have on our calendar, and we invite you to join us.

[1:46:49] And this concludes my presentation.

[1:46:51] Does anybody have any questions?

[1:46:57] Thank you very much.

[1:46:59] Lots of good stuff going on.

[1:47:01] And we sure appreciate you, where we're so glad you're here.

[1:47:06] Okay, let's see.

[1:47:09] Well, the next portion is, we're going into our public speakers, and I, our public speaking

[1:47:15] portion and I do have some. You have three minutes and Mr.

[1:47:20] Rellis will hold up the yellow card when it's 30 seconds, right? 30 seconds and then

[1:47:25] when you see the red, your time has finished. So I'd like to first call up, is it Damian,

[1:47:33] Garcia, Monroe? Please, sir, come up to the microphone and welcome.

[1:47:41] So

[1:47:46] I want to speak first, but you can stay next to me.

[1:47:52] Hello, board members, President board members, Bill Beck.

[1:47:59] So bring tendons and staff and guests.

[1:48:02] My name is Demi and Garcia Monroe.

[1:48:04] I'm here with a parent.

[1:48:05] I wanted to introduce myself first though.

[1:48:08] Store behind me, 12 year Army veteran, always had a great respect for the rights of our citizens

[1:48:19] in our country, when I got out in the community, Dr. McCellas knows, you know, I've been

[1:48:27] very active in the community, I founded Lulaq in Garden Grove, which is one of the most

[1:48:33] active chapters of West of the Mississippi.

[1:48:36] So I've been in civil rights for a long time until at issues with my school district.

[1:48:42] I'm not this one, Garden Grove, and at first I was an angry parent.

[1:48:47] I was really frustrated.

[1:48:48] I couldn't believe how my child's rights could be, you know, afforded, and from that

[1:48:57] I became an angry advocate, but with time I realized, you know, I did observations, I did

[1:49:06] people and I realized the people in schools for the most part I mean there's

[1:49:11] going to be apples everywhere I'm also a nurse and I can tell you there's bad

[1:49:14] nurses you know there's bad apples everywhere but for the most part you're

[1:49:18] teachers your teacher aids they're a festival they're pretty amazing people you

[1:49:22] know people are trying to do incredible things I know some of your board members

[1:49:28] amazing people and so we're just here teaching my parent how to advocate for

[1:49:34] myself. I'm literally just trying to, you know, get myself out of the job. So that parents

[1:49:40] don't need us, but my job is really, you know, I work with a district's now in a much

[1:49:46] different widening column and self-enabiquant anymore. I'm a coach. I coach parents to help

[1:49:51] bridge the gaps. And I'm just here to remind you that while some attorneys and some

[1:50:00] That you might have to go in the rural low so that you can barter down to a reasonable settlement for that student, right? Parents, they don't know that game, you know, parents, they just want what their child needs.

[1:50:15] That's all they care about. Parents aren't there for playing games and so forth and so you have some awesome leadership and I'm sure they pick some great superintendents.

[1:50:24] So, please, I ask you to let people know that, hey, it's okay to take care of the students that belong to you, the parents of your district.

[1:50:34] Thank you so much, and pleasure talking with you.

[1:50:40] Thank you, and then my next, in my saying, this correctly, constantly.

[1:50:47] Thia, is that you, ma'am? Okay.

[1:50:50] Your, your own?

[1:51:00] Dear Anna, hi.

[1:51:06] Dear Anna, I am elementary district board member, Superintendent.

[1:51:11] I am a parent of my child with special needs.

[1:51:15] I will come to understand the word through my son's eye.

[1:51:21] Me two years ago, I believe he could only use one button.

[1:51:25] Today, he used a mental, a mental, a mental, an alternative to communicate this and the way

[1:51:31] with many but tend to expect he's one and need.

[1:51:36] He grow, show, incredible potential for why he will

[1:51:41] willing to give him support and need.

[1:51:44] The word,

[1:51:46] China Lee, to support he, you need need.

[1:51:50] And I know your teacher and teacher eight and therapy due to

[1:51:55] when my son began a 10-school everyone

[1:51:58] collaborate closely with me on his individualized education program IEP.

[1:52:06] I individualized trust in two school systems.

[1:52:09] However, one I signed the document at the previous school district.

[1:52:13] I would rely to my son's services.

[1:52:18] It didn't realize.

[1:52:21] It didn't realize.

[1:52:23] My son's services were being reduced.

[1:52:26] uses.

[1:52:30] The action, this appointed me, and string the trust of my son, IEP team, and

[1:52:37] only after I obtained an educational advocate was served restored.

[1:52:43] Permanent one, unusual respect and trust at IEP.

[1:52:49] We must work on appropriately, and business, educational goal, and our area and need.

[1:53:06] And we should then need, I would get our attending to get it.

[1:53:10] This year at Anaheim Elementary 3 School District and my son, IEP, it was recommended to redo occupation

[1:53:20] of therapy and remove physical therapy with all the evidence.

[1:53:27] Evident of my son, progress in PT or OT.

[1:53:31] in process or area and when into a therapy is then not likely to recommend to reduce

[1:53:43] in service. In recommendation, reduce service must become a progress of the top down

[1:53:54] low special education costs. The teacher and the database need to know it is okay to provide reasonable and

[1:54:06] adequate support advice.

[1:54:11] To meet the need of the child with an IEP, this message must be

[1:54:15] come from you and the board and the support intent and the special education director. Thank you for

[1:54:21] to attend this matter.

[1:54:25] Thank you.

[1:54:26] Thank you very much.

[1:54:31] All right.

[1:54:32] Our next person is Kathy Hart.

[1:54:36] Kathleen Hart.

[1:54:55] Good evening.

[1:54:56] I'm a retired LMA for Ponderosa, one of the largest schools.

[1:55:04] On Wednesday, October 18, the LMAs had a meeting where they requested a question and an answer period to go over some issues with the change in their funding and the new book order of 2000 books.

[1:55:16] The questions revolved around what they had been told about how their funding of the position had changed and the issues with the book order.

[1:55:25] They and CSEA Chapter 54 had been previously assured that the budget change would not affect their workload and that this was just a change in funding.

[1:55:35] The issues with the ordering of the books was more complicated and revolved around how the ordering was assigned and the companies that were used for this order.

[1:55:43] Other LMAs will speak about these issues.

[1:55:46] The LMAs thought they were meeting with the administrator and they would be given time to ask questions, instead they were ambushed.

[1:55:54] At least that was the way they felt when they were greeted by not only the administrator but the director of classified HR and the superintendent of the district.

[1:56:04] The superintendent proceeded to tell them that they were fortunate to have a full-time position as most districts only have part-time librarians,

[1:56:12] and that the change in funding meant they would need to be available to assist with the ELOP duties.

[1:56:18] He further stated most districts were looking at ways to avoid layoffs.

[1:56:23] This was why they were offering the retirement golden handshake

[1:56:27] and that the district is fighting hard to keep the LMA position.

[1:56:32] However, the LMA did not feel valued, they felt their jobs were threatened.

[1:56:38] I was appalled.

[1:56:38] I have always felt that the district had no idea what LMAs do, but I thought they understood

[1:56:44] we perform an invaluable service to our students and the reading program.

[1:56:50] LMAs are the backbone of a sound reading program and put books into the hands of our children

[1:56:57] every single day.

[1:57:00] Do you know how often I've had an administrator, observed by position, once, in almost 19 years, for two hours?

[1:57:11] After about 90 minutes of me explaining what we do, her eyes glazed over and she excused herself, never to return.

[1:57:18] So the LEDs are here to explain what they do on a daily basis, and what happened to this special order of 2,000 books.

[1:57:24] the next librarian we'll talk about the work load. Thank you.

[1:57:30] Okay, so the next one up would be, well

[1:57:33] These might not be oh, okay. It is is it Osmar?

[1:57:38] Osmar. Osmar? Yes, Osmar.

[1:57:40] Osmar. Osmar. Osmar. Osmar. Yes. Welcome. Thank you.

[1:57:46] Good evening everybody. Good evening board members who pretend it. When I started this one as much as my name as Osmar.

[1:57:51] Adios and I work at Betsy Ross and we have a student population of about 900 students now at

[1:57:56] school from an enrollment from anywhere from 431 to 885 students including kindergarten through

[1:58:02] six including STC preschool and TK we see just about every single student each week. Every child

[1:58:10] usually gets two books and that means we check out anywhere from 800 to 1,770 books a week.

[1:58:16] When a book is checked in we must separate them by type, easy, fiction, and nonfiction. Then we sort

[1:58:23] each book by author or duly decimal number and place them on the appropriate library shelf so

[1:58:28] the next student can find them.

[1:58:30] This must be done every single day after every other class or so, otherwise we run out

[1:58:35] of room on the carts and run out of time to get the books back on the shelves.

[1:58:40] When we were classified 20 years ago, we negotiated a maximum of 8 classes a day.

[1:58:46] 8 classes of 25 students is 200 students a day.

[1:58:49] But, we also have opening our sessions that can see the same level of activity as a regular class.

[1:58:56] For first grade at a small school, that can mean two classes of 25 or 100 books, but a largest school can mean

[1:59:04] four to five classes of 25 and up to 200 books.

[1:59:08] And that is a total, that total is added to the regular workload that we have throughout the week.

[1:59:15] In addition to 150 to 250 books throughout the week.

[1:59:19] Furthermore, LMAs have repeatedly requested training and classroom management. My school has

[1:59:24] the largest special education population, but I have not received any training on how

[1:59:29] to effectively work with these classes or what type of books they require. We have asked

[1:59:33] multiple times for specialized training with our SDC students, but none has been allotted.

[1:59:39] Request for more classroom management training have been ignored, making it difficult for us

[1:59:43] to work effectively on large groups, especially those LMAs with no prior training.

[1:59:47] We must depend on teachers for assistance.

[1:59:51] Also, often, teachers treat the library as a break, which leaves us at a disadvantage.

[1:59:57] But even with teacher assistance, there is no...

[2:00:00] Social assistance during Open AR. It's just us, or even when a class has a substitute. This makes us vulnerable to

[2:00:06] losing control for chaos to ensue in our libraries. At the beginning of each school year, student records must

[2:00:12] be imported into the Destiny program, a new class lists and library cards must be created. If a new student

[2:00:18] or teacher is hired, they must be added to the system. If a book is lost or damaged, it must be removed from

[2:00:25] library system. Our schedules must be created and teachers must choose their time slot.

[2:00:29] At the end of the school year, we must make sure each book is returned, repaired, or deleted,

[2:00:33] and if deleted, they must be disposed of in a specific matter. But we are also responsible for ordering

[2:00:38] new books, making sure the mark records are imported into the Destiny system. We also attach

[2:00:43] fine labels for AR accelerated reader. If the book company does not provide it, the AR Quiz Label must

[2:00:49] be printed and attached along with clear label protector covers to protect our labels.

[2:00:55] As you can tell, librarians are in charge of a narrative of tasks, however, these are only a few struggles with deal with every single day.

[2:01:03] My colleagues will take a closer look into some of the other challenges that we face as a group.

[2:01:07] Thank you.

[2:01:11] Up next, welcome Linda Sandoval.

[2:01:14] Thank you so much.

[2:01:16] Good evening, my name is Linda Sandoval. I work at Orange Grove School with 605 students.

[2:01:23] Elimates are responsible for book displays, bulletin boards, library setup, reading stories and library organization.

[2:01:31] We're also responsible for reading incentives, reading of old or damaged materials, record keeping, and law-spook notifications.

[2:01:40] If the Elimates has a background in public libraries, then they at least understand and probably use the software similar to ours.

[2:01:47] But if they don't, they're expected to learn this very complicated system during one week of training.

[2:01:54] Currently, anyone with a high school diploma or some college classes can apply for the job.

[2:02:01] Reading a book to our students is both a joy and a strain on our voice.

[2:02:06] Reading a loud is an art, and the average book takes about 15 minutes to read expressively.

[2:02:12] If you read expressively for more than three or four classes the day, you will strain your

[2:02:17] voice and could end up with Laren Chitis.

[2:02:20] Since there are only a limited number of substitutes, the library will be closed for however

[2:02:25] long the librarian is out.

[2:02:27] This is one reason why we need to plan our schedules carefully.

[2:02:32] Upper grades are choosing chapter books, and this takes much more time to find a book to

[2:02:37] their liking.

[2:02:38] Librarians like to encourage our students to read the first page of a chapter book to see if the story captures their interest.

[2:02:45] If a student doesn't spend the time to read the first page, then they're most likely to, as we in the business say, take a book for a walk.

[2:02:54] What they don't read, they can't take a quiz on and that defeats the purpose of AR and library visits.

[2:03:01] When new books are ordered, they must be researched online to see if they're a good fit for our students.

[2:03:06] They must be engaging, appropriate for our grade levels, include books for the DLI program and be included in the accelerated reader program.

[2:03:17] We have a limited budget and book prices keep rising so that limits how much we can buy.

[2:03:22] They must be ordered from companies that understand school libraries and be able to stand up to the abuse of being checked out every week.

[2:03:31] The company's must be able to send us the mark records that are required to input the books into our destiny data program.

[2:03:40] If there's a fire drill, special assembly, librarian absence, special meeting or after school program that uses the library,

[2:03:47] classes must be rescheduled or eliminated. Since most of administration doesn't consider the library in scheduling,

[2:03:55] most LMAs are not notified until the day of the meeting.

[2:03:59] This happens all the time, which makes it impossible for LMAs to plan ahead for changes to the schedule.

[2:04:06] This annoys the teachers and administrators, but how is the LMA supposed to plan when the library schedule is never considered?

[2:04:15] The next librarian will talk about the special order of 2,000 books for each library.

[2:04:20] Thank you.

[2:04:23] And that next librarian should be Darlene Espinoza, correct?

[2:04:28] Correct.

[2:04:29] Thank you.

[2:04:30] Hey, good evening.

[2:04:31] My name is Darlene Espinoza, and I have worked at Lincoln School for 24 years with a current enrollment

[2:04:37] of 777 students.

[2:04:41] Most special assignments are negotiated to use them employees by seniority.

[2:04:46] Because the Norte was ignored, the senior librarians expertise and experience was not utilized and the extra work was assigned to other LMAs.

[2:04:56] The union was notified and demanded restitution.

[2:05:00] Senior LMAs were then also paid for the time they should have received. Several issues evolved from this order, as the expertise, necessary for such a large order was ignored.

[2:05:11] Duplicates of books already on the shelves were ordered again and over 400 books do not have AR quizzes. The two companies ordered from unfamiliar with our ordering process and the requirements necessary for labeling were ignored or incomplete.

[2:05:27] The Mark Records for Destiny were also incomplete.

[2:05:31] This meant 2000 books needed.

[2:05:33] The data to be entered by hand,

[2:05:35] Labelene had to be reprinted and attached to the books.

[2:05:39] Some books needed new barcodes altogether.

[2:05:41] Librarians were offered three days to relabel

[2:05:43] and add the books to inventory.

[2:05:46] Each book takes five minutes to input the missing data,

[2:05:49] print and attach all three labels,

[2:05:51] and then cover the labels with a clear protective label.

[2:05:53] That means 2,000 books, times 5 minutes, each is 10,000 minutes, divided by 60 minutes, it's

[2:06:02] 167 hours, and we were given 3 days.

[2:06:07] Elemates were told to order shelving.

[2:06:09] We were told to turn in our requests, but several of the Elemates were skipped.

[2:06:13] Or missed the email, and no one checked to see who hadn't turned in their request.

[2:06:18] But worse than that, no one assisted them in the specifications for shelving.

[2:06:22] LMAs were told to research their current shelving but given no time to weed or organized current shelving

[2:06:28] Determined if extra shelving was available. Shelling for library books is specific. The shelves must be a particular height and width

[2:06:35] To accommodate both then easy books thicker chapter books and nonfiction books. Each shelf can hold a between 50 to 70 books depending on the bookcase

[2:06:44] 2000 books divided by 65 books a shelf is 30 shelves 30 shelves divided by

[2:06:51] 30 shells by 4 shells per bookcase is 7.5 or 8 bookcases. Unfortunately most LMAs ordered

[2:06:58] 4, a couple ordered 10. No one checked each of the libraries to see if we could accommodate

[2:07:04] an additional 8 bookcases. This means the LMA will need to figure out if the current library

[2:07:09] floor plan needs to be changed and if so, how the changes will be managed. This is a very simple

[2:07:16] snapshot of what the LMA is responsible for.

[2:07:19] It is appalling, disappointing, and heartbreaking

[2:07:22] that we are treated so unfairly,

[2:07:24] and that administration lacks the understanding

[2:07:26] of how valuable we are to education of our children.

[2:07:30] Administration needs to do better.

[2:07:38] Thank you.

[2:07:39] Next up, I have Guadalupe, Rivera.

[2:07:45] Good evening, A-A-E-S-D school board members.

[2:07:48] My name is Guadalupe, I am the librarian at Asyn School

[2:07:51] with the student population of 829.

[2:07:54] As of November 8, including in-use circulations, I have circulated 18,484 books for the current

[2:08:00] school year.

[2:08:01] This means in addition to shelving these 18,484 books, they were cleaned and repaired

[2:08:07] and are processed for this school year.

[2:08:09] I began as a full-time-allimate 20 years ago at Franklin School under Administrator,

[2:08:13] Jan Grapp.

[2:08:15] When she retired, she said I was a principal's dream librarian.

[2:08:18] I worked diligently to the benefit of our students, staff, and community.

[2:08:22] However, not to the benefit of my own family.

[2:08:26] I spent countless days year after year,

[2:08:28] toilet and away, after hours at book repairs, book orders,

[2:08:32] book requests from staff and any other duties.

[2:08:34] I didn't have time to finish during my fast-paced eight-hour workday.

[2:08:38] I wasn't afforded the time.

[2:08:40] I most definitely wasn't afforded any extra personnel

[2:08:42] to help with the workload.

[2:08:44] There were many times I did not see the youngest of my four children

[2:08:47] because I left for work so early in the morning,

[2:08:49] while he was sleeping and came home as he was already

[2:08:52] and bet. Also at the time, my husband was ill with renal failure. And yet, in my due diligence,

[2:08:58] I felt the need to get worked done today that I felt couldn't wait until tomorrow. People

[2:09:02] say the work will be there. That's exactly what I was afraid of. What is not done today will

[2:09:07] be there tomorrow in addition to tomorrow's workload, causing what's known as a snowball effect.

[2:09:12] Because we work alone and unsupervised outside of class visits, our workload is not valued in

[2:09:17] respect as other classified positions. It takes a diligent, caring person with integrity

[2:09:22] and a hard work ethic to do our labor intensive job, especially with little direction or

[2:09:27] no additional support. Now, what kind of a librarian would I be without a book quote or quote by

[2:09:33] an author? Robert Lewis Stevenson, best known for the classic treasure island in Dr. Jackal and

[2:09:38] Mr. Hyde, one said, don't judge each day by the harvest you reap, but the seeds that you plant.

[2:09:44] As librarians, we are passionate about what we do.

[2:09:47] The diverse library collections we build are done with the aspiration to intentionally inspire our students.

[2:09:53] Countless hours are spent.

[2:09:55] Building collections that allow our students to connect and identify with literary works.

[2:10:00] Accounting of better understanding of themselves in the world around them. They learn to believe in themselves, build character, persevere through adversity, empathize, and allow themselves to hope and dream of endless possibilities. In addition, the multicultural books in our libraries reflect our student's diversity, always reminding them of the safe space created for them, and ensuring all are welcome. When former students are in their third or fourth year of college, we know the harvest will soon come. And we rest while knowing our efforts have been fruitful.

[2:10:30] them. We are planting seeds every day. Thank you.

[2:10:37] Thank you. And I believe my last speaker is Marty

[2:10:40] Strother.

[2:10:44] Welcome. Thank you. Hello everyone. My name is Marty Strother and I am the LMAE at Roosevelt

[2:10:51] Elementary. I'm here to give to give my voice to what I feel it is injustices to the compensation we

[2:10:58] receive as LMA in contrast to the work we do. Our libraries, inner libraries, there is an atmosphere of love, attention, care, respect that we create every single day for our students when we walk through our doors. The learning experience in our libraries is high. It's detailed and is well coordinated for every class and every student.

[2:11:25] I hear all the time how other LMAs go beyond their break, lunch and after school hours to complete their work and be ready every single day.

[2:11:34] I have never worked with a group such like this that completes its searches and shares ideas for the growth of all of our schools.

[2:11:44] Our job include ordering books, reading all books, books from our collection,

[2:11:51] labeling books, preparing for holidays, and or special spare days.

[2:11:57] Updating boards, updating accounts, verifying book returns and searching for specific titles.

[2:12:03] When the youngest class is walk in, we must be ready to entertain or even more.

[2:12:09] Play an instrument like it has been suggested to us.

[2:12:12] We do felt stories, time or puppet shows, all paid from our money, we encourage students

[2:12:21] by updating our library so it's an exciting place for them to visit.

[2:12:27] We engage them in reading through different platforms and we consistently uplift them

[2:12:34] when we see that their reading goals are low.

[2:12:37] We also keep track of student ID cards and or notices for late or lost books.

[2:12:44] When a book order arrives, we update the mark records for those books and match our order

[2:12:49] against what was received.

[2:12:51] Whenever the Anaheim Public Library has events or holiday related special days, we are always

[2:12:57] encouraged to share this information.

[2:12:59] And also we're part of committees at our schools pushing us side already a packed full day.

[2:13:08] We help students check in and out books of course.

[2:13:11] We keep our libraries organized by shelving return books daily.

[2:13:15] We also help SEC students who require a different approach in order to maximize their time in the library.

[2:13:24] Our libraries are places used by everyone with different and very unique needs, taking care of an entire library for our students and staff is not easy, but we do it with 100% love and passion for learning.

[2:13:43] Thank you.

[2:13:49] Thank you to all our speakers.

[2:13:51] I believe that concludes this portion of public speaking.

[2:13:56] So we will move on to our Superintendent's report and the first update will be on our expanded

[2:14:03] learning opportunities program with Dr. Downing, our Superintendent and Dr. Yadira Moreno,

[2:14:10] who is our Director of School of Family and Community Engagement.

[2:14:23] Good evening board members and a high in community.

[2:14:25] This evening, we'd like to give you an update on expanded learning opportunities program.

[2:14:31] As you're aware last month, we had an update from the YMCA.

[2:14:35] So we wanted to follow up with information about the Anaheim elementary succeeds program.

[2:14:42] So this first graphic shows you the vision of state superintendent, Thurmin, as well as Governor Newsom.

[2:14:50] And it's a wheel, and this wheel symbolizes the intent for our schools, our schools are a community hub.

[2:15:00] And resources that our students and our families can participate in and benefit from. You'll see on this

[2:15:10] We'll universal, pre-Kina Garden, community schools, professional learning, anti-biose education.

[2:15:20] We have health programs, expanded learning, and universal meals.

[2:15:27] So in AESD, as you are aware, we already have CDE approval for eight of our community schools.

[2:15:37] And certainly this evening we're going to share some great updates about our expanded learning program.

[2:15:46] This is a summary of the funding that's provided to support expanded learning in California.

[2:15:53] So you'll see that there are different types of funding provided to districts.

[2:15:58] This evening, we're going to focus on the state funded programs specifically the after-school education and safety program or ASUS as well as expanded learning opportunities program or ELOP.

[2:16:13] ELOP was the result of assembly bill AB 130 funding and it was later amended to become AB 181.

[2:16:24] So, at this time, I'm going to ask Dr. Yadira Marino to take us through an overview and share

[2:16:31] a little bit about the Anaheim Elementary Sexy program, Dr. Marino.

[2:16:38] Good evening, Cabinet, and board members.

[2:16:42] So, expanded learning, the definition is really before after school, summer, and intercession

[2:16:50] days.

[2:16:51] So we'll talk a little bit more about that, but we really want to focus on academic, social, emotional, and the physical needs and interest of our students through engaging learning experiences.

[2:17:03] One of the most important parts of the legislation that we discuss a lot is that it will involve community partners because it's such a large undertaking.

[2:17:11] and we wanted to complement our day program, but not replicate it. So again, in keeping our students after school, we want to ensure that it's not the same thing they're doing the six hours during the day.

[2:17:27] So with our ACEs program, the after school safety and education grant, what we want to ensure is that this was a voter approved in 2002,

[2:17:39] and it has expanded and been renamed to be foreign after school learning and

[2:17:43] say it has been renamed. But the ACEs program funds really what it does is

[2:17:48] also a focus on literacy and academic enrichment for TK through ninth. So you

[2:17:54] do see ACEs funding in our junior high schools as well. Funding is designated

[2:17:59] kind of through the same lunches e-law to maintain existing before and after

[2:18:05] programs and to provide eligibility to the elementary schools.

[2:18:12] The program intent is really driven by California Education Code 46120 that LEA's offer

[2:18:19] the unduplicated students in our classroom, the instructional programs and access to comprehensive

[2:18:26] and intercession dates to RTK through six-grade students.

[2:18:32] The program requirements for ELOP is our nine-hour days, which we very proudly serve our students, above and beyond the nine-hour requirement, typically it's 11 and a half-hour day that we're serving our kids from 6.30 to 6 o'clock PM, and offer at least 30 non-school days, which we also supersede that by 31 that we have planned.

[2:19:02] for and also the intercession, the beyond intercession days that we offer in July.

[2:19:12] With our LEA, we want to ensure that the program is offered to all our students, because

[2:19:21] our district is 75% or above the UPP, so all our students have access to this programming.

[2:19:29] So our Anaheim elementary school students in a TK through six grades a setting can stay with us for the 12 hours a day.

[2:19:40] So our Anaheim elementary succeeds current enrollment is 9,505 students.

[2:19:47] That is 67% of our student of our current student population.

[2:19:52] And our last update, which was around May, you saw our highest enrollment, which was 75% of our...

[2:20:00] Our student enrollment. We currently have 1900's about 1900's students in our Anaheim Achieve's program, which they are our ACEs provider, and our Anaheim elementary succeeds, which is our ELOT funding, is 7,577.

[2:20:17] How we ensure non-replication of during the day is we use our program goal of goals, which

[2:20:27] is student voice and leadership, so show your emotional learning, academic support and

[2:20:32] esteem, artisteem branding, which is our science technology engineering, arts, math, and

[2:20:39] our dual language program all centered on equity.

[2:20:44] So what you see is just little snapshots of what enrichment we are offering our students before and after school.

[2:20:54] The beauty of this again is that it provides opportunities for our students within their schools,

[2:21:01] which is a very safe and awesome place to stay, either to arrive earlier or stay after school.

[2:21:07] So we have our culturally relevant assemblies.

[2:21:11] We have our sports teams that have taken off.

[2:21:14] Soccer will be across 23 school sites this year.

[2:21:18] Our speech and debate where we have 13 competitive sites

[2:21:22] competing in national tournaments.

[2:21:26] Our Madhya Chi program, which you saw during our board,

[2:21:30] news, board and updates by Belinda,

[2:21:32] that she also highlighted the stage

[2:21:35] that they've been able to achieve, and the visual arts component that goes beyond various projects

[2:21:44] and site-based specific, and are by Lyphorclodico Group that currently has about 150 dancers

[2:21:50] in our first session.

[2:21:53] Something super exciting and again contributes to that goal of transforming

[2:21:59] schools and really looking at adding our supports differently in our in our schools is

[2:22:09] the school nurses that have joined our ELOT program. So you can see that at nine of our

[2:22:16] community school sites, we now now have LVNs from 2 to 6 p.m. And this has been a

[2:22:29] freees up staff from little bumps and bruises that happen because again it's after school and

[2:22:35] everything that happens during the day happens after school and one of the best things that

[2:22:40] we've also been able to add is like an after school nurse coordinator that works directly with

[2:22:46] our no-sut during the day. They collaborate and ensure that the students health needs are communicated

[2:22:54] and we're able to serve them after school.

[2:22:59] So it has been a wonderful addition.

[2:23:03] These past two, three weeks.

[2:23:05] And we're also looking again,

[2:23:06] big picture thinking and transforming our community schools.

[2:23:10] Eventually, they start supporting our families in a creative way

[2:23:13] through the collaboration of our big picture planning of community schools development.

[2:23:20] Our Anaheim Elementary Six Seeds Program currently has two ELOP administrators, 24 leadership assistants,

[2:23:29] who are responsible for the site programming at their specific school site.

[2:23:35] 19 service providers and we have morning programs at every school site and afternoon programs at every school site.

[2:23:48] And again, our online academy scholars have access to programming at any school that is convenient to them, not necessarily their home school.

[2:24:00] So as we transition and continuing to build and have conversations for our one comprehensive program,

[2:24:06] Our ELOAP and ACEIS timeline are work has begun now two and a half years ago.

[2:24:12] One of the first conversations that we had was to ensure that through ACEIS, we changed

[2:24:19] the program guide for parents to be able to pick up their child at whatever time they

[2:24:24] deemed necessary.

[2:24:25] One of the big misconceptions that we had is that ACEIS, you had to keep the child here

[2:24:32] 6 p.m. And so through conversations and educations and supports, we learned that we're able

[2:24:40] to change that. So we worked closely together with the Anaheim achieves our ACEs provider to change

[2:24:48] the language to what is the best interest of their child, again ensuring that the parent knows

[2:24:52] what is best for their child, of when they need to be picked up. And then we transitioned after

[2:24:58] that in November.

[2:25:01] Of 2022, if you remember our first year last year, we had our schools open to 415, 430, or 445. So we built kind of a transition into our ASUS provider, where our scholars that were, once they were dismissed if they needed programming until 6pm, they could still continue regardless, there wouldn't be a wait list, and it would be a seamless transition until 6pm.

[2:25:26] At the beginning of this year, we continued with that process, but knowing that our community

[2:25:32] schools now offer programming from 636, we wanted to make sure that our non-community

[2:25:40] schools will still have access for the students that needed to stay there a little later.

[2:25:47] So we insured that continual transition and we were able to reduce the pickups at many of the

[2:25:54] sites. In October, which is just a couple weeks ago, we started our federal program monitoring

[2:26:01] audit, and I'd like to welcome Mr. Fred Bugs, who is our educational consultant from the California

[2:26:10] Department of Ed, who has been helping us learn and grow a one-comprehensive program in

[2:26:18] on a high elementary and we currently this week are have been visiting our school sites and

[2:26:25] looking at it through the different lens to ensure not only that we are compliant but most

[2:26:30] importantly offering our families a quality program that extends beyond the expectations and

[2:26:36] really meets the needs of our community. So with that we do plan on submitting our ACE's grant

[2:26:42] application that will be due tomorrow, November 9th.

[2:26:46] So we're excited about that.

[2:26:48] Our collaboration continues with our ACEs provider,

[2:26:52] which is a YMCA and some of the information

[2:26:56] that we do as we continue are weekly meetings

[2:26:59] to ensure that currently we work together

[2:27:03] so that all students needs our met before and after school.

[2:27:08] So, our service providers has grown to 19, which is exciting and offers a variety, again,

[2:27:18] everything, all the services that we offer do not duplicate the data program, but our

[2:27:24] under our program goals, which is student voice and student leadership, our social and emotional

[2:27:29] learning, academic, the development of academic needs and our esteemed branding.

[2:27:33] So, from tutoring, to mentoring, to physical fitness, to care for our youngest learners,

[2:27:42] RTKK scholars, have a specialized program for their development and enrichment, such

[2:27:49] as DiscoveryCube for Science, Girl Scouts, and inside the outdoors, our dancing has extended

[2:27:57] beyond bilingual glorical to hip-hop, we're also offering hip-hop this year, and Mariati El Sol

[2:28:05] has now extended also to 23 school sites. So all our students will have access to that

[2:28:11] in the programming this year, and we continue with, and the two new additions has also been

[2:28:18] academic chess to our school sites, and you also see that the YMCA is also a service provider

[2:28:24] for basketball. So not only do we offer soccer, but we also offer basketball for our students.

[2:28:32] So with that, we will continue to enhance and build our ELOP program through ACES funding.

[2:28:42] So we will be submitting the grant again tomorrow as it is due to the California Department of

[2:28:48] to be able to add full-time after-school staff and increase direct student support.

[2:28:56] We want to expand, safety and supervision.

[2:29:00] Continue to have the appropriate student to adult ratios.

[2:29:04] Expand our sport teams that we know are very valued by our community and students

[2:29:10] and ensure a free of charge program for our students.

[2:29:16] Just in closing board members, we started off by showing you the California Department of Education

[2:29:22] Wheel of Support and certainly the program that we've created together exemplifies that.

[2:29:30] We are one of the only districts in the state offering almost 11 hours of support for families,

[2:29:39] families who need to work, families who trust us with their students who want to make sure

[2:29:46] that their students are safe, but not only safe, participating in enrichment activities that

[2:29:52] are high quality.

[2:29:53] So it is our intent to author our own ACEs grant and to move our program forward.

[2:30:00] But we look forward to the opportunity to support our anti-meldimentary school district families in the future and the years to come.

[2:30:10] So thank you board members and we welcome any questions you might have.

[2:30:15] Questions, board members? Mr. Alvarez?

[2:30:17] I'd rather have any questions. I just want to say congratulations. Dr. Downing.

[2:30:22] Dr. Marino and your whole team, right? Because this came from an idea of how we're going to serve as kids.

[2:30:29] It was a really low-scale double, right, to this, right?

[2:30:33] And so it's really exciting for me because, I don't know, it just became something that

[2:30:39] is bigger than we could have imagined, and it's due to your out-of-the-box thinking,

[2:30:44] your community connections, your willingness to support our families when we're not in regular

[2:30:50] school hours, right?

[2:30:51] And so I don't know, Kudos to you guys and team and for this vision to come to fruition

[2:30:55] is really exciting for me and really, I think you as a parent in this district, right?

[2:31:01] Because those things are there for my kids, so they're for everybody's kids, thank you so

[2:31:05] much for all you do.

[2:31:07] Thank you.

[2:31:09] Anyone else?

[2:31:11] I'll just say thank you also and what Mr. Oliver has said.

[2:31:16] And I've had a lot of opportunity to see a lot of this program and go to some of the after

[2:31:21] school, flings, and the assemblies, and it's, I've always been amazed.

[2:31:24] It's just really a fantastic program and growing it over these past two and a half years has been an honor to watch it and thank you for all you've done for the vision of it and then now, you know, what it's actually become so it's quite amazing and I know Dr. Reno, you and your staff work incredibly hard and are called on to do a lot to make this just an amazing program.

[2:31:54] program. So thank you. And the presentation was really informative and wonderful. Thank you.

[2:32:00] President of Public, I do have something to say. You know, nothing is perfect, right? And one

[2:32:07] of the things is that, you know, the Anaheim succeeds program this year when it started. It wasn't

[2:32:16] perfect, right? When the beginning of the year started. I called you right away and I was like,

[2:32:20] Why am I getting calls from families and it was in a smooth beginning?

[2:32:24] But what I appreciate Dr. Marino with you in your work ethic and your team is that you address these issues right on

[2:32:33] You talked about them. You fix them and you ironed out these problems and this is why I'm

[2:32:41] Really really excited that we are going to be applying for our own ACEs program

[2:32:46] Mainly because of the fact that

[2:32:48] we get to control it. So as a result, when we're short, something will shame on us. If we don't

[2:32:55] have people there, shame on us. You know, and I like that in the sense of knowing your competency,

[2:33:03] knowing your team's competency, knowing that what we produce in AESD always strives to be

[2:33:10] amazing in the balls in our court. And that's what I'm most excited about with this. And this is why

[2:33:16] I truly, truly, truly, I'm always now bragging about this awesome program that defines us in a lot of ways.

[2:33:26] Besides our amazing language program, but our after school program as well, that's there.

[2:33:33] So, could you see you guys and just please keep doing this fantastic work?

[2:33:37] Thank you.

[2:33:38] And I'll just add in very happy to see that the music program is also, you know,

[2:33:42] but what I love is that it's incorporated into this and it's just really a joy to see that.

[2:33:50] So, thank you.

[2:33:51] Thank you.

[2:33:52] Okay, we're moving on now to our dual-language immersion quarterly update.

[2:33:58] And that will be Maria Villegas, our director of curriculum and instruction and

[2:34:01] Magale Rodriguez, our coordinator of multi-lingual language instruction programs.

[2:34:05] Well, good evening. President Phil Beck's school board, Superintendent Downing, Cabinet members.

[2:34:12] I truly have the easiest job of this evening.

[2:34:14] Number one is to say thank you.

[2:34:16] Thank you for ensuring that we're having these board updates,

[2:34:19] because you keep us accountable to ensure that we're providing that high quality program by having these regular updates.

[2:34:25] And without further ado, I'm just going to turn it over to our wonderful coordinator,

[2:34:29] or multi-language programs to give us updates.

[2:34:31] So thank you.

[2:34:37] All right, good evening, board, cabinet.

[2:34:39] It's a pleasure to be here again now with my second quarterly update.

[2:34:43] Can we call it that now?

[2:34:44] This will, yeah, quarterly update.

[2:34:46] Okay, let's jump right in.

[2:34:48] It's before we move on to more information and business.

[2:34:52] I just want to set the stage a little bit

[2:34:54] and just ground us and where we are, right?

[2:34:57] We've been up here telling us of where we're going.

[2:35:00] Sometimes a little bit of where we've been. But what do we look like right now? So we are currently in the 18th year of our dual-language program in its entirety. So 18 years, how to do the math on that one. Currently, in our access to all or our expansion, if you will, we are in our fifth year. And so that's what you're going to see here in terms of where are we in terms of the matriculation. So you see here fourth grade, up to fourth grade. So this would encompass all of the schools in which the

[2:35:30] access to all or the rollout of our dual-engaged program fit and or so you can see there

[2:35:34] the list of schools. We have one school that's in fifth grade here, Stoddard, and then we have

[2:35:40] our fully matriculated dual-engaged immersion academies at the schools listed here, which includes

[2:35:45] our three ground father schools as well. So this just paints a picture where we are in terms of

[2:35:51] being two years out of being fully matriculated. So this is exciting, especially when you know we said

[2:35:56] we couldn't do it?

[2:35:57] Not us, of course, right.

[2:35:59] Right, right, here we are.

[2:36:02] Diving right into this image, which is very fitting.

[2:36:06] And this presentation was done a while ago,

[2:36:07] just putting it out there.

[2:36:09] We have a picture here.

[2:36:11] This is Roosevelt.

[2:36:12] So if photo credit, or I took the photo

[2:36:14] but credit to Marty, our LMA at Roosevelt.

[2:36:17] So here we can see just the placer of books

[2:36:20] that are afforded to our students.

[2:36:22] And since it's for the love of reading,

[2:36:23] we know students have access now to digital books.

[2:36:26] They have access to being able to get videos, but we can't forget the love of reading.

[2:36:31] And so here you can see that our schools and I have to say that the district really saw the support that was needed.

[2:36:39] So you bolster programs, you provide support in different ways.

[2:36:43] And this is one way.

[2:36:44] So our district responded and they actually had the idea of funding,

[2:36:49] 100% the district funded the books for every single one of our school sites.

[2:36:54] We got to work as our team as well, providing a list of books and really highlighting which one was those books that were really sought after by our kids.

[2:37:03] We asked some of our own employees, what are your kids reading these days because as much as we think we're cool, we're not anymore, right?

[2:37:10] So we provided multiple copies.

[2:37:13] So that's students, the highly checked out books, if you will, so that they would have the availability of these books.

[2:37:17] So you can see that here.

[2:37:19] And so we, of course, we did not forget Jefferson or Korean books as they were also afforded the books that you see.

[2:37:25] This is just one snapshot of how beautifully they have been now available for our students.

[2:37:30] So a great point of highlight for us there.

[2:37:34] Okay, moving on to our newest baby, Mandarin DLI.

[2:37:38] So here's a little bit of an update.

[2:37:40] Again, this is just intended to show I won't, I don't intend to read everything also this slide.

[2:37:44] But I was thinking of in two ways in which we're supporting

[2:37:47] the development of our newest addition of the language

[2:37:50] and see on the left-hand side, you'll see our teacher

[2:37:52] support, right?

[2:37:53] What are we doing to ensure that a teacher has

[2:37:56] all everything that they need?

[2:37:58] It was also unique in that we started in TK.

[2:38:01] So transitional kindergarten has very specific needs

[2:38:03] and terminal developmental ensuring that students

[2:38:05] have play through play they're learning.

[2:38:08] So what does that look like?

[2:38:09] And so down to having the food in the kitchen,

[2:38:13] just I was so cute. Dumplings, right? We have a different aspect in there that would not be

[2:38:18] common in, let's say, English only TK, although we are exploring adding cultural aspects to that,

[2:38:25] but just having those down to that granular of details and sharing that the classroom and the

[2:38:30] students have what they need. We have a wonderful curriculum specialist who comes highly trained from

[2:38:36] one of the districts she chose to come to us and she's able to co-plan with the teacher,

[2:38:41] co-deliver lessons, model lessons, plan, whatever it takes in order for the teacher to fill

[2:38:46] that she has a capacity to, of course, serve our students as well. So she's there quite

[2:38:52] a bit in all aspects and all subjects. So now we look on the right hand side and we look

[2:38:56] at the curriculum and those of us in education, we know no curriculums ever going to be perfect,

[2:39:01] right, and so not to quote your words. But we are looking at bolstering what comes with the program

[2:39:06] and aligning it to match the rigor that we provide here in our hemalamentary school district.

[2:39:11] So although we have some curriculum that we were able to secure, then it comes with alignment,

[2:39:16] scope and sequence.

[2:39:17] What does it look like?

[2:39:18] Is it a developmental appropriate?

[2:39:20] And serving the students that are in our, or the population in our class,

[2:39:24] who are not all heritage to Chinese Mandarin.

[2:39:28] So that's also the attention to detail there,

[2:39:30] and ensuring that we are aligning with the standards at the end of the day.

[2:39:34] And then taking the transadapting, I'll remind you,

[2:39:36] transadapting means that it's not just a translation,

[2:39:39] but we're taking the concept and then adapting it to be authentically created text.

[2:39:45] So that's what it looks like there.

[2:39:47] All right. So that's in a nutshell what we've been doing to Mandarin to help grow our newest

[2:39:52] language. Hey, Korean. We have Korean, can't forget that's, you know, our second language here.

[2:39:58] How Korean do you like update?

[2:40:00] And same thing, I mean, we're constantly evolving and revamping and collaborating with the school site on what are some things that we need to do to continue to support.

[2:40:09] And so we were reminded that we do have a curriculum development team, a Korean curriculum development team, that works to create units for us that match thematically to benchmark out of which is the adopted curriculum, but that only takes us so far.

[2:40:24] So you could see here what we have to create is the manner and placement of our

[2:40:28] articulation.

[2:40:28] What's happening with our units?

[2:40:30] We're looking at pacing guides.

[2:40:32] How does that connect to teacher schedules in conjunction with interventions and all the

[2:40:37] other happenings throughout the day?

[2:40:39] We're looking at creating those notable Korean Americans on slides.

[2:40:43] Again, bridging that cultural aspect and bridging history and social science.

[2:40:47] Integration.

[2:40:48] We have now provided my math.

[2:40:51] So that's my math curriculum for mathematics.

[2:40:54] And we provided that teacher manual now in Korean as well, fully.

[2:40:57] So that's also what we were able to provide just recently.

[2:41:00] And so on the teacher and site support,

[2:41:02] we continue to be present at Dr. Sipthos,

[2:41:05] or coffee chats, because one thing we've learned

[2:41:07] and you've seen me up here say time and time again

[2:41:09] is we education is key for our families.

[2:41:12] We all forget what we signed up for.

[2:41:13] We forget what we had last week

[2:41:15] for lunch or what yesterday, whatever.

[2:41:16] But it's constantly reminding them of what they signed up for.

[2:41:19] So that's a constant presence there.

[2:41:22] We have the stamp is what we use to measure their language acquisition in Korean, right?

[2:41:28] So we have it in English, but then this is what with the tool that we use for Korean.

[2:41:31] But what does that look like in terms of instructional implications?

[2:41:34] So we have the assessment.

[2:41:36] It tells us this is where our students are, and then what do we do in order to be able

[2:41:40] to reach the students where their needs are?

[2:41:43] And so you see less in studies as well.

[2:41:44] and math talks, concepts of development, and a pair of short to have an extract

[2:41:49] language.

[2:41:52] Okay, grandma, thank you guys, we can't forget about Spanish, right?

[2:41:55] So we have a lot of my pick-up PD at my first update, I mentioned how excited I was to be able

[2:42:01] to provide this PD to our Spanish teachers.

[2:42:03] Overwhelmingly, that is one of the areas of biggest need for our teachers.

[2:42:07] Like I previously mentioned, my self-included, we learned heritage,

[2:42:14] where we learned

[2:42:15] And writing is where it was at, in terms of where we were scared.

[2:42:18] Like, I might think, where is that beautiful little deal there?

[2:42:20] Where does it look like? And so we were ready to provide a three-part series.

[2:42:24] And just today, we had our conclusion of our third or culminating,

[2:42:29] three or third part. So you could see here, teachers engaging.

[2:42:32] So it wasn't just lecture. It was actually they walked away with posters.

[2:42:37] They walked away with resources that they can use.

[2:42:40] And Maria actually provided a picture.

[2:42:41] she was visiting one of the school sites, and the teacher was actively applying the resources

[2:42:47] that she walked away with from the PDC, so you can see them engaging and creating and categorizing

[2:42:53] in this case as Rukula, and so but it is Rukula, yeah, say that, all right.

[2:42:58] All right, so we have here in support and continuing with supporting, we can't forget that it takes

[2:43:03] a village within our dual-engaged setting, and we have our educators who are D.O.L.I. instruction

[2:43:08] no assistance. So, this particular size is speaking to our three-hour IAs that currently support

[2:43:15] our Kinder and first-grade classrooms, so they're split an hour and a half in each class

[2:43:19] and we had them and we were, they're just a wonderful group. They love PD, they ask for it,

[2:43:25] they eat it up and so the guiding principles of dual language education was something that we provided them

[2:43:30] just understanding what it's like, what are the ins and outs and what is ultimately the goal of

[2:43:34] language and then optimizing that language opportunities for students and

[2:43:39] zones of regulation.

[2:43:40] So we're offering support on how to interact with students.

[2:43:43] What happens if a child is just not having a great day.

[2:43:47] So we're building their capacity to be able to interact again.

[2:43:50] There are another educator in the room.

[2:43:53] Next we have our ECE T.K.

[2:43:57] I.A.P.B.

[2:43:59] How's that for an acronym, right?

[2:44:01] So it's our easy early childhood education and transitional kind of guarded and structured

[2:44:06] assisted professional development.

[2:44:09] And so here is these are our seven hour IAs that are in our TK classrooms, you guess

[2:44:13] that right?

[2:44:14] And here we also were providing PD that was a little bit more tailored to what it is that

[2:44:19] they're doing again in a transitional kindergarten classroom.

[2:44:22] So a lot of our IAs here transition from a preschool classroom into our TK classroom.

[2:44:29] So we made sure that we pulled on their strings

[2:44:31] and tailored the PD that way as well.

[2:44:34] And then we have a second part they asked for more.

[2:44:36] So we're providing a second PD or a second part

[2:44:39] if you will in November, which we're now in November.

[2:44:42] A couple weeks.

[2:44:44] And I should have waited before I clicked on that.

[2:44:46] Oh, wow, that was an, I had a completely different idea

[2:44:50] in my mind.

[2:44:51] All right, so I think the lambda I probably stole my thunder

[2:44:54] already with this, but no, you did it.

[2:44:57] OK, cool.

[2:44:57] So we are officially, let's do it, let's do it, let's do it.

[2:45:00] 23 winner of the Golden Bell Awards for our Spanish dual language immersion academy. So, 18 years,

[2:45:09] 18 years, and I was asked by the validator why it took so long. Right? She's like, how long? Why? Right?

[2:45:17] And so, you know, me, I was talking to her ear off about dual language. And so, I said, you know, we're our biggest critics. And we're going to do something.

[2:45:24] We're going to make sure that we're doing right by our students first.

[2:45:27] Our families are community.

[2:45:28] The ward is great.

[2:45:30] It's well deserved.

[2:45:31] But we were sure that we were ready.

[2:45:33] So in a nutshell, we weren't doing it just for the ward,

[2:45:35] but it feels awesome to have it.

[2:45:37] So congratulations to us all.

[2:45:41] All right.

[2:45:43] Thank you.

[2:45:44] Any questions?

[2:45:47] Go ahead.

[2:45:48] Anyone that has questions or comments?

[2:45:49] I just want to say, just this screen alone.

[2:45:53] It says it all.

[2:45:54] What is it? There's no this the screen you just want this one yeah, what's up there. Yeah

[2:46:00] Kids multiple languages, right?

[2:46:02] Let's just keep growing that list right?

[2:46:04] How amazing would that be if we just grew the list and grew the list but I know it's a lot of work

[2:46:09] And you put it in a lot of time and all our teachers are investing a lot and so I know thank you for everything

[2:46:15] You do. Appreciate it. Okay. Thank you

[2:46:18] Awesome work every single time I see your presentation

[2:46:21] I think this is going to be a question I'm just going to always ask with regards to preparation for the future, right?

[2:46:29] Just because sustainability is something that I'm always curious about given that we have the ally and all of our sites.

[2:46:38] What are we doing in preparation for future teachers?

[2:46:42] Are our current teachers, you know, with regards to their interest level of getting there?

[2:46:51] be glad authorization, thank you Ryan. Can you update me on that?

[2:47:00] We can, we seem to, with our Spanish program, it's kind of growing itself with, as far as future educators.

[2:47:08] I think we have a future sick or more fucking ear coming down up the pipes and, you know, he reached out.

[2:47:18] He's like, I want to work in elementary.

[2:47:21] I want to be in D.L.I. So they're coming back.

[2:47:23] And they reach out to former administrators, teachers,

[2:47:26] and the like.

[2:47:29] We're very fortunate.

[2:47:30] We made a relationship with the Professor at Cal State LA.

[2:47:33] Dr. Gonzalez last year.

[2:47:36] And we're going to continue to work with her

[2:47:38] on the Mandarin program and growing that,

[2:47:41] because they have a very strong program,

[2:47:43] as well as our pledge partner, UCI.

[2:47:46] When they found out that we were starting

[2:47:48] program they're very excited and wanted to start to interact and work together. Our team went to

[2:47:54] they had an Asian language symposium earlier this year and we attended that so you know just building

[2:48:01] and continuing those partnerships with the Institutes of Higher Learning so that we are always

[2:48:09] there go too if you will to place for student teaching field work observations and always inviting

[2:48:17] them in to learn from us so that it's always reciprocal.

[2:48:22] Anything else you want to add?

[2:48:23] Yeah, I do want to add that.

[2:48:25] We've come a really long way in terms of support.

[2:48:27] It's I think sometimes we, it's easy to get tunnel vision.

[2:48:30] They go with CLI or, you know, we're, we're,

[2:48:32] but we've come a long way in sense that our whole department's come together to provide support.

[2:48:37] And so we had all of our to says or teach on special assignment intervention.

[2:48:42] And we provided ice station professional development.

[2:48:45] So at least that sentence was provided.

[2:48:47] And I see an ice patient as a platform that we use that ideally is intended for Spanish, the Spanish,

[2:48:52] out of the house.

[2:48:53] But we really felt that it was a PD that would merit for everybody to hear.

[2:48:57] For everybody to know how the report support being able to meet the needs of students.

[2:49:01] And so that was too full because we provided PD for teachers,

[2:49:05] but also that's going to maximize how students are able to,

[2:49:08] we're able to serve the needs of students.

[2:49:09] So that's one way for me that I see truly that how is expanding.

[2:49:13] And now we're providing support beyond just within the deal.

[2:49:17] So it's reaching more of our teachers as well.

[2:49:23] So.

[2:49:24] That's a couple of questions.

[2:49:25] Thank you for the presentation.

[2:49:26] Great job, your team.

[2:49:30] You mentioned the Cal State LA.

[2:49:34] I wasn't going to originally ask this.

[2:49:35] But I was still in our partnership with Cal State Fullerton.

[2:49:38] So that's ongoing.

[2:49:40] OK.

[2:49:40] So we have pretty good turnout for teachers who are interested

[2:49:44] signing up. I think we had 14-ish last year. Yes last year we had 14 that

[2:49:51] completed a similar project become program. Some of them are in the classroom now,

[2:49:57] some are waiting for preferred grades.

[2:50:00] The other thing that we're working with Cal State Fullerton is they received a grant specific to developing

[2:50:10] Asian languages, so that's really beneficial as well. And for what's really nice about it is they're expanding their reach within the languages.

[2:50:21] They were very centric on the Vietnamese language for a long time, but they are with this grant, they have to expand, and graduate, I believe, in three years now, 200 Asian language be clad ready teachers.

[2:50:38] So it's a heavy lift for them, but you know, their quality is there, and they even collaborate across their languages.

[2:50:45] So it's it's interesting to just see everything coming together and I think it starts with that

[2:50:51] We had that T call grant from the National Science Foundation and then the become grant and it just becomes this is natural

[2:51:00] Relationship if you will whether there's formal money or not we figure out a way to continue to grow educators together

[2:51:08] Thank you on slide three you mentioned the $1300 or $1,300

[2:51:13] books that were purchased. Great photo, by the way. I just want to compliment you on that.

[2:51:20] Are we still looking at donations? I know it's always kind of a risk or a gamble with some

[2:51:25] of the quality of the books, the high interest reading books, or just, I know we had a Mexican

[2:51:30] consulate that had donated some in the past, but are we still looking at trying to get some of

[2:51:35] the offset any cost we'd have purchasing them? We did receive two different years of consulate,

[2:51:41] So as they receive books, so they're coming directly from,

[2:51:43] and this is Tafi Lira, Mexico, and we vet the books

[2:51:47] in terms of how is it that students come best utilizing.

[2:51:50] And so their donation, again, talk about authentic text,

[2:51:54] but it wasn't necessarily appropriate for our library.

[2:51:57] So those reached classrooms directly

[2:51:58] because they needed to come with support, right?

[2:52:01] With support in how the teacher confessed to apply

[2:52:03] and utilized that tool along with students.

[2:52:05] Because it was more, it wasn't necessarily a straight book,

[2:52:10] literature or even nonfiction or fiction that they could use.

[2:52:13] So we have gotten those twice in the past.

[2:52:16] And I know that we continue to serve on their committee as well

[2:52:20] in terms of vetting resources that are coming from Mexico

[2:52:23] and hitting California.

[2:52:25] But there's a process that we can't just take books literally off

[2:52:29] of, you know, their loading truck and bring it

[2:52:31] into our classrooms.

[2:52:32] That's a process.

[2:52:33] Okay, thank you.

[2:52:34] And the same would hold two for the Korean books as well.

[2:52:38] Working with.

[2:52:38] Yeah, so the Korean with we have a partnership where we are we get grant money and then part of that is used for books as well for the Korean classrooms and the library and for those books they go on a filter downtown to downtown LA and yeah the books source that are available on Korean there yeah.

[2:53:01] Thank you, and then slide five, you mentioned the Cafesitos, the reminders of our parents.

[2:53:07] Here's what you signed up for, which is good, because as people, we have short-term memory

[2:53:12] sometimes about things, and counting the cost on what the commitment is.

[2:53:18] But are there any mandatory trainings or orientation for parents prior to just so they know,

[2:53:24] here's the overview, and there's a cohort of the parents to know, here are the other parents

[2:53:28] you can meet with kind of like have a support group a little bit as anything like that that

[2:53:33] we offer.

[2:53:34] So during our recruitment time, we do have district-wide information meetings every principle

[2:53:41] at their school site.

[2:53:42] They have also hold monthly information meetings for parents to be able to come and get information.

[2:53:48] They have classroom tours because there's one thing to say, it's another thing for them

[2:53:52] to actually see it.

[2:53:54] We have a website too with parent resources that parents get come on.

[2:53:58] we have the information video on there that they can access

[2:54:01] after leisure, we have QR codes where they can just scan

[2:54:04] and come to the website and see.

[2:54:06] So it's ongoing support and truly what I have found

[2:54:08] is that parents are ready to receive information.

[2:54:12] They hear when they're kindergarten students

[2:54:13] first grade second grade.

[2:54:14] Now they're in third grade where the transition is coming.

[2:54:17] And that's really, it's when they're ready to hear

[2:54:20] the information for the grade that's coming.

[2:54:21] And so we also have meetings for parents

[2:54:24] to come in here.

[2:54:25] Hey, this, you're child and second grade.

[2:54:26] this is what they're going to expect in third grade.

[2:54:28] Your child is now in third grade.

[2:54:30] This is what they expect in fourth grade.

[2:54:31] So there's an abundance of ways that we try to provide that resource

[2:54:34] for parents as they prepare.

[2:54:37] And I want to invite Maria up to the mic.

[2:54:41] We have a idea that we're going to roll out this year because

[2:54:44] remember we started three pre school dual language classes this year.

[2:54:51] So with that, there's a kind of an idea to one bridge preschool, whether it's D.L.I. or non D.L.I. to our kids.

[2:55:00] Our TK Kinder Program, helping parents seamlessly understand their connected. But we have an idea that we're

[2:55:09] going to incorporate our PLI and some tours, so I'll let her run through the plan.

[2:55:16] Wonderful. Thank you for the opportunity to share about that. And it's a course, a collaboration with our DLI team. So, of course, it's all about seeing it in action.

[2:55:24] And so we have three opportunities that we've outlined that are forthcoming.

[2:55:29] Number one is to engage our parent leaders.

[2:55:32] We heard from them.

[2:55:33] It's all about parent-to-parent voice, voice, and when they hear about programs, they believe

[2:55:37] a parent.

[2:55:38] So we are going to be organizing a field trip for a PLI leadership group of parents to be able

[2:55:46] to personally, first learn a little bit about early learning, and then we're going to visit

[2:55:50] all the options of our early learning programs, the Korean, the Spanish, at Jefferson and Roosevelt,

[2:55:58] and also see our learning links program.

[2:56:00] So that's one group, one field trip that we're going to be doing.

[2:56:03] Then we're going to be hosting all our 900 preschool families.

[2:56:08] Again, we want them to see it in action, so we're going to orchestrate on-site field trips for

[2:56:13] them to, because all of these 900 families, they're not all necessarily anti-community in

[2:56:18] our community.

[2:56:19] So we need a capitalized, and they've already gotten a taste of amyne.

[2:56:23] So we want to make sure they see their options for dual language.

[2:56:26] So we're going to have them, our 900 families.

[2:56:28] We're going to offer field trips for the preschool families to visit examples at our

[2:56:35] TK again at Roosevelt for the Mandarin, the Spanish program, because they have two programs

[2:56:40] that are visiting.

[2:56:41] Then we'll head over to Jefferson to be able to see Korean again and to just, again, just

[2:56:46] highlight.

[2:56:47] It's different when you see it in an action.

[2:56:48] And it really just speaks volumes, I think we would all agree to that.

[2:56:51] And then the third part of this is we're going to say, we're going to have parent learning

[2:56:55] walks on site where our preschool families visit a TK in a K because oftentimes you may

[2:57:00] have families that are going directly into kindergarten.

[2:57:03] Again, we're saturating the market on every level.

[2:57:06] We want them to be part of the school they're at and to stay at the school they're at.

[2:57:11] If it's a right fit, so we're going to be doing parent learning walks where they, again,

[2:57:16] and then visit the preschool, I mean, visit the TK and the kindergarten class at their school

[2:57:23] site.

[2:57:26] Thank you.

[2:57:28] I was going to say that's brilliant, but actually, I was going to respond to Mark because

[2:57:32] what I actually noticed as the parent from the parent end is we're at a point in the time

[2:57:38] of the run of our programming where the parents are actually coaching each other, so we have

[2:57:45] parents who have had multiple students come through the programming, some who have already

[2:57:49] matriculated and now they have their second third graders now and they go around and

[2:57:54] I've seen them, they tell the parents, okay, when they're going to get into third grade,

[2:57:58] it's going to be really hard because they're not reading an English but don't worry, so

[2:58:02] I've seen the parents coach each other, so that's also kind of like really priceless for me

[2:58:06] to see because our programming is just, it's on a cycle, right? And so I'm glad that you're

[2:58:13] doing that because we'll capture more parents and in our own system our parents are helping

[2:58:18] each other out and without even us prodding them and they are coaching the other parents

[2:58:23] I'm like this is worth it please stay like if it can be hard don't worry like so that's

[2:58:27] what's going on to say I thought it was important for you all to hear that as well.

[2:58:31] I was just adding I thank you for that reminder I know that every time that the information

[2:58:36] meetings we haven't having parent testimonials as you say but now just thinking about how we can

[2:58:42] corporates and parent voice into these three

[2:58:45] um... facilitation that we're gonna have because

[2:58:47] again it's very powerful and it's it's very authentic right when they hear from a family

[2:58:52] or parent so

[2:58:53] thank you for that reminder

[2:58:55] yeah get some third and fourth great parents and that

[2:58:57] no but to just really you know

[2:59:03] that's a brilliant idea and

[2:59:05] same with you know like what my colleagues are saying you know like

[2:59:08] you know what one's saying as well like

[2:59:10] We have a friend. I have a friend, you know, and you know as well, you know, and and basically his kids

[2:59:16] You know, going to go into kindergarten and he's not within a district

[2:59:20] His wife was super thrown off with the whole 90-10 model

[2:59:24] About super uncomfortable even though we kept hooking and talking and talking but she teaches in another district

[2:59:29] And she's like well, my district has a really good program and blah, blah, blah, blah

[2:59:32] And I was like, yeah, they haven't won awards like we have which basically brings me to the other point

[2:59:36] Did you tell the Golden Bells people? I'm sorry

[2:59:38] where we were too busy filling out our cave or to basically submit it, but now listen

[2:59:42] that it not so, but no, but it's stuff like that that we brag about and we should because

[2:59:47] it's awesome stuff and people are talking about it and people who are in other districts who

[2:59:54] happen to be in a different model of the 50-50, now they're stressed out because they're like

[2:59:58] man, we should have sent them over to Anahemel.

[3:00:00] I'm listening to your kid talking and their proficiency is just so vast, vocabulary and this sentence structure, everything about it.

[3:00:09] And so as a result, I'm just really proud of this program and everything that we're doing and you're rocking it.

[3:00:16] We have a lot of support. Thank you for the board and the cabinet, really.

[3:00:20] Thank you. Thank you for the presentation. It's wonderful. And I'd also like to speak to the Golden Bell.

[3:00:25] I know we're all really, really proud of that, and I have been a Golden Bell judge three times

[3:00:33] for this district, for other districts.

[3:00:36] And I know that it requires a very intense, impressive presentation.

[3:00:43] There's a lot of work that goes into it, as judges were not always easy to impress, but also

[3:00:49] or whoever the ones that worked on the submission,

[3:00:54] just getting it written up,

[3:00:56] just getting it in on time.

[3:01:00] And then for, I know it's an intense interview.

[3:01:04] So thank you.

[3:01:06] I'm not exactly sure you said, Mughal, you were involved in it.

[3:01:09] So I know what you went through to have to really,

[3:01:15] and you obviously made us look really good

[3:01:17] and you presented well and so to impress the judge or judges that you, you know, we're

[3:01:24] we're interviewed by so thank you for that and we're just we're really proud to have this

[3:01:29] and the presentation was great. Thank you both.

[3:01:34] Okay, next we'll have Dr. Mary Grace our assistant

[3:01:38] superintendent of educational services to give us the Williams settlement legislation presentation.

[3:01:48] Thank you for President Philbeck, board members, Cabinet and the remaining community.

[3:01:57] So I'm here tonight to update you on what is known as the Williams Legislation Act, which

[3:02:03] was born from the Williams lawsuit or the Williams case.

[3:02:09] We have been involved with the Williams Settlement Act since 2000, so for 23 years and believe

[3:02:18] it or not, and I think our board members will applaud this young man.

[3:02:23] In his school, he and the hundred of his fellow students and their parents decided that their

[3:02:32] facilities, their textbooks, and sometimes their teachers weren't credentialed to teach

[3:02:39] them the content or the subject areas.

[3:02:45] So they filed a lawsuit against San Francisco School District as well as the California Department

[3:02:50] of Education.

[3:02:52] And the basis of the lawsuit was that as a public agency were required to provide equal access

[3:02:58] to instructional materials, safe and decent facilities,

[3:03:02] as well as qualified teachers.

[3:03:05] And that's a picture of young Mr. Williams in sixth grade.

[3:03:10] And he is the person named in the lawsuit.

[3:03:15] And here's another quote from one of the young plaintiffs,

[3:03:19] just because I'm in public school,

[3:03:21] is not an inexcused for me to not have textbooks.

[3:03:24] It's not an excuse for me to have bathrooms to be filthy, for there to be broken windows.

[3:03:30] I care about my education.

[3:03:33] And one thing I've been here as long as the Williams Act, and I will say that our district

[3:03:40] in all of the years that the Williams Act has ever been here, we've never had a finding

[3:03:45] or we've never had a complaint.

[3:03:47] So, Kudos to our facilities, maintenance and operations,

[3:03:52] our warehouse for the textbooks and our HR for making sure

[3:03:56] we always have perfectly aligned teaching.

[3:04:01] So with that, it has evolved through the years.

[3:04:05] In 2000, it was based upon a school's ranking in the API.

[3:04:10] We no longer have the API nor do we have the scores

[3:04:14] from the test at that time.

[3:04:15] So in last two years ago, they updated it with Senate Bill 1, 2, 4, 0, that schools that are eligible for comprehensive support and improvement under the every student succeeds act or schools that are eligible for additional targeted support and improvement under the same ESSA.

[3:04:44] or schools with 15 percent or more of the schools with teachers that do not possess a valid and clear or preliminary teaching credentials.

[3:04:54] So those are the criteria with which you become a Williams visited.

[3:05:01] Currently, we have one school that is eligible and that is going elementary and it is left over from pre-pandemic, and they were eligible because of the attendance and the academic indicators on the smarter balanced test score.

[3:05:25] So we're hoping that they will fall out next year, but we'll see.

[3:05:32] So what are the issues covered by the Williams Act?

[3:05:35] It's instructional materials, facilities, and teacher misalignment, and I think the one

[3:05:41] that's most publicly facing the board and your constituents is the textbook materials.

[3:05:50] Each year, within this first six weeks of the school year, we have to have a public hearing

[3:05:56] declaring that we do, in fact, have textbooks for all of our students and then quarterly

[3:06:03] tonight on the board agenda, we have the annual report from last year that you will be

[3:06:09] accepting as well as the first quarter for this year. And what those quarterly reports are

[3:06:14] is that anybody should file a complaint under these three topics. Those complaints were folded

[3:06:23] into the uniform complaint procedure, so it's very similar to that.

[3:06:28] And what it means by a instructional materials, it is that we have sufficient textbooks for

[3:06:36] the board-educated curriculums, language arts, math, science, and social studies.

[3:06:43] And remember, we have three languages.

[3:06:46] So we have to ensure that we have the textbooks for all of those students and that those

[3:06:50] books are available at school and at home, and you don't have to have two sets, but you

[3:06:56] have to allow students to take the books home, should they need them at home. One of the

[3:07:02] caveats of being in the 21st century is all of our textbook adoptions also come with digital

[3:07:08] versions. So again, kudos to our district, every student in our district has a one-to-one device

[3:07:14] and has access to materials, whether it's that school or at home.

[3:07:20] The other area are facilities and facilities are checked.

[3:07:26] The team fills out a facilities inspection tool.

[3:07:30] And those are submitted annually.

[3:07:33] And we put the scores for those onto a school accountability report card.

[3:07:37] Each of you have a school accountability report card for a school in your trusty area.

[3:07:45] I provided that for you in case you haven't seen one.

[3:07:50] The school accountability report card has grown immensely.

[3:07:55] It has everything from test scores to the safe school plan to facilities.

[3:08:01] You know, it really is showing the public how we are doing at every single one of our schools.

[3:08:09] And then recently added to the school accountability report card is this notion of teacher

[3:08:14] misassignment. And I think it was about two years ago we started working with the HR department

[3:08:20] and collecting the credential data and information and inputting it into a system at the state

[3:08:26] that talks to cow pads, so all of this comes together

[3:08:30] at the end of the year, and they let us know,

[3:08:33] if there are any teachers that are not accurately assigned,

[3:08:37] granted we're in elementary school district,

[3:08:40] so most of our teachers have a multi-subject credential.

[3:08:44] Teacher misassments are probably most prevalent in junior high and high school,

[3:08:48] where they have to have those content-specific credentials.

[3:08:51] But again, we rarely,

[3:08:54] If ever, I'm not sure if Dean has had one in her history where we had a misalignment.

[3:09:00] So the reporting requirements are instructional materials, or the resolution that you pass

[3:09:05] at the beginning of the year saying that you believe we have a textbook for all of our students.

[3:09:11] In addition, at Gwen and in the other school site that's on the official list,

[3:09:16] the Orange County Department of Ed comes out.

[3:09:18] send a team out to get to that. They go into a classroom and if there's 30 students in the

[3:09:25] classroom, all the 30 students have to show their textbooks. In addition, they test the drinking

[3:09:32] fountains, they test the pressure, they look at the ceiling tiles, they look at all of the areas

[3:09:37] that are in that facility's inspection tool to ensure that what we say we are doing is actually

[3:09:48] and then finally, the school accountability report card is where you can find this course.

[3:09:54] Interesting enough when we move to local control funding formula and we have to have the LCAP.

[3:10:00] Which is the local control accountability plan. There are eight state priorities that are within that plan, and the first three or four of them have to do with the Williams. We have to have textbooks. We have to have standards. We have to have good facilities. So, there's some alignment across all of the accountability from the state.

[3:10:24] So, here's the tech spoke resolution within the first six weeks. And then, at a

[3:10:29] School, 25% of the classrooms are physically visited by somebody at the Orange County Department of Ed.

[3:10:37] And the School of Accountability Report has also evolved.

[3:10:41] They've been around since 1988 and they have grown and they include demographics, school safety, climate,

[3:10:49] learning information, facilities, planned improvements on the facilities, academic data,

[3:10:56] class sizes, teachers, deaf information, everything about a school is held in that report card.

[3:11:04] So that's a brief update, and again, each quarter you will see except a report, but

[3:11:11] as long as I've been bringing you that information, there have been no complaints or exceptions.

[3:11:16] So any questions?

[3:11:20] Thank you, Dr. Grace. Great presentation. That's very informative,

[3:11:23] that helps you because we do approve it.

[3:11:25] I didn't know all the specific details of it.

[3:11:27] There's a lot of legislation to sift through

[3:11:29] and have that compliance with.

[3:11:31] So thank you for that.

[3:11:32] The one thing that I didn't want to just,

[3:11:34] I don't know if the appetite is for this,

[3:11:36] because it's very higher not.

[3:11:38] But because you mentioned we are now

[3:11:39] 21st century post pandemic or post-ish pandemic.

[3:11:47] In regards to textbooks,

[3:11:48] because we have the one-to-one devices,

[3:11:51] I suppose if the internet didn't work, you couldn't access anything online, but can we download

[3:11:57] textbooks onto the computers, laptops, so that they're still accessible even if they're at home,

[3:12:03] but they don't have a hotspot. Students are not able to access the internet. Whatever reason,

[3:12:08] I'm thinking in terms of just budgetary concerns as well. Students are going more digital. We have AI.

[3:12:14] We have digital composition. We have online resources that's kind of becoming more prevalent now.

[3:12:20] I don't know how much flexibility there is in the Williams case settlement.

[3:12:26] Our local assembly member had a bill AB721 about our budget notices.

[3:12:30] That's intended to be a budget savings, more cost efficient, streamlined process.

[3:12:36] So, I'm thinking that's the direction that we're going for other areas as well.

[3:12:41] So, I don't know how feasible that would be.

[3:12:43] But still, yeah, that's probably kind of preliminary.

[3:12:45] We don't know where it's going to end up, but do you have any thoughts on that?

[3:12:49] Yes. The text books are actually web-based, so you were dependent on the internet.

[3:12:58] Thank you couldn't download onto a computer or at home or anything.

[3:13:04] But I would offer a cautionary tale that there's a lot of research right now with our kids

[3:13:11] to our zero to eight years old that their cognitive development is being affected by the ongoing

[3:13:21] use of technology and screen time.

[3:13:25] So we're actually encouraging our teachers while the kids are here with us.

[3:13:30] We have the devices, but let's use them in a way that's responsible and also teaching them to collaborate with them.

[3:13:39] how to use the AI, how to use them for research.

[3:13:43] But really, we're really trying to model good practices

[3:13:47] even with our teachers to pull back

[3:13:49] from the digital presentation all the time

[3:13:51] because our students need the paper trail in the classroom.

[3:13:58] They need those anchor charts.

[3:13:59] They need those learning tools.

[3:14:01] And we have to be really cognizant of that brain development

[3:14:04] and the importance of learning through books, learning through language, and learning through interaction.

[3:14:14] Just my question already dealing with that.

[3:14:15] Yeah, yeah, that's great. My very unscientific polls that I've taken for my own students.

[3:14:20] I found a majority of them actually do prefer the old school paper and pencil,

[3:14:24] so I've been able to encourage them. So I appreciate that. Thank you.

[3:14:27] Yes. Thank you. Right. Thank you. Anyone else? We're good.

[3:14:32] Thank you, Dr. Grace.

[3:14:34] All right.

[3:14:35] We're moving now into our consent calendar.

[3:14:38] Item solicitor, the consent calendar, considered to be routine and are acted on by the

[3:14:42] board in one motion.

[3:14:43] There's no discussion of these items unless a member of the board staff or the public requests

[3:14:48] specific items to be discussed and or removed from the consent calendar.

[3:14:53] Are there any items to be pulled at this time?

[3:14:57] Board members, anyone?

[3:14:59] All right.

[3:14:59] And then I will...

[3:15:00] Senator Tain, a motion please.

[3:15:02] So moved.

[3:15:07] Any discussion? All in favor? Aye.

[3:15:11] Aye.

[3:15:11] I hear that as unanimous. Moving into the action calendar, our superintendent's office.

[3:15:17] It's recommended, this is item 1.

[3:15:19] The Board of Education received the draft January 2024 through June 2025 board meeting schedule for the first reading revisions.

[3:15:29] The final schedule will be brought for approval at the December 13, 2023 Annual Organizational

[3:15:36] Board Meeting.

[3:15:38] Motion, please.

[3:15:39] So moved.

[3:15:41] I'm sorry.

[3:15:43] Discussion?

[3:15:45] All in favor?

[3:15:47] Aye.

[3:15:48] Aye.

[3:15:48] I hear no opposed or abstained.

[3:15:51] Item two, it's recommended the Board of Education accept nominations for the California

[3:15:55] School Board Association, CSBA, delegate assembly for region 15.

[3:15:59] CSBA delegates serve two year terms, and those elected in 2024 will serve beginning April 1st,

[3:16:09] 2024 through March 31st, 2020. I was reelected in 23 and my term expires in March of 25.

[3:16:20] I'll move to discuss item.

[3:16:22] Second.

[3:16:25] Jackie, do you want you to do it again?

[3:16:28] I'm sorry, Juan.

[3:16:29] You were the emotion.

[3:16:30] Emotion.

[3:16:31] And who was my second?

[3:16:33] Mark.

[3:16:34] Thank you.

[3:16:34] Okay.

[3:16:35] For a discussion?

[3:16:36] My question to you.

[3:16:38] President Phil, that.

[3:16:39] Are you interested in anyone in the name?

[3:16:41] I already.

[3:16:42] I'm not.

[3:16:43] For this one.

[3:16:43] Because I.

[3:16:44] I know that person in the different cycle.

[3:16:46] That's right.

[3:16:47] Yes.

[3:16:47] We have different cycles.

[3:16:48] And I do have a recommendation if it wouldn't be me because I don't these are these are the I believe the applications that are do January 7th of 2025 and so we just like board members have

[3:17:04] off election years.

[3:17:07] So that's why it's noted that I was just reelected last year, I mean this year.

[3:17:14] So I'm currently serving a term that is not up until 25, but there is, and if you do,

[3:17:22] you can recommend someone in, from any of the boards, as long as the region 15, but you

[3:17:27] have to have gotten their permission, you have to have gotten their acceptance, and I have

[3:17:31] person who I have spoken to, and who is up, and that is Ann Marie Randall Trejo. So I would

[3:17:39] like to put her nomination forward.

[3:17:44] I agree. Mark's like in that moment. Okay, and if anybody

[3:17:49] has any others that you have spoken to are gotten there consent, but that was, it did some research,

[3:17:56] that was pretty much the only one that I know that should be coming up for the election in March,

[3:18:02] because her term is up in 24.

[3:18:07] So.

[3:18:07] Okay.

[3:18:08] I agree.

[3:18:09] Okay.

[3:18:10] So then do I need to have that motion include her name or,

[3:18:15] So Mr. Overs will you include the,

[3:18:18] redo your motion to include her.

[3:18:20] Okay.

[3:18:21] So I think you, you mean the motion to nominate her.

[3:18:23] Okay.

[3:18:24] Okay. So I'll nominate Amber.

[3:18:26] Randall Trehill.

[3:18:29] Okay.

[3:18:29] And that's it?

[3:18:32] Yeah, but nobody else, anybody want to cut anybody off of anybody else at any, okay.

[3:18:37] All right, so all in favor, no post, no abstain,

[3:18:45] okay.

[3:18:45] All right, next into our educational services item one.

[3:18:49] It's recommended the Board of Education adopt a resolution number two zero two three dash two four slash two six

[3:18:55] to approve the submission of the continued funding application to renew the current

[3:19:01] 2023-24 state of California Child Development Contract, California Department of Education,

[3:19:08] California State Pre-School Program, and the California Pre-Canagarden and Family Literacy

[3:19:13] Support Agreements and Automatically Renew for the fiscal year 2025.

[3:19:18] So moved.

[3:19:20] Second, however.

[3:19:24] Discussion?

[3:19:26] All in favor?

[3:19:27] Aye.

[3:19:28] I hear that as unanimous.

[3:19:30] Hang on one second.

[3:19:32] We catch up to something.

[3:19:39] Okay.

[3:19:40] Motion is passed.

[3:19:42] We don't have anything for Selpa this evening, but into our human resources.

[3:19:47] Our first item is it is recommended the Board of Education to prove.

[3:19:50] The 2024-25 school calendar has presented an exhibit 9D.1.

[3:19:57] So moved.

[3:19:58] Thank you.

[3:19:58] Second, Lopez.

[3:20:01] Discussion? All in favour? Aye, aye. Unanimous? There are no administrative services items. So now we're moving into our board discussion and we will start with Mr. Alvarez.

[3:20:17] Thank you, Board President. All right, I'm going to begin with 100 anniversary of the fall festival, right? I think most of my colleagues would agree that's one of our favorite times together every year, right?

[3:20:29] So much fun to see so many of us come together just to have a blast out there and these represent the district in the community

[3:20:36] Really fun to be out in the parade and participate in the parade just to see the crowd from the other end right from the parade out

[3:20:45] I think we we've

[3:20:48] We've started become a crowd pleaser with our band right so I think the community kind of expects our kids out there and they're always cheering us on and I

[3:20:59] recognize the songs like baby shark and also dancing around so I really appreciate that.

[3:21:04] And I think it's just something that we just continue doing, which I don't think we'll ever stop.

[3:21:11] It's become a tradition for a long time.

[3:21:15] And I just really appreciate that the time and the effort that all of our teachers or music teacher,

[3:21:21] and everyone behind the scenes takes to make it all come together right.

[3:21:25] about a pre-planning and logistics to facilitate, so let's appreciate it. So thank you to everyone

[3:21:31] who has involved with that. November 3rd, I was able to spend a little bit of time at the

[3:21:36] idea that was more those in the Native community culture. I'm glad you got moved to the Pearson Park

[3:21:41] venue. I really do appreciate the investment of the teachers and the staff who are working with the

[3:21:47] students to collaborate on a majority of the artwork being student-created, right? So that's something

[3:21:53] I've been seeing shift, and I think it's worthwhile.

[3:21:59] I know a horse man even got, by grade level,

[3:22:02] whom would he deal with kids did a piece of artwork

[3:22:05] based on the grade level to contribute

[3:22:06] to the thought that they created,

[3:22:08] and that was pretty smart and creative.

[3:22:10] There's some artwork that I haven't seen before

[3:22:12] from some school sites, like I saw some

[3:22:14] tiling work that one of the school sites

[3:22:16] put up on the back splash of the wall that they created.

[3:22:20] So just really amazed by the amount of cultural

[3:22:22] our work and creativity that's being being put out there by our schools, to make sure that every event is unique.

[3:22:30] And every year the students, although our experiencing the same event, our experiencing it differently and providing something else to offer to our families and our visitors.

[3:22:39] Because there's people from out of 99 coming to visit to showcase all the amazing work that we continue to do with our kids, right?

[3:22:46] So for me, it's all about the kids that day, and it shows off that our staff and our teachers

[3:22:52] and our collaborators are supporting the kids and being the star, right?

[3:22:57] To me, the kids are going to start that day.

[3:22:59] So that's really good to see that.

[3:23:02] On November 6th, we went to the Orange County Teacher of the Year Awards.

[3:23:05] So I just want to commend Erin Lee and with Mona Harky, right?

[3:23:09] To our teachers that were kind of recognized that evening.

[3:23:14] Also kind of one of those things where it's a great time to spend with district folks and the teachers there taking photos and just having dinner and it's your chatting

[3:23:23] So I'm really happy that we're able to attend and support our teachers. Every time we go to the event

[3:23:28] It just it pulls on my heart string so you hear the stories right and to play the videos of some of the teachers that do a lot of great work

[3:23:36] And I'm a teacher at heart. That's my that's my perfect that's why I'm a teacher. So it's always kind of just bringing me back and centers me to like the purpose of

[3:23:43] existing even in this room here, right?

[3:23:46] We exist to support kids and families

[3:23:48] and to make sure that we're creating humans

[3:23:49] that are going to be productive

[3:23:52] and positive,

[3:23:53] continuous source of society, right?

[3:23:54] So it just kind of always brings me back

[3:23:56] so I love going to that event as well.

[3:23:58] So it turns out that October is

[3:24:00] a really cool kind of super packed, busy,

[3:24:04] stressful time of year for everybody,

[3:24:07] but then also kind of always centers me

[3:24:08] back to the purpose of our life, right?

[3:24:11] So I'm always glad that it's like we go over the hump, but we go over the hump to then be reflective on what we do, so great time with you.

[3:24:20] And see, I also want to congratulate Horace Mann got a visit from the Kobe for the field of excellence.

[3:24:27] I just wanted to give Kudos to the staff there. Also, I know it's a lot of hard work to get a visitor to come and see your school and make sure that we're presenting all the good things that we're doing.

[3:24:36] I'm crossing my fingers at horse nine gets the seal of excellence. We'll see we'll find out soon and that concludes my report

[3:24:48] Well, yeah, but I sure this might this is probably the first and last time I took a page at a President of Philbex book

[3:24:55] Playbook this week. So just a couple of pictures. I'll go

[3:25:00] We'll go through this briefly. There are no particular order, but I will do my presentation in chronological order, just because I have to do that.

[3:25:08] But on October 18, I was able to attend with Dr. Makales, President Philbeck.

[3:25:12] We were at the AXA OCSBA Joint Dinner, which is a great event, getting to see some other board members from around the county, getting to hear a great keynote from Katie McLeary, who had a book called Bridges the Gap, which I was able to secure a copy, which was great.

[3:25:29] Talking about just working in leadership and a variety of different people, different capacities and really different emotional states that people can be in and

[3:25:39] We're really in a people business. So I think that's really an important message

[3:25:44] So I can't wait to start that book. I have been a couple weeks. So I'm a little bit derelict in my reading. I've been a pretty busy month

[3:25:52] But they did I have a couple for everybody. Yeah, that's right. Yeah, the finger traps

[3:26:00] Great message. You had to be there for that. I suppose but the next day I was able to stop by Paul Revere Park

[3:26:06] Which is right next door to Paul Revere Elementary. We had an anti-mobile family resource center that was there providing a lot of resources

[3:26:13] I was able to make it a very end

[3:26:14] But it looked like it was a very good turnout because all the resources were pretty much gone by time I got there

[3:26:20] following day October 20th

[3:26:23] Councilmember Leone

[3:26:24] held his chunker treat, which was mentioned earlier at a E.O.A.

[3:26:29] I know a couple of my board colleagues were able to make that as well.

[3:26:32] I just want to thank Geraldine Garcia in the Avalos and our custodial staff for making that happen.

[3:26:38] And our district staff for helping coordinate that and principal Dori for helping make that a reality for our students.

[3:26:47] So talking about running out of things, we ran out of candy.

[3:26:49] I think in the first half hour of the event.

[3:26:51] So they need to do a resupply on the fly to make sure that all of our families were.

[3:26:56] It's a good problem to have a special thing, so I want to give a shout out right there in the

[3:27:00] center.

[3:27:01] I know Matt Slusher's not here tonight, but he's here with us in spirit, so I wanted to

[3:27:05] make sure that the Slusher's the whole family was there in support.

[3:27:10] So thank you for coming to that as well.

[3:27:12] October 24th, Dr. Magales and President Phil Beck, we were at the ELO P lights on.

[3:27:20] It was a dance break dancing performance, music, drums, I know President Phil Beck was

[3:27:25] ready to jump on stage. At one point. Yeah. Well, I'm going to include that next time.

[3:27:35] October 25th, I got here to the LCAP meeting, which I was really proud of myself because

[3:27:40] it's the first time I'd been here on time. But I had to leave early because I had another

[3:27:46] trunk or tree event at Orange Grove. So it was number crunching the data or passing out candy.

[3:27:53] So it was one of the other had to make a quick decision, but I will tell you the passing

[3:27:58] out candy.

[3:27:58] That was a lot harder than it looks.

[3:28:00] I was constantly the staff, the kids were coming up, long lines, you know, it was my first

[3:28:05] day.

[3:28:06] I was there as a trainee, and I was falling behind on a lot of passing out candy.

[3:28:11] So it was, it's, okay, taking notes, taking notes from next year.

[3:28:15] So it was a great turnout, a lot of very creative costumes, a lot of creative car trunks.

[3:28:23] the designs on the trunks for great, very nostalgic, and a lot of them brought back a lot of memories.

[3:28:30] And then, right after that, I was able to join Dr. Magalus for the Anaheim Parks and Recreation Commission meeting.

[3:28:37] So, we were at the Brokers Community Center as the exefficio and alternate exefficio members.

[3:28:45] So, listening in on all the great things having our parks, I'll let Dr. Magalus share a little bit more on that.

[3:28:50] If you'd like, and October 28th we did have as my colleague mentioned the fall parade, which is always a great festive event.

[3:28:59] You're really getting our steps in.

[3:29:02] It's a lot of preparation, coordination.

[3:29:05] I know with all the different school sites, making sure the families are there.

[3:29:10] The bus that I want to thank our drivers for making sure that we had to go back and forth through a couple sites,

[3:29:15] Ross and particular, and we had a lot more parents than we expected,

[3:29:19] which was great to have the turnout,

[3:29:21] but making sure that we got everybody there on time,

[3:29:24] just the logistics of it, really appreciate our staff

[3:29:26] working together on that.

[3:29:28] And it's great to see the community along the side

[3:29:31] of the line to along the street.

[3:29:33] I had a couple of students, the following week, tell me,

[3:29:36] I saw you in the parade.

[3:29:38] So just getting to see, I know a lot of us

[3:29:40] we were being called by people in the crowd saying,

[3:29:44] oh, hey, how are you, you know, good to see you?

[3:29:46] so that was really encouraging just to see how the community really came together and then

[3:29:53] October 31st I was able to get over here because I had my top gun costume.

[3:30:00] On October 31st, over here, to our district, our dots of Halloween event that we had getting to see all the altars or

[3:30:10] offenders that were here. Just for a very brief break into my lunchtime, I was able to see all the creative costumes that our staff had as well,

[3:30:20] which was very encouraging. Seeing everybody getting in the spirit of that.

[3:30:25] And then I was also able to stop by Mother of the next year on the Ponderosa community.

[3:30:33] They had their second annual festival of sweets they called it in the community where they actually

[3:30:38] able to pass out of the backpacks.

[3:30:41] We had been able to secure so thank you Dr. Grace for helping coordinate that.

[3:30:45] They appreciated it.

[3:30:47] Great turnout.

[3:30:48] Lots of games, prizes, of course, candy was being passed out, registration for different

[3:30:53] events that were coming up.

[3:30:56] So that was a great event.

[3:30:57] November 2nd, I was at the Anaheim Cemetery

[3:31:01] for the Orange County Cemetery District.

[3:31:04] I was hosting an event with their Commission Vice Chair

[3:31:08] Cynthia Ward, was there.

[3:31:10] And they had a lot of folk-loaded code answers,

[3:31:14] Mariachi, and the staff there, I had a conversation

[3:31:17] with, had offered to provide tours.

[3:31:20] They provided tours during the day.

[3:31:21] I know on our third grade we have a lot of Anaheim history that's going on so we might

[3:31:28] explore as a possibility at some future date to year-round so they're happy to help

[3:31:34] and coordinate something on that.

[3:31:36] November 3rd we had the day of the dead event at Pearson Park which was a different site

[3:31:41] than it has been in past years but it seemed like everybody enjoyed it there.

[3:31:45] There was a big stage for performances, there was a lot of people there, there were some

[3:31:51] areas where we got a little congested at times, but everybody enjoyed it, made it work, and I think everyone's looking forward to it next year whether it's there or it's back at the downtown community center.

[3:32:01] Our schools really represented again at this event.

[3:32:06] So always proud to see that, the students who are there at the staff, turning out as well.

[3:32:11] And then November 6th, of course, as we've mentioned, the teacher of the year,

[3:32:21] many, all of our teachers could be nominated for that, because they all put in that work

[3:32:26] and, unfortunately, we're limited in the number of nominations that we get every year,

[3:32:32] but it always makes me think about it.

[3:32:34] How much work all of our staff put in and would all be qualified to be there.

[3:32:39] So I just want to say thank you to all of our staff, all of our teachers for all the hard

[3:32:43] work that they do every day.

[3:32:45] And then yesterday morning, finally, I was able to, I attended a staff professional development

[3:32:53] meeting at Paul Rivera-Mentry. So I think Mrs. Salis for helping coordinate that carving

[3:32:59] out a little bit of time just to meet with the staff briefly. They were had a PD, so I didn't

[3:33:06] want to take up too much of their time. But it won't be the last time that I attend as well visit

[3:33:10] their site of course. So I just wanted to go in because there's a lot of new staff that come

[3:33:14] and out of different sites, so don't presume that everyone knows who I am when I walk on

[3:33:21] to a campus. As was evidence, my first got there, their parent leaders said, who are you?

[3:33:26] I had my badge, they still made me check in at the front office. I want to say thank you for the

[3:33:30] great security, single point of entry, so it's working. And I also got the practice capturing

[3:33:36] kids' hearts, so I was at the door greeting the staff, you know, this bumps and all that, so I was

[3:33:42] assistant greeter yesterday I think I passed so anyway with that I'll conclude my remarks

[3:33:48] so thank you

[3:33:55] thank you madam President yeah a very busy month in October like I say

[3:34:03] every time super impressed with my councilman Carlisle on I did attend his trunk or

[3:34:10] treat event at our Anna I'm Elementary Online Academy site I know that it was done

[3:34:16] last minute so I really want to tell all of our staff at A-E-O-A, thank you so much.

[3:34:23] I know a lot of them stayed until the very end late at night.

[3:34:27] I did talk to the custodial staff and thank them because it's not easy to do something

[3:34:32] last minute, especially Halloween, but what I really loved in particular about this event

[3:34:39] was that it was culturally relevant, right?

[3:34:42] Often times in communities, they look down on low-right or cars, they look down on

[3:34:49] certain cultures, but that is our families, right? And it was just beautiful to see that we were looking at

[3:34:58] these beautiful cars

[3:35:00] As an asset, to tell their stories, to be proud of the culture, even though it's not part of my culture. I learned a lot. I ask questions. I actually want to low writer now. But it's just beautiful to see that, right? Because that's us, district two. So thank you, Carlos Leon, for putting together an amazing event. I also ask questions of, you know, because it was successful, it was very packed.

[3:35:30] It's interesting, I don't have kids, and I was asking families why do you come, just because

[3:35:37] I asked questions, and they were saying, you know, honestly lately it's just, this is the

[3:35:42] safest bet, right?

[3:35:44] We know a lot of the community members here, with a lot of things happening in the world,

[3:35:50] and with candies, and you know, they feel safer, you know, going chunk or treating versus

[3:35:56] door to door. So, it was just something that I learned from that event. Yeah, the OC teacher,

[3:36:04] the year event was awesome. Congratulations, Erin Lee. Congratulations, Mona. Harkie, again, I wish

[3:36:11] we could, you know, give more awards to a lot of our amazing teachers at AESD, great food. Thank

[3:36:19] school's first and thank you to Orange County Department of Education for putting together this

[3:36:27] and annual event. The city's there, the dead, event at Pearson Park was awesome. I didn't

[3:36:34] stay in the evening but I did go on the right when it started and what was really cool was

[3:36:40] that before the students were about to present the pride of the families in dressing up their

[3:36:49] waters and sons and the makeup and all the amount of work that was done in preparing for

[3:36:57] their presentations which is so beautiful. Some of our staff came up to me and they started

[3:37:04] to just educate me about the different dresses, right, that all the different schools chose

[3:37:12] to wear, that they were from different parts of Mexico and I was just blown away every year

[3:37:18] October, and I know that the Ouelless Mortos is like last last week I went to an event

[3:37:24] every single night in LA and in Anaheim, and I'm always learning new things about this beautiful

[3:37:32] tradition. Filipino celebrate something similar, called All Saints Day. I know it's very similar

[3:37:38] to the Ouelless Mortos someone educated me about that, and again, it's just so grateful, great job

[3:37:46] to all of our parents, to put all the althas, althas, althas, althas, althas, althas.

[3:37:53] Together, they are beautiful, so again, a great event

[3:37:57] and thank you to the Anand Community Services for putting that together.

[3:38:02] I also went to my old alma mater.

[3:38:04] I typically go there a year for the alothas,

[3:38:05] because we have Madison students that also create althas.

[3:38:09] So it was great to see some of our Madison students there,

[3:38:11] which is right across the street from Moera,

[3:38:12] And they had a beautiful event with some of our students also performing in their dancing as well.

[3:38:22] The street beat was really cool.

[3:38:25] A great job, Madam President on dancing.

[3:38:27] I have you recorded and maybe I'll ask permission to see if we could show it next board meeting.

[3:38:32] But again, what I loved, it's not just about dance, right?

[3:38:36] Which in itself is beautiful.

[3:38:38] I love that this group was educating the students about the history of hip hop, all four elements,

[3:38:45] not just about the music, but the dancing, the beats, its origins, why they do what?

[3:38:51] Again, it goes back to education.

[3:38:53] So I love that.

[3:38:54] So great job, Dr. Moreno, for hiring Street Beat.

[3:39:00] They did great.

[3:39:01] and our cabinet, and Dr. Mary Grace.

[3:39:05] I really liked that.

[3:39:06] Maybe one day I couldn't go up there and break

[3:39:08] against with them.

[3:39:11] The city of Anaheim Fall Parade was awesome.

[3:39:15] You know, I, my back went out a couple of weeks ago,

[3:39:18] and I tried my best to walk the whole thing,

[3:39:21] but I just couldn't.

[3:39:22] So one, thank you so much for allowing me

[3:39:24] to jump on the cart from time to time,

[3:39:27] but it was just so great to see our community members

[3:39:29] out there and all of our kids, great job. I'm so proud of you every year. We do that event

[3:39:37] and all of our music teachers, our cabinet for putting it all together. Thank you so much.

[3:39:42] I know there's a lot that goes in. I know that working with the city because they change things

[3:39:47] every single year with regards to logistics and I know when it comes to change and an event such

[3:39:52] as this parade, it's just all lot. So please thank you so much for putting that all together.

[3:39:58] I'm so grateful.

[3:40:01] The OCSBA event in dinner was awesome. There was in the Irvine Marriott and one thing that I took away from the speaker was that it's, and when I was talking about the finger traps, I know that it seems so, you know, cheesy, what about finger traps, right?

[3:40:21] It's like oftentimes in organizations when it works with people, and especially nowadays with this new generation we tend to go back.

[3:40:28] when there's an issue or problem of conflict, the personal thing.

[3:40:33] But the message of the presenter was you need to move in.

[3:40:36] You need to have conversations, critical conversations,

[3:40:39] difficult conversations, engage with staff at all levels.

[3:40:44] Of course, it's important to have your balance too.

[3:40:47] But when you go behind, it just makes it tighter and harder.

[3:40:50] But when you pull in, it's easier for the whole organization to work well.

[3:40:54] So that's what I took away from that.

[3:40:56] It was also a great dinner.

[3:40:59] Parks and Rec meeting was also awesome.

[3:41:01] It was great to, I think they're starting to go,

[3:41:03] wow, you know, now the board members are starting to come.

[3:41:06] And so it was great to learn about what our parks are doing

[3:41:10] in relationship with us and our community agreements.

[3:41:14] So it was great to be there at the Brookhurst Community Center.

[3:41:19] Also, I did a presentation.

[3:41:22] I was invited to be one of the final panel speakers

[3:41:24] at the Konakai Resort in San Diego,

[3:41:27] at the California Council for Teacher Education.

[3:41:30] So I did mainly in my research,

[3:41:32] but whenever I share my research,

[3:41:34] I also share about Crest now.

[3:41:35] Again, verbatim words that come from our presenters

[3:41:39] and acknowledging our staff for that as well.

[3:41:43] Lastly, and I was debating about talking about this,

[3:41:47] but I could not not talk about this as an elected official.

[3:41:54] First and foremost,

[3:41:59] I'd like to give my thoughts and prayers to the 1400 Israelis who were killed.

[3:42:05] The 241 Israelis who were kidnapped and the 10,000-plus Palestinians who were killed since October 7.

[3:42:14] Like millions of people across the globe, I am deeply concerned of the fate of all the people and children, both Israeli and Palestinian.

[3:42:25] As board members, it is a responsibility to advocate for the rights of over 17,000 children

[3:42:30] here in Anaheim, and parts of Garden Grove, but as humans, we must all advocate for the

[3:42:38] rights of every child. On behalf of all the children caught in this nightmare, I call them

[3:42:44] the world to do better. As UNICEF Director, Catherine Russell stated, children do not

[3:42:49] start conflicts and they are powerless to stop them. They need all of us to advocate for them.

[3:42:58] I, as an individual board member, one urge US lawmakers to adopt the resolution led by Congress

[3:43:05] members Bush Tileb Carson Lee and Ramirez in a call for an immediate ceasefire in the Israel

[3:43:11] Gaza war. Two to send humanitarian aid and assistance to Gaza and three to save as many lives

[3:43:18] possible. I also acknowledge the collective trauma of Israeli and Palestinian communities

[3:43:25] here in Anaheim, the United States and throughout the world following decades of conflict

[3:43:30] and condemn the rise of anti-Jewish and anti-era rhetoric due to this current war.

[3:43:40] We are better than this and it is my hope that all our families, faculty and staff here in Anaheim

[3:43:47] do not engage in such rhetoric, rather engage in civil debate, civil conversations, and advocate

[3:43:56] peacefully as promised to us by our first amendment rights, as our leaders decide the fate

[3:44:01] of millions of people who are struggling from this current conflict.

[3:44:05] Thank you.

[3:44:11] Mr. Realist?

[3:44:15] Well, I kind of want to do a pass right now.

[3:44:18] That's like really like, I mean, no.

[3:44:21] That's some intense stuff.

[3:44:23] All right, going back to October, yes, that is the month that is exhausting and when it's all set and done at the end, I was like, man, why am I so exhausted?

[3:44:33] And it's truly because of all these different events which are super fun and I love it. I love all, all's probably definitely my favorite season, I think.

[3:44:43] But yes, like many of my colleagues, this is repeat, so I'm just going to go very fast just because for time.

[3:44:49] Um, you know, I got definitely got my trunk or treat on visiting Orange Grove, Gwen and Waris the one thing I have to walk away with is a couple things that two things major number one. I love how you

[3:45:00] Each school is just so different. When it comes to their whole trunk retreats, you know?

[3:45:05] It's amazing like how the cars come in at one school site and have it all ducked out with the super creative things.

[3:45:13] It's amazing how another school site's definitely more so into just having the trunk of their cars and whatnot,

[3:45:20] but also dressing up themselves, you know? It's amazing the way the kids go in and whether it's a festival, more setting,

[3:45:27] or more or less like up in need of war as I was like laughing because I was like

[3:45:31] what all the kids got an orderly alliance and they just did a procession around and

[3:45:34] got all this candy and I was like what are you doing you know I could be running

[3:45:37] in and getting candy in but everybody's just different and that's what's super cool

[3:45:41] but the second thing that I noticed and this kind of piggybacks off of my colleagues

[3:45:46] comments earlier about the whole issue as to I don't know about your neighborhoods but

[3:45:52] I didn't have really that many trick or treaters at all and I had bought a lot of candy

[3:45:57] So I ended up with this huge bag of awesome candy delicious candy that I'm

[3:46:02] I've taken I took to school and giving to my favorite students, but it is one of these things where

[3:46:06] Really a lot of it has to do with number one this day and age number two the

[3:46:13] Everybody's afraid of fentanyl, which they should be but number three

[3:46:17] We're doing all these cool things here and really redefining this idea of

[3:46:23] trick or treating, and making it definitely a lot more of a cultural celebration with, like,

[3:46:29] for example, the D.A.D.L.S. more of those events and the connection there, and that's definitely

[3:46:32] more of the driving force, so that was cool. And that was my walkaways with the whole issue

[3:46:37] of the trunk or change, which were all super cool. Hullwing festival, yes, my favorite, one of

[3:46:41] my favorite events of the year, good times. All of us are out there having a great time. It's pretty

[3:46:48] fun because of the fact that my entire career-wise, I've been working on the east side of the district

[3:46:53] So I don't see students and stuff like that, and that was always cool.

[3:46:55] But now I'm on the far west side of Anaheim over at Orange Your Junior High School, and it was great.

[3:47:02] Because of the fact like my colleague Mr. Lopez was commenting,

[3:47:05] there are some students that are there and whatnot.

[3:47:06] But when you're talking to like a seventh grader and he comes up to you on Monday and it's like,

[3:47:10] oh, I saw you in a parade. Mr. Rollis, are you famous?

[3:47:15] And I'm like, ah, hey, miss, infamous, but hey, miss, come on.

[3:47:20] You know, as a kid, just had a good time.

[3:47:21] He was like, oh my mom, dad, we're like, that's,

[3:47:24] isn't that your system principal?

[3:47:25] And it was just so cool, like,

[3:47:27] just, here is excitement and whatnot.

[3:47:29] And, you know, it's, it's awesome because of the fact that it wasn't,

[3:47:33] you know, just me, it was all of us and,

[3:47:35] our entire, like, so many of our students that were there representing,

[3:47:39] and it just makes me really proud to be a board member

[3:47:41] for the Amhain Elementary School District.

[3:47:43] uh... the deal the last one of those events was fantastic i loved it had a great

[3:47:48] time at this event i went in the evening time so uh... i definitely saw

[3:47:52] uh... more of you know the performances in the the cool displays and whatnot

[3:47:58] but uh... for this one i want to give a special shout out

[3:48:03] to doctor grace

[3:48:04] because at this event there was a young man

[3:48:08] whose name is Oliver Cortez Velasquez, and he was your student over at Horace Man,

[3:48:16] and he's an amazingly talented artist who had displays of things here in Anaheim,

[3:48:23] Little People's Park. He had basically what it looked like over at Angel Stadium before,

[3:48:29] and the manner in which these are painted, they were so beautiful, and that was the thing.

[3:48:34] and I bring this up because here is this young man in his 20s. He's this awesome artist.

[3:48:41] And that was one of the things when he, I found out he was that man. And he thought that I was

[3:48:45] with Anna and Emma Elementary. He's like, oh, do you know Dr. Grace? And I was like, yeah, I do. So,

[3:48:50] shout out to you, Dr. Grace. Mainly because of the fact that it's always good to see one of

[3:48:55] our own here in Anaham do some fantastic things. And this young man is super talented. On Saturday,

[3:49:03] I headed over to the TGR foundation formerly known as the Tiger Woods Learning Center for an educational symposium

[3:49:11] I wanted to pop my head in and see what's going on there

[3:49:14] I haven't been to the Tiger Woods Learning Center. I'm sorry the TGR foundation in a while

[3:49:18] But one of the things that really attracted me to this

[3:49:21] were the

[3:49:23] network opportunities of course

[3:49:25] but the

[3:49:28] The workshops that were there there were a few that really sparked my interest in one of them in particular

[3:49:32] was really cool, it's called Whizz Girls, and it's all about gamification, and all about

[3:49:41] making sure our young ladies are not lost in this whole coding world, and getting them

[3:49:49] more involved in the process, and it was a fantastic presentation. I loved it. I also

[3:49:55] want it to basically give a special shout out to Ray Nidalis.

[3:50:00] A fifth grader, teacher over at Price, who was there or representing. I was proud to see him there. We had great conversations. We had lunch together. It was good to always pick his brain about certain things and hear the teacher perspective of, you know, we think everything's going great, but like, what do you think? You know, and, you know, race-intastic, he's awesome and, you know, he was very, very honest with a lot of things and, and just, I'm just proud to say after a conversation I left and I was, I was just still super pumped with a lot of things.

[3:50:30] everything that's going on. The teacher of the year dinner, great, Kudos, once again, to Erin

[3:50:33] Lee and Mona Harky. And then yesterday I had a meeting over at the district for AUHSD, but

[3:50:41] it didn't start to later, so I was able to go over to visit Edison Elementary School for about

[3:50:46] an hour, hour and a half, and just really hang out with Miss Nichols, talk with their interim

[3:50:54] the P and it ends up, you know, a small world in the sense because he also was like, hey,

[3:51:01] didn't you go to Katela? And I was like, oh, I know your brother and your brother's married to one

[3:51:05] of my friends and, you know, we knew all the same people and we really ran in a lot of the same crowds.

[3:51:10] So that was really actually super cool. And with that, that pretty much concludes my report.

[3:51:17] I just want to just thank all of you veterans out there and wish you a good veterans day for

[3:51:24] Veterans Day. My father was a veteran himself. So this day is very special. And everybody else,

[3:51:31] you know, please, please, please make sure you enjoy your holiday break and your safe and

[3:51:37] rejuvenate.

[3:51:41] Okay, we have some great board reports tonight. I'm going to kind of power through this because

[3:51:45] some of it is duplicate.

[3:51:49] I'll start with just mentioning, I was going to mention the library.

[3:51:52] I want everybody to just know, check out the scheduling, look for some of the exciting things that are going on there.

[3:51:59] Central Library, there was an opening reception for the book that's being read now called There There.

[3:52:06] And a Native American speaker from the Tonga Tribe.

[3:52:09] I hope I said that right.

[3:52:11] Speakers, dancers, music, and a tremendous amount of history relating to the anti-Hime history of the Native Americans.

[3:52:18] So it was, there's some good stuff going on at the library.

[3:52:22] So check it out.

[3:52:23] I also attended the joint dinner meeting for the OCSPA and a CSA region 17.

[3:52:29] And I'll just mention that Dr. I mean, Mr. Lopez, you won the book.

[3:52:35] Bridge the gap, the curiosity cure.

[3:52:38] Break through communication tools to transform work relationships from challenging to collaborative.

[3:52:44] So when you read that, were you, were you bring us back?

[3:52:47] Some, okay, you're giving the Christmas.

[3:52:51] Also, I attended a parent engagement for the school family

[3:52:54] and community engagement workshop at Key,

[3:52:57] and it was Connections College Bound.

[3:53:00] It was really interesting.

[3:53:02] I'll mention Mr. Jimmy,

[3:53:03] because he always has some good stuff going on.

[3:53:05] He presented on the transition from home to college

[3:53:08] and beyond, and he provided tips on how

[3:53:10] to establish strong relationships and routines now

[3:53:13] that can benefit your child in the future.

[3:53:15] and the parents were very interested, it was a great workshop.

[3:53:21] I was really honored to be able with Dr. Downing and Mr. Chavaria and a few

[3:53:27] to who did we presented for the Measure J. Series the Bond?

[3:53:32] Was it Piper Sandler that standard and force?

[3:53:36] And what this was was to present to gain our credit rating for the bonds.

[3:53:43] And as an honor to do it, and I had, I got to talk about our board, describe each of us,

[3:53:49] and also since I'm a real estate agent, to talk about real estate in Anaheim and the tax

[3:53:56] basis and things like that.

[3:53:57] So that was really an honor to get to do that I've got to do it twice when you're president.

[3:54:02] That's what you get to do.

[3:54:04] So, I also was a library judge for part of a creative writing project judging panel, but

[3:54:13] in our school gets judged too, but I mean, our district, but I did not judge for our

[3:54:17] district.

[3:54:18] I judge for centrally.

[3:54:21] And all the students are going to receive recognition, but there's additional recognition

[3:54:26] for the top six writers, and an outstanding recognition for a distinguished creative writer.

[3:54:32] These essays are published in a project book and I think that's is that the

[3:54:37] design that they call it. Okay, and I think that there's also going to be a

[3:54:42] city council meeting where these are presented. Along with Principal Schumat from

[3:54:47] Sloan Kiss, I attended a luncheon with the mayor of Mito Japan and Japanese

[3:54:54] delegates and it was really an honor and fun to get to do that.

[3:54:57] It kind of goes back to my ears as a...

[3:55:00] Mr. City Commissioner. But also, we're privileged that Mito is, Principal Schumer is arranging a sort of virtual exchange with some of the students in Japan, and they had sent some gifts over that I was able to present to her. So it was really, really an interesting and fun luncheon.

[3:55:23] It's not trunk or treat, fabulous, like it's been said.

[3:55:27] It was amazing what these parents did with these trunks.

[3:55:30] I just couldn't even believe it, as I said, I think before.

[3:55:34] Some of them need to work for, not very far.

[3:55:39] I mean, there's a lot of talent.

[3:55:41] The one that scared me the worst was it was at price, but there was a Chuckie trunk.

[3:55:47] Oh, let me tell you, that one was pretty scary.

[3:55:50] Okay, so first five I'll mention, because I'd like to let everybody know if you haven't

[3:55:58] seen this movie, this documentary called The Unseen, look it up, there was a panel and

[3:56:04] the movie, the documentary was presented and it's on how we are failing parent caregivers

[3:56:09] and why it matters.

[3:56:10] I'm going to tell you, if you can make it through it without crying, it was pretty intense,

[3:56:16] But very, very important information, and along with that, there was a virtual event and I was literally running in and out because they were at the same time back and forth.

[3:56:26] It was a 2023 Arts and Cultural Series, the Shared Power of Healing and Joyful Schools.

[3:56:33] This was, I was invited to this by Meritz of Rumidas.

[3:56:37] I think you might have, did you tune in on that?

[3:56:40] No, I was, okay.

[3:56:41] There were diverse artists that created original work to spark the public's ability to

[3:56:49] reimagine the power and potential of schools to be hubs of joy, belonging, celebration,

[3:56:56] and opportunity for all.

[3:56:57] And it was a campaign to create life-changing community schools, powerful, and absolutely

[3:57:04] amazing artists.

[3:57:06] Usually, yes, through Oco.

[3:57:10] Thank you.

[3:57:10] And it was it was powerful. It was really amazing and the talent was just unbelievable.

[3:57:16] PTA Council always one of my favorite things to go to and just see the amazing

[3:57:21] activity and work that's being done in all of our schools.

[3:57:26] Also attended the Westmont Lights on after school assembly.

[3:57:30] I believe the group was called Street Beat.

[3:57:33] Drummers and hip hop and that was a lot of fun and yes I did dance because it was fun.

[3:57:38] So, Dr. Marino and her team from Anaheim succeeds, this is one of their assemblies that was presented.

[3:57:45] There was a Gower Resource Fair in a conjunction with Jose Councilman Jose Diaz,

[3:57:51] and that was really fun. It was a lot of people and it was very interesting and a lot of resources out there.

[3:57:58] As I mentioned, Price, Trunker, Treat, the same thing, amazing, amazing trunks, lots of people.

[3:58:05] everybody had a great time. Halloween festival. I'll say it was a lot of fun. I'd

[3:58:10] like to mention that, you know, there was a lot to go to fine tuning that with so

[3:58:15] many people. Thank you. This is Vidya for putting that a lot of all the effort that you did

[3:58:23] to put that together. So, and everybody else that participated, Linda really. It was great.

[3:58:30] And I think we presented really well. I've heard so many wonderful comments. I also was

[3:58:35] volunteering for about two months behind the scenes on the floats and things and it was really

[3:58:40] fun to get to see it all, you know, when you have the backstage experience and then it all

[3:58:44] gets shoved out. I think I had about 13,000 steps because there was a festival that day,

[3:58:50] but I've gotten a lot of compliments on our band and the way the kids were in costumes and the

[3:58:55] administrators it was just a really great day. The day of the dead also at Pearson it was wonderful

[3:59:03] Our after school program did the dance to the ballet folk laurel, and I just wanted to mention.

[3:59:09] I think we had 17 schools. The artwork and the creativity blew me away.

[3:59:14] But at price, there were two girls, Samantha and Noemi.

[3:59:19] And Samantha gave me a very detailed presentation from start to finish about five minutes.

[3:59:25] Of all of the history of Deb, Deb, she had it all down. She knew it.

[3:59:30] And it was an absolutely fabulous presentation

[3:59:33] and no Amy also helped, but I have also,

[3:59:36] I call Dr. Valencia to let him know.

[3:59:39] These kids are really something

[3:59:40] and they're really learning how to present

[3:59:42] in conduct themselves in public

[3:59:44] and the confidence was amazing.

[3:59:47] Okay, so another health fair with Senator Umberg

[3:59:51] and kids builders was presented there.

[3:59:54] I wanna remind everybody kids builders

[3:59:56] is first five programs that I believe we still

[4:00:00] We have on our webpage that you can connect with that, and also champions for children, which was a block party at Pacific Drive Elementary, where I ran into Laurel Estrada, who used to be VP at Wores, and she is now principal there, so that was fun.

[4:00:15] I just a teacher of the year dinner, congratulations to our teachers.

[4:00:22] She said she was Wores.

[4:00:24] Yeah, she was Wores.

[4:00:29] She was VP for a short, yeah, but she was for us.

[4:00:34] Congratulations and thank you.

[4:00:37] Thank you to our school psychologists for school psychologists week.

[4:00:40] I believe it starts next week.

[4:00:43] And also, again, the teacher of the year banquet,

[4:00:46] we're very proud of Erin and Mona.

[4:00:49] And all of our teachers actually.

[4:00:51] So thank you.

[4:00:52] As we approach Veterans Day, I just want to honor all of our veterans.

[4:00:56] and thank you for your service, and with that, I think that we need to sing happy birthday to somebody.

[4:01:04] Is that correct?

[4:01:06] Yeah, but we didn't, we didn't sing, did we?

[4:01:09] No, okay, you're on the hot seat.

[4:01:13] And I'd also like to thank our guests for sticking this out to the very end, you, I mean, I want

[4:01:20] ask why but no,

[4:01:24] but well, it must be hard sitting here, but anyways, we thank you.

[4:01:35] We thank you.

[4:01:36] We thank you.

[4:01:37] So anyways, Dr. Morgales has had a birthday and so we are going to honor him with our usual

[4:01:45] rendition of Happy Birthday.

[4:01:46] So let's start off.

[4:01:49] Happy birthday to you.

[4:01:52] Happy birthday to you.

[4:01:55] Happy birthday dear Dr. McGaw.

[4:01:59] Bless you.

[4:02:00] Happy birthday to you.

[4:02:05] Thank you, everyone.

[4:02:07] Okay.

[4:02:08] And thank you for being so attentive all of you that have listened.

[4:02:12] As you can see, we're really a busy board.

[4:02:14] And sometimes we get to the same things, but you can also see that some things that like I can't get to

[4:02:21] Mark and get to or want or follow or run.

[4:02:24] You know, there's a lot of it gets covered.

[4:02:26] And so it's really a lot of teamwork and we're, this is a great board.

[4:02:31] Well, this actually is really a fantastic board.

[4:02:33] And I'm honored to be on it.

[4:02:35] Okay, so now our future agenda items.

[4:02:37] Does anybody have any?

[4:02:39] Yes, as we are so busy.

[4:02:41] one more item. Okay. I knew you would go ahead sooner rather than later just because we're coming

[4:02:46] up to about the halfway point of the school year but I did want to have a staff presentation on the

[4:02:50] pledge just to give us an overview of our role with our partners what we're partnering on upcoming

[4:02:58] events that I might like to attend if I'm able to I won't speak for my board colleagues but I

[4:03:05] I like to try to get to as many events as I can, who are contact people are on our end,

[4:03:11] or our team, who's here that works with the different partners, which I presume will

[4:03:16] be presenting or be part of the presentation at least, but just kind of an overview of how

[4:03:21] our successes have been, some of our accomplishments, and what we're looking forward to for the rest

[4:03:27] of the school year.

[4:03:28] It would be great.

[4:03:28] Thank you.

[4:03:31] just like to wish everyone a very very happy blessed and safe Thanksgiving and I hope you enjoy

[4:03:38] your your families and everybody gets a little bit of rest and and relaxation and just enjoy the holidays.

[4:03:47] So with that I will adjourn the meeting at 903 and our next board meeting is Wednesday, December 13th.

[4:03:56] Thank you for being here. Thank you for listening.

Board Meeting November 8, 2023

Agenda

Transcript