[0:00] I believe that I have the activity that I have for us today is called box breathing. So for mindfulness, simply stated, the object is to be attentive to be present in the moment curious about what's going on without judgment. And if we could achieve that for this meeting, I think we'd be headed in the right direction. So here's the activity for box breathing. And I invite you to do it with me here. So.

[0:31] So for box breathing, you will breathe in for four seconds.

[0:37] So find yourself.

[0:38] I like to invite you to find yourself on cross with your feet on the floor.

[0:43] And with your hands on your lap, you can close your eyes if you'd like or you can keep

[0:48] them open.

[0:50] And what we want to do first is we want to breathe in for four seconds and I'll demonstrate

[0:54] it for you.

[0:57] One, two, three, four.

[1:01] We want to hold that for four seconds.

[1:03] No breathing.

[1:04] Just holding it.

[1:05] One, two, three, four, and then breathe out for four seconds.

[1:10] One, two, three, four.

[1:14] And that pattern of breathing in, holding, breathing out, and then holding, and then that pattern

[1:20] continues on four second intervals.

[1:24] This has been done by Navy Sills, it helps you do two things, stay calm and alert at the

[1:30] same time.

[1:32] So I invite you to do that breathing with me, the box breathing for one minute, I'm

[1:37] going to start my timer and we can begin and go.

[2:40] Another second.

[2:46] All right, I invite you to come back to the meeting.

[2:49] Thank you for participating in that mindful activity.

[2:52] It does work.

[2:53] I do it in traffic all the time, but with my eyes open.

[2:59] Thank you so much, Demand.

[3:01] It's also helpful with, sometimes if we have little ones,

[3:04] because sometimes they could try our patients.

[3:07] And you can see a minute is a second,

[3:10] but it actually really does calm you down,

[3:11] because I got calm down at this moment.

[3:15] So thank you for that.

[3:16] Next slide, please.

[3:20] So we're going to turn it over to our assistant director

[3:24] to go over our meeting guidelines.

[3:26] and then we're going to take roll.

[3:29] Hi, everybody. I'm Dr. Ryan Rubio. I'm Dr. Lundy's assistant director for our special education department, and I'm so honored to be here.

[3:37] I look forward to working with you and supporting you in this meeting and everything else I can work on.

[3:42] For this meeting, our meeting guidelines are just something that we want to put out there for you to let you know that, you know, during the meeting, someone will be monitoring the chat.

[3:53] So, if you have any information that you want to share with us, please put it in the chat and we do have someone monitoring in both English and Spanish.

[4:04] We want to encourage you and make sure that you have your microphone muted when you're not speaking.

[4:09] If you are in an area where there might be other people having conversations or talking when you're unmuted for the time that you have that, please be mindful of that.

[4:20] we want to limit distractions and we also want to be kind to everyone whether it's in when you're

[4:26] talking to people in the meeting or kind with your words in the chat please. Next slide.

[4:37] So now what we're going to do is we want to make sure that each of you have the understanding

[4:43] on how to participate in a Zoom meeting by raising your hand and lowering your hand.

[4:52] And so if you can go through this little activity with me at the bottom of your screen.

[4:59] We want you right next to the little little world.

[5:02] There's a little icon that has a happy face with the plus on it.

[5:06] If you could click that one time and you're going to have a little box pop up that is just

[5:12] like what you see on the picture right here.

[5:15] What we want to do is we want to go through the process of having everybody click that button

[5:19] that says raise hand. I just raised my hand. And so you should have on your screen,

[5:27] up here in your picture, you see all the pictures of everybody in the meeting,

[5:30] everybody that has their hand raised. So take a second, if you haven't been able to do that,

[5:35] it looks like everybody has, okay. Now, if you click that same happy face with the plus,

[5:43] lower hand. Let's have everybody lower their hand. And that's how we're going to make sure that

[5:48] But when it's time and you've been prompted, we want to make sure that you have that opportunity

[5:52] to raise your hand and ask your question when asked.

[5:58] And then also when we move on from that and we ask you to put your hand down, you know

[6:04] how to do that, okay?

[6:05] So please remember if you have a question, raise your hand and wait to be acknowledged so that

[6:10] we can make sure and not having any interruptions from anybody that's speaking.

[6:14] but we want to hear from you when the time is right, okay?

[6:19] Thank you.

[6:20] Next slide.

[6:24] Okay, next.

[6:25] Now we're going to go into the roll call.

[6:30] And so our team, I'm going to be reading the names.

[6:33] And so when your name is called,

[6:35] what we're going to ask for you to do is to unmute yourself and say,

[6:39] here, or present,

[6:42] or something to acknowledge who it is.

[6:44] But only please do that until once you hear me call your name.

[6:47] All right, so the first two people are our CAC board members, so I'm going to start with them.

[6:54] So if you can get ready to know where your mute symbol is and where it's at, so when your turn

[7:00] comes, you'll see how to do that. Here we go.

[7:05] Lolly, avoid this? Present.

[7:10] Thank you.

[7:21] My mother,

[7:22] and then.

[7:22] Gracias. Thank you.

[7:24] Lilliana Olmer.

[7:29] She's absent today.

[7:31] Thanks.

[7:32] Next Alfredo Aweto.

[7:38] Mr. Aweto, not here.

[7:41] Next.

[7:42] Oh.

[7:43] Mia Cooper,

[7:47] not here.

[7:49] Amy Nguel.

[7:51] Present.

[7:52] Thank you.

[7:54] Catalina Castillo.

[7:56] Present.

[7:57] Thank you.

[7:59] Roxana Cervantes.

[8:00] Roxana

[8:05] Cervantes,

[8:08] okay, absent. Maria Garcia,

[8:15] Maria Garcia, absent. Alma Lopez,

[8:23] Alma Lopez, absent. Latoya Smith,

[8:31] Latoya Smith, absent. Okay, Lolly, we've already said

[8:37] your name. Daniel Pichavez.

[8:44] Daniel Pichavez. Absent. Mirna Cortez. Present. Thank you.

[8:54] Liliana Cruz.

[8:58] Liliana Cruz. Absent. Maria De la Cruz.

[9:06] Maria De la Cruz. Absent.

[9:08] A mother has already said here. Eric Fitzpatrick.

[9:17] Eric Fitzpatrick. Absent.

[9:20] Yolanda Garcia.

[9:23] Thank you. Marilyn Interia Mate.

[9:32] Marilyn Interia Mate. Absent.

[9:36] Blanca Lopez.

[9:41] Blanca Lopez. Absent. Yesenia Lopez Rivera.

[9:50] Yesenia Lopez Rivera. Absent.

[9:53] Lori Parra.

[9:56] Present.

[9:58] Thank you. Maria Luisa is already here. Elizabeth Romero.

[10:05] Elizabeth Romero. Absent.

[10:09] Lilliano Ruano.

[10:13] Resente.

[10:14] Gracias.

[10:15] Thank you.

[10:16] Kathleen Valdez.

[10:22] Thank you, Ms. Valdez.

[10:27] And that is our roll call.

[10:32] Thank you.

[10:33] And for our new,

[10:34] for our new participants.

[10:35] So you do not have to be a member.

[10:37] To be able to participate in the CAC.

[10:40] But we do have to have a board and membership.

[10:42] And so we have to have a quorum in order to have the meeting.

[10:45] And right now we have.

[10:47] One, two, three, four, five.

[10:50] six, seven, sorry how many total head start

[11:08] total sorry okay

[11:22] eleven we have

[11:23] eleven present that's enough for a quorum thank you guys for your patients

[11:27] and we will get the meeting started we can note that in the in the notes

[11:38] sorry

[11:39] we'll make a note that it's ten I will pass it over to Lolly our president thank

[11:45] you Lolly is

[11:51] she able to unmute herself as

[11:56] a bright now yes Dr. Lundila

[11:58] avoid this, right? Yeah. Ms. Lully, you can unmute.

[12:08] Ms. Lully, can you hear? Oh, is she maybe in the

[12:12] Spanish channel? Can you hear me now? Oh, there you are. Yeah, bye.

[12:18] Welcome everyone. Thank you for

[12:20] showing us our first CAC meeting of this school year. Just thank you for being here. This is a great

[12:28] little turnout. Can't wait to see that all we accomplish this year. Our objective this year would

[12:35] be two like empower families for us to learn together to have open communication. If you need to

[12:42] get a hold of us, the VPNI have our email addresses on our website. And of course a huge thank you to

[12:49] Dr. Lundy and Dr. Rubio and all their team for their hard work. Thank you, welcome.

[12:56] And so I know I saw Ms. Marissa Ballu as one of our board members here today. I'm not sure if any

[13:01] other board members are but I would like to welcome her and give her opportunity if there's anything

[13:05] she wants to say or to address the CAC.

[13:11] Hi, can you guys hear me and see me okay?

[13:16] Yes, yes.

[13:18] Awesome, nothing.

[13:19] Just, I am super excited to be here, like Miss Avvoitha said,

[13:24] just want to welcome everyone.

[13:26] Super excited to get the new year going and see all the great and exciting things

[13:30] that the CAC will be doing.

[13:34] and nothing. I'd like how this is starting out, really, really organized. So Kudos.

[13:40] Thank you. So we have a great agenda plan for you guys. We're going to move on to the next slide.

[13:45] We're trying to get through all the formalities because we have some good stuff to share.

[13:48] But we wouldn't be the CIC without our past members and our past presidency.

[13:52] So we wanted to take a moment to do a special thank you to our past leaders.

[13:59] Can I see? Is that my venue?

[14:01] Okay, good.

[15:48] We need you to unmute. Yes. I was wondering why no one was coughing.

[15:56] So I was always saying thank you so much to our past presidency. I wanted everybody to give them a big round of applause. Thank you. Thank you so much to our past president, our past vice president, our past secretary. We sincerely appreciate you. We know that you have to survive through the pandemic, even before the pandemic. And I believe that all of the work and effort that you did helped us to get to this place.

[16:18] and so I sincerely 100% appreciate you and we still want you to be involved. We still want to

[16:23] make sure that you are actively like helping us with activity. So we sincerely appreciate you.

[16:27] And if we were in person, we will give you your certificates and flowers in person, but we

[16:31] did send them to your home. So hopefully you like the certificates that we made for you.

[16:35] Next slide, please. Thank you so much. And welcome to our new families and our new parents.

[16:41] Thank you for your dedication. So this time is a time that I'm going to pass it back to Laliah

[16:45] president and we're going to have our public comments and we have one person who would like to speak

[16:50] aloud and we have another set of comments that's going to be read and I'm going to pass it on to

[16:55] Lolly to take that part. Thank you. I had it up.

[17:14] Found it.

[17:17] Okay so this will be the CIC meeting

[17:20] public comments for September 16th and this is from Yolanda Garcia. My comment is that questions are

[17:29] are allowed to be asked, and if they cannot be answered at that time, will they be answered

[17:34] at the next meeting so that there are no questions or doubts on resolve? I hope the new committee

[17:40] will do very well and we learn together. Thank you, Yolanda.

[17:47] The next comment is from

[17:50] Perissa. And hello, as far as the upcoming parent teacher conferences, will the parents be

[17:59] able to go to the classroom to speak with a teacher. During this time, there will be

[18:05] no students reliving the person count of 15 plus people, meaning all COVID precautions

[18:13] are more than being applied. Also, each parent has different times. This adds up to only

[18:20] two to three people in the room. Two parents and a teacher. This way parents can finally see

[18:27] where their child is all day and get to look at their work, progress, see things, the

[18:33] items, their child discusses with the parents at home. Our district has been opened this year,

[18:39] yet each school in the same district is making up their own protocols and rules.

[18:45] For kindergarten and kindergarten elementary parents, we're allowed to eat breakfast and

[18:49] say goodbye to their five-year-old for the first time apart as well as meeting the teacher.

[18:54] At North Park Elementary, parents could only say goodbye at a gate and if the student was

[19:00] left at that point, an orientation at North Park was held after the first day of class which

[19:06] was completely backwards for the parent and students. If guidelines are met, why can't we help

[19:12] the parents be involved academically when allowed? Which is what San Bernardino School District agrees

[19:19] It is a team effort. No child or parents should be allowed any less than other school or be pushed away when COVID guidelines can be followed.

[19:28] It seems like an easy way out and raises questions on why we aren't doing more to help parents be involved during the special time.

[19:38] That was from Karissa.

[19:41] Thank you.

[19:44] And was there a comment that was submitted that wanted to be read aloud?

[19:47] Yes, Dave MacKinney would like to speak.

[19:52] So if we can unmute Dave McKinney, are

[20:02] you here Dave?

[20:08] I don't see Dave.

[20:10] I don't see a Dave anymore.

[20:17] I'm Dr. Lindy. There is two hands raised one.

[20:21] Kathleen Valdez and the other one Karim Gongara.

[20:26] Okay, is it a, we're going to mute Kathleen and then if you could start the timer, but we do want to make sure that we're able to get to our agenda so typically if we have a public comment, we asked you to submit a beforehand, but this is our first meeting so we're going to unmute you and you can share with us what you need to say.

[20:49] Okay, Captain.

[20:51] Okay, so I just I got an email from a family engagement worker and it says summer to do no divisions 14 of the California Retired Teachers Association is offering teacher grants of $250 each to SBC usd teachers to enhance their students learning experiences interested teachers may request the single page application from Carolyn stacks at and I have the email.

[21:17] you know, return the completed application,

[21:20] no later than September 20th, 21.

[21:23] So I know our teachers do so much for the kiddos.

[21:26] So if you want to, if it's okay if I can put the link

[21:30] or the email address for Carolyn Stacks,

[21:33] so that way you can pass it onto your kiddos teachers

[21:37] and $250 goes a long way for our students,

[21:42] you know, for our teachers.

[21:44] You know, they always invest in our kiddos.

[21:47] So, I just wanted to share that information with all of you guys, so that way, if you

[21:51] wanted to pass that information on to your children's teachers, I know that they would

[21:56] probably appreciate it.

[21:57] So, that's pretty much all I have to say.

[22:02] Okay, thank you.

[22:05] And I guess we had one more, which is from Kareem.

[22:12] Yes.

[22:12] How much time do I have?

[22:14] Two minutes.

[22:16] Awesome.

[22:16] Thank you so much.

[22:17] My name is Kareem Bungora.

[22:18] I am a researcher. I'm in the process of getting my doctorate at California Baptist University.

[22:25] I've been approved by my institution and also the internal review committee at the

[22:32] Seminary City Unified to take a deeper look into the local control accountability plan and

[22:41] especially education local plan area. And so I'm looking for parents to survey and interview

[22:48] And a lot of my questions and conversation is mostly around what you understand or what

[22:54] you know about both of those programs.

[22:57] To give you background, my daughter was born at 33 weeks, she has cerebral palsy and epilepsy.

[23:02] She's in the single-Selpa at Fontana Unified.

[23:05] And so that was one of the reasons why I looked to San Bernardino City Unified to learn more

[23:10] about the single-Selpa and the processes and how those two programs work together.

[23:15] And so if it's possible, I would love to put my contact information in the chat area and also the link to the intake survey that I've created.

[23:24] And so everything will be completely private, secure.

[23:29] And the hope for me is that I get a better understanding of how these programs work and then at the end of it,

[23:34] present a report to the Summer City Unified School District to help them better understand

[23:40] what the understanding is of the SELF program and the LCAP.

[23:46] As those two programs are very big and critical to the management of a school district, my

[23:53] hope is that I'll be able to get some good feedback to be able to provide some good commentary

[23:58] on where people would prefer to have more information.

[24:02] So I will copy and paste that into the chat and I'll be attending these meetings just to get more information, but beyond that, thank you for allowing me to speak and I hope you guys have a good evening.

[24:16] So we're going to move on to the next part of our agenda.

[24:19] If Selenia, can you give Barbie host control again? She was kicked out of the meeting.

[24:27] Thank you.

[24:30] So the next part on the agenda was the minute, so we'll carry on and we'll have Ryan go and do the minutes for you.

[24:38] Yes, everybody. Thank you, Dr. Lundy.

[24:50] Well, he's pulling that I want to remind everyone that public comments are for the things items on the agenda.

[24:57] So just as we get more familiar, just to make sure that we do have time at the end for announcements.

[25:01] But far as our public comments, it's to pertain to things that's currently on our agenda.

[25:06] Just I want to get to the meat of the of the agenda, which is what the families came here for, which is our 504s and our and learn more about ADR.

[25:14] All right everybody. Thank you, Dr. Lundy. The information for approval of the minutes. I just want to give you some information before we go through that process. The members were sent minutes by email to be read ahead of time prior to this meeting.

[25:30] We are also going to put a link to the minutes in the chat before I ask for corrections. I want to reiterate that we are following Robert's rules of order.

[25:40] Procedures stating that the only allowed response to the minutes is to offer a correction if there is an error.

[25:48] This is not an opportunity for us to have a discussion on the minutes only the approval of the minutes only corrections.

[25:56] So with that information, does anybody have any changes, corrections or additions to the minutes?

[26:04] If you do, please raise your hand and wait for us to call on you.

[26:20] So if no corrections.

[26:22] I'm trying to get to that screen. Sorry.

[26:25] Okay. No, there's no corrections. Can I have a motion to approve the minutes as written?

[26:38] We have a motion to accept the minutes made by Miss Catalina Castillo.

[26:43] Can I get a motion to second them?

[26:46] Can I get a second?

[26:47] Lori Paras seconds it.

[26:50] Thank you.

[26:51] We have a second all in favor of approving the minutes as written.

[26:55] Please raise your hand.

[26:59] And we're going to take a moment to count all of the raising of the hands.

[27:08] members only.

[27:20] Thank you. I count nine participants.

[27:23] Okay. 10 participants. Thank you.

[27:26] We have any opposed to accepting the minutes. Please raise your hand at this time.

[27:31] If you approve, if you voted to approve them, please make sure your hand is down so that we can now see if there's anybody opposed to approving the minutes.

[27:46] Okay. Do we have any opposed? I can't see the presentation.

[27:52] No, not at this time.

[27:54] Do we have anybody abstaining?

[27:55] Any of our members abstaining?

[27:59] If you do, then raise your hand now.

[28:03] Okay, no abstentions.

[28:06] The motion carried everybody.

[28:07] Thank you for your time with this.

[28:08] The approval of the minutes.

[28:11] Awesome. Thank you so much.

[28:13] So now.

[28:15] This is the the fun part for me of the of the agenda.

[28:18] So all of our families we invited you here today.

[28:21] We wanted to make sure that you are familiar.

[28:23] year. So with our new superintendent, we have separated our areas into different, like learning networks.

[28:31] And by each learning network, we have a specialist, whether it be a teacher, an assignment,

[28:36] or a program specialist assigned to your schools. So we wanted to make sure that parents,

[28:40] you knew who your person was. So the person is the direct person to the school site to support you,

[28:48] but they also are your district liaison.

[28:51] And so I wanted to introduce first to you

[28:52] Ms. Brandi Sutton, who was a former teacher

[28:55] at Thompson Elementary and worked under my leaderships.

[28:57] Where I know that she's amazing.

[28:59] And this is a list of the schools.

[29:00] So if your students attend any of these schools,

[29:02] she would be your person.

[29:03] And I want to pass it to Brandi really quickly just

[29:05] so you can see her face and she can introduce herself.

[29:10] Hi everybody, good evening.

[29:12] I'm Brandi Sutton and I enter this specialization

[29:16] for the contact for the whole cluster.

[29:18] So I look forward to working with all of you.

[29:20] Next we have me.

[29:22] And you will have a copy of this PowerPoint.

[29:24] So in case you forget the name or the face,

[29:26] you have an email and you have your list of schools

[29:28] when you leave this meeting.

[29:29] And we will also post it as well.

[29:31] Next person.

[29:34] I would like to introduce a reintroduce is Mr.

[29:37] Demand Coleman.

[29:38] And he is over the Pacific cluster.

[29:40] And these are his list of schools.

[29:41] Demand, can you introduce yourself to the families please?

[29:45] Hello, everyone.

[29:46] Again, Demand Coleman program specialist.

[29:48] this for elementary and middle school.

[29:51] I'm glad to be here at the first CIC meeting for the year.

[29:56] And I look forward to supporting in any way that I can

[29:58] and being a part of the community.

[29:59] Thank you.

[30:00] And this is also connected to, I believe in the public comments, someone mentioned our questions

[30:06] going to be answered. So that's another reason why I wanted to have our specialists available

[30:10] in president. So like, if you have specific questions, we will hang around to make sure

[30:14] that we can connect you to the right person and make sure that your questions or concerns

[30:18] are addressed before you leave today. Next slide, please. We have Ms. Brandy Barbie, also one

[30:26] of our cluster leads and our teachers on assignment.

[30:30] Hi, I'm Brandy Barbie, not to be confused with Brandy Sutton or Barbie Rollin.

[30:36] So I'm kind of both those names.

[30:38] These are my schools and I just really look forward to supporting all of my schools and

[30:44] parents this year and working to make a very cooperative learning environment for all

[30:48] of our students so that they can have best outcomes for all of our kids.

[30:52] Thank you so much.

[30:54] And I ran into you at a school today, so she is out in the field, definitely.

[30:59] Our next person is Autry Fowler.

[31:01] Unfortunately, Ms. Fowler had a medical incident earlier this week, and so he's not here today,

[31:07] but his stead, Ms. Diana Cook, is going to introduce on his behalf.

[31:13] Hi, my name is Diana Cook, and I'm a support teacher, and I work alongside Mr. Autry Fowler.

[31:18] And we are looking forward to working with each and every one of you guys.

[31:23] Thank you. Next slide. We also have our high school leads. We have Randy Stevens, who works with our moderate population, and we have Lauren Martin, who works with our Montsevere, but she also works Montsevere K-12.

[31:39] So I want to give them both an opportunity to speak and then miss Lauren, if there's anything specific you need to say for the Montsevere world, you're open to do that as well. We'll start with Randy.

[31:51] Good evening everyone. My name is Randy Stevens. I'm the point of contact for all the high schools and if you ever have any questions or concerns regarding the high schools, please feel free to contact me.

[32:03] Thank you. And then we have Ms. Lauren Martin. Hi everyone. My name is Lauren Martin and I am the secondary APOC but like Dr. Ledie mentioned, I am tapping into elementary now.

[32:13] So basically my ultimate goal is to make sure that the students are in the appropriate placement and that the students as well as the families are knowledgeable about the transition opportunities are post secondary opportunities available to your child once they age out of high school.

[32:30] So I'm really excited to be leading that work.

[32:33] Yes, and Lauren has been very instrumental in helping us to put together a

[32:38] continuum of services for our students once they graduate. So as you know, our

[32:43] maybe you don't know, but our special education students, if they are not on a

[32:48] diploma track, we keep them to 22. But just because they don't receive a high

[32:51] school diploma doesn't mean that they can't be successful and live a very

[32:55] vibrant life. And our goal is to be able to provide them a continuum of

[32:59] opportunity and services for them so that we help them to transition, which leads me to my

[33:04] next program specialist. Oh, so sorry. They're out of order. I apologize. Which is Ryan Harsh.

[33:16] So Ryan, and I'm speaking to you. Hi everybody. I'm Ryan Harsh. And I am working the

[33:25] I'm out the moderate side of transitional services,

[33:28] overseeing the high schools and other programs,

[33:31] and assisting with employment, academics,

[33:33] and independent living.

[33:35] And I'm very excited to be helping this year.

[33:37] Thank you, Ryan.

[33:40] Next we have Mr.

[33:47] Tony Gahey.

[33:48] And he's responsible for Arrowhead,

[33:51] Kim Barkner, Furtamont, Palm, and Wilson,

[33:53] Pekuma and Richardson.

[33:54] Mr. Gahey?

[33:56] Hello everyone, I'm Tony Gahey.

[33:57] I'm one of the two point of contact for the North in K to eight schools and I'll be happy to provide support such as IEP facilitation coordination with the DIS services classroom management instruction training placements and so on until grateful to be in this department and I if you need anything, please contact me.

[34:26] Absolutely. Next we have Jackie. So we have a lot of schools that you can see

[34:30] that we support and so we are really invested in making sure that you know

[34:34] who your person is. Jackie. Good evening. My name is Jackie Willis. I am the

[34:39] program specialist for the North NB. These are the schools that I do support and I'm

[34:44] really excited to see such a great turnout and I look forward to supporting you

[34:47] and your students throughout their academic careers.

[34:52] Thank you. And we have

[34:54] Kayla Schrock. She's new to our team and she's supporting these schools. Good evening, everybody.

[35:00] Thank you guys so much for being here. I feel so grateful to be here. I'm here as a support for

[35:06] you can see 11 schools and I'm really looking forward to working with not only you guys but also

[35:10] the teachers that support your kids. She was a former teacher at, just last year at Golden Valley so

[35:17] she comes with a lot of expertise and knowledge and with some families who may have it work with

[35:22] directly, so we're happy to have her on our team.

[35:27] And now we have Ms. Amanda Drake, who's one of our

[35:29] program specialists, and she's responsible for a variety of areas, but her real expertise is in

[35:35] our deaf and hard of hearing, and I'm going to let Amanda introduce herself.

[35:41] Hi everyone, I'm Amanda

[35:42] Drake. It's nice to meet you. As Dr. Lundy stated, I am happy to be working alongside Trent Rowell

[35:52] and under the guys of Dr. Rubio

[35:55] and working for all of our related service providers

[35:58] and all of our students who receive related services.

[36:01] It's nice to meet you.

[36:03] Yes, thank you.

[36:05] And last but not least, we have Trent.

[36:07] So if you have any questions about your speech

[36:12] or you need early childhood assessment,

[36:15] or you wanna know about preschool,

[36:16] or you have questions about 504s,

[36:19] Trent is your guy.

[36:20] So Trent, can you introduce yourself

[36:21] and then you're going to take the next slide.

[36:24] Absolutely. Good evening, everybody.

[36:26] Nice to be here, Charles Brown, program specialist.

[36:29] I've been with the district about 15 years.

[36:31] Been a special education in 20 years.

[36:34] I've worked with every single age group from pre-K to 22

[36:40] in all of our programs and all the range of programs.

[36:43] So I'm happy to support the team and really to support you.

[36:47] I'm here for you and I'm here for the teachers.

[36:48] I'm ultimately of course here from the children.

[36:54] So I think I can just continue. So all right, great. So I was asked to speak a little

[37:01] bit about 504 plans. So 504, just like IEPs, 504 plans are set up to support kids in

[37:10] school setting with disabilities. Now, so they're similar, but there are some key differences

[37:16] between the two. An IEP is really designed to, you know, when we do an IEP, we're looking at

[37:22] like instructional goals, we're looking at services, we're looking at accommodations, kind

[37:29] of giving out a report of, you know, how the students doing, what the present levels are,

[37:34] the progress that they've made, all of the stuff that I think, you know, all of you are most

[37:39] you are familiar with if you've been to an IEP meeting. A 504 plan, just like an IEP,

[37:46] is designed to support kids with disabilities, but it's got a different focus. So the focus of

[37:51] a 504 plan is the removal of barriers to learning. So I think as we go through, so let me give an

[38:00] example, a 504 plan is going to be more focused on accommodations that might help a student be

[38:08] successful and have opportunity in the general education setting or in the school setting,

[38:14] if that makes sense. Can you go the next slide?

[38:19] And I think it'll be clear as we walk through

[38:22] the differences between the two. So with an IEP, you have to have very specific

[38:27] handicapping conditions. So there's 13 of these handicapped conditions that have been identified by

[38:33] idea. And that's the federal law over, you know, special education and IEPs. Not only do you have

[38:40] to have those 13 handicap conditions, but there also needs to be an impact, an educational impact.

[38:47] So, for example, you could have, and it does happen, that you could have an individual with autism,

[38:53] who is not experiencing any kind of negative educational impact. So that'd be for the,

[39:00] The student may or may not qualify then for special education services.

[39:06] That's for the IEP team to discuss, looking at all the data provided by the assessment.

[39:12] In fact, the assessment process for an IEP is very formal.

[39:15] It's very detailed.

[39:18] It's going to be a multidisciplinary.

[39:20] There's going to be all kinds of specialists and experts involved.

[39:24] And of course, parental input in assessing whether or not a student qualifies.

[39:29] for under one of these specific handicap and conditions and the qualification is also very specific.

[39:37] On the other hand, with a 504 plan, it's broader.

[39:41] So it's not restricted to 13 handicap and conditions, but it's a broader understanding of what a disability could be.

[39:49] So to give you an example, you could have a student potentially.

[39:55] And let me just say this. I probably should have said it from the beginning. I'm generalizing everything is about the individual student and individual circumstance.

[40:04] So with that said, please, please understand that that it's all just kind of a generalization here to give you the basic information.

[40:11] But you could have a student with chronic migraines, for example, so still maybe with chronic migraines and that's their only disability may qualify for a five or four plan.

[40:23] Because those chronic migraines may be limiting them in some way and their ability in a significant way to participate in school activities, school functions, school learning, all that kind of stuff you got to do in order to function at school city walking, moving, city, and talking, all of that.

[40:43] The criteria for determining whether or not that student has this disability that would

[40:48] qualify under a five or four plan is a bit broader in the sense of the assessment process

[40:55] is more of let's bring in all the data.

[40:58] We're going to look at multiple sources of data, all right, so we still don't just want

[41:02] one kind of source of data.

[41:04] We want to get maybe parental report, could be a source of data, school report would be like

[41:11] Like the teacher's report could be another source of data,

[41:13] any academic information that's being presented,

[41:17] medical diagnosis or doctors note,

[41:19] all of that stuff, those would each be sort

[41:21] of separate streams of data that would be useful for the team.

[41:25] So the team, the file of 14 would be gathering

[41:27] in all of that information,

[41:29] looking at, looking at over, having a discussion

[41:32] and deciding if one, if the unit does have this disability

[41:36] and then two, if it rises to the bar of a significant impairment, significant in terms of, you know,

[41:45] limiting that individual's ability to participate in the school environment in the general education

[41:51] setting. So, it's all of that. It's a little bit looser, a little bit broader in terms of what

[41:59] the team is looking at. And it's often, if you've been to a 504 plan, it's a group discussion.

[42:07] and it's a bag and forth.

[42:08] Do you've been through an IAP?

[42:10] Of course, there's a group discussion component to that too,

[42:12] but when we're going through the assessment process,

[42:14] there's also the piece of assessors giving reports

[42:19] and providing a lot of information.

[42:23] Okay, I'm going to the next.

[42:27] All right, so I jumped in and I was talking about the evaluation.

[42:30] So I think what I maybe didn't talk about

[42:34] or didn't emphasize enough is that idea of services versus accommodations. So, going back to my

[42:43] example of a student with chronic migraines. Depending on the student, depending on the situation,

[42:49] every situation is different. You could have two students with chronic migraines and they probably

[42:56] should have completely different 504 plants because what is useful and beneficial and meaningful

[43:03] for one student with chronic migraines may not be and may be harmful potentially to another student

[43:10] with chronic migraines. So, like an IAP, five or four plans are individualized, but you could have

[43:16] a student with chronic migraines and perhaps an accommodation that they're given is they're given

[43:22] you know if they notify the teacher that they're having a migraine they're given an opportunity

[43:28] need to be immediately excused or the nurse's office and rest for a little bit, perhaps.

[43:34] On an IEP, while chronic migraines is not going to be a condition, it could be part

[43:38] of a condition that a student on an IEP has, but it's not going to be a condition in and

[43:43] of itself that would qualify a student for an IEP.

[43:46] But an IEP though, if we have a student with chronic migraines, there may be some of that,

[43:52] But there may be that accommodation in there, perhaps, depends on what the IEP team decides.

[43:58] But there's going to be a lot of other stuff as well.

[44:01] There's going to be a lot of other stuff in terms of like what kind of services are

[44:04] we providing for this student to help them learn.

[44:08] The 504 plan is not service-based, it's removing anything that's in the way of learning.

[44:16] One kind of important note here, you know, I'll share it because it is important to realize.

[44:23] So with an IEP, we're not, even, all right, let me just say this with an IEP, we're never

[44:30] going to do anything without your agreement, without your approval, we're not going to institute

[44:35] any services unless we've gone through a process, you know, we've gotten your agreement

[44:41] Or if there's disagreement, we've gone through a formal process to sort of rectify that on the 504 plan. It's a little different. So we're going to our legal responsibility is that we need to inform parents.

[44:56] Now, our practice in SPC-USD is we have parents

[45:00] Volt in every aspect of the five O' baking, because parents, um, generally

[45:05] we get these requests from parents and then the schools, like, yes, we agree

[45:11] with the parent that the X, Y and Z going out with the student let's meet and

[45:16] let's review what we got is have a five to four. So our practices that every

[45:20] step of the way the parent is involved with that said. Please understand the legal

[45:25] requirement is, technically, we could implement a 504 plan simply by notifying you that the 504 plan is

[45:34] going to be implemented. But please rest assured, SBCA, our school district is not going to do that.

[45:40] We're going to invite you to every single meeting. You're going to be an active participant.

[45:47] I think you

[45:47] skip. Go to the next slide.

[45:51] Okay, so one of the things that people talk about with IEPs versus 504

[45:56] points. So NIP, the slide is for, is this the slide for Ryan? Oh, sorry. Is he here?

[46:10] Ryan Harsh? Yes. Okay. Go ahead. Hi everybody. Okay. Thank you. So things will change

[46:17] a little bit when the student access the district, and they decide to pursue their education

[46:22] at a community college or some other type of university, so it's not really called a 504,

[46:30] but it is a plan that provides for accommodations in that setting. So when a student registers,

[46:37] let's say at Valley College, I'll use that as an example. They need to submit their intake

[46:42] application to a different counseling office. So they'll have to turn in their IEP along with that

[46:48] and their most current psych report, or 504 if they had learned from the high school,

[46:53] making sure that all information is current and up-to-date.

[46:57] Once they submit that information prior to registering,

[47:01] they're going to have an intake meeting with the counselor.

[47:04] And during that meeting, the student and the parent,

[47:07] if they choose to participate, will discuss the student's education plan

[47:11] so what the student will be taking while they're at college,

[47:14] what certificate or degree it will be pursuing.

[47:18] And then they're also gonna talk a little bit about

[47:21] the accommodations that might fall into place.

[47:24] And that is called, it's very long acronyms,

[47:26] it's called recommended academic adjustments,

[47:29] artillery aids and services, or the RODs form.

[47:33] So the RODs form is, and you'll see

[47:36] what that looks like in just a minute,

[47:37] but the RODs form is pretty much what

[47:40] the accommodations can be for that student.

[47:42] And there was a whole range,

[47:43] with the most common being extra time on testing quizzes.

[47:48] So the typical student will have,

[47:50] if they have like an hour, for example, on a test,

[47:53] then a student with a Ross form may have an hour and a half.

[47:57] They can also take their test if they choose in a separate setting.

[48:01] So instead of going to class, the teacher would send the test to the office

[48:07] and the student would go to that office and take the test in that setting.

[48:12] So those are the basic minimum accommodations.

[48:17] They can arrange all the way to a tape recorder that can be used in class

[48:21] to any kind of technology.

[48:24] The professors, the way they're notified is the student themselves

[48:28] will take that form to the professor during the first week of class

[48:32] and notify them of any accommodations they receive.

[48:36] And then that form is updated once a semester

[48:40] as long as the student continues to attend and meet with the counselor.

[48:45] Next slide, please.

[48:51] So this is an example of the Valley College form.

[48:55] And it is pretty much the same.

[48:57] This looks a little bit different, perhaps, on the outside at other places.

[49:02] And so this is what the student will have updated every semester.

[49:06] And it includes any and all accommodations.

[49:10] And so you'll see on the left that can have extended time

[49:12] or break steering tests. This is all informed by the IEP and the 504 that the student comes in with.

[49:21] So it's very important during senior year or whenever that student exits that they have the most

[49:28] updated information on what they will need to be successful in that setting. So anything that's

[49:33] included here that is offered at the school should be discussed at the IEP. If the student needs

[49:39] to be successful, that is what they can take with them. Anyone have any, if

[49:45] anyone has any questions about this later I'm happy to answer or assist with this

[49:48] process. And so a part of our way that we organize

[49:53] and ourselves with having Ryan be over transition, we really want to make sure

[49:56] that all of our students who are graduating with high school diplomas in our

[50:00] moderate setting, that they at least get to have, if they would like to attend

[50:05] college that we make sure that we will assist them in doing that if they would like to get

[50:10] going to job placement then we want to make sure that we will do that. What our commitment is to

[50:14] have touches with each of our students so we've organized ourselves to have aids at each individual

[50:20] high school and have caseloads and we make sure we want to make sure our goal is to make sure that

[50:25] every single senior has their transition meeting and make sure that we know exactly you as a parent

[50:31] and them as a student. What they want to do when they graduate and if they are going to

[50:35] matriculate to a university where there be a four year or two year that we help them with this

[50:39] process to make sure that they get everything that they need because there are a lot of resources

[50:44] available which it's not time for the agenda but one of our parents who maybe did not get to

[50:49] experience this level of support has worked with us and we're going to put on a college fair and we

[50:55] have the flyer for that for you at the end and we're going to we're working on a virtual college

[50:58] fair for our high school students and we've connected with the colleges to so she's helped us to

[51:05] to kind of make sure that every student coming

[51:07] after her students can make sure.

[51:09] So Catalina will have time to talk about that at the end,

[51:11] but this is part of our process

[51:12] and kind of our revamping to make sure

[51:15] that our students have access.

[51:16] So with that being said, our next slide,

[51:19] we're gonna pause and we'll erase your hand.

[51:21] So now we give you a lot of information.

[51:24] We're gonna take a pause now

[51:25] because we have our,

[51:27] we have our part of context here.

[51:30] You heard about 504s.

[51:31] We've also heard about IEPs.

[51:33] we're gonna take a pause and we're gonna take our questions.

[51:35] So if you wanna raise your hand,

[51:37] if you have a question and then we'll take the questions

[51:40] as they come.

[51:42] And Selina, do you mind helping to facilitate

[51:44] to let us know who came first

[51:45] and then they can share?

[51:47] Of course, of course.

[51:48] And as of right now, we just have one hand up

[51:50] from Ms. Amy Nol.

[51:52] Okay, and you can also feel free to put the questions

[51:54] in the chat.

[51:55] We can answer them from there as well.

[51:58] Hi.

[52:00] So my question was from what I understand,

[52:03] and I just want to make sure I have it clear

[52:05] because this was new to me.

[52:07] The 504s, they don't need as much formal data

[52:11] as they IEPs, but they can be based off

[52:15] of informal assessments like teacher observations

[52:19] and parent observations.

[52:23] Essentially, yep, that's correct.

[52:25] Now, it's gonna be better, the more data that we have

[52:28] for the team to review.

[52:31] So the team can really make a thorough, you know, have a thorough understanding of what's impacting the child and then a thorough understanding of maybe what the accommodations need to be in order to remove those barriers and to get the child some help in that way.

[52:46] But essentially, yes, it's we want it, we want data and information from multiple sources, but it can definitely be informal as you describe it absolutely.

[52:57] Okay, I'll just give you the specific example I had in mind because I thought that for a student with dyslexia they needed a diagnosis and a lot of families cannot afford to get a diagnosis outside of school.

[53:11] So in that case they would need like work samples maybe or I'm not sure what kind of data would help for a dyslexia 504.

[53:22] You're right on, Ms. Noelle, you're right on.

[53:27] So it's going to be better, easier, in a sense,

[53:31] for the team if we have that medical diagnosis,

[53:36] but you are correct in that the medical diagnosis

[53:38] is not a requirement.

[53:40] So the bar is a documented presence of a disability,

[53:46] which would be the medical diagnosis,

[53:49] or a suspicion of a disability,

[53:51] or evidence of a disability, right?

[53:55] So, two of those three categories of information,

[53:59] it's gathering data in your example you gave,

[54:04] work samples, parent observations.

[54:09] Oh, you know, from birth on, my chat has done whatever,

[54:14] and I've noticed this, and then the teacher's saying, perhaps,

[54:18] yes, yes, and we see this in the classroom

[54:21] as well and here's some work samples and we're seeing it in the work samples so we don't necessarily

[54:27] have to have a medical diagnosis. That's 100% correct. Thank you. That makes a lot of sense because

[54:33] just for everyone's information most doctors don't diagnose it so insurance doesn't cover it. You

[54:39] have to like pay for a psychological evaluation so it's pretty expensive. Yes and some of the

[54:46] the pieces that are connected with the dyslexia are some basic reading interventions that we can

[54:53] provide. So, since the fiber force connected to our department, you don't have to have an IP

[54:56] to have access to some of those resources. It may be like an overlay. It could be explicit instruction

[55:02] so you may need to have access to a reading coach or you utilize some of our online programs

[55:09] to help to support. So, all of those things can be written into the fiber force or student needs to

[55:13] have small digestible chunks.

[55:15] All of those accommodations can definitely be written

[55:17] into your 504.

[55:19] And as it moves each year as it's renewed, which it actually

[55:23] technically doesn't have to do with every year,

[55:24] but each team, we share it with your upcoming teacher

[55:27] and make sure that those accommodations are in place

[55:29] so that the teacher knows how to interact

[55:31] and work with your student each year.

[55:33] Thanks, that's great info.

[55:36] Thank you.

[55:36] We do have a mother of its petric with her hand up, and then Dr. Lundy, we do have a question in the chat that I can read after a mother calls.

[55:50] Yes, Ms. Amara.

[55:52] So on the 501, how do we get more information, and does one of those governments can one

[56:03] of them be at an IEP to assist in whether or not a child could benefit from the 501?

[56:14] Yeah, great, great questions. Yeah, thank you for asking this.

[56:19] So each school, and I meant to mention this, so I'm glad you asked the question.

[56:23] So each school has a 504 plan coordinator. So all of our 60 schools, whatever the number

[56:30] is, each one has a 504 plan coordinator. And so really to find out who that person is,

[56:36] if you don't know, I probably don't, is just ask the secretary or ask the, you know, people

[56:42] from the front office or email the principal.

[56:46] And then, so that's always the first person

[56:48] really to start with is the school 504 plan coordinator.

[56:52] Because then it can start with a conversation

[56:56] and even, let's develop this together relationship.

[57:03] My role then is to support the 504 plan coordinators

[57:08] behind the scenes to make sure that they have everything

[57:11] that they need in terms of, you know, resources or any other support that they might need,

[57:18] so that they can then, you know, work with you and work with the kids. Generally speaking,

[57:26] you can invite the 5-0-4 plan coordinator to an IEP meeting. That certainly makes sense, but

[57:34] maybe in some cases, but I would suggest more just starting with that 5-0-4 plan school coordinator

[57:39] talking to them and then if if you wanted them to come to the IEP meeting or if

[57:45] you felt like the IEP team members maybe needed some more information then that

[57:51] five or four plan coordinate certain would meet with the team maybe even

[57:56] informally to talk it through with them. Does that just to piggy bank on that

[58:04] question who would normally initiate that maybe a five or four would be a

[58:15] source to benefit the student? Is it a parent, a teacher? Who would initiate it?

[58:21] Because I didn't even know about the existence of the 504 and I've been in this

[58:25] district for 12 years. No, excellent. I'm smiling because everything that I

[58:32] got to say, you're asking the questions for. And so I should have said this earlier.

[58:36] So anyone can initiate a five of, you know, I think this shot needs a five of four, right?

[58:43] So the parent, often is the parent, but it is possible that it could be somebody at the

[58:48] school, could be like, you know, the PE teacher. And maybe they see that a child has severe

[58:54] asthma or something to that effect. And they're like, you know, hey, I think we need to contact

[58:59] the mom or dad or the parents and we need to find out what's going on because maybe this child

[59:04] needs a five or four point. So anyone who has relationship who has reason to initiate a five

[59:10] or four plan, you know, for a child can go ahead and start that process. And really the basic process

[59:16] is this. We get that initial sort of referral from parent or from, you know, teacher, let's say.

[59:24] Then there's sort of a discussion, and then, okay, yeah, let's go ahead and do a meeting

[59:31] and assess for a file for plan.

[59:33] They should send home to the parent notification of that meeting and invite to come, obviously

[59:39] we're going to work out a date and time, but these are some of the things you can expect

[59:44] from the steps.

[59:45] You get a notification of when the meeting is, an invitation to join the meeting, of course,

[59:50] and then your parental rights, parental rights on a file for Plano are very

[59:53] similar to parental rights on an IEP. Then the team, at that point, the team is

[59:58] It's going to, um,

[1:00:00] Get all the data that I was talking about. They're going to have the discussion. They're going to review it. And it's essentially like three questions that they're answering. Does the student have a disability?

[1:00:14] Yes, let's say it's asthma. Yes, the kid has asthma. You know, I got a medical diagnosis. Does this asthma, you know, represent a physical or mental, you know, challenge? Yes, or no, whatever, probably yes, in this case.

[1:00:31] Does this impairment require, you know, a five, is it severe enough that we need to have a five or four plan to support this child's learning and support this child in the school city.

[1:00:42] If all three of those are yes, then that, and that could be sometimes that's a lengthy discussion. Sometimes it's a rather quick discussion, you know, it just, it's all, you know, which kind of depends.

[1:00:54] However, then the next step is always the same.

[1:00:57] Okay, now we've identified that the student needs a 504 plan.

[1:01:00] Our next step is let's talk about what we all need to do

[1:01:03] to help this kid out through accommodations.

[1:01:07] So a kid, for example, with asthma in MPE,

[1:01:12] maybe the accommodation is, you know,

[1:01:16] when the requirement is to run a mile

[1:01:18] and they have to run a mile for, you know,

[1:01:20] 20% of the grade or whatever.

[1:01:21] I'm just kind of making this up, they can walk, they can walk, or maybe they run a half

[1:01:28] a mile, or maybe they run a quarter mile, it kind of depends.

[1:01:31] Or maybe they run until they're feeling tired and the kid is mature enough and aware enough

[1:01:38] to say I need to take a break.

[1:01:40] Maybe the kid's not mature enough and aware enough and it needs to be the PE teacher who says,

[1:01:44] hey Joey, go ahead and walk now you need to take a break or Joey, go ahead and let's have

[1:01:47] you do something else.

[1:01:48] So, there's total flexibility in how we develop it and how we plan it for each individual

[1:01:54] kid after we've determined that yes, we need to do the 504 plan.

[1:01:57] And unlike an IEP, right?

[1:01:59] An IEP is, you know, multiple pages of stuff.

[1:02:02] What I love about 504 plans and the beauty of it is we just get straight to the heart of

[1:02:06] it.

[1:02:07] So, it's generally two or three pages long.

[1:02:10] Sometimes it's even just a page.

[1:02:13] Okay.

[1:02:14] Yeah.

[1:02:14] Half a page.

[1:02:15] You know, this is what this kid needs.

[1:02:17] needs. Okay, let's write it down. We all agree. And then the next step, sorry, I didn't mean to cut you off there, but then the next step is in that school 504 plan coordinator is going to give the parent a copy, you know, keep school records.

[1:02:31] And then, but notify all of the individuals at the school who need to be notified. Right. So the teacher is going to know, maybe the PE teacher.

[1:02:40] And it depends who needs to be notified because obviously we want to keep kids privacy, but yeah, they will notify everybody who needs to be notified.

[1:02:49] If there's an issue and it's not sort of being implemented the way that it needs to be implemented, then team comes back together.

[1:02:57] the school administrator, often school administrator is the 504 playing corner, but not always, but the school administrator will be a part of that meaning and will figure out what's going on and why the agreement is not being met when that happens.

[1:03:12] And usually when there's those sorts of issues in their rare, but when they do occur, they're 99.99% of time are handled by the teacher in the school.

[1:03:23] because they're the ones who can take care of it and get everything fixed and squared away.

[1:03:27] The other quick thing I want to say is that unlike an IEP, which you review annually,

[1:03:35] it's our practice to review them annually, but just know legally we don't have to review them annually.

[1:03:40] There's a little bit of wiggle room there.

[1:03:44] So what I'm hearing is that the 401, you're looking for a disability,

[1:03:50] something that's stopping the child from moving forward and so you want to

[1:03:55] implement, you want to evaluate what resources they are to help the child be

[1:04:01] able to learn or accomplish that task. It's some kind of physical or health

[1:04:11] disability that by being addressed can actually move, assist the child. That those

[1:04:19] the accommodations that you're looking at?

[1:04:21] Yeah, yeah, that's right on it.

[1:04:24] It can also be a psychological, maybe depression or anxiety

[1:04:29] or something like that going on.

[1:04:31] But yeah, essentially, we're trying to figure out,

[1:04:35] OK, what is getting in the way of the student,

[1:04:38] let's say the student has anxiety.

[1:04:40] What is getting in the way of the student with anxiety

[1:04:42] you know to help them access the general education and participate. And let's

[1:04:49] know what that is and let's remove it and give this kid an opportunity to

[1:04:53] participate in whatever it is getting in the way. Absolutely. And also throughout

[1:05:01] the year we will have a workshop for people who want to know a little bit more

[1:05:04] about 504s. I want to make sure that I get to the other questions. And then I'd

[1:05:09] I also want to to be mindful that at your school site,

[1:05:12] you have a 504 coordinator,

[1:05:14] but I also understand that every school

[1:05:16] and every structure is not the same.

[1:05:18] So that's why within this part,

[1:05:19] when you're also gonna have direct access to Trent,

[1:05:22] he said he could also help you.

[1:05:24] If your first line of defense,

[1:05:26] we always wanna make sure that we go to our school site first,

[1:05:29] but not all people in programs are created equal.

[1:05:32] So we wanna make sure if your school site

[1:05:34] is not up to par with their short people,

[1:05:36] we don't want it to just lay on deaf ears,

[1:05:38] So if you're not getting the response that you need, please utilize this resource and we will then he will go back and connect with the school to make sure that you're getting what you need as well.

[1:05:48] I also, I'm sorry, I'll take it to Selena.

[1:05:51] There's a couple of questions that we have in the chat, but if there's not their hand race, yes.

[1:05:56] It looks like the chat questions were answered, but we have Miss Kathleen Valdez and Amy, no.

[1:06:04] Did you still have a question, ladies, or was this from the previous one?

[1:06:08] I have a new question.

[1:06:10] I do too.

[1:06:12] Okay.

[1:06:13] Kathleen, do you want to go ahead and go?

[1:06:15] Okay.

[1:06:16] I have two questions.

[1:06:18] One, I was wondering,

[1:06:19] how is the 504 point different

[1:06:21] from a nurse modification form

[1:06:24] that sometimes just filled out

[1:06:26] between the like a,

[1:06:28] like a, say a student has

[1:06:31] something wrong or not wrong,

[1:06:32] but and they go to the nurse

[1:06:34] and then the school nurse contacts the parents of,

[1:06:36] Okay, I need this form to exempt them from PE.

[1:06:39] And sometimes they'll be like,

[1:06:40] oh, I'll tell a teacher,

[1:06:42] maybe they can't sit down and they broke their arm.

[1:06:44] Things like that.

[1:06:45] How is that different from a 504 plan?

[1:06:50] And then how do we go about informing parents

[1:06:53] about five or four plans?

[1:06:55] For example, for kindergarten students, especially,

[1:06:58] who are diagnosed with color blindness.

[1:07:02] They do that test in like sometimes

[1:07:04] in the beginning of a school year,

[1:07:07] but then parents are not really told

[1:07:09] like what they can do about it.

[1:07:11] And then the kids are, you know,

[1:07:13] we kind of told, hey, your students are colorblind,

[1:07:16] but then we're not told like,

[1:07:18] this is how we can help or how we can modify their thing

[1:07:21] and we're not, and you know,

[1:07:23] parents are not told about five or four plans

[1:07:25] so how can we go about telling parents about that

[1:07:27] so they can get those services that those kids need?

[1:07:30] Or just to help them to be able to do their class

[1:07:32] better. Sure, sure. I got so focused on the color blindness. I forgot the first part of the question.

[1:07:41] The difference between the nurse 4. Oh, gosh. Thank you. Thank you. Sorry about that. So essentially

[1:07:46] if it's a health situation, essentially, there's no difference. But the nurse plan is for that specific

[1:07:55] child in school during their time in school. A 504 plan carries over to

[1:08:02] When they're outside of school, if they're engaged in any kind of like federally funded program as they get older, this is why we often encourage kids who are getting older, you know, her about the age out of our IEP system.

[1:08:15] We might encourage them to go on to a 504 plan because that 504 plan is something that they can take with them into life and into a job situation.

[1:08:25] And then it's in terms of,

[1:08:28] Nana, I guess it's for Latina.

[1:08:32] Oh, for me to die.

[1:08:35] Okay, sorry.

[1:08:36] I wasn't sure if that was a comment.

[1:08:39] And then in terms of the color blindness,

[1:08:42] so you're absolutely right.

[1:08:44] We need to do a better job of advertising to parents,

[1:08:47] and that's something that we've been working on.

[1:08:49] So I think it's only right to own that.

[1:08:52] that. Now you guys are all familiar with it.

[1:08:56] You should all be familiar with it.

[1:08:58] Five or four plan coordinators at the school and administration should be familiar with it.

[1:09:02] So it's hopefully the information is getting out there more and more and we're trying to get it out there in multiple ways.

[1:09:08] But certainly colorblindness is something that could be addressed through a five or four plan.

[1:09:12] And this is kind of our first step.

[1:09:14] So typically the five or four kind of responsibility doesn't necessarily sit in another district within special education.

[1:09:20] And so, Trent is new to the role, so he took it on last year, and that's been our goal.

[1:09:26] So, actually, he's recently created a pamphlet that we're going to share with all the school

[1:09:31] sides, with all the principals, with parents, because part of a child find also is for us to kind

[1:09:36] of seek out those students who need the additional help, especially coming back from COVID.

[1:09:40] There's a lot of students who have not been in school, especially at that tender level,

[1:09:44] who need some additional supports, even IEPs and 504s. So, we're kind of on a campaign,

[1:09:48] And this is kind of our first stop is that's just shared at our first CAC meeting.

[1:09:53] And then from there like continuing to like train the teachers at the individual school sites, as well as like we were just literally and I think we were going to try to share it out today, which was our 504 kind of informational just a quick little sheet so you kind of know what you're what it is.

[1:10:09] But I think the more that we can get the word out there the better and like Trent has

[1:10:13] owned we have not it has not been done very well in the past so our goal is to really

[1:10:18] get better at it moving forward with the information.

[1:10:24] Let me just add one little little thing to although I am new to the world of the 504 plan

[1:10:30] support through the district level just if you come to me and ask me any questions please

[1:10:35] just know I've been doing 504 plans for many years I've been a participant I've been

[1:10:40] right in 504 plans in another role, but I'm very, very well first in 504 plans and I'm looking

[1:10:46] forward to being able to help you and the schools and whoever else needs help with them.

[1:10:53] I just have a real quick question. If a parent requests an initial 504 meeting what is there a legal

[1:11:01] time frame for that? A reasonable amount of time. There's no law about how long schools have to

[1:11:11] call the meeting? So there's not like an IEP where you know you have 30 days to have an IEP

[1:11:17] meeting or 60 days to assess or anything like that but thus far I have not it appears that all

[1:11:26] of our schools are very responsive and very quick but like Dr. Lenny said if they're not responsive

[1:11:33] and not quick please you know reach out to me and then I will be your advocate and we'll get that

[1:11:39] moving quickly, but I haven't run into that problem yet, thankfully. It seems like everyone's

[1:11:46] pretty quick to respond. Yeah, I was just curious. And so this isn't under the IDE. A lot's

[1:11:52] a different law. Right. Yeah, it's under the, you know, the federal disability. It's not under

[1:12:00] ID. Yeah, yeah, it's just like. Okay. And then my last question was prompted by Dr.

[1:12:09] Lundy. You mentioned something like access to reading programs for a 504 for

[1:12:13] assuming with dyslexia. But I was just wondering would that be a reading program

[1:12:17] paid for by like available to general education students or paid for by the

[1:12:22] Selpa like I'm because it kind of sounds like services. So I'm just

[1:12:26] wondering what's available to I did open that kind of worm so it's not a

[1:12:33] service because no it wouldn't be under an IEP but at risk students so 504 has

[1:12:37] its own set of kind of funding and it would be open to general

[1:12:40] education students so as a part of a accommodation if they need additional

[1:12:45] there's learning losses there's additional reading services those can be

[1:12:48] offered and that's something that can be discussed within your 504 meeting like

[1:12:52] what are some additional supports that the student need to be able to access

[1:12:56] that's whatever they need to access,

[1:12:57] especially if they have something like this,

[1:12:59] absolutely.

[1:13:00] Okay.

[1:13:01] So in my meeting, I could say like,

[1:13:03] what does the district have available

[1:13:05] for students struggling with reading?

[1:13:08] Absolutely.

[1:13:10] Okay.

[1:13:10] And what does this school size specifically as well?

[1:13:17] That's all.

[1:13:18] Okay.

[1:13:21] And then we have two more.

[1:13:23] Joyce and Marna.

[1:13:27] Joyce, yes.

[1:13:32] Joyce, can you hear me?

[1:13:33] You can go ahead.

[1:13:34] I'm sorry, I can hear you, my friend was stuck.

[1:13:38] I'm sorry.

[1:13:41] I've been kind of talking to, not really talking to Dr. Lendy,

[1:13:45] but through Sandra Castro.

[1:13:47] And my story is a little bit longer,

[1:13:51] and I don't think none of you guys have that time,

[1:13:53] but I didn't know right now is a good time to talk about this

[1:13:57] or just give you guys a little bit of experience that I've had

[1:14:00] throughout all the years that I've been in San Bernardino,

[1:14:04] no district with my children.

[1:14:06] All this information is really good information to know,

[1:14:09] but I was struggling with my daughter

[1:14:13] to get tested since I knew she was starting preschool.

[1:14:17] And I believe that it starts from elementary.

[1:14:23] And we don't have all that information right there.

[1:14:27] And as a parent that struggles until recently now

[1:14:32] that I've gotten the help. She was diagnosed with autism last year, but I asked

[1:14:39] her for her to get assessed and stay one. And it started from school. You go to your school,

[1:14:47] and you believe they're going to help you, but it seems like they make it more difficult.

[1:14:53] And then they transfer you and they tell you, you know, this is something you need to ask your

[1:14:57] primary doctor.

[1:15:00] So you're back and forth for years until someone finally actually I had to move my daughters from schools for one person. And it wasn't like one of your assessors. It was a teacher that spot on figured out what my daughter had in it took years of me asking and asking for her. And all I would get. Oh, she's on a she's on a list. She's going to be assessed. Oh, she needs to wait until she's in third.

[1:15:29] great. And I hear all of you guys giving this information in this meeting, but how is that we

[1:15:38] can get you guys to the actual school sites to talk to all these parents?

[1:15:46] Yes. So like I was

[1:15:50] mentioning, kind of new to leadership. So part of it is the reorganization of what we've done

[1:15:55] and actually having which is why this first meeting I wanted to have all of our

[1:15:59] our actual point of context on the line so that you know who you're responsible for.

[1:16:05] So we've had, I think now we have a steady psychologist coordinator and I think that

[1:16:11] the district has been mindful about the number of assessors that we need to be able to make

[1:16:16] sure that these things happen.

[1:16:18] So part of it is providing you with this resource.

[1:16:21] So if our families feel like they're not getting what they need from the school, which is kind

[1:16:26] of our next section, which where we talk about the ADR process.

[1:16:28] So it actually is a good link leakage over to that piece.

[1:16:32] So the first step is, like I said, is the information

[1:16:34] in which is why we kind of call down families one at a time

[1:16:38] and say, please come to this meeting.

[1:16:39] We have our network leads and special ed.

[1:16:43] They're going to be reaching out having family meetings

[1:16:46] within their individual groups.

[1:16:47] So the only thing that we can do,

[1:16:49] which we're really trying to push out,

[1:16:50] is to give as much information as possible.

[1:16:53] And like you said, unfortunately, once it gets to me,

[1:16:55] then I'm like, oh, my gosh, I did it.

[1:16:56] like let's get out, let's take care of it. But I don't want it to have to get to me for it to

[1:17:01] be taken care of. So that's our goal is to put those services, those those safeguards in place.

[1:17:08] And honestly, I promise you the people that are on the ground, these individuals that are here

[1:17:12] on this call tonight, if they are there, they're boots on the ground and they are 100% making sure

[1:17:17] that that kind of situation that happened with your daughter does not happen. And if it is happening,

[1:17:22] like I said, the next slide is going to talk about what to do if you are having a problem and how

[1:17:27] we can assist you.

[1:17:30] I get it and I don't I don't want to come off harsh but I you know my story and

[1:17:37] I wish the whole entire bunch knew my story because it's not as easy as when you guys say it. Oh just

[1:17:45] go here. It starts honestly from the school staff and if the school staff doesn't have the correct

[1:17:51] information to give to a parent, they're never going to be heard. I know because I've gone through it. I have five children and my son never got this until he was in high school. And he had hard and ascending aortic valve of his heart.

[1:18:07] He has heart disease and he didn't get the help until the end.

[1:18:12] And for my daughter that I tried and I knew since preschool and each year would pass and I kept on doing it kept on doing it asking asking and saying question.

[1:18:23] It starts from the staff and it's horrible to know that it gets.

[1:18:27] to finally get here heard you have to go into the school district and you guys have to hear it from a frustrating parent that and it's not your guys's fault because you didn't you guys didn't even knew we existed that we were asking for this help.

[1:18:43] and I don't want to bash the school district because trust me I love certain schools in the

[1:18:51] San Bernardino. They're amazing and it's not the teachers is just that I know there's too many

[1:18:58] students and it's hard but it does start from the staff when the parents go in and ask I need help

[1:19:05] for my student. I need them to be assessed. And right there, I don't know how to say it, but I

[1:19:12] believe many parents get lost and children get lost in the school system without getting

[1:19:20] help because that's where it should start from. I 100% agree with you. And it's my life mission,

[1:19:30] as well as the reason why I took this job on,

[1:19:32] and because I don't, I wholeheartedly believe

[1:19:36] that every student needs to be heard

[1:19:38] and have an opportunity.

[1:19:40] And so every day, when we get up, every day,

[1:19:42] when I'm making my program specialist put in,

[1:19:46] where have you been, which parents are you talking to?

[1:19:48] Can you please stay to six o'clock?

[1:19:50] My whole staff is here.

[1:19:51] I need you on this call.

[1:19:53] I need you to share your information.

[1:19:54] I'm gonna put it on the website.

[1:19:56] We're calling families, so hearing your story,

[1:19:59] hearing stories from other families. It doesn't make us feel good and our mission is to inform and to make sure that school sites are up to date and know what resources are available and to support them.

[1:20:12] And as much as long as I have breath in my body, I promise you that's going to be my mission as long as I'm here, wherever I am to make sure that those things continue to

[1:20:21] that it continues, that students continue to get what they need.

[1:20:26] I really appreciate it. I really do. I really, I'm so glad I'm in this meeting.

[1:20:33] I wish you would have been in it a long time ago, a long time ago, but unfortunately,

[1:20:39] it doesn't work like that for everyone, but I'm glad I'm in it now.

[1:20:43] And like I mentioned before, like we make mistakes. So even like I told when I was talking about the college fair,

[1:20:49] I had a parent who didn't get what she needed from her student when he graduated and she was disappointed and she said I'm going to come back and make sure that no other family and that's like I don't want to put her name out there, but that's how we started like OK, let's do this college fair and she was like that's do it.

[1:21:02] And we're trying to do that so anytime we're not going to always have all the answers, but I would I will tell you all right, well if you want to work on my team, what she will have is dedication and we're going to do our very best.

[1:21:13] with every resources we have, and we really,

[1:21:17] from my secretary, Sandra, to my assistant directors

[1:21:20] and coordinators program specials and teachers on assignment.

[1:21:22] They are 100% committed to making sure

[1:21:24] they do what's best for kids.

[1:21:26] And if they're not, then they're not a good fit for my team.

[1:21:28] So I always let them know that customer service

[1:21:31] and looking out for students first is my number one priority.

[1:21:34] And I always also tell them that when a parent comes

[1:21:37] to this door to see us, they probably have had

[1:21:40] a lot of doors already slammed in their face

[1:21:41] and that we can't be another door that gets slanted,

[1:21:44] and we can't be another barrier to access to what they need.

[1:21:48] And unfortunately, sometimes it does happen at school size,

[1:21:50] but our goal, I don't think it's intentional,

[1:21:52] but sometimes, like you said, they don't have the information.

[1:21:55] So our goal is to make sure they do have it,

[1:21:57] which is why I go back,

[1:21:58] I'm really buying into this learning delivery model

[1:22:02] because it allows us to split ourselves

[1:22:03] and make sure as much as possible,

[1:22:06] we are on the ground in providing the school sites,

[1:22:08] the teachers, the secretaries, the principals,

[1:22:11] with the support and resources that they need, so that when they do get somebody that says,

[1:22:15] I need help, that they don't turn them away.

[1:22:19] Murna, thank you so much for coming today. Please keep coming, because each week we're going to

[1:22:24] have these tough conversations. We want to hear the feedback. We want to know what you need,

[1:22:28] because that's why we're here. That's why we could pay. That's why we do this work.

[1:22:33] Thank you. Thank you.

[1:22:35] Murna, you are unmuted.

[1:22:38] Hi everyone. I don't even think I can speak after hearing the previous mom. I just want to say

[1:22:46] Kudos to her. Thank you and we have a person. Thank you on behalf of all the moms that have

[1:22:52] strived to work and be the best advocate that they can be for their children. Thank you. It really

[1:22:58] inspires me to listen to your story of not giving up and just being the best advocate that you can be

[1:23:04] for years. And secondly, thank you Ms. Landay for also not giving up on our kids, for your vision,

[1:23:11] your dedication, your hard work, for all the work of the CAC members, of the officials as well,

[1:23:20] past and new. Thank you. We all believe in you. We all are here to support each other, and that's

[1:23:26] exactly what it feels like today. I'm very grateful. And to move on to my question, I just wanted to

[1:23:32] know, what is the, do we know how many, obviously, we do know, but may I know how many students

[1:23:39] in the district are enrolled with 504 plans and with IEP plans?

[1:23:46] So there are two different numbers. I don't know if Trent has it at his fingertips how many

[1:23:51] 504 plans, but we can definitely email that out. But for students with IEPs, we can look it up

[1:23:56] right now. So it's around, it was around 6,400, but I would give a specific number from the

[1:24:02] say system. So by the end of this meeting I'll make sure that we have both of those numbers for you.

[1:24:08] Thank you. It's just curious. Thank you. Yes. Thank you. And then Mr. Lios,

[1:24:13] Heather Henry. Yes. Hi, I just kind of want to chime in very quickly because I, you know,

[1:24:20] I'm sitting here in the background and I'm listening to those that know me and kind of know my story

[1:24:25] and my struggle as well. I just want to take a moment to acknowledge Ms. Joyce. You know,

[1:24:31] So it's, your story is not, unfortunately and sadly, at all uncommon in the district.

[1:24:41] And so I just want to say thank you for coming and being involved in pushing and persevering

[1:24:47] to try to, you know, get your child to help, your children, the help that they've needed,

[1:24:52] but also, you know, speaking up for other parents, you know, you wanting this information

[1:24:58] to go back to your school site, you know, you have that desire that those other parents have

[1:25:04] the information as you would have liked to have had it, you know, earlier on when your children

[1:25:09] were younger. I, myself, have a child, just one. He is also, he has an IEP and the struggle has been

[1:25:18] long, you know, it's gotten better over the years because, you know, of what you have done, educated

[1:25:24] yourself gotten more involved and so forth. And so I just really want to commend you and I want

[1:25:28] to commend the whole group here because this is what we are supposed to do. We are supposed to

[1:25:36] provide information and we are supposed to listen to one another with empathy and

[1:25:42] you know, collaborate to try to navigate and problem solve and so forth. And so I really really

[1:25:49] I'm glad to see Dr. Lundy, the different program specialists and the clusters because that's

[1:25:56] something that we've been really pushing for so that there is somebody at every school

[1:26:02] to be able to provide that support so I'm really glad to see that that's been here.

[1:26:06] Also, please, I encourage you parents, come to the board meetings.

[1:26:11] We're going to be having a board meeting this coming Tuesday and we're going to be talking

[1:26:17] about service delivery model and give you more information on what that is and what that

[1:26:21] looks like because what you're seeing here, this model that Dr. Lenny's presenting is what

[1:26:28] we want to do across the district. So that every school has access to these experts and these

[1:26:36] specialists, not only in SPAD, not only for special education, but for other areas as well,

[1:26:41] So math, you know, specialists, a reading specialist so that if that doesn't necessarily

[1:26:48] just is for special ed but that's for all students because as you're seeing, 504 is not

[1:26:54] a special education, you know, IDEA, service, it's not under IDEA, but so it's general

[1:27:03] ed, right?

[1:27:05] But somehow they still qualify for some accommodations.

[1:27:09] And so it's not clear cut, sped students are here,

[1:27:13] general ed students are here, it's not like that.

[1:27:15] We're all intertwined, and we all kind of mix and blend.

[1:27:19] And so the more information we can all be aware of,

[1:27:23] and knowledgeable, and share, and how we are connected,

[1:27:26] the better we're going to be able to service our students.

[1:27:28] So I really, really commend you, and I'm just going to shut up

[1:27:31] because I'm talking too much, but I'm really glad to see you guys here

[1:27:35] and, you know, collaborating and how far these meetings have come?

[1:27:40] Absolutely. Thank you. I 100% and just for like,

[1:27:45] Miss Castellan Lano, who spoke earlier, we called her. We told her to come and to share her

[1:27:49] stories today because I think it's important. It's not always about roses and sunshine. Like,

[1:27:54] I want people to understand it and actually we'll go on to the next part about what to do if you're

[1:27:58] not getting what you met. So I appreciate her coming and sharing and being very transparent and open

[1:28:03] with her heart and being able to share her experience with the family. So thank you for doing that for us today.

[1:28:09] I think it's Ms. Catalina. Yes, Ms. Castellan, you can go ahead and thank you. Thank you really quick.

[1:28:16] I just wanted to add if you're going to find out information about our students with IEPs and 504s.

[1:28:21] If you could also include the students that are in the virtual academy, I feel like the virtual students

[1:28:25] have been lost a little bit with everything since we got back to school. So I know we might have some

[1:28:30] students there and also some of those students are in the waiting list so that we can keep an eye on

[1:28:36] that to make sure that they get the resources they need. So 100% Brandi Barbie. Yeah, that's the

[1:28:45] right Barbie. She goes over to virtual how many times a week do you go over to virtual academy to

[1:28:49] check on our kids bar pretty? I talked to virtual academy five days a week. We are passionate about

[1:28:58] making sure that our students do not get lost in virtual academy. Like everywhere from helping

[1:29:03] them to put the classes together, making sure this services are right. And obviously, this whole

[1:29:08] virtual world is something new, so it's not always going to be perfect. But I want to reassure you,

[1:29:12] every where down from their DIS services, to making sure that they're getting teachers, helping them

[1:29:16] with hiring, we are definitely on our end as far as specialist concern. We are invested in making

[1:29:22] sure that virtual academy is doing what they're supposed to do. Not like that. We're

[1:29:27] invested in making sure that virtual academy understands that there are students with IEPs and that they need what their priorities are and that they're getting what they need.

[1:29:35] So you also can reach out to us. Brandi on her to shake, she's the point of contact for that school and we definitely meet with them regularly to talk through that.

[1:29:46] So the next slide, I just because I know the time is beginning to run out really not really quickly and maybe if we need to be able to talk to this even a little further.

[1:29:57] So one of the things, and I said way with

[1:30:00] Ms. Castellanos, a lot of times when you go to an IEP meeting or if you're asking over and over and over again for support and you can't get it, a lot of times you turn to individuals that may necessarily have your best interest at heart. So when a lot of times families, they go and get an attorney because the district is not doing what they're supposed to do or because you've asked for services and you're not getting them and we recognize that. So as part of a way to make sure that we turn

[1:30:29] our resources back to the family. We just want to make sure that people understand about the

[1:30:34] alternative dispute resolution process. And with that, I like to believe that in absence of an

[1:30:41] attorney, and we actually don't even mind if you have an advocate, because we, we okay with work

[1:30:45] with advocates, because sometimes they have are able to speak to what you need a little bit better.

[1:30:49] But whenever we get an attorney involved, there is a cost associated with it on both ends,

[1:30:54] and then it becomes less collaborative and more about something different.

[1:31:00] So what our ask is is before we get to the portion of needing to get an attorney,

[1:31:04] allow us within our processes to figure out if we can actually solve your problem and get you

[1:31:09] what you need because like Ms. Castellano's was mentioning a lot of times we don't know

[1:31:14] and if we don't know what's happening at the school site and we get to and then if you get to us

[1:31:19] and then you're like you know what I'm still not satisfied and obviously it's your right could

[1:31:22] As a parent to do to file a complaint or do take on your next steps, but we I just wanted to talk a little bit about you

[1:31:28] And I'm going to pass it to Sean to talk to you about the alternative dispute process

[1:31:33] Thank you, Dr. Lundy

[1:31:35] So

[1:31:36] One of the things that we've worked on over the last year. So is really building out an alternative dispute resolution system

[1:31:43] That's a little bit more accessible to you as parents and more accessible to our school sites

[1:31:47] Because like Dr. Lundy was saying this is a better way to work through some of our differences

[1:31:52] rather than having to involve California Department of Education, the federal Department of Education, or the Office of Administrative

[1:31:58] hearings. As parents, you have the right to go all those routes, but there is a, we're trying to develop a system that will provide you with a better alternative.

[1:32:07] And that's the ADR system that we're going to talk a little bit about here.

[1:32:10] Next slide please.

[1:32:15] So what is it? It's essentially, it's an informal way of working through differences.

[1:32:19] Our goal should always be for an IEP team to come to a total agreement on everything.

[1:32:24] But that's a fairy tale world.

[1:32:26] We know sometimes you're just going to have different perspectives and that's okay.

[1:32:31] You know, it's okay to have differences.

[1:32:33] But we want to have a mechanism when you can't come to an agreement.

[1:32:38] You can come to the Celpa level and we work with somebody like myself or another staff member

[1:32:43] that just kind of gathers the facts and then we bring a manager in and they're able to

[1:32:48] work through those differences and maybe come up with a solution that either the school

[1:32:51] side didn't have the resources to, didn't know was an option. Again, like we've heard

[1:32:55] time and time again in this meeting, sometimes people just don't know what's available to

[1:33:00] them. And so by coming to ADR, we can hear your side, hear the school side, look at the data

[1:33:06] and maybe find a different approach that will allow us to come to an agreement and get

[1:33:10] these resources to your children as quickly as possible. And there's lots of different

[1:33:15] ways we can do ADR, we're still building our capacity at every level but hopefully as we roll it

[1:33:21] out more and more, there'll even be ADRs occurring at school sites before they even have to get to

[1:33:26] the Selpa as just ways of working through these challenges. So next slide please.

[1:33:35] So when would we

[1:33:36] come to ADR? When the IEP team just can't reach an agreement and again we always want them to,

[1:33:41] we want that to be where the decisions are made, that's where the law really puts the onus on

[1:33:46] everybody. We want it to come out of the IEP team. And there may be times we say, you know,

[1:33:50] we're not ready for ADR. We think you're close to an agreement. Go back to your team. And then we

[1:33:55] can send reps. We can give advice on how to work through them. But if you just can't, in the teams,

[1:34:01] just in different places, again, different perspectives, different ideas of where we need to be,

[1:34:09] then you come to ADR. And that's when we can talk about, like I said, concerns, review the data

[1:34:14] and consider all of our options and hopefully come to an agreement.

[1:34:19] Okay, next slide, please.

[1:34:23] So what are the advantages of ADR?

[1:34:26] On the very first slide here, we came up with our 4Fs, right?

[1:34:29] It's friendly, it's fair, it's free, and it's fast.

[1:34:34] So it costs you nothing as a parent to come to ADR.

[1:34:38] It costs us nothing is the district

[1:34:39] because we don't have to hire the attorney

[1:34:42] or hire any specialist or anything like this.

[1:34:44] So it's free to both sides,

[1:34:45] which, again, frees up resources that we can deliver to your students.

[1:34:50] It takes less time than any other resolution, right?

[1:34:52] If you're going to file a complaint with CDE, it takes them time to review it.

[1:34:56] They send us a letter, we send them documents.

[1:34:58] It goes back and forth.

[1:34:59] Same thing with when we get attorneys involved at the OAH level.

[1:35:02] They're filing papers, they're doing discovery, they're reviewing records.

[1:35:07] ADR can, typical ADR session for us is an hour, maybe two.

[1:35:12] So we can get those scheduled pretty quickly.

[1:35:15] We can work through them pretty quickly, and if we can reach an agreement, again, it's much faster than those other

[1:35:20] other avenues.

[1:35:22] It allows you to have an impartial person.

[1:35:26] So your ADR teams will never be people that were on your IEP team.

[1:35:29] So we're going to come in fresh.

[1:35:31] That's usually my role as I pull all the documents.

[1:35:34] I don't like interview anybody or anything like that beforehand.

[1:35:37] I walk in and I say, here's the data.

[1:35:40] Here's what the complaint is.

[1:35:42] and then we turn it over and let you as a parent explain to us why you're in disagreement what you're either looking for or sometimes it's the opposite, right?

[1:35:50] We propose something maybe changing your student's placement and you don't want that.

[1:35:55] So either way, you're allowed to present your perspective to people who weren't at the meeting, they're fresh eyes, they've got new ideas, and we can work through it that way.

[1:36:04] And finally, the big advantage is it's completely voluntary.

[1:36:07] You do not have to participate in ADR.

[1:36:09] Obviously, we hope you would for all the reasons I mentioned,

[1:36:12] but you as a parent,

[1:36:13] you get those lovely procedural safeguards at every IEP,

[1:36:17] so you know you are entitled

[1:36:18] to go through other means of due process.

[1:36:21] ADR is just an alternative that's out there

[1:36:24] and we are working on building our capacity

[1:36:26] to better meet your needs in a quicker way

[1:36:28] that gets our resources to your kids more directly.

[1:36:37] And I guess we're on to questions.

[1:36:39] So at this time we'll be mindful. I believe the meeting ends at 630. So that was the conclusion of our presentation as a whole, but we're going to we'll hang back.

[1:36:52] So we'll start to take questions around this.

[1:36:57] Yeah. Oh, and also in the chat, there's an ADR brochure. So this is something that we're the state is really pushing our as a district.

[1:37:06] we're really pushing it and if you click the link we're also send it out through email but that's

[1:37:10] our new brochure that we just created because we are we'll share it with all of our school sites.

[1:37:15] We just really want to want it to be fast-free. What is it? What did we think of Sean Fast-free?

[1:37:21] Fast-free, fair and friendly? Fair and friendly and I know but it and it's also confidential so I won't

[1:37:28] talk to anybody on here that unless they want to share their experience on this on this call but we

[1:37:32] have had some families go through it and hopefully they found it to be useful.

[1:37:39] So, Selenian?

[1:37:41] Yes, Dr. Dois. Yeah, Ms. Joyce has her hand up. At the moment, Ms. Joyce, would you like to go ahead

[1:37:49] and ask your question or make a comment?

[1:37:54] Yes, if I'm the only one. I wish I knew about ADR before,

[1:38:00] I'm just going to say share a little bit of my story, because I know you guys are pressed for time, but I went what I thought was special education advocate.

[1:38:12] And it had been an attorney.

[1:38:16] I paid her $1 retaining fee.

[1:38:19] They promised me that my daughter would get, does she got more than she needed?

[1:38:24] but now everything's closed come to see that she won't return my calls, she won't do nothing.

[1:38:34] This is an attorney that's supposed to be there for my son, my daughter, sorry my daughter,

[1:38:40] not mentioned that I had to be in the middle of a hearing and hear them bigger. Fight, literally

[1:38:47] argue over money because I just wanted my daughter to be placed in a really good setting

[1:38:55] like to get the education and the help she needed. I didn't have to go this route if I wouldn't

[1:39:01] know about Mr. McDuffee's program. I would have totally got it. You guys would have helped me.

[1:39:10] Now I have a daughter that's going to a school in Laverne beautiful school but the teacher just

[1:39:16] resigned on Monday, telling me some horrendous stuff that I don't need to know. So now all

[1:39:23] this money went to waste and my daughter's still not getting the help and the teacher

[1:39:28] literally called me telling me, if you are an advocate for your child, you need to get

[1:39:36] the school investigated because none of the children there are getting help. I'm going through

[1:39:43] this whole process. And once again, it took me all this and my daughter's still. And this is

[1:39:52] current times. This is this week. I'm still almost like at the beginning. So if I would have known

[1:40:02] about this, what Mr. McDuffy just explained, I would have went straight to him and no where else.

[1:40:11] And once again, it's not at the school, it's not, this information is not there at the school just like to give it to me.

[1:40:19] We have to like dig our way to get to you guys.

[1:40:24] And that's where my frustration lies.

[1:40:28] Yes, and our goal is to change that so I 100% understand about having to dig to get what you need.

[1:40:37] And so moving forward, like I said, this is our first step, like sharing it out, making

[1:40:46] a flyer, giving it.

[1:40:48] So when you show up to your next IP, you should see some pamphlet on ADR.

[1:40:54] You should see this information being shared with your case carriers, definitely rolling it

[1:40:59] out.

[1:41:00] It takes a while to put systems in place, and I'm hoping we've been refining it.

[1:41:05] It's been on as, you know, as people come in kind of bases,

[1:41:08] but now we're to the point we're okay.

[1:41:09] We're ready to advertise.

[1:41:11] We don't know what the flood gates are open

[1:41:14] and people to come in, but I feel like we've been pretty successful

[1:41:17] with the cases that we've had

[1:41:18] and we wanted to make sure that we had a good system

[1:41:21] before I began advertising it, but now here it is.

[1:41:25] And you will see a lot more of these brochures

[1:41:28] and these types of meetings moving forward

[1:41:30] because we want our families to come to us

[1:41:33] Because I feel like I have the, as a team, we have the resources, the compassion and the ability to support

[1:41:40] you better than an outside person should.

[1:41:42] So my real goal is to eliminate the need for an advocate because I feel like, like you said, you know, my secretary's name, my name, like she, her, her, her, her cries for you, like she's literally still here right now, because she wanted to make sure that she's working on what you need from her, from her.

[1:41:56] So that is the type of people that I have working for me on my team and like I said we can't solve or save every but our goal is 100% to do that for whatever families come through this door for us.

[1:42:07] So do we have any other questions or comments?

[1:42:11] Yes.

[1:42:12] Delena, we have one more hand and it's from Ms. Fitzpatrick.

[1:42:16] Yes.

[1:42:16] Amata, you can go ahead.

[1:42:19] Yeah.

[1:42:20] So I just want to acknowledge Ms. Joyce.

[1:42:23] You know, I get, I really get the world of frustration that you're in because you can't, you can't have that time back.

[1:42:30] And I got that you're grateful that you're in this meeting and you're having this information.

[1:42:35] But it doesn't change the fact of your frustration that no one can give you back that time.

[1:42:42] So there is 100% responsibility on us that we once we know something, we need to just

[1:42:49] like speak it to the hailtops and be in demand of this information.

[1:42:56] So I really get your world because I was in the same boat 12 years ago.

[1:43:01] And so this is why I am actually to come being vice president to make a difference because it's way too much frustration.

[1:43:10] And you can't buy the time back.

[1:43:12] So, you know, I just ignore, I really get the world of your frustration and your intention that no other kid gets to go through this trouble.

[1:43:21] You get them as choice.

[1:43:23] Correct.

[1:43:24] Correct.

[1:43:24] You're right.

[1:43:25] Because my kids are already growing up and I finally got the help.

[1:43:29] And honestly, I don't know all the rest of the children, but I'm frustrated already for

[1:43:33] them.

[1:43:34] I go to school.

[1:43:35] I pass by and that's the only thing that's in my head that I'm wondering if they're getting

[1:43:40] the help they need because I didn't get it.

[1:43:45] And that's frustrating.

[1:43:46] I don't even know these people and I feel it and it's a horrible feeling.

[1:43:51] Yeah, I got it. It's a feeling of helplessness because we want to make a difference not just for our kids. We want to make a difference for all those.

[1:44:00] Pull all those children and I totally get it when you go through those schools. I mean you you're only trying to figure out my gosh are those kids getting what they need.

[1:44:09] So, I get your frustration, I get your feeling of handicap of being stopped, and your intention

[1:44:18] is that that stops, that the kids moving forward actually get what they need.

[1:44:25] This is the perfect platform, and like I said, these committees are built off of people.

[1:44:30] Unfortunately, who've had negative experiences, and our admission and our goal moving forward

[1:44:36] is to do our best, and it takes a collective effort of people like Ms. Fitzpatrick, like Ms. Castillo,

[1:44:44] like Ms. Venezuela, who was very instrumental in her past presidency with making sure that we knew it was going on out there

[1:44:52] and really helping us to tell us what parents need. Also, Ms. Valio's as well. She became a board member because she was

[1:45:00] So, we're all committed and we're in this together, and it's never going to be perfect, but my goal is near perfection. And so, as long as we work collectively, I welcome the tough conversations, the questions, the demand, all of that, because as an only way that we can achieve change is collectively working together to get that. So, I see that Lolly wants to speak, she can't raise her hand, and I also want to acknowledge that it's 621.

[1:45:28] So even if we stay after, I want to make sure that for our by-laws, we do close at 6.30.

[1:45:35] I mean, I want to be able to let my staff go as well.

[1:45:38] Ms. Lolly.

[1:45:43] Thank you, Joyce, for speaking today.

[1:45:46] It was my heart broke for you, and I know there's a lot of other parents in your situation.

[1:45:53] and you know what, us parents are our child's first advocates, and if there's anything else we can do for you, just reach out or anyone else.

[1:46:06] So, thank you again for speaking, and now you are empowered, and now you can go and help parents and invite them to these meetings, and, you know, from now on, if you need anything, any parents need anything, we're here.

[1:46:21] Yes. And on our website, Ms. Yachtels, as well as Fitzpatrick, they have we have their email addresses

[1:46:30] and support groups. You also have other workshops that we're going to be putting out for different

[1:46:35] topics that you guys may be interested in. So look for those as well. Ms. Barbie, do you have

[1:46:41] Ms. Brandi Barbie? Do you have your interest? I do. So I'm just so moved and I want to speak on

[1:46:48] on behalf of staff, mostly myself,

[1:46:51] but I just want to let the parents know a little bit

[1:46:54] about your team, about our team here.

[1:46:57] I've been in special education for 20 years,

[1:47:00] and most of us on this call have pretty much given

[1:47:02] a bulk of our lives to fighting the good fight for your kids.

[1:47:06] So we understand, I started teaching special ed

[1:47:10] 20 years ago when we were really fighting,

[1:47:14] and there's been so much progress

[1:47:16] and there's still a lot of work to do but I do want to let you know just on a staff and that

[1:47:21] I am extremely blessed to be working with this team of people because every single one of us here

[1:47:26] truly every day we enjoy coming to work we love what we do and we are out there fighting the good

[1:47:31] fight um to get your students what they need um to help provide them with access equity um and to be

[1:47:39] successful and really we are a cohesive team and that is our goal um so just know that you know on our

[1:47:45] and we are all from the lowest level to the highest level working for the best interests

[1:47:49] of your children.

[1:47:51] And I know there's a lot of frustration in English, but we have definitely seen a tied

[1:47:56] shift.

[1:47:57] And we are all working very hard with our management, Dr. Lundy, and to educate our school

[1:48:04] sites as well.

[1:48:05] And just know that we are all here every day, 7, 8, 9, 10 hours doing what we need to do

[1:48:11] for your kids because we really do all believe in that mission so I just want to thank you

[1:48:16] and just when I hear these stories you know I know a lot of us are back here you know

[1:48:21] sniff sniff so just know that we do the sin we're we understand and we are putting ourselves

[1:48:28] out there to make sure that you know other parents don't go through those similar things

[1:48:32] and that going forward your kids do get what they need and what they deserve.

[1:48:36] Thank you, thank you, you guys. All this information is really great and I feel a little bit lighter, lighter, but I'm grateful and I'm happy that I've got this information. I wish I would have had a long time ago, but I didn't, but I'm happy now.

[1:49:03] I just want you to know that we are, we're in this together and so you know my mom is a

[1:49:15] wrecked at your daughter's school and she told me about her too so I was like she's like we have to help her.

[1:49:21] And I really feel bad that we didn't know about it sooner and it's our role in the special education department.

[1:49:28] We don't want our families to feel the way that you did or your student not to get the help that they need so we are committed

[1:49:35] Moving forward to this I apologize

[1:49:38] Just know that the team that I have here

[1:49:40] You can't be on my team if you're not passionate and sometimes our passion comes out and it upsets other people because it ruffles

[1:49:46] Their feathers because we get very angry if we feel like our students are getting what they need

[1:49:51] But we are we are

[1:49:53] Collectively a unit and we I'm so blessed to be able to be a part of this team

[1:49:58] I'm so blessed that they welcome me.

[1:50:00] I'm blessed to have the parents and the parental support in terms of our leadership, our past leadership.

[1:50:05] They're not just parents that come to us to complain because we have parents who tell us how it is and we like the straight shooting, but also stick around to say and this is how we can help you.

[1:50:14] This is how we can support you and this is how we can help to fight the fight.

[1:50:17] So thank you once again for attending our meeting today.

[1:50:21] I don't know what the next slide is.

[1:50:22] You guys, I wasn't ready to be emotional today.

[1:50:27] next. So in closing, this I feel like this is a great wonderful opening to the CAC meeting.

[1:50:35] I thank you so much, Ms. Joyce, for getting on this call today. And we want to see you keep

[1:50:41] coming and keep updating us on how updating the team on how things are going. We want this to be a

[1:50:47] space of support and of comfort. Like I said in the chat, we put in the ADR flyer that you can share

[1:50:55] with your friends will email that out as well in school sites.

[1:50:57] You're going to get it.

[1:50:59] We're going to be coming out with a list of workshops.

[1:51:01] So we have CAC, where it's a lot more formal, but we also will have workshops and workshops

[1:51:05] that talk about transition, talk about individual kind of topics that may be of interest to you

[1:51:11] of how to deal with autism, how to work through, you know, family concerns, those different

[1:51:14] things.

[1:51:15] So we have a list and it's on my desk.

[1:51:17] Veronica, you may I'll have it for you so you can start to publish that as well.

[1:51:20] You'll get this information on what the email address is as well as the list of schools so you can know where your students fall.

[1:51:29] And thank you. I'll turn it over to Lolli so she can close the meeting out and then we can, we're right, we're right on time.

[1:51:41] What a great meeting, right?

[1:51:43] Again, it's a wonderful meeting and to the beginning of the school year.

[1:51:49] So, in closing, thank you so much for everyone that came to our guests,

[1:51:56] top presenters. Thank you so much. It was a beautiful meeting. And so, close this meeting, the meeting ends at 6.28.

[1:52:08] Thank you. Thank you, everybody. Thank you, everyone. Thank you so much. Have a wonderful evening.

[1:52:15] those spent time with your family, we are here.

[1:52:19] Thank you.

[1:52:19] Oh, thank you so much to the family engagement.

[1:52:22] You guys always hold us down.

[1:52:23] Appreciate you.

[1:52:24] Thank you so much.

[1:52:25] Thank you, Mr. Bios for coming

[1:52:26] for always being supportive through the journey.

[1:52:29] Hopefully, a part from here.

[1:52:32] Thank you.

[1:52:33] Have a wonderful evening.

[1:52:35] Thank you.

[1:52:37] Thank you, Lolly, for being your first meeting.

[1:52:39] You did awesome.

[1:52:40] Thank you.

[1:52:41] Thank you, Ms. Fitzpatrick.

[1:52:42] We appreciate you, all my team members behind the scene, all my translators.

[1:52:48] Thanks, Victor.

[1:52:49] It was your first one.

[1:52:52] Selenia.

[1:52:53] Thank you.

[1:52:56] Great.

[1:52:57] Good

[1:52:59] evening.

[1:53:02] Thank you, everyone.

[1:53:03] Have a good evening.

[1:53:04] Thank you.

[1:53:24] Thank you, Dr. Lundy.

[1:53:25] I will send over the chat and all the registration information to Veronica in the morning.

[1:53:31] Thank you so much to your team.

[1:53:32] We appreciate you.

[1:53:34] Thank you.

San Bernardino City Unified School District, CA meeting

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