1
00:00:00,000 --> 00:00:31,290
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.

2
00:00:31,290 --> 00:00:37,330
So for box breathing, you will breathe in for four seconds.

3
00:00:37,570 --> 00:00:38,570
So find yourself.

4
00:00:38,750 --> 00:00:42,590
I like to invite you to find yourself on cross with your feet on the floor.

5
00:00:43,510 --> 00:00:48,990
And with your hands on your lap, you can close your eyes if you'd like or you can keep

6
00:00:48,990 --> 00:00:49,450
them open.

7
00:00:50,170 --> 00:00:54,470
And what we want to do first is we want to breathe in for four seconds and I'll demonstrate

8
00:00:54,470 --> 00:00:55,010
it for you.

9
00:00:57,030 --> 00:01:00,430
One, two, three, four.

10
00:01:01,190 --> 00:01:03,090
We want to hold that for four seconds.

11
00:01:03,590 --> 00:01:04,190
No breathing.

12
00:01:04,350 --> 00:01:04,950
Just holding it.

13
00:01:05,070 --> 00:01:10,290
One, two, three, four, and then breathe out for four seconds.

14
00:01:10,690 --> 00:01:13,550
One, two, three, four.

15
00:01:14,110 --> 00:01:20,910
And that pattern of breathing in, holding, breathing out, and then holding, and then that pattern

16
00:01:20,910 --> 00:01:23,130
continues on four second intervals.

17
00:01:24,230 --> 00:01:30,990
This has been done by Navy Sills, it helps you do two things, stay calm and alert at the

18
00:01:30,990 --> 00:01:31,550
same time.

19
00:01:32,130 --> 00:01:37,190
So I invite you to do that breathing with me, the box breathing for one minute, I'm

20
00:01:37,190 --> 00:01:43,690
going to start my timer and we can begin and go.

21
00:02:40,950 --> 00:02:41,790
Another second.

22
00:02:46,220 --> 00:02:48,460
All right, I invite you to come back to the meeting.

23
00:02:49,000 --> 00:02:51,440
Thank you for participating in that mindful activity.

24
00:02:52,060 --> 00:02:53,020
It does work.

25
00:02:53,020 --> 00:02:56,580
I do it in traffic all the time, but with my eyes open.

26
00:02:59,760 --> 00:03:01,180
Thank you so much, Demand.

27
00:03:01,400 --> 00:03:04,680
It's also helpful with, sometimes if we have little ones,

28
00:03:04,740 --> 00:03:06,220
because sometimes they could try our patients.

29
00:03:07,040 --> 00:03:09,880
And you can see a minute is a second,

30
00:03:10,040 --> 00:03:11,760
but it actually really does calm you down,

31
00:03:11,940 --> 00:03:14,920
because I got calm down at this moment.

32
00:03:15,040 --> 00:03:15,780
So thank you for that.

33
00:03:16,180 --> 00:03:17,200
Next slide, please.

34
00:03:20,830 --> 00:03:23,450
So we're going to turn it over to our assistant director

35
00:03:24,510 --> 00:03:26,150
to go over our meeting guidelines.

36
00:03:26,150 --> 00:03:27,930
and then we're going to take roll.

37
00:03:29,010 --> 00:03:37,090
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.

38
00:03:37,550 --> 00:03:41,770
I look forward to working with you and supporting you in this meeting and everything else I can work on.

39
00:03:42,550 --> 00:03:53,690
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.

40
00:03:53,690 --> 00:04:03,490
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.

41
00:04:04,010 --> 00:04:08,530
We want to encourage you and make sure that you have your microphone muted when you're not speaking.

42
00:04:09,690 --> 00:04:20,490
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.

43
00:04:20,490 --> 00:04:26,710
we want to limit distractions and we also want to be kind to everyone whether it's in when you're

44
00:04:26,710 --> 00:04:33,110
talking to people in the meeting or kind with your words in the chat please. Next slide.

45
00:04:37,830 --> 00:04:42,930
So now what we're going to do is we want to make sure that each of you have the understanding

46
00:04:43,410 --> 00:04:52,590
on how to participate in a Zoom meeting by raising your hand and lowering your hand.

47
00:04:52,590 --> 00:04:58,310
And so if you can go through this little activity with me at the bottom of your screen.

48
00:04:59,290 --> 00:05:01,990
We want you right next to the little little world.

49
00:05:02,550 --> 00:05:05,470
There's a little icon that has a happy face with the plus on it.

50
00:05:06,230 --> 00:05:12,490
If you could click that one time and you're going to have a little box pop up that is just

51
00:05:12,490 --> 00:05:14,070
like what you see on the picture right here.

52
00:05:15,210 --> 00:05:19,890
What we want to do is we want to go through the process of having everybody click that button

53
00:05:19,890 --> 00:05:26,590
that says raise hand. I just raised my hand. And so you should have on your screen,

54
00:05:27,270 --> 00:05:30,270
up here in your picture, you see all the pictures of everybody in the meeting,

55
00:05:30,970 --> 00:05:35,770
everybody that has their hand raised. So take a second, if you haven't been able to do that,

56
00:05:35,910 --> 00:05:42,510
it looks like everybody has, okay. Now, if you click that same happy face with the plus,

57
00:05:43,190 --> 00:05:48,110
lower hand. Let's have everybody lower their hand. And that's how we're going to make sure that

58
00:05:48,110 --> 00:05:52,810
But when it's time and you've been prompted, we want to make sure that you have that opportunity

59
00:05:52,810 --> 00:05:57,750
to raise your hand and ask your question when asked.

60
00:05:58,270 --> 00:06:04,110
And then also when we move on from that and we ask you to put your hand down, you know

61
00:06:04,110 --> 00:06:04,870
how to do that, okay?

62
00:06:05,570 --> 00:06:10,810
So please remember if you have a question, raise your hand and wait to be acknowledged so that

63
00:06:10,810 --> 00:06:14,450
we can make sure and not having any interruptions from anybody that's speaking.

64
00:06:14,450 --> 00:06:18,330
but we want to hear from you when the time is right, okay?

65
00:06:19,250 --> 00:06:19,990
Thank you.

66
00:06:20,450 --> 00:06:20,810
Next slide.

67
00:06:24,040 --> 00:06:24,820
Okay, next.

68
00:06:25,200 --> 00:06:27,440
Now we're going to go into the roll call.

69
00:06:30,380 --> 00:06:32,540
And so our team, I'm going to be reading the names.

70
00:06:33,280 --> 00:06:35,180
And so when your name is called,

71
00:06:35,700 --> 00:06:38,960
what we're going to ask for you to do is to unmute yourself and say,

72
00:06:39,320 --> 00:06:41,160
here, or present,

73
00:06:42,000 --> 00:06:44,180
or something to acknowledge who it is.

74
00:06:44,340 --> 00:06:47,860
But only please do that until once you hear me call your name.

75
00:06:47,860 --> 00:06:54,480
All right, so the first two people are our CAC board members, so I'm going to start with them.

76
00:06:54,660 --> 00:07:00,060
So if you can get ready to know where your mute symbol is and where it's at, so when your turn

77
00:07:00,060 --> 00:07:03,340
comes, you'll see how to do that. Here we go.

78
00:07:05,500 --> 00:07:08,020
Lolly, avoid this? Present.

79
00:07:10,340 --> 00:07:11,080
Thank you.

80
00:07:21,510 --> 00:07:22,070
My mother,

81
00:07:22,070 --> 00:07:22,350
and then.

82
00:07:22,970 --> 00:07:24,130
Gracias. Thank you.

83
00:07:24,810 --> 00:07:26,130
Lilliana Olmer.

84
00:07:29,560 --> 00:07:30,600
She's absent today.

85
00:07:31,860 --> 00:07:32,280
Thanks.

86
00:07:32,440 --> 00:07:33,280
Next Alfredo Aweto.

87
00:07:38,120 --> 00:07:40,380
Mr. Aweto, not here.

88
00:07:41,340 --> 00:07:41,560
Next.

89
00:07:42,480 --> 00:07:42,580
Oh.

90
00:07:43,920 --> 00:07:44,700
Mia Cooper,

91
00:07:47,990 --> 00:07:49,110
not here.

92
00:07:49,910 --> 00:07:50,490
Amy Nguel.

93
00:07:51,250 --> 00:07:51,990
Present.

94
00:07:52,690 --> 00:07:53,370
Thank you.

95
00:07:54,190 --> 00:07:55,370
Catalina Castillo.

96
00:07:56,470 --> 00:07:56,830
Present.

97
00:07:57,750 --> 00:07:58,510
Thank you.

98
00:07:59,150 --> 00:08:00,130
Roxana Cervantes.

99
00:08:00,130 --> 00:08:01,330
Roxana

100
00:08:05,560 --> 00:08:06,040
Cervantes,

101
00:08:08,540 --> 00:08:10,740
okay, absent. Maria Garcia,

102
00:08:15,280 --> 00:08:20,520
Maria Garcia, absent. Alma Lopez,

103
00:08:23,620 --> 00:08:28,120
Alma Lopez, absent. Latoya Smith,

104
00:08:31,100 --> 00:08:37,500
Latoya Smith, absent. Okay, Lolly, we've already said

105
00:08:37,500 --> 00:08:41,000
your name. Daniel Pichavez.

106
00:08:44,740 --> 00:08:53,600
Daniel Pichavez. Absent. Mirna Cortez. Present. Thank you.

107
00:08:54,560 --> 00:08:55,240
Liliana Cruz.

108
00:08:58,440 --> 00:09:03,620
Liliana Cruz. Absent. Maria De la Cruz.

109
00:09:06,680 --> 00:09:08,860
Maria De la Cruz. Absent.

110
00:09:08,860 --> 00:09:14,560
A mother has already said here. Eric Fitzpatrick.

111
00:09:17,280 --> 00:09:19,660
Eric Fitzpatrick. Absent.

112
00:09:20,700 --> 00:09:22,400
Yolanda Garcia.

113
00:09:23,480 --> 00:09:28,900
Thank you. Marilyn Interia Mate.

114
00:09:32,970 --> 00:09:36,030
Marilyn Interia Mate. Absent.

115
00:09:36,030 --> 00:09:38,310
Blanca Lopez.

116
00:09:41,400 --> 00:09:47,000
Blanca Lopez. Absent. Yesenia Lopez Rivera.

117
00:09:50,060 --> 00:09:52,840
Yesenia Lopez Rivera. Absent.

118
00:09:53,900 --> 00:09:55,520
Lori Parra.

119
00:09:56,360 --> 00:09:57,560
Present.

120
00:09:58,140 --> 00:10:03,060
Thank you. Maria Luisa is already here. Elizabeth Romero.

121
00:10:05,810 --> 00:10:08,330
Elizabeth Romero. Absent.

122
00:10:09,830 --> 00:10:10,670
Lilliano Ruano.

123
00:10:13,320 --> 00:10:13,660
Resente.

124
00:10:14,620 --> 00:10:15,040
Gracias.

125
00:10:15,260 --> 00:10:15,680
Thank you.

126
00:10:16,820 --> 00:10:17,660
Kathleen Valdez.

127
00:10:22,400 --> 00:10:23,640
Thank you, Ms. Valdez.

128
00:10:27,000 --> 00:10:27,960
And that is our roll call.

129
00:10:32,890 --> 00:10:33,450
Thank you.

130
00:10:33,810 --> 00:10:34,350
And for our new,

131
00:10:34,430 --> 00:10:35,690
for our new participants.

132
00:10:35,870 --> 00:10:37,170
So you do not have to be a member.

133
00:10:37,810 --> 00:10:40,010
To be able to participate in the CAC.

134
00:10:40,250 --> 00:10:42,330
But we do have to have a board and membership.

135
00:10:42,790 --> 00:10:45,290
And so we have to have a quorum in order to have the meeting.

136
00:10:45,430 --> 00:10:46,450
And right now we have.

137
00:10:47,750 --> 00:10:50,290
One, two, three, four, five.

138
00:10:50,290 --> 00:10:53,750
six, seven, sorry how many total head start

139
00:11:08,340 --> 00:11:12,900
total sorry okay

140
00:11:22,790 --> 00:11:23,730
eleven we have

141
00:11:23,730 --> 00:11:27,010
eleven present that's enough for a quorum thank you guys for your patients

142
00:11:27,010 --> 00:11:31,970
and we will get the meeting started we can note that in the in the notes

143
00:11:38,530 --> 00:11:39,370
sorry

144
00:11:39,370 --> 00:11:45,170
we'll make a note that it's ten I will pass it over to Lolly our president thank

145
00:11:45,170 --> 00:11:46,610
you Lolly is

146
00:11:51,630 --> 00:11:53,930
she able to unmute herself as

147
00:11:56,330 --> 00:11:58,570
a bright now yes Dr. Lundila

148
00:11:58,570 --> 00:12:01,510
avoid this, right? Yeah. Ms. Lully, you can unmute.

149
00:12:08,950 --> 00:12:12,150
Ms. Lully, can you hear? Oh, is she maybe in the

150
00:12:12,150 --> 00:12:16,530
Spanish channel? Can you hear me now? Oh, there you are. Yeah, bye.

151
00:12:18,710 --> 00:12:20,570
Welcome everyone. Thank you for

152
00:12:20,570 --> 00:12:28,390
showing us our first CAC meeting of this school year. Just thank you for being here. This is a great

153
00:12:28,390 --> 00:12:35,950
little turnout. Can't wait to see that all we accomplish this year. Our objective this year would

154
00:12:35,950 --> 00:12:42,070
be two like empower families for us to learn together to have open communication. If you need to

155
00:12:42,070 --> 00:12:49,210
get a hold of us, the VPNI have our email addresses on our website. And of course a huge thank you to

156
00:12:49,210 --> 00:12:53,830
Dr. Lundy and Dr. Rubio and all their team for their hard work. Thank you, welcome.

157
00:12:56,430 --> 00:13:01,530
And so I know I saw Ms. Marissa Ballu as one of our board members here today. I'm not sure if any

158
00:13:01,530 --> 00:13:05,370
other board members are but I would like to welcome her and give her opportunity if there's anything

159
00:13:05,370 --> 00:13:10,930
she wants to say or to address the CAC.

160
00:13:11,970 --> 00:13:14,270
Hi, can you guys hear me and see me okay?

161
00:13:16,500 --> 00:13:17,300
Yes, yes.

162
00:13:18,000 --> 00:13:18,840
Awesome, nothing.

163
00:13:19,080 --> 00:13:23,860
Just, I am super excited to be here, like Miss Avvoitha said,

164
00:13:24,000 --> 00:13:25,420
just want to welcome everyone.

165
00:13:26,420 --> 00:13:30,900
Super excited to get the new year going and see all the great and exciting things

166
00:13:30,900 --> 00:13:33,240
that the CAC will be doing.

167
00:13:34,360 --> 00:13:39,180
and nothing. I'd like how this is starting out, really, really organized. So Kudos.

168
00:13:40,100 --> 00:13:45,500
Thank you. So we have a great agenda plan for you guys. We're going to move on to the next slide.

169
00:13:45,660 --> 00:13:48,420
We're trying to get through all the formalities because we have some good stuff to share.

170
00:13:48,920 --> 00:13:52,480
But we wouldn't be the CIC without our past members and our past presidency.

171
00:13:52,720 --> 00:13:58,940
So we wanted to take a moment to do a special thank you to our past leaders.

172
00:13:59,520 --> 00:14:01,440
Can I see? Is that my venue?

173
00:14:01,880 --> 00:14:02,460
Okay, good.

174
00:15:48,820 --> 00:15:54,620
We need you to unmute. Yes. I was wondering why no one was coughing.

175
00:15:56,740 --> 00:16:18,720
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.

176
00:16:18,720 --> 00:16:23,220
and so I sincerely 100% appreciate you and we still want you to be involved. We still want to

177
00:16:23,220 --> 00:16:27,120
make sure that you are actively like helping us with activity. So we sincerely appreciate you.

178
00:16:27,480 --> 00:16:31,120
And if we were in person, we will give you your certificates and flowers in person, but we

179
00:16:31,120 --> 00:16:34,960
did send them to your home. So hopefully you like the certificates that we made for you.

180
00:16:35,560 --> 00:16:40,080
Next slide, please. Thank you so much. And welcome to our new families and our new parents.

181
00:16:41,300 --> 00:16:45,600
Thank you for your dedication. So this time is a time that I'm going to pass it back to Laliah

182
00:16:45,600 --> 00:16:50,720
president and we're going to have our public comments and we have one person who would like to speak

183
00:16:50,720 --> 00:16:55,140
aloud and we have another set of comments that's going to be read and I'm going to pass it on to

184
00:16:55,140 --> 00:17:00,770
Lolly to take that part. Thank you. I had it up.

185
00:17:14,470 --> 00:17:15,190
Found it.

186
00:17:17,550 --> 00:17:20,150
Okay so this will be the CIC meeting

187
00:17:20,730 --> 00:17:29,290
public comments for September 16th and this is from Yolanda Garcia. My comment is that questions are

188
00:17:29,290 --> 00:17:34,230
are allowed to be asked, and if they cannot be answered at that time, will they be answered

189
00:17:34,230 --> 00:17:40,410
at the next meeting so that there are no questions or doubts on resolve? I hope the new committee

190
00:17:40,410 --> 00:17:44,510
will do very well and we learn together. Thank you, Yolanda.

191
00:17:47,900 --> 00:17:50,820
The next comment is from

192
00:17:50,820 --> 00:17:59,500
Perissa. And hello, as far as the upcoming parent teacher conferences, will the parents be

193
00:17:59,500 --> 00:18:05,120
able to go to the classroom to speak with a teacher. During this time, there will be

194
00:18:05,120 --> 00:18:13,600
no students reliving the person count of 15 plus people, meaning all COVID precautions

195
00:18:13,600 --> 00:18:20,100
are more than being applied. Also, each parent has different times. This adds up to only

196
00:18:20,100 --> 00:18:27,320
two to three people in the room. Two parents and a teacher. This way parents can finally see

197
00:18:27,320 --> 00:18:33,240
where their child is all day and get to look at their work, progress, see things, the

198
00:18:33,240 --> 00:18:39,460
items, their child discusses with the parents at home. Our district has been opened this year,

199
00:18:39,660 --> 00:18:44,240
yet each school in the same district is making up their own protocols and rules.

200
00:18:45,300 --> 00:18:49,500
For kindergarten and kindergarten elementary parents, we're allowed to eat breakfast and

201
00:18:49,500 --> 00:18:54,860
say goodbye to their five-year-old for the first time apart as well as meeting the teacher.

202
00:18:54,860 --> 00:19:00,500
At North Park Elementary, parents could only say goodbye at a gate and if the student was

203
00:19:00,500 --> 00:19:06,700
left at that point, an orientation at North Park was held after the first day of class which

204
00:19:06,700 --> 00:19:12,600
was completely backwards for the parent and students. If guidelines are met, why can't we help

205
00:19:12,600 --> 00:19:19,040
the parents be involved academically when allowed? Which is what San Bernardino School District agrees

206
00:19:19,040 --> 00:19:28,000
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.

207
00:19:28,600 --> 00:19:37,280
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.

208
00:19:38,340 --> 00:19:39,700
That was from Karissa.

209
00:19:41,160 --> 00:19:41,560
Thank you.

210
00:19:44,070 --> 00:19:47,090
And was there a comment that was submitted that wanted to be read aloud?

211
00:19:47,090 --> 00:19:51,690
Yes, Dave MacKinney would like to speak.

212
00:19:52,870 --> 00:19:57,290
So if we can unmute Dave McKinney, are

213
00:20:02,280 --> 00:20:03,040
you here Dave?

214
00:20:08,260 --> 00:20:09,620
I don't see Dave.

215
00:20:10,400 --> 00:20:11,720
I don't see a Dave anymore.

216
00:20:17,900 --> 00:20:21,300
I'm Dr. Lindy. There is two hands raised one.

217
00:20:21,700 --> 00:20:24,980
Kathleen Valdez and the other one Karim Gongara.

218
00:20:26,840 --> 00:20:46,000
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.

219
00:20:49,880 --> 00:20:51,060
Okay, Captain.

220
00:20:51,900 --> 00:21:17,820
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.

221
00:21:17,820 --> 00:21:20,540
you know, return the completed application,

222
00:21:20,860 --> 00:21:23,400
no later than September 20th, 21.

223
00:21:23,660 --> 00:21:26,080
So I know our teachers do so much for the kiddos.

224
00:21:26,380 --> 00:21:30,480
So if you want to, if it's okay if I can put the link

225
00:21:30,480 --> 00:21:33,020
or the email address for Carolyn Stacks,

226
00:21:33,640 --> 00:21:37,100
so that way you can pass it onto your kiddos teachers

227
00:21:37,100 --> 00:21:42,200
and $250 goes a long way for our students,

228
00:21:42,200 --> 00:21:44,180
you know, for our teachers.

229
00:21:44,500 --> 00:21:46,320
You know, they always invest in our kiddos.

230
00:21:47,000 --> 00:21:51,760
So, I just wanted to share that information with all of you guys, so that way, if you

231
00:21:51,760 --> 00:21:56,560
wanted to pass that information on to your children's teachers, I know that they would

232
00:21:56,560 --> 00:21:57,660
probably appreciate it.

233
00:21:57,660 --> 00:21:59,940
So, that's pretty much all I have to say.

234
00:22:02,960 --> 00:22:04,160
Okay, thank you.

235
00:22:05,020 --> 00:22:08,280
And I guess we had one more, which is from Kareem.

236
00:22:12,030 --> 00:22:12,470
Yes.

237
00:22:12,890 --> 00:22:13,930
How much time do I have?

238
00:22:14,450 --> 00:22:15,070
Two minutes.

239
00:22:16,130 --> 00:22:16,570
Awesome.

240
00:22:16,790 --> 00:22:17,430
Thank you so much.

241
00:22:17,770 --> 00:22:18,930
My name is Kareem Bungora.

242
00:22:18,930 --> 00:22:25,210
I am a researcher. I'm in the process of getting my doctorate at California Baptist University.

243
00:22:25,710 --> 00:22:32,750
I've been approved by my institution and also the internal review committee at the

244
00:22:32,750 --> 00:22:41,370
Seminary City Unified to take a deeper look into the local control accountability plan and

245
00:22:41,370 --> 00:22:48,190
especially education local plan area. And so I'm looking for parents to survey and interview

246
00:22:48,890 --> 00:22:54,750
And a lot of my questions and conversation is mostly around what you understand or what

247
00:22:54,750 --> 00:22:56,450
you know about both of those programs.

248
00:22:57,050 --> 00:23:01,830
To give you background, my daughter was born at 33 weeks, she has cerebral palsy and epilepsy.

249
00:23:02,650 --> 00:23:05,270
She's in the single-Selpa at Fontana Unified.

250
00:23:05,910 --> 00:23:10,910
And so that was one of the reasons why I looked to San Bernardino City Unified to learn more

251
00:23:10,910 --> 00:23:15,830
about the single-Selpa and the processes and how those two programs work together.

252
00:23:15,830 --> 00:23:24,310
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.

253
00:23:24,970 --> 00:23:28,650
And so everything will be completely private, secure.

254
00:23:29,330 --> 00:23:34,950
And the hope for me is that I get a better understanding of how these programs work and then at the end of it,

255
00:23:34,950 --> 00:23:40,470
present a report to the Summer City Unified School District to help them better understand

256
00:23:40,470 --> 00:23:46,090
what the understanding is of the SELF program and the LCAP.

257
00:23:46,310 --> 00:23:53,470
As those two programs are very big and critical to the management of a school district, my

258
00:23:53,470 --> 00:23:58,250
hope is that I'll be able to get some good feedback to be able to provide some good commentary

259
00:23:58,250 --> 00:24:02,650
on where people would prefer to have more information.

260
00:24:02,650 --> 00:24:12,710
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.

261
00:24:16,650 --> 00:24:18,670
So we're going to move on to the next part of our agenda.

262
00:24:19,510 --> 00:24:23,590
If Selenia, can you give Barbie host control again? She was kicked out of the meeting.

263
00:24:27,800 --> 00:24:28,280
Thank you.

264
00:24:30,200 --> 00:24:36,800
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.

265
00:24:38,630 --> 00:24:40,970
Yes, everybody. Thank you, Dr. Lundy.

266
00:24:50,860 --> 00:24:57,080
Well, he's pulling that I want to remind everyone that public comments are for the things items on the agenda.

267
00:24:57,440 --> 00:25:01,880
So just as we get more familiar, just to make sure that we do have time at the end for announcements.

268
00:25:01,940 --> 00:25:05,880
But far as our public comments, it's to pertain to things that's currently on our agenda.

269
00:25:06,020 --> 00:25:14,580
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.

270
00:25:14,580 --> 00:25:30,880
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.

271
00:25:30,880 --> 00:25:39,900
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.

272
00:25:40,820 --> 00:25:47,440
Procedures stating that the only allowed response to the minutes is to offer a correction if there is an error.

273
00:25:48,100 --> 00:25:55,040
This is not an opportunity for us to have a discussion on the minutes only the approval of the minutes only corrections.

274
00:25:56,420 --> 00:26:03,760
So with that information, does anybody have any changes, corrections or additions to the minutes?

275
00:26:04,300 --> 00:26:07,920
If you do, please raise your hand and wait for us to call on you.

276
00:26:20,040 --> 00:26:21,160
So if no corrections.

277
00:26:22,000 --> 00:26:23,780
I'm trying to get to that screen. Sorry.

278
00:26:25,540 --> 00:26:31,520
Okay. No, there's no corrections. Can I have a motion to approve the minutes as written?

279
00:26:38,580 --> 00:26:42,380
We have a motion to accept the minutes made by Miss Catalina Castillo.

280
00:26:43,780 --> 00:26:46,320
Can I get a motion to second them?

281
00:26:46,600 --> 00:26:47,240
Can I get a second?

282
00:26:47,840 --> 00:26:49,320
Lori Paras seconds it.

283
00:26:50,160 --> 00:26:50,880
Thank you.

284
00:26:51,120 --> 00:26:55,440
We have a second all in favor of approving the minutes as written.

285
00:26:55,900 --> 00:26:57,360
Please raise your hand.

286
00:26:59,590 --> 00:27:02,690
And we're going to take a moment to count all of the raising of the hands.

287
00:27:08,820 --> 00:27:09,700
members only.

288
00:27:20,500 --> 00:27:22,380
Thank you. I count nine participants.

289
00:27:23,660 --> 00:27:25,240
Okay. 10 participants. Thank you.

290
00:27:26,640 --> 00:27:30,140
We have any opposed to accepting the minutes. Please raise your hand at this time.

291
00:27:31,760 --> 00:27:41,200
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.

292
00:27:46,820 --> 00:27:51,640
Okay. Do we have any opposed? I can't see the presentation.

293
00:27:52,360 --> 00:27:53,620
No, not at this time.

294
00:27:54,200 --> 00:27:55,440
Do we have anybody abstaining?

295
00:27:55,580 --> 00:27:56,620
Any of our members abstaining?

296
00:27:59,620 --> 00:28:01,280
If you do, then raise your hand now.

297
00:28:03,690 --> 00:28:05,890
Okay, no abstentions.

298
00:28:06,010 --> 00:28:07,010
The motion carried everybody.

299
00:28:07,290 --> 00:28:08,390
Thank you for your time with this.

300
00:28:08,690 --> 00:28:09,690
The approval of the minutes.

301
00:28:11,650 --> 00:28:13,170
Awesome. Thank you so much.

302
00:28:13,670 --> 00:28:14,090
So now.

303
00:28:15,010 --> 00:28:18,450
This is the the fun part for me of the of the agenda.

304
00:28:18,950 --> 00:28:21,150
So all of our families we invited you here today.

305
00:28:21,330 --> 00:28:23,250
We wanted to make sure that you are familiar.

306
00:28:23,250 --> 00:28:31,330
year. So with our new superintendent, we have separated our areas into different, like learning networks.

307
00:28:31,770 --> 00:28:36,290
And by each learning network, we have a specialist, whether it be a teacher, an assignment,

308
00:28:36,470 --> 00:28:40,910
or a program specialist assigned to your schools. So we wanted to make sure that parents,

309
00:28:40,910 --> 00:28:48,590
you knew who your person was. So the person is the direct person to the school site to support you,

310
00:28:48,590 --> 00:28:50,610
but they also are your district liaison.

311
00:28:51,190 --> 00:28:52,970
And so I wanted to introduce first to you

312
00:28:52,970 --> 00:28:55,230
Ms. Brandi Sutton, who was a former teacher

313
00:28:55,230 --> 00:28:57,530
at Thompson Elementary and worked under my leaderships.

314
00:28:57,550 --> 00:28:58,450
Where I know that she's amazing.

315
00:28:59,150 --> 00:29:00,630
And this is a list of the schools.

316
00:29:00,630 --> 00:29:02,490
So if your students attend any of these schools,

317
00:29:02,590 --> 00:29:03,470
she would be your person.

318
00:29:03,570 --> 00:29:05,970
And I want to pass it to Brandi really quickly just

319
00:29:05,970 --> 00:29:08,530
so you can see her face and she can introduce herself.

320
00:29:10,840 --> 00:29:12,200
Hi everybody, good evening.

321
00:29:12,440 --> 00:29:16,140
I'm Brandi Sutton and I enter this specialization

322
00:29:16,140 --> 00:29:18,160
for the contact for the whole cluster.

323
00:29:18,160 --> 00:29:20,180
So I look forward to working with all of you.

324
00:29:20,700 --> 00:29:21,300
Next we have me.

325
00:29:22,340 --> 00:29:24,180
And you will have a copy of this PowerPoint.

326
00:29:24,200 --> 00:29:26,160
So in case you forget the name or the face,

327
00:29:26,600 --> 00:29:28,380
you have an email and you have your list of schools

328
00:29:28,380 --> 00:29:29,600
when you leave this meeting.

329
00:29:29,600 --> 00:29:31,000
And we will also post it as well.

330
00:29:31,580 --> 00:29:32,100
Next person.

331
00:29:34,630 --> 00:29:37,330
I would like to introduce a reintroduce is Mr.

332
00:29:37,510 --> 00:29:38,030
Demand Coleman.

333
00:29:38,570 --> 00:29:40,470
And he is over the Pacific cluster.

334
00:29:40,690 --> 00:29:41,870
And these are his list of schools.

335
00:29:41,970 --> 00:29:44,550
Demand, can you introduce yourself to the families please?

336
00:29:45,310 --> 00:29:45,810
Hello, everyone.

337
00:29:46,350 --> 00:29:48,570
Again, Demand Coleman program specialist.

338
00:29:48,570 --> 00:29:50,730
this for elementary and middle school.

339
00:29:51,270 --> 00:29:55,390
I'm glad to be here at the first CIC meeting for the year.

340
00:29:56,050 --> 00:29:58,370
And I look forward to supporting in any way that I can

341
00:29:58,370 --> 00:29:59,430
and being a part of the community.

342
00:29:59,710 --> 00:29:59,970
Thank you.

343
00:30:00,530 --> 00:30:06,950
And this is also connected to, I believe in the public comments, someone mentioned our questions

344
00:30:06,950 --> 00:30:10,790
going to be answered. So that's another reason why I wanted to have our specialists available

345
00:30:10,790 --> 00:30:14,770
in president. So like, if you have specific questions, we will hang around to make sure

346
00:30:14,770 --> 00:30:18,510
that we can connect you to the right person and make sure that your questions or concerns

347
00:30:18,510 --> 00:30:26,590
are addressed before you leave today. Next slide, please. We have Ms. Brandy Barbie, also one

348
00:30:26,590 --> 00:30:28,470
of our cluster leads and our teachers on assignment.

349
00:30:30,030 --> 00:30:35,910
Hi, I'm Brandy Barbie, not to be confused with Brandy Sutton or Barbie Rollin.

350
00:30:36,290 --> 00:30:38,370
So I'm kind of both those names.

351
00:30:38,970 --> 00:30:44,250
These are my schools and I just really look forward to supporting all of my schools and

352
00:30:44,250 --> 00:30:48,910
parents this year and working to make a very cooperative learning environment for all

353
00:30:48,910 --> 00:30:52,050
of our students so that they can have best outcomes for all of our kids.

354
00:30:52,930 --> 00:30:54,210
Thank you so much.

355
00:30:54,770 --> 00:30:58,530
And I ran into you at a school today, so she is out in the field, definitely.

356
00:30:59,330 --> 00:31:01,250
Our next person is Autry Fowler.

357
00:31:01,790 --> 00:31:07,710
Unfortunately, Ms. Fowler had a medical incident earlier this week, and so he's not here today,

358
00:31:07,890 --> 00:31:11,570
but his stead, Ms. Diana Cook, is going to introduce on his behalf.

359
00:31:13,030 --> 00:31:17,850
Hi, my name is Diana Cook, and I'm a support teacher, and I work alongside Mr. Autry Fowler.

360
00:31:18,670 --> 00:31:22,070
And we are looking forward to working with each and every one of you guys.

361
00:31:23,090 --> 00:31:39,210
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.

362
00:31:39,830 --> 00:31:49,430
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.

363
00:31:51,050 --> 00:32:01,490
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.

364
00:32:03,010 --> 00:32:13,190
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.

365
00:32:13,190 --> 00:32:29,630
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.

366
00:32:30,090 --> 00:32:32,490
So I'm really excited to be leading that work.

367
00:32:33,470 --> 00:32:38,850
Yes, and Lauren has been very instrumental in helping us to put together a

368
00:32:38,850 --> 00:32:42,930
continuum of services for our students once they graduate. So as you know, our

369
00:32:43,710 --> 00:32:48,630
maybe you don't know, but our special education students, if they are not on a

370
00:32:48,630 --> 00:32:51,990
diploma track, we keep them to 22. But just because they don't receive a high

371
00:32:51,990 --> 00:32:55,610
school diploma doesn't mean that they can't be successful and live a very

372
00:32:55,610 --> 00:32:59,730
vibrant life. And our goal is to be able to provide them a continuum of

373
00:32:59,730 --> 00:33:04,690
opportunity and services for them so that we help them to transition, which leads me to my

374
00:33:04,690 --> 00:33:15,430
next program specialist. Oh, so sorry. They're out of order. I apologize. Which is Ryan Harsh.

375
00:33:16,310 --> 00:33:25,520
So Ryan, and I'm speaking to you. Hi everybody. I'm Ryan Harsh. And I am working the

376
00:33:25,520 --> 00:33:28,100
I'm out the moderate side of transitional services,

377
00:33:28,840 --> 00:33:30,900
overseeing the high schools and other programs,

378
00:33:31,280 --> 00:33:33,580
and assisting with employment, academics,

379
00:33:33,860 --> 00:33:34,500
and independent living.

380
00:33:35,080 --> 00:33:36,740
And I'm very excited to be helping this year.

381
00:33:37,960 --> 00:33:38,720
Thank you, Ryan.

382
00:33:40,420 --> 00:33:42,860
Next we have Mr.

383
00:33:47,410 --> 00:33:48,170
Tony Gahey.

384
00:33:48,990 --> 00:33:50,930
And he's responsible for Arrowhead,

385
00:33:51,010 --> 00:33:53,110
Kim Barkner, Furtamont, Palm, and Wilson,

386
00:33:53,330 --> 00:33:54,030
Pekuma and Richardson.

387
00:33:54,650 --> 00:33:55,150
Mr. Gahey?

388
00:33:56,250 --> 00:33:57,950
Hello everyone, I'm Tony Gahey.

389
00:33:57,950 --> 00:34:24,030
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.

390
00:34:26,890 --> 00:34:30,690
Absolutely. Next we have Jackie. So we have a lot of schools that you can see

391
00:34:30,690 --> 00:34:34,230
that we support and so we are really invested in making sure that you know

392
00:34:34,230 --> 00:34:39,150
who your person is. Jackie. Good evening. My name is Jackie Willis. I am the

393
00:34:39,150 --> 00:34:44,150
program specialist for the North NB. These are the schools that I do support and I'm

394
00:34:44,150 --> 00:34:47,930
really excited to see such a great turnout and I look forward to supporting you

395
00:34:47,930 --> 00:34:49,810
and your students throughout their academic careers.

396
00:34:52,480 --> 00:34:54,920
Thank you. And we have

397
00:34:54,920 --> 00:35:00,640
Kayla Schrock. She's new to our team and she's supporting these schools. Good evening, everybody.

398
00:35:00,880 --> 00:35:06,440
Thank you guys so much for being here. I feel so grateful to be here. I'm here as a support for

399
00:35:06,440 --> 00:35:10,960
you can see 11 schools and I'm really looking forward to working with not only you guys but also

400
00:35:10,960 --> 00:35:17,720
the teachers that support your kids. She was a former teacher at, just last year at Golden Valley so

401
00:35:17,720 --> 00:35:22,680
she comes with a lot of expertise and knowledge and with some families who may have it work with

402
00:35:22,680 --> 00:35:24,620
directly, so we're happy to have her on our team.

403
00:35:27,620 --> 00:35:29,740
And now we have Ms. Amanda Drake, who's one of our

404
00:35:29,740 --> 00:35:35,340
program specialists, and she's responsible for a variety of areas, but her real expertise is in

405
00:35:35,340 --> 00:35:38,000
our deaf and hard of hearing, and I'm going to let Amanda introduce herself.

406
00:35:41,720 --> 00:35:42,720
Hi everyone, I'm Amanda

407
00:35:42,720 --> 00:35:52,920
Drake. It's nice to meet you. As Dr. Lundy stated, I am happy to be working alongside Trent Rowell

408
00:35:52,920 --> 00:35:55,040
and under the guys of Dr. Rubio

409
00:35:55,040 --> 00:35:58,300
and working for all of our related service providers

410
00:35:58,300 --> 00:36:00,980
and all of our students who receive related services.

411
00:36:01,180 --> 00:36:02,080
It's nice to meet you.

412
00:36:03,420 --> 00:36:04,900
Yes, thank you.

413
00:36:05,640 --> 00:36:07,600
And last but not least, we have Trent.

414
00:36:07,800 --> 00:36:11,240
So if you have any questions about your speech

415
00:36:12,080 --> 00:36:14,900
or you need early childhood assessment,

416
00:36:15,340 --> 00:36:16,380
or you wanna know about preschool,

417
00:36:16,960 --> 00:36:18,760
or you have questions about 504s,

418
00:36:19,140 --> 00:36:19,680
Trent is your guy.

419
00:36:20,200 --> 00:36:21,960
So Trent, can you introduce yourself

420
00:36:21,960 --> 00:36:23,460
and then you're going to take the next slide.

421
00:36:24,480 --> 00:36:26,180
Absolutely. Good evening, everybody.

422
00:36:26,640 --> 00:36:29,760
Nice to be here, Charles Brown, program specialist.

423
00:36:29,960 --> 00:36:31,460
I've been with the district about 15 years.

424
00:36:31,460 --> 00:36:33,480
Been a special education in 20 years.

425
00:36:34,220 --> 00:36:39,400
I've worked with every single age group from pre-K to 22

426
00:36:40,460 --> 00:36:42,880
in all of our programs and all the range of programs.

427
00:36:43,200 --> 00:36:46,640
So I'm happy to support the team and really to support you.

428
00:36:47,120 --> 00:36:48,860
I'm here for you and I'm here for the teachers.

429
00:36:48,860 --> 00:36:50,860
I'm ultimately of course here from the children.

430
00:36:54,360 --> 00:37:01,240
So I think I can just continue. So all right, great. So I was asked to speak a little

431
00:37:01,240 --> 00:37:10,620
bit about 504 plans. So 504, just like IEPs, 504 plans are set up to support kids in

432
00:37:10,620 --> 00:37:16,220
school setting with disabilities. Now, so they're similar, but there are some key differences

433
00:37:16,220 --> 00:37:22,820
between the two. An IEP is really designed to, you know, when we do an IEP, we're looking at

434
00:37:22,820 --> 00:37:29,220
like instructional goals, we're looking at services, we're looking at accommodations, kind

435
00:37:29,220 --> 00:37:33,900
of giving out a report of, you know, how the students doing, what the present levels are,

436
00:37:34,360 --> 00:37:39,280
the progress that they've made, all of the stuff that I think, you know, all of you are most

437
00:37:39,280 --> 00:37:45,740
you are familiar with if you've been to an IEP meeting. A 504 plan, just like an IEP,

438
00:37:46,020 --> 00:37:51,940
is designed to support kids with disabilities, but it's got a different focus. So the focus of

439
00:37:51,940 --> 00:38:00,820
a 504 plan is the removal of barriers to learning. So I think as we go through, so let me give an

440
00:38:00,820 --> 00:38:08,180
example, a 504 plan is going to be more focused on accommodations that might help a student be

441
00:38:08,180 --> 00:38:14,100
successful and have opportunity in the general education setting or in the school setting,

442
00:38:14,880 --> 00:38:16,980
if that makes sense. Can you go the next slide?

443
00:38:19,880 --> 00:38:22,460
And I think it'll be clear as we walk through

444
00:38:22,460 --> 00:38:27,880
the differences between the two. So with an IEP, you have to have very specific

445
00:38:27,880 --> 00:38:33,640
handicapping conditions. So there's 13 of these handicapped conditions that have been identified by

446
00:38:33,640 --> 00:38:40,900
idea. And that's the federal law over, you know, special education and IEPs. Not only do you have

447
00:38:40,900 --> 00:38:47,420
to have those 13 handicap conditions, but there also needs to be an impact, an educational impact.

448
00:38:47,880 --> 00:38:53,380
So, for example, you could have, and it does happen, that you could have an individual with autism,

449
00:38:53,900 --> 00:39:00,060
who is not experiencing any kind of negative educational impact. So that'd be for the,

450
00:39:00,060 --> 00:39:05,800
The student may or may not qualify then for special education services.

451
00:39:06,400 --> 00:39:11,280
That's for the IEP team to discuss, looking at all the data provided by the assessment.

452
00:39:12,040 --> 00:39:15,160
In fact, the assessment process for an IEP is very formal.

453
00:39:15,720 --> 00:39:17,520
It's very detailed.

454
00:39:18,260 --> 00:39:20,020
It's going to be a multidisciplinary.

455
00:39:20,380 --> 00:39:23,860
There's going to be all kinds of specialists and experts involved.

456
00:39:24,380 --> 00:39:29,200
And of course, parental input in assessing whether or not a student qualifies.

457
00:39:29,200 --> 00:39:36,240
for under one of these specific handicap and conditions and the qualification is also very specific.

458
00:39:37,220 --> 00:39:41,100
On the other hand, with a 504 plan, it's broader.

459
00:39:41,720 --> 00:39:49,160
So it's not restricted to 13 handicap and conditions, but it's a broader understanding of what a disability could be.

460
00:39:49,940 --> 00:39:54,500
So to give you an example, you could have a student potentially.

461
00:39:55,980 --> 00:40:03,540
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.

462
00:40:04,760 --> 00:40:10,580
So with that said, please, please understand that that it's all just kind of a generalization here to give you the basic information.

463
00:40:11,240 --> 00:40:23,660
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.

464
00:40:23,660 --> 00:40:42,020
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.

465
00:40:43,400 --> 00:40:48,780
The criteria for determining whether or not that student has this disability that would

466
00:40:48,780 --> 00:40:55,600
qualify under a five or four plan is a bit broader in the sense of the assessment process

467
00:40:55,600 --> 00:40:57,740
is more of let's bring in all the data.

468
00:40:58,300 --> 00:41:02,300
We're going to look at multiple sources of data, all right, so we still don't just want

469
00:41:02,300 --> 00:41:04,080
one kind of source of data.

470
00:41:04,420 --> 00:41:11,140
We want to get maybe parental report, could be a source of data, school report would be like

471
00:41:11,140 --> 00:41:13,060
Like the teacher's report could be another source of data,

472
00:41:13,680 --> 00:41:16,060
any academic information that's being presented,

473
00:41:17,420 --> 00:41:19,420
medical diagnosis or doctors note,

474
00:41:19,900 --> 00:41:21,720
all of that stuff, those would each be sort

475
00:41:21,720 --> 00:41:25,060
of separate streams of data that would be useful for the team.

476
00:41:25,560 --> 00:41:27,380
So the team, the file of 14 would be gathering

477
00:41:27,380 --> 00:41:28,660
in all of that information,

478
00:41:29,320 --> 00:41:31,680
looking at, looking at over, having a discussion

479
00:41:32,120 --> 00:41:36,900
and deciding if one, if the unit does have this disability

480
00:41:36,900 --> 00:41:45,700
and then two, if it rises to the bar of a significant impairment, significant in terms of, you know,

481
00:41:45,840 --> 00:41:51,160
limiting that individual's ability to participate in the school environment in the general education

482
00:41:51,160 --> 00:41:59,860
setting. So, it's all of that. It's a little bit looser, a little bit broader in terms of what

483
00:41:59,860 --> 00:42:05,980
the team is looking at. And it's often, if you've been to a 504 plan, it's a group discussion.

484
00:42:07,120 --> 00:42:08,500
and it's a bag and forth.

485
00:42:08,900 --> 00:42:09,680
Do you've been through an IAP?

486
00:42:10,260 --> 00:42:12,340
Of course, there's a group discussion component to that too,

487
00:42:12,640 --> 00:42:14,620
but when we're going through the assessment process,

488
00:42:14,980 --> 00:42:19,340
there's also the piece of assessors giving reports

489
00:42:19,340 --> 00:42:20,920
and providing a lot of information.

490
00:42:23,040 --> 00:42:24,540
Okay, I'm going to the next.

491
00:42:27,240 --> 00:42:29,660
All right, so I jumped in and I was talking about the evaluation.

492
00:42:30,760 --> 00:42:34,500
So I think what I maybe didn't talk about

493
00:42:34,500 --> 00:42:43,420
or didn't emphasize enough is that idea of services versus accommodations. So, going back to my

494
00:42:43,420 --> 00:42:49,840
example of a student with chronic migraines. Depending on the student, depending on the situation,

495
00:42:49,960 --> 00:42:56,840
every situation is different. You could have two students with chronic migraines and they probably

496
00:42:56,840 --> 00:43:03,700
should have completely different 504 plants because what is useful and beneficial and meaningful

497
00:43:03,700 --> 00:43:10,640
for one student with chronic migraines may not be and may be harmful potentially to another student

498
00:43:10,640 --> 00:43:16,340
with chronic migraines. So, like an IAP, five or four plans are individualized, but you could have

499
00:43:16,340 --> 00:43:21,860
a student with chronic migraines and perhaps an accommodation that they're given is they're given

500
00:43:22,700 --> 00:43:28,000
you know if they notify the teacher that they're having a migraine they're given an opportunity

501
00:43:28,000 --> 00:43:32,920
need to be immediately excused or the nurse's office and rest for a little bit, perhaps.

502
00:43:34,040 --> 00:43:38,540
On an IEP, while chronic migraines is not going to be a condition, it could be part

503
00:43:38,540 --> 00:43:43,100
of a condition that a student on an IEP has, but it's not going to be a condition in and

504
00:43:43,100 --> 00:43:45,940
of itself that would qualify a student for an IEP.

505
00:43:46,760 --> 00:43:52,660
But an IEP though, if we have a student with chronic migraines, there may be some of that,

506
00:43:52,660 --> 00:43:57,780
But there may be that accommodation in there, perhaps, depends on what the IEP team decides.

507
00:43:58,800 --> 00:44:00,720
But there's going to be a lot of other stuff as well.

508
00:44:01,020 --> 00:44:04,480
There's going to be a lot of other stuff in terms of like what kind of services are

509
00:44:04,480 --> 00:44:07,280
we providing for this student to help them learn.

510
00:44:08,180 --> 00:44:13,820
The 504 plan is not service-based, it's removing anything that's in the way of learning.

511
00:44:16,080 --> 00:44:23,160
One kind of important note here, you know, I'll share it because it is important to realize.

512
00:44:23,840 --> 00:44:30,660
So with an IEP, we're not, even, all right, let me just say this with an IEP, we're never

513
00:44:30,660 --> 00:44:35,700
going to do anything without your agreement, without your approval, we're not going to institute

514
00:44:35,700 --> 00:44:41,460
any services unless we've gone through a process, you know, we've gotten your agreement

515
00:44:41,460 --> 00:44:56,180
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.

516
00:44:56,180 --> 00:44:59,900
Now, our practice in SPC-USD is we have parents

517
00:45:00,000 --> 00:45:05,180
Volt in every aspect of the five O' baking, because parents, um, generally

518
00:45:05,180 --> 00:45:11,040
we get these requests from parents and then the schools, like, yes, we agree

519
00:45:11,040 --> 00:45:16,260
with the parent that the X, Y and Z going out with the student let's meet and

520
00:45:16,260 --> 00:45:20,740
let's review what we got is have a five to four. So our practices that every

521
00:45:20,740 --> 00:45:25,560
step of the way the parent is involved with that said. Please understand the legal

522
00:45:25,560 --> 00:45:34,320
requirement is, technically, we could implement a 504 plan simply by notifying you that the 504 plan is

523
00:45:34,320 --> 00:45:40,360
going to be implemented. But please rest assured, SBCA, our school district is not going to do that.

524
00:45:40,640 --> 00:45:44,400
We're going to invite you to every single meeting. You're going to be an active participant.

525
00:45:47,140 --> 00:45:47,420
I think you

526
00:45:47,420 --> 00:45:48,480
skip. Go to the next slide.

527
00:45:51,690 --> 00:45:56,570
Okay, so one of the things that people talk about with IEPs versus 504

528
00:45:56,570 --> 00:46:10,560
points. So NIP, the slide is for, is this the slide for Ryan? Oh, sorry. Is he here?

529
00:46:10,760 --> 00:46:17,820
Ryan Harsh? Yes. Okay. Go ahead. Hi everybody. Okay. Thank you. So things will change

530
00:46:17,820 --> 00:46:22,760
a little bit when the student access the district, and they decide to pursue their education

531
00:46:22,760 --> 00:46:30,560
at a community college or some other type of university, so it's not really called a 504,

532
00:46:30,740 --> 00:46:36,740
but it is a plan that provides for accommodations in that setting. So when a student registers,

533
00:46:37,180 --> 00:46:42,240
let's say at Valley College, I'll use that as an example. They need to submit their intake

534
00:46:42,240 --> 00:46:48,720
application to a different counseling office. So they'll have to turn in their IEP along with that

535
00:46:48,720 --> 00:46:53,500
and their most current psych report, or 504 if they had learned from the high school,

536
00:46:53,860 --> 00:46:56,280
making sure that all information is current and up-to-date.

537
00:46:57,420 --> 00:47:01,280
Once they submit that information prior to registering,

538
00:47:01,620 --> 00:47:03,800
they're going to have an intake meeting with the counselor.

539
00:47:04,480 --> 00:47:06,920
And during that meeting, the student and the parent,

540
00:47:07,100 --> 00:47:11,560
if they choose to participate, will discuss the student's education plan

541
00:47:11,560 --> 00:47:14,620
so what the student will be taking while they're at college,

542
00:47:14,620 --> 00:47:17,980
what certificate or degree it will be pursuing.

543
00:47:18,680 --> 00:47:20,520
And then they're also gonna talk a little bit about

544
00:47:21,180 --> 00:47:24,040
the accommodations that might fall into place.

545
00:47:24,360 --> 00:47:26,680
And that is called, it's very long acronyms,

546
00:47:26,740 --> 00:47:29,420
it's called recommended academic adjustments,

547
00:47:29,800 --> 00:47:32,760
artillery aids and services, or the RODs form.

548
00:47:33,540 --> 00:47:36,040
So the RODs form is, and you'll see

549
00:47:36,040 --> 00:47:37,080
what that looks like in just a minute,

550
00:47:37,440 --> 00:47:40,020
but the RODs form is pretty much what

551
00:47:40,020 --> 00:47:42,340
the accommodations can be for that student.

552
00:47:42,540 --> 00:47:43,460
And there was a whole range,

553
00:47:43,460 --> 00:47:47,420
with the most common being extra time on testing quizzes.

554
00:47:48,020 --> 00:47:50,620
So the typical student will have,

555
00:47:50,780 --> 00:47:52,880
if they have like an hour, for example, on a test,

556
00:47:53,420 --> 00:47:56,480
then a student with a Ross form may have an hour and a half.

557
00:47:57,140 --> 00:48:00,560
They can also take their test if they choose in a separate setting.

558
00:48:01,560 --> 00:48:07,800
So instead of going to class, the teacher would send the test to the office

559
00:48:07,800 --> 00:48:12,540
and the student would go to that office and take the test in that setting.

560
00:48:12,540 --> 00:48:17,180
So those are the basic minimum accommodations.

561
00:48:17,740 --> 00:48:21,300
They can arrange all the way to a tape recorder that can be used in class

562
00:48:21,300 --> 00:48:23,560
to any kind of technology.

563
00:48:24,600 --> 00:48:28,460
The professors, the way they're notified is the student themselves

564
00:48:28,460 --> 00:48:32,080
will take that form to the professor during the first week of class

565
00:48:32,080 --> 00:48:35,760
and notify them of any accommodations they receive.

566
00:48:36,660 --> 00:48:39,980
And then that form is updated once a semester

567
00:48:40,540 --> 00:48:44,440
as long as the student continues to attend and meet with the counselor.

568
00:48:45,180 --> 00:48:45,840
Next slide, please.

569
00:48:51,070 --> 00:48:54,750
So this is an example of the Valley College form.

570
00:48:55,410 --> 00:48:57,610
And it is pretty much the same.

571
00:48:57,770 --> 00:49:01,910
This looks a little bit different, perhaps, on the outside at other places.

572
00:49:02,510 --> 00:49:06,010
And so this is what the student will have updated every semester.

573
00:49:06,590 --> 00:49:09,110
And it includes any and all accommodations.

574
00:49:10,050 --> 00:49:12,810
And so you'll see on the left that can have extended time

575
00:49:12,810 --> 00:49:21,030
or break steering tests. This is all informed by the IEP and the 504 that the student comes in with.

576
00:49:21,510 --> 00:49:28,010
So it's very important during senior year or whenever that student exits that they have the most

577
00:49:28,010 --> 00:49:33,970
updated information on what they will need to be successful in that setting. So anything that's

578
00:49:33,970 --> 00:49:39,750
included here that is offered at the school should be discussed at the IEP. If the student needs

579
00:49:39,750 --> 00:49:45,310
to be successful, that is what they can take with them. Anyone have any, if

580
00:49:45,310 --> 00:49:48,490
anyone has any questions about this later I'm happy to answer or assist with this

581
00:49:48,490 --> 00:49:53,150
process. And so a part of our way that we organize

582
00:49:53,150 --> 00:49:56,790
and ourselves with having Ryan be over transition, we really want to make sure

583
00:49:56,790 --> 00:50:00,690
that all of our students who are graduating with high school diplomas in our

584
00:50:00,690 --> 00:50:05,550
moderate setting, that they at least get to have, if they would like to attend

585
00:50:05,550 --> 00:50:10,670
college that we make sure that we will assist them in doing that if they would like to get

586
00:50:10,670 --> 00:50:14,690
going to job placement then we want to make sure that we will do that. What our commitment is to

587
00:50:14,690 --> 00:50:20,930
have touches with each of our students so we've organized ourselves to have aids at each individual

588
00:50:20,930 --> 00:50:25,850
high school and have caseloads and we make sure we want to make sure our goal is to make sure that

589
00:50:25,850 --> 00:50:31,350
every single senior has their transition meeting and make sure that we know exactly you as a parent

590
00:50:31,350 --> 00:50:35,070
and them as a student. What they want to do when they graduate and if they are going to

591
00:50:35,070 --> 00:50:39,210
matriculate to a university where there be a four year or two year that we help them with this

592
00:50:39,210 --> 00:50:44,250
process to make sure that they get everything that they need because there are a lot of resources

593
00:50:44,250 --> 00:50:49,870
available which it's not time for the agenda but one of our parents who maybe did not get to

594
00:50:49,870 --> 00:50:55,030
experience this level of support has worked with us and we're going to put on a college fair and we

595
00:50:55,030 --> 00:50:58,490
have the flyer for that for you at the end and we're going to we're working on a virtual college

596
00:50:58,490 --> 00:51:04,850
fair for our high school students and we've connected with the colleges to so she's helped us to

597
00:51:05,070 --> 00:51:07,570
to kind of make sure that every student coming

598
00:51:07,570 --> 00:51:08,990
after her students can make sure.

599
00:51:09,530 --> 00:51:11,570
So Catalina will have time to talk about that at the end,

600
00:51:11,770 --> 00:51:12,970
but this is part of our process

601
00:51:12,970 --> 00:51:15,490
and kind of our revamping to make sure

602
00:51:15,490 --> 00:51:16,330
that our students have access.

603
00:51:16,970 --> 00:51:18,810
So with that being said, our next slide,

604
00:51:19,150 --> 00:51:21,610
we're gonna pause and we'll erase your hand.

605
00:51:21,750 --> 00:51:23,730
So now we give you a lot of information.

606
00:51:24,310 --> 00:51:25,570
We're gonna take a pause now

607
00:51:25,570 --> 00:51:26,630
because we have our,

608
00:51:27,590 --> 00:51:29,970
we have our part of context here.

609
00:51:30,110 --> 00:51:31,510
You heard about 504s.

610
00:51:31,870 --> 00:51:33,830
We've also heard about IEPs.

611
00:51:33,830 --> 00:51:35,630
we're gonna take a pause and we're gonna take our questions.

612
00:51:35,950 --> 00:51:37,330
So if you wanna raise your hand,

613
00:51:37,730 --> 00:51:40,190
if you have a question and then we'll take the questions

614
00:51:40,190 --> 00:51:41,350
as they come.

615
00:51:42,030 --> 00:51:44,030
And Selina, do you mind helping to facilitate

616
00:51:44,030 --> 00:51:45,330
to let us know who came first

617
00:51:45,330 --> 00:51:46,810
and then they can share?

618
00:51:47,190 --> 00:51:47,830
Of course, of course.

619
00:51:48,510 --> 00:51:50,930
And as of right now, we just have one hand up

620
00:51:50,930 --> 00:51:51,830
from Ms. Amy Nol.

621
00:51:52,370 --> 00:51:54,910
Okay, and you can also feel free to put the questions

622
00:51:54,910 --> 00:51:55,430
in the chat.

623
00:51:55,670 --> 00:51:57,150
We can answer them from there as well.

624
00:51:58,870 --> 00:51:59,130
Hi.

625
00:52:00,670 --> 00:52:03,250
So my question was from what I understand,

626
00:52:03,250 --> 00:52:04,610
and I just want to make sure I have it clear

627
00:52:05,270 --> 00:52:06,510
because this was new to me.

628
00:52:07,170 --> 00:52:11,190
The 504s, they don't need as much formal data

629
00:52:11,190 --> 00:52:15,370
as they IEPs, but they can be based off

630
00:52:15,370 --> 00:52:19,610
of informal assessments like teacher observations

631
00:52:19,610 --> 00:52:20,950
and parent observations.

632
00:52:23,110 --> 00:52:24,770
Essentially, yep, that's correct.

633
00:52:25,190 --> 00:52:28,950
Now, it's gonna be better, the more data that we have

634
00:52:28,950 --> 00:52:29,990
for the team to review.

635
00:52:31,050 --> 00:52:45,690
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.

636
00:52:46,030 --> 00:52:57,670
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.

637
00:52:57,670 --> 00:53:11,170
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.

638
00:53:11,750 --> 00:53:22,970
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.

639
00:53:22,970 --> 00:53:26,550
You're right on, Ms. Noelle, you're right on.

640
00:53:27,050 --> 00:53:31,750
So it's going to be better, easier, in a sense,

641
00:53:31,750 --> 00:53:35,530
for the team if we have that medical diagnosis,

642
00:53:36,110 --> 00:53:38,810
but you are correct in that the medical diagnosis

643
00:53:38,810 --> 00:53:40,170
is not a requirement.

644
00:53:40,730 --> 00:53:46,990
So the bar is a documented presence of a disability,

645
00:53:46,990 --> 00:53:48,410
which would be the medical diagnosis,

646
00:53:49,070 --> 00:53:51,850
or a suspicion of a disability,

647
00:53:51,850 --> 00:53:55,410
or evidence of a disability, right?

648
00:53:55,710 --> 00:53:59,370
So, two of those three categories of information,

649
00:53:59,930 --> 00:54:04,710
it's gathering data in your example you gave,

650
00:54:04,890 --> 00:54:08,870
work samples, parent observations.

651
00:54:09,570 --> 00:54:14,170
Oh, you know, from birth on, my chat has done whatever,

652
00:54:14,670 --> 00:54:18,230
and I've noticed this, and then the teacher's saying, perhaps,

653
00:54:18,790 --> 00:54:21,430
yes, yes, and we see this in the classroom

654
00:54:21,430 --> 00:54:27,670
as well and here's some work samples and we're seeing it in the work samples so we don't necessarily

655
00:54:27,670 --> 00:54:33,010
have to have a medical diagnosis. That's 100% correct. Thank you. That makes a lot of sense because

656
00:54:33,010 --> 00:54:39,510
just for everyone's information most doctors don't diagnose it so insurance doesn't cover it. You

657
00:54:39,510 --> 00:54:46,190
have to like pay for a psychological evaluation so it's pretty expensive. Yes and some of the

658
00:54:46,190 --> 00:54:53,070
the pieces that are connected with the dyslexia are some basic reading interventions that we can

659
00:54:53,070 --> 00:54:56,650
provide. So, since the fiber force connected to our department, you don't have to have an IP

660
00:54:56,650 --> 00:55:02,170
to have access to some of those resources. It may be like an overlay. It could be explicit instruction

661
00:55:02,170 --> 00:55:08,630
so you may need to have access to a reading coach or you utilize some of our online programs

662
00:55:09,150 --> 00:55:13,590
to help to support. So, all of those things can be written into the fiber force or student needs to

663
00:55:13,590 --> 00:55:15,350
have small digestible chunks.

664
00:55:15,530 --> 00:55:17,930
All of those accommodations can definitely be written

665
00:55:17,930 --> 00:55:18,950
into your 504.

666
00:55:19,390 --> 00:55:23,210
And as it moves each year as it's renewed, which it actually

667
00:55:23,210 --> 00:55:24,670
technically doesn't have to do with every year,

668
00:55:24,970 --> 00:55:27,370
but each team, we share it with your upcoming teacher

669
00:55:27,370 --> 00:55:29,670
and make sure that those accommodations are in place

670
00:55:29,670 --> 00:55:31,710
so that the teacher knows how to interact

671
00:55:31,710 --> 00:55:32,970
and work with your student each year.

672
00:55:33,810 --> 00:55:34,870
Thanks, that's great info.

673
00:55:36,210 --> 00:55:36,890
Thank you.

674
00:55:36,890 --> 00:55:49,170
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.

675
00:55:50,890 --> 00:55:51,790
Yes, Ms. Amara.

676
00:55:52,810 --> 00:56:03,550
So on the 501, how do we get more information, and does one of those governments can one

677
00:56:03,550 --> 00:56:13,250
of them be at an IEP to assist in whether or not a child could benefit from the 501?

678
00:56:14,510 --> 00:56:17,370
Yeah, great, great questions. Yeah, thank you for asking this.

679
00:56:19,210 --> 00:56:23,350
So each school, and I meant to mention this, so I'm glad you asked the question.

680
00:56:23,750 --> 00:56:30,510
So each school has a 504 plan coordinator. So all of our 60 schools, whatever the number

681
00:56:30,510 --> 00:56:35,890
is, each one has a 504 plan coordinator. And so really to find out who that person is,

682
00:56:36,190 --> 00:56:42,870
if you don't know, I probably don't, is just ask the secretary or ask the, you know, people

683
00:56:42,870 --> 00:56:44,950
from the front office or email the principal.

684
00:56:46,230 --> 00:56:48,710
And then, so that's always the first person

685
00:56:48,710 --> 00:56:51,530
really to start with is the school 504 plan coordinator.

686
00:56:52,050 --> 00:56:55,370
Because then it can start with a conversation

687
00:56:56,110 --> 00:57:01,410
and even, let's develop this together relationship.

688
00:57:03,390 --> 00:57:08,010
My role then is to support the 504 plan coordinators

689
00:57:08,010 --> 00:57:11,450
behind the scenes to make sure that they have everything

690
00:57:11,450 --> 00:57:18,170
that they need in terms of, you know, resources or any other support that they might need,

691
00:57:18,250 --> 00:57:24,490
so that they can then, you know, work with you and work with the kids. Generally speaking,

692
00:57:26,370 --> 00:57:33,930
you can invite the 5-0-4 plan coordinator to an IEP meeting. That certainly makes sense, but

693
00:57:34,390 --> 00:57:39,830
maybe in some cases, but I would suggest more just starting with that 5-0-4 plan school coordinator

694
00:57:39,830 --> 00:57:45,750
talking to them and then if if you wanted them to come to the IEP meeting or if

695
00:57:45,750 --> 00:57:51,650
you felt like the IEP team members maybe needed some more information then that

696
00:57:51,650 --> 00:57:56,330
five or four plan coordinate certain would meet with the team maybe even

697
00:57:56,330 --> 00:58:04,710
informally to talk it through with them. Does that just to piggy bank on that

698
00:58:04,710 --> 00:58:14,630
question who would normally initiate that maybe a five or four would be a

699
00:58:15,470 --> 00:58:21,610
source to benefit the student? Is it a parent, a teacher? Who would initiate it?

700
00:58:21,690 --> 00:58:25,790
Because I didn't even know about the existence of the 504 and I've been in this

701
00:58:25,790 --> 00:58:32,130
district for 12 years. No, excellent. I'm smiling because everything that I

702
00:58:32,130 --> 00:58:35,670
got to say, you're asking the questions for. And so I should have said this earlier.

703
00:58:36,770 --> 00:58:43,090
So anyone can initiate a five of, you know, I think this shot needs a five of four, right?

704
00:58:43,390 --> 00:58:48,430
So the parent, often is the parent, but it is possible that it could be somebody at the

705
00:58:48,430 --> 00:58:54,110
school, could be like, you know, the PE teacher. And maybe they see that a child has severe

706
00:58:54,110 --> 00:58:59,290
asthma or something to that effect. And they're like, you know, hey, I think we need to contact

707
00:58:59,290 --> 00:59:04,130
the mom or dad or the parents and we need to find out what's going on because maybe this child

708
00:59:04,130 --> 00:59:10,450
needs a five or four point. So anyone who has relationship who has reason to initiate a five

709
00:59:10,450 --> 00:59:16,650
or four plan, you know, for a child can go ahead and start that process. And really the basic process

710
00:59:16,650 --> 00:59:22,930
is this. We get that initial sort of referral from parent or from, you know, teacher, let's say.

711
00:59:24,870 --> 00:59:30,510
Then there's sort of a discussion, and then, okay, yeah, let's go ahead and do a meeting

712
00:59:31,030 --> 00:59:32,730
and assess for a file for plan.

713
00:59:33,430 --> 00:59:39,890
They should send home to the parent notification of that meeting and invite to come, obviously

714
00:59:39,890 --> 00:59:44,230
we're going to work out a date and time, but these are some of the things you can expect

715
00:59:44,230 --> 00:59:44,730
from the steps.

716
00:59:45,150 --> 00:59:49,650
You get a notification of when the meeting is, an invitation to join the meeting, of course,

717
00:59:50,350 --> 00:59:53,670
and then your parental rights, parental rights on a file for Plano are very

718
00:59:53,670 --> 00:59:58,930
similar to parental rights on an IEP. Then the team, at that point, the team is

719
00:59:58,930 --> 00:59:59,610
It's going to, um,

720
01:00:00,000 --> 01:00:12,260
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?

721
01:00:14,720 --> 01:00:30,400
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.

722
01:00:31,500 --> 01:00:41,760
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.

723
01:00:42,480 --> 01:00:52,740
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.

724
01:00:54,240 --> 01:00:56,840
However, then the next step is always the same.

725
01:00:57,040 --> 01:01:00,260
Okay, now we've identified that the student needs a 504 plan.

726
01:01:00,740 --> 01:01:03,580
Our next step is let's talk about what we all need to do

727
01:01:03,580 --> 01:01:06,240
to help this kid out through accommodations.

728
01:01:07,140 --> 01:01:12,500
So a kid, for example, with asthma in MPE,

729
01:01:12,800 --> 01:01:15,960
maybe the accommodation is, you know,

730
01:01:16,020 --> 01:01:17,940
when the requirement is to run a mile

731
01:01:18,460 --> 01:01:20,180
and they have to run a mile for, you know,

732
01:01:20,340 --> 01:01:21,740
20% of the grade or whatever.

733
01:01:21,740 --> 01:01:28,760
I'm just kind of making this up, they can walk, they can walk, or maybe they run a half

734
01:01:28,760 --> 01:01:30,780
a mile, or maybe they run a quarter mile, it kind of depends.

735
01:01:31,260 --> 01:01:38,180
Or maybe they run until they're feeling tired and the kid is mature enough and aware enough

736
01:01:38,180 --> 01:01:39,460
to say I need to take a break.

737
01:01:40,180 --> 01:01:44,160
Maybe the kid's not mature enough and aware enough and it needs to be the PE teacher who says,

738
01:01:44,540 --> 01:01:47,840
hey Joey, go ahead and walk now you need to take a break or Joey, go ahead and let's have

739
01:01:47,840 --> 01:01:48,480
you do something else.

740
01:01:48,480 --> 01:01:54,100
So, there's total flexibility in how we develop it and how we plan it for each individual

741
01:01:54,100 --> 01:01:57,480
kid after we've determined that yes, we need to do the 504 plan.

742
01:01:57,960 --> 01:01:59,000
And unlike an IEP, right?

743
01:01:59,140 --> 01:02:02,340
An IEP is, you know, multiple pages of stuff.

744
01:02:02,940 --> 01:02:06,880
What I love about 504 plans and the beauty of it is we just get straight to the heart of

745
01:02:06,880 --> 01:02:07,020
it.

746
01:02:07,340 --> 01:02:10,180
So, it's generally two or three pages long.

747
01:02:10,640 --> 01:02:12,080
Sometimes it's even just a page.

748
01:02:13,240 --> 01:02:13,560
Okay.

749
01:02:14,140 --> 01:02:14,360
Yeah.

750
01:02:14,760 --> 01:02:15,240
Half a page.

751
01:02:15,340 --> 01:02:17,200
You know, this is what this kid needs.

752
01:02:17,200 --> 01:02:30,540
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.

753
01:02:31,020 --> 01:02:40,120
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.

754
01:02:40,120 --> 01:02:48,700
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.

755
01:02:49,020 --> 01:02:57,340
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.

756
01:02:57,340 --> 01:03:12,160
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.

757
01:03:12,340 --> 01:03:22,640
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.

758
01:03:23,420 --> 01:03:27,320
because they're the ones who can take care of it and get everything fixed and squared away.

759
01:03:27,780 --> 01:03:33,900
The other quick thing I want to say is that unlike an IEP, which you review annually,

760
01:03:35,520 --> 01:03:40,120
it's our practice to review them annually, but just know legally we don't have to review them annually.

761
01:03:40,620 --> 01:03:42,560
There's a little bit of wiggle room there.

762
01:03:44,730 --> 01:03:50,850
So what I'm hearing is that the 401, you're looking for a disability,

763
01:03:50,850 --> 01:03:55,750
something that's stopping the child from moving forward and so you want to

764
01:03:55,750 --> 01:04:01,630
implement, you want to evaluate what resources they are to help the child be

765
01:04:01,630 --> 01:04:11,030
able to learn or accomplish that task. It's some kind of physical or health

766
01:04:11,030 --> 01:04:19,130
disability that by being addressed can actually move, assist the child. That those

767
01:04:19,130 --> 01:04:20,910
the accommodations that you're looking at?

768
01:04:21,730 --> 01:04:24,250
Yeah, yeah, that's right on it.

769
01:04:24,970 --> 01:04:29,770
It can also be a psychological, maybe depression or anxiety

770
01:04:29,770 --> 01:04:30,870
or something like that going on.

771
01:04:31,410 --> 01:04:35,950
But yeah, essentially, we're trying to figure out,

772
01:04:35,990 --> 01:04:38,690
OK, what is getting in the way of the student,

773
01:04:38,730 --> 01:04:39,850
let's say the student has anxiety.

774
01:04:40,330 --> 01:04:42,970
What is getting in the way of the student with anxiety

775
01:04:42,970 --> 01:04:49,650
you know to help them access the general education and participate. And let's

776
01:04:49,650 --> 01:04:53,850
know what that is and let's remove it and give this kid an opportunity to

777
01:04:53,850 --> 01:05:01,130
participate in whatever it is getting in the way. Absolutely. And also throughout

778
01:05:01,130 --> 01:05:04,930
the year we will have a workshop for people who want to know a little bit more

779
01:05:04,930 --> 01:05:09,130
about 504s. I want to make sure that I get to the other questions. And then I'd

780
01:05:09,130 --> 01:05:12,350
I also want to to be mindful that at your school site,

781
01:05:12,770 --> 01:05:14,050
you have a 504 coordinator,

782
01:05:14,230 --> 01:05:16,290
but I also understand that every school

783
01:05:16,290 --> 01:05:17,990
and every structure is not the same.

784
01:05:18,350 --> 01:05:19,610
So that's why within this part,

785
01:05:19,670 --> 01:05:21,870
when you're also gonna have direct access to Trent,

786
01:05:22,190 --> 01:05:24,090
he said he could also help you.

787
01:05:24,510 --> 01:05:26,490
If your first line of defense,

788
01:05:26,490 --> 01:05:28,870
we always wanna make sure that we go to our school site first,

789
01:05:29,210 --> 01:05:32,270
but not all people in programs are created equal.

790
01:05:32,410 --> 01:05:34,090
So we wanna make sure if your school site

791
01:05:34,470 --> 01:05:36,170
is not up to par with their short people,

792
01:05:36,350 --> 01:05:38,350
we don't want it to just lay on deaf ears,

793
01:05:38,350 --> 01:05:46,610
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.

794
01:05:48,010 --> 01:05:50,350
I also, I'm sorry, I'll take it to Selena.

795
01:05:51,850 --> 01:05:56,450
There's a couple of questions that we have in the chat, but if there's not their hand race, yes.

796
01:05:56,670 --> 01:06:02,470
It looks like the chat questions were answered, but we have Miss Kathleen Valdez and Amy, no.

797
01:06:04,400 --> 01:06:08,400
Did you still have a question, ladies, or was this from the previous one?

798
01:06:08,400 --> 01:06:10,060
I have a new question.

799
01:06:10,880 --> 01:06:11,280
I do too.

800
01:06:12,440 --> 01:06:12,600
Okay.

801
01:06:13,080 --> 01:06:14,520
Kathleen, do you want to go ahead and go?

802
01:06:15,800 --> 01:06:16,100
Okay.

803
01:06:16,400 --> 01:06:17,700
I have two questions.

804
01:06:18,020 --> 01:06:18,860
One, I was wondering,

805
01:06:19,380 --> 01:06:21,240
how is the 504 point different

806
01:06:21,240 --> 01:06:24,380
from a nurse modification form

807
01:06:24,940 --> 01:06:26,660
that sometimes just filled out

808
01:06:26,660 --> 01:06:27,980
between the like a,

809
01:06:28,300 --> 01:06:29,260
like a, say a student has

810
01:06:31,160 --> 01:06:32,780
something wrong or not wrong,

811
01:06:32,800 --> 01:06:34,300
but and they go to the nurse

812
01:06:34,300 --> 01:06:36,380
and then the school nurse contacts the parents of,

813
01:06:36,380 --> 01:06:39,300
Okay, I need this form to exempt them from PE.

814
01:06:39,920 --> 01:06:40,760
And sometimes they'll be like,

815
01:06:40,780 --> 01:06:42,100
oh, I'll tell a teacher,

816
01:06:42,760 --> 01:06:44,540
maybe they can't sit down and they broke their arm.

817
01:06:44,700 --> 01:06:45,280
Things like that.

818
01:06:45,420 --> 01:06:50,200
How is that different from a 504 plan?

819
01:06:50,480 --> 01:06:53,400
And then how do we go about informing parents

820
01:06:53,400 --> 01:06:54,920
about five or four plans?

821
01:06:55,080 --> 01:06:57,920
For example, for kindergarten students, especially,

822
01:06:58,640 --> 01:07:02,280
who are diagnosed with color blindness.

823
01:07:02,420 --> 01:07:04,980
They do that test in like sometimes

824
01:07:04,980 --> 01:07:06,680
in the beginning of a school year,

825
01:07:07,140 --> 01:07:09,780
but then parents are not really told

826
01:07:09,780 --> 01:07:11,300
like what they can do about it.

827
01:07:11,620 --> 01:07:13,360
And then the kids are, you know,

828
01:07:13,440 --> 01:07:16,020
we kind of told, hey, your students are colorblind,

829
01:07:16,940 --> 01:07:18,300
but then we're not told like,

830
01:07:18,460 --> 01:07:21,640
this is how we can help or how we can modify their thing

831
01:07:21,640 --> 01:07:23,160
and we're not, and you know,

832
01:07:23,280 --> 01:07:25,160
parents are not told about five or four plans

833
01:07:25,160 --> 01:07:27,900
so how can we go about telling parents about that

834
01:07:27,900 --> 01:07:29,920
so they can get those services that those kids need?

835
01:07:30,320 --> 01:07:32,360
Or just to help them to be able to do their class

836
01:07:32,360 --> 01:07:40,500
better. Sure, sure. I got so focused on the color blindness. I forgot the first part of the question.

837
01:07:41,340 --> 01:07:46,140
The difference between the nurse 4. Oh, gosh. Thank you. Thank you. Sorry about that. So essentially

838
01:07:46,140 --> 01:07:54,420
if it's a health situation, essentially, there's no difference. But the nurse plan is for that specific

839
01:07:55,100 --> 01:08:01,400
child in school during their time in school. A 504 plan carries over to

840
01:08:02,360 --> 01:08:14,560
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.

841
01:08:15,620 --> 01:08:23,880
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.

842
01:08:25,880 --> 01:08:27,600
And then it's in terms of,

843
01:08:28,700 --> 01:08:30,280
Nana, I guess it's for Latina.

844
01:08:32,580 --> 01:08:33,820
Oh, for me to die.

845
01:08:35,160 --> 01:08:36,040
Okay, sorry.

846
01:08:36,720 --> 01:08:38,760
I wasn't sure if that was a comment.

847
01:08:39,360 --> 01:08:41,860
And then in terms of the color blindness,

848
01:08:42,200 --> 01:08:43,980
so you're absolutely right.

849
01:08:44,320 --> 01:08:47,160
We need to do a better job of advertising to parents,

850
01:08:47,220 --> 01:08:48,760
and that's something that we've been working on.

851
01:08:49,120 --> 01:08:52,400
So I think it's only right to own that.

852
01:08:52,400 --> 01:08:55,500
that. Now you guys are all familiar with it.

853
01:08:56,420 --> 01:08:57,940
You should all be familiar with it.

854
01:08:58,320 --> 01:09:01,580
Five or four plan coordinators at the school and administration should be familiar with it.

855
01:09:02,060 --> 01:09:07,640
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.

856
01:09:08,260 --> 01:09:11,780
But certainly colorblindness is something that could be addressed through a five or four plan.

857
01:09:12,260 --> 01:09:13,880
And this is kind of our first step.

858
01:09:14,260 --> 01:09:20,960
So typically the five or four kind of responsibility doesn't necessarily sit in another district within special education.

859
01:09:20,960 --> 01:09:26,140
And so, Trent is new to the role, so he took it on last year, and that's been our goal.

860
01:09:26,300 --> 01:09:31,160
So, actually, he's recently created a pamphlet that we're going to share with all the school

861
01:09:31,160 --> 01:09:36,820
sides, with all the principals, with parents, because part of a child find also is for us to kind

862
01:09:36,820 --> 01:09:40,520
of seek out those students who need the additional help, especially coming back from COVID.

863
01:09:40,720 --> 01:09:43,960
There's a lot of students who have not been in school, especially at that tender level,

864
01:09:44,300 --> 01:09:48,780
who need some additional supports, even IEPs and 504s. So, we're kind of on a campaign,

865
01:09:48,780 --> 01:09:52,960
And this is kind of our first stop is that's just shared at our first CAC meeting.

866
01:09:53,500 --> 01:10:09,380
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.

867
01:10:09,380 --> 01:10:13,740
But I think the more that we can get the word out there the better and like Trent has

868
01:10:13,740 --> 01:10:18,080
owned we have not it has not been done very well in the past so our goal is to really

869
01:10:18,080 --> 01:10:23,220
get better at it moving forward with the information.

870
01:10:24,500 --> 01:10:30,620
Let me just add one little little thing to although I am new to the world of the 504 plan

871
01:10:30,620 --> 01:10:35,080
support through the district level just if you come to me and ask me any questions please

872
01:10:35,080 --> 01:10:40,600
just know I've been doing 504 plans for many years I've been a participant I've been

873
01:10:40,600 --> 01:10:46,920
right in 504 plans in another role, but I'm very, very well first in 504 plans and I'm looking

874
01:10:46,920 --> 01:10:49,940
forward to being able to help you and the schools and whoever else needs help with them.

875
01:10:53,960 --> 01:11:01,340
I just have a real quick question. If a parent requests an initial 504 meeting what is there a legal

876
01:11:01,340 --> 01:11:11,580
time frame for that? A reasonable amount of time. There's no law about how long schools have to

877
01:11:11,580 --> 01:11:17,980
call the meeting? So there's not like an IEP where you know you have 30 days to have an IEP

878
01:11:17,980 --> 01:11:26,420
meeting or 60 days to assess or anything like that but thus far I have not it appears that all

879
01:11:26,420 --> 01:11:33,800
of our schools are very responsive and very quick but like Dr. Lenny said if they're not responsive

880
01:11:33,800 --> 01:11:39,980
and not quick please you know reach out to me and then I will be your advocate and we'll get that

881
01:11:39,980 --> 01:11:46,060
moving quickly, but I haven't run into that problem yet, thankfully. It seems like everyone's

882
01:11:46,060 --> 01:11:52,760
pretty quick to respond. Yeah, I was just curious. And so this isn't under the IDE. A lot's

883
01:11:52,760 --> 01:12:00,520
a different law. Right. Yeah, it's under the, you know, the federal disability. It's not under

884
01:12:00,520 --> 01:12:09,100
ID. Yeah, yeah, it's just like. Okay. And then my last question was prompted by Dr.

885
01:12:09,220 --> 01:12:13,620
Lundy. You mentioned something like access to reading programs for a 504 for

886
01:12:13,620 --> 01:12:17,940
assuming with dyslexia. But I was just wondering would that be a reading program

887
01:12:17,940 --> 01:12:22,440
paid for by like available to general education students or paid for by the

888
01:12:22,440 --> 01:12:26,840
Selpa like I'm because it kind of sounds like services. So I'm just

889
01:12:26,840 --> 01:12:33,300
wondering what's available to I did open that kind of worm so it's not a

890
01:12:33,300 --> 01:12:37,540
service because no it wouldn't be under an IEP but at risk students so 504 has

891
01:12:37,540 --> 01:12:40,920
its own set of kind of funding and it would be open to general

892
01:12:40,920 --> 01:12:44,400
education students so as a part of a accommodation if they need additional

893
01:12:45,160 --> 01:12:48,360
there's learning losses there's additional reading services those can be

894
01:12:48,360 --> 01:12:52,200
offered and that's something that can be discussed within your 504 meeting like

895
01:12:52,200 --> 01:12:56,480
what are some additional supports that the student need to be able to access

896
01:12:56,480 --> 01:12:57,500
that's whatever they need to access,

897
01:12:57,520 --> 01:12:59,060
especially if they have something like this,

898
01:12:59,140 --> 01:12:59,400
absolutely.

899
01:13:00,340 --> 01:13:00,600
Okay.

900
01:13:01,180 --> 01:13:03,360
So in my meeting, I could say like,

901
01:13:03,460 --> 01:13:05,680
what does the district have available

902
01:13:05,680 --> 01:13:08,200
for students struggling with reading?

903
01:13:08,900 --> 01:13:09,340
Absolutely.

904
01:13:10,040 --> 01:13:10,220
Okay.

905
01:13:10,680 --> 01:13:13,620
And what does this school size specifically as well?

906
01:13:17,240 --> 01:13:17,640
That's all.

907
01:13:18,220 --> 01:13:18,440
Okay.

908
01:13:21,240 --> 01:13:22,740
And then we have two more.

909
01:13:23,060 --> 01:13:27,000
Joyce and Marna.

910
01:13:27,580 --> 01:13:28,160
Joyce, yes.

911
01:13:32,700 --> 01:13:33,840
Joyce, can you hear me?

912
01:13:33,940 --> 01:13:34,560
You can go ahead.

913
01:13:34,560 --> 01:13:37,500
I'm sorry, I can hear you, my friend was stuck.

914
01:13:38,240 --> 01:13:39,040
I'm sorry.

915
01:13:41,120 --> 01:13:45,340
I've been kind of talking to, not really talking to Dr. Lendy,

916
01:13:45,440 --> 01:13:46,780
but through Sandra Castro.

917
01:13:47,740 --> 01:13:50,940
And my story is a little bit longer,

918
01:13:51,060 --> 01:13:52,840
and I don't think none of you guys have that time,

919
01:13:53,100 --> 01:13:57,180
but I didn't know right now is a good time to talk about this

920
01:13:57,180 --> 01:14:00,340
or just give you guys a little bit of experience that I've had

921
01:14:00,340 --> 01:14:04,320
throughout all the years that I've been in San Bernardino,

922
01:14:04,320 --> 01:14:05,420
no district with my children.

923
01:14:06,320 --> 01:14:09,180
All this information is really good information to know,

924
01:14:09,960 --> 01:14:13,300
but I was struggling with my daughter

925
01:14:13,300 --> 01:14:15,840
to get tested since I knew she was starting preschool.

926
01:14:17,140 --> 01:14:22,480
And I believe that it starts from elementary.

927
01:14:23,160 --> 01:14:27,380
And we don't have all that information right there.

928
01:14:27,600 --> 01:14:32,220
And as a parent that struggles until recently now

929
01:14:32,220 --> 01:14:39,260
that I've gotten the help. She was diagnosed with autism last year, but I asked

930
01:14:39,260 --> 01:14:47,040
her for her to get assessed and stay one. And it started from school. You go to your school,

931
01:14:47,260 --> 01:14:52,000
and you believe they're going to help you, but it seems like they make it more difficult.

932
01:14:53,240 --> 01:14:57,860
And then they transfer you and they tell you, you know, this is something you need to ask your

933
01:14:57,860 --> 01:14:59,220
primary doctor.

934
01:15:00,000 --> 01:15:29,980
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.

935
01:15:29,980 --> 01:15:38,860
great. And I hear all of you guys giving this information in this meeting, but how is that we

936
01:15:38,860 --> 01:15:44,020
can get you guys to the actual school sites to talk to all these parents?

937
01:15:46,600 --> 01:15:50,080
Yes. So like I was

938
01:15:50,080 --> 01:15:55,400
mentioning, kind of new to leadership. So part of it is the reorganization of what we've done

939
01:15:55,980 --> 01:15:59,740
and actually having which is why this first meeting I wanted to have all of our

940
01:15:59,740 --> 01:16:05,240
our actual point of context on the line so that you know who you're responsible for.

941
01:16:05,960 --> 01:16:11,200
So we've had, I think now we have a steady psychologist coordinator and I think that

942
01:16:11,200 --> 01:16:16,640
the district has been mindful about the number of assessors that we need to be able to make

943
01:16:16,640 --> 01:16:18,400
sure that these things happen.

944
01:16:18,940 --> 01:16:21,420
So part of it is providing you with this resource.

945
01:16:21,640 --> 01:16:26,180
So if our families feel like they're not getting what they need from the school, which is kind

946
01:16:26,180 --> 01:16:28,840
of our next section, which where we talk about the ADR process.

947
01:16:28,840 --> 01:16:31,620
So it actually is a good link leakage over to that piece.

948
01:16:32,120 --> 01:16:34,900
So the first step is, like I said, is the information

949
01:16:34,900 --> 01:16:38,060
in which is why we kind of call down families one at a time

950
01:16:38,060 --> 01:16:39,460
and say, please come to this meeting.

951
01:16:39,960 --> 01:16:43,160
We have our network leads and special ed.

952
01:16:43,340 --> 01:16:46,040
They're going to be reaching out having family meetings

953
01:16:46,040 --> 01:16:47,400
within their individual groups.

954
01:16:47,580 --> 01:16:49,120
So the only thing that we can do,

955
01:16:49,220 --> 01:16:50,480
which we're really trying to push out,

956
01:16:50,480 --> 01:16:52,740
is to give as much information as possible.

957
01:16:53,080 --> 01:16:55,040
And like you said, unfortunately, once it gets to me,

958
01:16:55,220 --> 01:16:56,560
then I'm like, oh, my gosh, I did it.

959
01:16:56,560 --> 01:17:01,160
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

960
01:17:01,160 --> 01:17:07,940
be taken care of. So that's our goal is to put those services, those those safeguards in place.

961
01:17:08,140 --> 01:17:11,660
And honestly, I promise you the people that are on the ground, these individuals that are here

962
01:17:12,600 --> 01:17:17,900
on this call tonight, if they are there, they're boots on the ground and they are 100% making sure

963
01:17:17,900 --> 01:17:22,840
that that kind of situation that happened with your daughter does not happen. And if it is happening,

964
01:17:22,840 --> 01:17:27,200
like I said, the next slide is going to talk about what to do if you are having a problem and how

965
01:17:27,200 --> 01:17:28,060
we can assist you.

966
01:17:30,660 --> 01:17:37,800
I get it and I don't I don't want to come off harsh but I you know my story and

967
01:17:37,800 --> 01:17:45,160
I wish the whole entire bunch knew my story because it's not as easy as when you guys say it. Oh just

968
01:17:45,160 --> 01:17:51,580
go here. It starts honestly from the school staff and if the school staff doesn't have the correct

969
01:17:51,580 --> 01:18:07,640
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.

970
01:18:07,640 --> 01:18:12,160
He has heart disease and he didn't get the help until the end.

971
01:18:12,920 --> 01:18:22,880
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.

972
01:18:23,000 --> 01:18:27,400
It starts from the staff and it's horrible to know that it gets.

973
01:18:27,400 --> 01:18:43,340
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.

974
01:18:43,340 --> 01:18:51,940
and I don't want to bash the school district because trust me I love certain schools in the

975
01:18:51,940 --> 01:18:58,240
San Bernardino. They're amazing and it's not the teachers is just that I know there's too many

976
01:18:58,240 --> 01:19:05,400
students and it's hard but it does start from the staff when the parents go in and ask I need help

977
01:19:05,400 --> 01:19:12,320
for my student. I need them to be assessed. And right there, I don't know how to say it, but I

978
01:19:12,320 --> 01:19:20,820
believe many parents get lost and children get lost in the school system without getting

979
01:19:20,820 --> 01:19:30,520
help because that's where it should start from. I 100% agree with you. And it's my life mission,

980
01:19:30,520 --> 01:19:32,560
as well as the reason why I took this job on,

981
01:19:32,900 --> 01:19:35,900
and because I don't, I wholeheartedly believe

982
01:19:36,920 --> 01:19:38,800
that every student needs to be heard

983
01:19:38,800 --> 01:19:39,740
and have an opportunity.

984
01:19:40,300 --> 01:19:42,240
And so every day, when we get up, every day,

985
01:19:42,480 --> 01:19:45,720
when I'm making my program specialist put in,

986
01:19:46,160 --> 01:19:48,360
where have you been, which parents are you talking to?

987
01:19:48,740 --> 01:19:50,100
Can you please stay to six o'clock?

988
01:19:50,200 --> 01:19:51,040
My whole staff is here.

989
01:19:51,920 --> 01:19:53,120
I need you on this call.

990
01:19:53,360 --> 01:19:54,680
I need you to share your information.

991
01:19:54,840 --> 01:19:55,880
I'm gonna put it on the website.

992
01:19:56,280 --> 01:19:59,680
We're calling families, so hearing your story,

993
01:19:59,680 --> 01:20:11,560
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.

994
01:20:12,360 --> 01:20:21,320
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

995
01:20:21,320 --> 01:20:26,080
that it continues, that students continue to get what they need.

996
01:20:26,800 --> 01:20:32,440
I really appreciate it. I really do. I really, I'm so glad I'm in this meeting.

997
01:20:33,240 --> 01:20:39,040
I wish you would have been in it a long time ago, a long time ago, but unfortunately,

998
01:20:39,480 --> 01:20:42,620
it doesn't work like that for everyone, but I'm glad I'm in it now.

999
01:20:43,600 --> 01:20:48,740
And like I mentioned before, like we make mistakes. So even like I told when I was talking about the college fair,

1000
01:20:49,120 --> 01:21:02,280
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.

1001
01:21:02,880 --> 01:21:13,840
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.

1002
01:21:13,840 --> 01:21:16,420
with every resources we have, and we really,

1003
01:21:17,020 --> 01:21:20,020
from my secretary, Sandra, to my assistant directors

1004
01:21:20,020 --> 01:21:22,360
and coordinators program specials and teachers on assignment.

1005
01:21:22,660 --> 01:21:24,880
They are 100% committed to making sure

1006
01:21:24,880 --> 01:21:26,220
they do what's best for kids.

1007
01:21:26,360 --> 01:21:28,440
And if they're not, then they're not a good fit for my team.

1008
01:21:28,920 --> 01:21:31,400
So I always let them know that customer service

1009
01:21:31,400 --> 01:21:34,400
and looking out for students first is my number one priority.

1010
01:21:34,780 --> 01:21:37,180
And I always also tell them that when a parent comes

1011
01:21:37,180 --> 01:21:40,020
to this door to see us, they probably have had

1012
01:21:40,020 --> 01:21:41,960
a lot of doors already slammed in their face

1013
01:21:41,960 --> 01:21:44,200
and that we can't be another door that gets slanted,

1014
01:21:44,580 --> 01:21:47,720
and we can't be another barrier to access to what they need.

1015
01:21:48,380 --> 01:21:50,780
And unfortunately, sometimes it does happen at school size,

1016
01:21:50,900 --> 01:21:52,780
but our goal, I don't think it's intentional,

1017
01:21:52,780 --> 01:21:54,920
but sometimes, like you said, they don't have the information.

1018
01:21:55,280 --> 01:21:57,500
So our goal is to make sure they do have it,

1019
01:21:57,540 --> 01:21:58,540
which is why I go back,

1020
01:21:58,820 --> 01:22:02,040
I'm really buying into this learning delivery model

1021
01:22:02,040 --> 01:22:03,860
because it allows us to split ourselves

1022
01:22:03,860 --> 01:22:06,060
and make sure as much as possible,

1023
01:22:06,060 --> 01:22:08,260
we are on the ground in providing the school sites,

1024
01:22:08,260 --> 01:22:11,340
the teachers, the secretaries, the principals,

1025
01:22:11,340 --> 01:22:15,080
with the support and resources that they need, so that when they do get somebody that says,

1026
01:22:15,220 --> 01:22:17,020
I need help, that they don't turn them away.

1027
01:22:19,500 --> 01:22:24,220
Murna, thank you so much for coming today. Please keep coming, because each week we're going to

1028
01:22:24,220 --> 01:22:28,360
have these tough conversations. We want to hear the feedback. We want to know what you need,

1029
01:22:28,460 --> 01:22:31,720
because that's why we're here. That's why we could pay. That's why we do this work.

1030
01:22:33,060 --> 01:22:34,300
Thank you. Thank you.

1031
01:22:35,860 --> 01:22:37,120
Murna, you are unmuted.

1032
01:22:38,400 --> 01:22:46,100
Hi everyone. I don't even think I can speak after hearing the previous mom. I just want to say

1033
01:22:46,100 --> 01:22:52,020
Kudos to her. Thank you and we have a person. Thank you on behalf of all the moms that have

1034
01:22:52,640 --> 01:22:58,720
strived to work and be the best advocate that they can be for their children. Thank you. It really

1035
01:22:58,720 --> 01:23:04,400
inspires me to listen to your story of not giving up and just being the best advocate that you can be

1036
01:23:04,400 --> 01:23:11,580
for years. And secondly, thank you Ms. Landay for also not giving up on our kids, for your vision,

1037
01:23:11,800 --> 01:23:20,220
your dedication, your hard work, for all the work of the CAC members, of the officials as well,

1038
01:23:20,540 --> 01:23:26,340
past and new. Thank you. We all believe in you. We all are here to support each other, and that's

1039
01:23:26,340 --> 01:23:32,200
exactly what it feels like today. I'm very grateful. And to move on to my question, I just wanted to

1040
01:23:32,200 --> 01:23:39,120
know, what is the, do we know how many, obviously, we do know, but may I know how many students

1041
01:23:39,620 --> 01:23:44,240
in the district are enrolled with 504 plans and with IEP plans?

1042
01:23:46,540 --> 01:23:51,520
So there are two different numbers. I don't know if Trent has it at his fingertips how many

1043
01:23:51,520 --> 01:23:56,700
504 plans, but we can definitely email that out. But for students with IEPs, we can look it up

1044
01:23:56,700 --> 01:24:02,280
right now. So it's around, it was around 6,400, but I would give a specific number from the

1045
01:24:02,280 --> 01:24:07,640
say system. So by the end of this meeting I'll make sure that we have both of those numbers for you.

1046
01:24:08,760 --> 01:24:12,640
Thank you. It's just curious. Thank you. Yes. Thank you. And then Mr. Lios,

1047
01:24:13,140 --> 01:24:20,920
Heather Henry. Yes. Hi, I just kind of want to chime in very quickly because I, you know,

1048
01:24:20,980 --> 01:24:25,940
I'm sitting here in the background and I'm listening to those that know me and kind of know my story

1049
01:24:25,940 --> 01:24:31,800
and my struggle as well. I just want to take a moment to acknowledge Ms. Joyce. You know,

1050
01:24:31,800 --> 01:24:40,280
So it's, your story is not, unfortunately and sadly, at all uncommon in the district.

1051
01:24:41,380 --> 01:24:47,060
And so I just want to say thank you for coming and being involved in pushing and persevering

1052
01:24:47,060 --> 01:24:52,500
to try to, you know, get your child to help, your children, the help that they've needed,

1053
01:24:52,500 --> 01:24:58,020
but also, you know, speaking up for other parents, you know, you wanting this information

1054
01:24:58,020 --> 01:25:04,220
to go back to your school site, you know, you have that desire that those other parents have

1055
01:25:04,220 --> 01:25:09,600
the information as you would have liked to have had it, you know, earlier on when your children

1056
01:25:09,600 --> 01:25:18,700
were younger. I, myself, have a child, just one. He is also, he has an IEP and the struggle has been

1057
01:25:18,700 --> 01:25:24,580
long, you know, it's gotten better over the years because, you know, of what you have done, educated

1058
01:25:24,580 --> 01:25:28,680
yourself gotten more involved and so forth. And so I just really want to commend you and I want

1059
01:25:28,680 --> 01:25:34,940
to commend the whole group here because this is what we are supposed to do. We are supposed to

1060
01:25:36,060 --> 01:25:42,120
provide information and we are supposed to listen to one another with empathy and

1061
01:25:42,120 --> 01:25:49,000
you know, collaborate to try to navigate and problem solve and so forth. And so I really really

1062
01:25:49,000 --> 01:25:56,100
I'm glad to see Dr. Lundy, the different program specialists and the clusters because that's

1063
01:25:56,100 --> 01:26:02,360
something that we've been really pushing for so that there is somebody at every school

1064
01:26:02,360 --> 01:26:05,600
to be able to provide that support so I'm really glad to see that that's been here.

1065
01:26:06,060 --> 01:26:10,560
Also, please, I encourage you parents, come to the board meetings.

1066
01:26:11,040 --> 01:26:17,040
We're going to be having a board meeting this coming Tuesday and we're going to be talking

1067
01:26:17,040 --> 01:26:21,940
about service delivery model and give you more information on what that is and what that

1068
01:26:21,940 --> 01:26:28,120
looks like because what you're seeing here, this model that Dr. Lenny's presenting is what

1069
01:26:28,120 --> 01:26:36,640
we want to do across the district. So that every school has access to these experts and these

1070
01:26:36,640 --> 01:26:41,840
specialists, not only in SPAD, not only for special education, but for other areas as well,

1071
01:26:41,840 --> 01:26:48,580
So math, you know, specialists, a reading specialist so that if that doesn't necessarily

1072
01:26:48,580 --> 01:26:54,900
just is for special ed but that's for all students because as you're seeing, 504 is not

1073
01:26:54,900 --> 01:27:03,960
a special education, you know, IDEA, service, it's not under IDEA, but so it's general

1074
01:27:03,960 --> 01:27:04,720
ed, right?

1075
01:27:05,120 --> 01:27:09,240
But somehow they still qualify for some accommodations.

1076
01:27:09,240 --> 01:27:12,920
And so it's not clear cut, sped students are here,

1077
01:27:13,300 --> 01:27:15,680
general ed students are here, it's not like that.

1078
01:27:15,940 --> 01:27:19,320
We're all intertwined, and we all kind of mix and blend.

1079
01:27:19,740 --> 01:27:23,200
And so the more information we can all be aware of,

1080
01:27:23,320 --> 01:27:25,760
and knowledgeable, and share, and how we are connected,

1081
01:27:26,100 --> 01:27:28,520
the better we're going to be able to service our students.

1082
01:27:28,680 --> 01:27:31,000
So I really, really commend you, and I'm just going to shut up

1083
01:27:31,000 --> 01:27:35,140
because I'm talking too much, but I'm really glad to see you guys here

1084
01:27:35,140 --> 01:27:39,020
and, you know, collaborating and how far these meetings have come?

1085
01:27:40,660 --> 01:27:44,400
Absolutely. Thank you. I 100% and just for like,

1086
01:27:45,060 --> 01:27:49,420
Miss Castellan Lano, who spoke earlier, we called her. We told her to come and to share her

1087
01:27:49,420 --> 01:27:54,360
stories today because I think it's important. It's not always about roses and sunshine. Like,

1088
01:27:54,500 --> 01:27:58,800
I want people to understand it and actually we'll go on to the next part about what to do if you're

1089
01:27:58,800 --> 01:28:03,280
not getting what you met. So I appreciate her coming and sharing and being very transparent and open

1090
01:28:03,280 --> 01:28:07,760
with her heart and being able to share her experience with the family. So thank you for doing that for us today.

1091
01:28:09,060 --> 01:28:16,080
I think it's Ms. Catalina. Yes, Ms. Castellan, you can go ahead and thank you. Thank you really quick.

1092
01:28:16,120 --> 01:28:20,900
I just wanted to add if you're going to find out information about our students with IEPs and 504s.

1093
01:28:21,140 --> 01:28:25,560
If you could also include the students that are in the virtual academy, I feel like the virtual students

1094
01:28:25,560 --> 01:28:30,320
have been lost a little bit with everything since we got back to school. So I know we might have some

1095
01:28:30,320 --> 01:28:36,580
students there and also some of those students are in the waiting list so that we can keep an eye on

1096
01:28:36,580 --> 01:28:45,160
that to make sure that they get the resources they need. So 100% Brandi Barbie. Yeah, that's the

1097
01:28:45,160 --> 01:28:49,560
right Barbie. She goes over to virtual how many times a week do you go over to virtual academy to

1098
01:28:49,560 --> 01:28:58,620
check on our kids bar pretty? I talked to virtual academy five days a week. We are passionate about

1099
01:28:58,620 --> 01:29:03,440
making sure that our students do not get lost in virtual academy. Like everywhere from helping

1100
01:29:03,440 --> 01:29:08,400
them to put the classes together, making sure this services are right. And obviously, this whole

1101
01:29:08,400 --> 01:29:12,080
virtual world is something new, so it's not always going to be perfect. But I want to reassure you,

1102
01:29:12,720 --> 01:29:16,820
every where down from their DIS services, to making sure that they're getting teachers, helping them

1103
01:29:16,820 --> 01:29:22,760
with hiring, we are definitely on our end as far as specialist concern. We are invested in making

1104
01:29:22,760 --> 01:29:27,200
sure that virtual academy is doing what they're supposed to do. Not like that. We're

1105
01:29:27,780 --> 01:29:35,200
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.

1106
01:29:35,560 --> 01:29:44,880
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.

1107
01:29:46,040 --> 01:29:57,100
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.

1108
01:29:57,100 --> 01:29:59,960
So one of the things, and I said way with

1109
01:30:00,000 --> 01:30:29,980
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

1110
01:30:29,980 --> 01:30:34,040
our resources back to the family. We just want to make sure that people understand about the

1111
01:30:34,040 --> 01:30:41,400
alternative dispute resolution process. And with that, I like to believe that in absence of an

1112
01:30:41,400 --> 01:30:45,320
attorney, and we actually don't even mind if you have an advocate, because we, we okay with work

1113
01:30:45,320 --> 01:30:49,260
with advocates, because sometimes they have are able to speak to what you need a little bit better.

1114
01:30:49,560 --> 01:30:54,720
But whenever we get an attorney involved, there is a cost associated with it on both ends,

1115
01:30:54,720 --> 01:30:59,520
and then it becomes less collaborative and more about something different.

1116
01:31:00,040 --> 01:31:03,700
So what our ask is is before we get to the portion of needing to get an attorney,

1117
01:31:04,120 --> 01:31:09,660
allow us within our processes to figure out if we can actually solve your problem and get you

1118
01:31:09,660 --> 01:31:14,200
what you need because like Ms. Castellano's was mentioning a lot of times we don't know

1119
01:31:14,200 --> 01:31:19,600
and if we don't know what's happening at the school site and we get to and then if you get to us

1120
01:31:19,600 --> 01:31:22,680
and then you're like you know what I'm still not satisfied and obviously it's your right could

1121
01:31:22,680 --> 01:31:28,940
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

1122
01:31:28,940 --> 01:31:32,220
And I'm going to pass it to Sean to talk to you about the alternative dispute process

1123
01:31:33,800 --> 01:31:35,260
Thank you, Dr. Lundy

1124
01:31:35,820 --> 01:31:36,220
So

1125
01:31:36,780 --> 01:31:43,000
One of the things that we've worked on over the last year. So is really building out an alternative dispute resolution system

1126
01:31:43,000 --> 01:31:47,060
That's a little bit more accessible to you as parents and more accessible to our school sites

1127
01:31:47,060 --> 01:31:52,180
Because like Dr. Lundy was saying this is a better way to work through some of our differences

1128
01:31:52,180 --> 01:31:58,400
rather than having to involve California Department of Education, the federal Department of Education, or the Office of Administrative

1129
01:31:58,400 --> 01:32:06,760
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.

1130
01:32:07,500 --> 01:32:10,120
And that's the ADR system that we're going to talk a little bit about here.

1131
01:32:10,740 --> 01:32:11,620
Next slide please.

1132
01:32:15,650 --> 01:32:19,670
So what is it? It's essentially, it's an informal way of working through differences.

1133
01:32:19,670 --> 01:32:24,050
Our goal should always be for an IEP team to come to a total agreement on everything.

1134
01:32:24,790 --> 01:32:26,390
But that's a fairy tale world.

1135
01:32:26,570 --> 01:32:30,270
We know sometimes you're just going to have different perspectives and that's okay.

1136
01:32:31,050 --> 01:32:33,070
You know, it's okay to have differences.

1137
01:32:33,350 --> 01:32:37,490
But we want to have a mechanism when you can't come to an agreement.

1138
01:32:38,130 --> 01:32:43,770
You can come to the Celpa level and we work with somebody like myself or another staff member

1139
01:32:43,770 --> 01:32:48,310
that just kind of gathers the facts and then we bring a manager in and they're able to

1140
01:32:48,310 --> 01:32:51,070
work through those differences and maybe come up with a solution that either the school

1141
01:32:51,070 --> 01:32:55,950
side didn't have the resources to, didn't know was an option. Again, like we've heard

1142
01:32:55,950 --> 01:33:00,490
time and time again in this meeting, sometimes people just don't know what's available to

1143
01:33:00,490 --> 01:33:06,050
them. And so by coming to ADR, we can hear your side, hear the school side, look at the data

1144
01:33:06,050 --> 01:33:10,750
and maybe find a different approach that will allow us to come to an agreement and get

1145
01:33:10,750 --> 01:33:15,390
these resources to your children as quickly as possible. And there's lots of different

1146
01:33:15,390 --> 01:33:21,830
ways we can do ADR, we're still building our capacity at every level but hopefully as we roll it

1147
01:33:21,830 --> 01:33:26,230
out more and more, there'll even be ADRs occurring at school sites before they even have to get to

1148
01:33:26,230 --> 01:33:31,210
the Selpa as just ways of working through these challenges. So next slide please.

1149
01:33:35,710 --> 01:33:36,290
So when would we

1150
01:33:36,290 --> 01:33:41,630
come to ADR? When the IEP team just can't reach an agreement and again we always want them to,

1151
01:33:41,830 --> 01:33:46,150
we want that to be where the decisions are made, that's where the law really puts the onus on

1152
01:33:46,150 --> 01:33:50,650
everybody. We want it to come out of the IEP team. And there may be times we say, you know,

1153
01:33:50,750 --> 01:33:55,790
we're not ready for ADR. We think you're close to an agreement. Go back to your team. And then we

1154
01:33:55,790 --> 01:34:01,630
can send reps. We can give advice on how to work through them. But if you just can't, in the teams,

1155
01:34:01,870 --> 01:34:09,130
just in different places, again, different perspectives, different ideas of where we need to be,

1156
01:34:09,630 --> 01:34:14,910
then you come to ADR. And that's when we can talk about, like I said, concerns, review the data

1157
01:34:14,910 --> 01:34:18,170
and consider all of our options and hopefully come to an agreement.

1158
01:34:19,170 --> 01:34:20,230
Okay, next slide, please.

1159
01:34:23,950 --> 01:34:25,690
So what are the advantages of ADR?

1160
01:34:26,430 --> 01:34:29,810
On the very first slide here, we came up with our 4Fs, right?

1161
01:34:29,970 --> 01:34:34,350
It's friendly, it's fair, it's free, and it's fast.

1162
01:34:34,870 --> 01:34:37,990
So it costs you nothing as a parent to come to ADR.

1163
01:34:38,430 --> 01:34:39,990
It costs us nothing is the district

1164
01:34:39,990 --> 01:34:42,110
because we don't have to hire the attorney

1165
01:34:42,110 --> 01:34:44,390
or hire any specialist or anything like this.

1166
01:34:44,450 --> 01:34:45,750
So it's free to both sides,

1167
01:34:45,750 --> 01:34:49,570
which, again, frees up resources that we can deliver to your students.

1168
01:34:50,230 --> 01:34:52,450
It takes less time than any other resolution, right?

1169
01:34:52,550 --> 01:34:55,970
If you're going to file a complaint with CDE, it takes them time to review it.

1170
01:34:56,150 --> 01:34:58,190
They send us a letter, we send them documents.

1171
01:34:58,450 --> 01:34:59,370
It goes back and forth.

1172
01:34:59,810 --> 01:35:02,610
Same thing with when we get attorneys involved at the OAH level.

1173
01:35:02,890 --> 01:35:06,470
They're filing papers, they're doing discovery, they're reviewing records.

1174
01:35:07,170 --> 01:35:11,590
ADR can, typical ADR session for us is an hour, maybe two.

1175
01:35:12,470 --> 01:35:15,090
So we can get those scheduled pretty quickly.

1176
01:35:15,090 --> 01:35:20,370
We can work through them pretty quickly, and if we can reach an agreement, again, it's much faster than those other

1177
01:35:20,370 --> 01:35:21,830
other avenues.

1178
01:35:22,690 --> 01:35:25,930
It allows you to have an impartial person.

1179
01:35:26,170 --> 01:35:29,590
So your ADR teams will never be people that were on your IEP team.

1180
01:35:29,730 --> 01:35:31,130
So we're going to come in fresh.

1181
01:35:31,730 --> 01:35:34,030
That's usually my role as I pull all the documents.

1182
01:35:34,670 --> 01:35:37,230
I don't like interview anybody or anything like that beforehand.

1183
01:35:37,730 --> 01:35:40,010
I walk in and I say, here's the data.

1184
01:35:40,610 --> 01:35:42,030
Here's what the complaint is.

1185
01:35:42,030 --> 01:35:49,890
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?

1186
01:35:50,370 --> 01:35:54,750
We propose something maybe changing your student's placement and you don't want that.

1187
01:35:55,550 --> 01:36:04,650
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.

1188
01:36:04,650 --> 01:36:07,470
And finally, the big advantage is it's completely voluntary.

1189
01:36:07,790 --> 01:36:09,490
You do not have to participate in ADR.

1190
01:36:09,630 --> 01:36:12,290
Obviously, we hope you would for all the reasons I mentioned,

1191
01:36:12,770 --> 01:36:13,690
but you as a parent,

1192
01:36:13,970 --> 01:36:16,730
you get those lovely procedural safeguards at every IEP,

1193
01:36:17,010 --> 01:36:18,490
so you know you are entitled

1194
01:36:18,490 --> 01:36:20,630
to go through other means of due process.

1195
01:36:21,690 --> 01:36:24,710
ADR is just an alternative that's out there

1196
01:36:24,710 --> 01:36:26,350
and we are working on building our capacity

1197
01:36:26,350 --> 01:36:28,230
to better meet your needs in a quicker way

1198
01:36:28,230 --> 01:36:31,210
that gets our resources to your kids more directly.

1199
01:36:37,620 --> 01:36:38,740
And I guess we're on to questions.

1200
01:36:39,480 --> 01:36:50,840
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.

1201
01:36:52,060 --> 01:36:55,440
So we'll start to take questions around this.

1202
01:36:57,620 --> 01:37:06,120
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.

1203
01:37:06,120 --> 01:37:10,020
we're really pushing it and if you click the link we're also send it out through email but that's

1204
01:37:10,020 --> 01:37:15,000
our new brochure that we just created because we are we'll share it with all of our school sites.

1205
01:37:15,500 --> 01:37:20,080
We just really want to want it to be fast-free. What is it? What did we think of Sean Fast-free?

1206
01:37:21,240 --> 01:37:28,380
Fast-free, fair and friendly? Fair and friendly and I know but it and it's also confidential so I won't

1207
01:37:28,380 --> 01:37:32,920
talk to anybody on here that unless they want to share their experience on this on this call but we

1208
01:37:32,920 --> 01:37:36,420
have had some families go through it and hopefully they found it to be useful.

1209
01:37:39,620 --> 01:37:41,280
So, Selenian?

1210
01:37:41,820 --> 01:37:49,280
Yes, Dr. Dois. Yeah, Ms. Joyce has her hand up. At the moment, Ms. Joyce, would you like to go ahead

1211
01:37:49,280 --> 01:37:51,440
and ask your question or make a comment?

1212
01:37:54,180 --> 01:37:59,840
Yes, if I'm the only one. I wish I knew about ADR before,

1213
01:38:00,900 --> 01:38:11,400
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.

1214
01:38:12,240 --> 01:38:13,820
And it had been an attorney.

1215
01:38:16,000 --> 01:38:18,600
I paid her $1 retaining fee.

1216
01:38:19,160 --> 01:38:24,520
They promised me that my daughter would get, does she got more than she needed?

1217
01:38:24,520 --> 01:38:34,200
but now everything's closed come to see that she won't return my calls, she won't do nothing.

1218
01:38:34,360 --> 01:38:39,800
This is an attorney that's supposed to be there for my son, my daughter, sorry my daughter,

1219
01:38:40,120 --> 01:38:47,940
not mentioned that I had to be in the middle of a hearing and hear them bigger. Fight, literally

1220
01:38:47,940 --> 01:38:55,680
argue over money because I just wanted my daughter to be placed in a really good setting

1221
01:38:55,680 --> 01:39:01,520
like to get the education and the help she needed. I didn't have to go this route if I wouldn't

1222
01:39:01,520 --> 01:39:10,000
know about Mr. McDuffee's program. I would have totally got it. You guys would have helped me.

1223
01:39:10,320 --> 01:39:16,360
Now I have a daughter that's going to a school in Laverne beautiful school but the teacher just

1224
01:39:16,360 --> 01:39:23,120
resigned on Monday, telling me some horrendous stuff that I don't need to know. So now all

1225
01:39:23,120 --> 01:39:27,940
this money went to waste and my daughter's still not getting the help and the teacher

1226
01:39:28,600 --> 01:39:36,420
literally called me telling me, if you are an advocate for your child, you need to get

1227
01:39:36,420 --> 01:39:43,600
the school investigated because none of the children there are getting help. I'm going through

1228
01:39:43,600 --> 01:39:52,520
this whole process. And once again, it took me all this and my daughter's still. And this is

1229
01:39:52,520 --> 01:40:02,760
current times. This is this week. I'm still almost like at the beginning. So if I would have known

1230
01:40:02,760 --> 01:40:10,520
about this, what Mr. McDuffy just explained, I would have went straight to him and no where else.

1231
01:40:11,520 --> 01:40:19,180
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.

1232
01:40:19,620 --> 01:40:23,180
We have to like dig our way to get to you guys.

1233
01:40:24,660 --> 01:40:26,820
And that's where my frustration lies.

1234
01:40:28,600 --> 01:40:37,020
Yes, and our goal is to change that so I 100% understand about having to dig to get what you need.

1235
01:40:37,020 --> 01:40:46,130
And so moving forward, like I said, this is our first step, like sharing it out, making

1236
01:40:46,130 --> 01:40:48,130
a flyer, giving it.

1237
01:40:48,470 --> 01:40:53,950
So when you show up to your next IP, you should see some pamphlet on ADR.

1238
01:40:54,450 --> 01:40:59,630
You should see this information being shared with your case carriers, definitely rolling it

1239
01:40:59,630 --> 01:40:59,850
out.

1240
01:41:00,170 --> 01:41:05,490
It takes a while to put systems in place, and I'm hoping we've been refining it.

1241
01:41:05,490 --> 01:41:08,170
It's been on as, you know, as people come in kind of bases,

1242
01:41:08,310 --> 01:41:09,810
but now we're to the point we're okay.

1243
01:41:09,910 --> 01:41:10,730
We're ready to advertise.

1244
01:41:11,470 --> 01:41:14,190
We don't know what the flood gates are open

1245
01:41:14,190 --> 01:41:17,110
and people to come in, but I feel like we've been pretty successful

1246
01:41:17,110 --> 01:41:18,990
with the cases that we've had

1247
01:41:18,990 --> 01:41:21,110
and we wanted to make sure that we had a good system

1248
01:41:21,650 --> 01:41:24,870
before I began advertising it, but now here it is.

1249
01:41:25,010 --> 01:41:28,610
And you will see a lot more of these brochures

1250
01:41:28,610 --> 01:41:30,330
and these types of meetings moving forward

1251
01:41:30,330 --> 01:41:33,070
because we want our families to come to us

1252
01:41:33,070 --> 01:41:40,250
Because I feel like I have the, as a team, we have the resources, the compassion and the ability to support

1253
01:41:40,250 --> 01:41:41,850
you better than an outside person should.

1254
01:41:42,210 --> 01:41:56,090
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.

1255
01:41:56,090 --> 01:42:07,070
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.

1256
01:42:07,330 --> 01:42:11,830
So do we have any other questions or comments?

1257
01:42:11,830 --> 01:42:12,170
Yes.

1258
01:42:12,330 --> 01:42:15,490
Delena, we have one more hand and it's from Ms. Fitzpatrick.

1259
01:42:16,010 --> 01:42:16,130
Yes.

1260
01:42:16,770 --> 01:42:18,190
Amata, you can go ahead.

1261
01:42:19,630 --> 01:42:20,110
Yeah.

1262
01:42:20,390 --> 01:42:22,610
So I just want to acknowledge Ms. Joyce.

1263
01:42:23,330 --> 01:42:29,750
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.

1264
01:42:30,770 --> 01:42:35,470
And I got that you're grateful that you're in this meeting and you're having this information.

1265
01:42:35,470 --> 01:42:42,090
But it doesn't change the fact of your frustration that no one can give you back that time.

1266
01:42:42,590 --> 01:42:49,990
So there is 100% responsibility on us that we once we know something, we need to just

1267
01:42:49,990 --> 01:42:56,290
like speak it to the hailtops and be in demand of this information.

1268
01:42:56,810 --> 01:43:01,130
So I really get your world because I was in the same boat 12 years ago.

1269
01:43:01,130 --> 01:43:09,810
And so this is why I am actually to come being vice president to make a difference because it's way too much frustration.

1270
01:43:10,690 --> 01:43:12,290
And you can't buy the time back.

1271
01:43:12,790 --> 01:43:21,110
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.

1272
01:43:21,670 --> 01:43:22,930
You get them as choice.

1273
01:43:23,870 --> 01:43:24,390
Correct.

1274
01:43:24,630 --> 01:43:24,650
Correct.

1275
01:43:24,650 --> 01:43:25,010
You're right.

1276
01:43:25,270 --> 01:43:28,810
Because my kids are already growing up and I finally got the help.

1277
01:43:29,090 --> 01:43:33,770
And honestly, I don't know all the rest of the children, but I'm frustrated already for

1278
01:43:33,770 --> 01:43:34,030
them.

1279
01:43:34,430 --> 01:43:35,450
I go to school.

1280
01:43:35,490 --> 01:43:40,310
I pass by and that's the only thing that's in my head that I'm wondering if they're getting

1281
01:43:40,310 --> 01:43:43,750
the help they need because I didn't get it.

1282
01:43:45,250 --> 01:43:46,670
And that's frustrating.

1283
01:43:46,950 --> 01:43:51,010
I don't even know these people and I feel it and it's a horrible feeling.

1284
01:43:51,810 --> 01:43:59,710
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.

1285
01:44:00,210 --> 01:44:09,830
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.

1286
01:44:09,830 --> 01:44:18,990
So, I get your frustration, I get your feeling of handicap of being stopped, and your intention

1287
01:44:18,990 --> 01:44:24,110
is that that stops, that the kids moving forward actually get what they need.

1288
01:44:25,570 --> 01:44:30,070
This is the perfect platform, and like I said, these committees are built off of people.

1289
01:44:30,390 --> 01:44:36,390
Unfortunately, who've had negative experiences, and our admission and our goal moving forward

1290
01:44:36,390 --> 01:44:44,170
is to do our best, and it takes a collective effort of people like Ms. Fitzpatrick, like Ms. Castillo,

1291
01:44:44,370 --> 01:44:52,250
like Ms. Venezuela, who was very instrumental in her past presidency with making sure that we knew it was going on out there

1292
01:44:52,250 --> 01:44:59,970
and really helping us to tell us what parents need. Also, Ms. Valio's as well. She became a board member because she was

1293
01:45:00,000 --> 01:45:28,520
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.

1294
01:45:28,520 --> 01:45:34,720
So even if we stay after, I want to make sure that for our by-laws, we do close at 6.30.

1295
01:45:35,200 --> 01:45:37,020
I mean, I want to be able to let my staff go as well.

1296
01:45:38,200 --> 01:45:38,900
Ms. Lolly.

1297
01:45:43,030 --> 01:45:46,090
Thank you, Joyce, for speaking today.

1298
01:45:46,490 --> 01:45:53,170
It was my heart broke for you, and I know there's a lot of other parents in your situation.

1299
01:45:53,170 --> 01:46:05,430
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.

1300
01:46:06,130 --> 01:46:21,170
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.

1301
01:46:21,170 --> 01:46:28,910
Yes. And on our website, Ms. Yachtels, as well as Fitzpatrick, they have we have their email addresses

1302
01:46:30,990 --> 01:46:35,690
and support groups. You also have other workshops that we're going to be putting out for different

1303
01:46:35,690 --> 01:46:41,930
topics that you guys may be interested in. So look for those as well. Ms. Barbie, do you have

1304
01:46:41,930 --> 01:46:48,410
Ms. Brandi Barbie? Do you have your interest? I do. So I'm just so moved and I want to speak on

1305
01:46:48,410 --> 01:46:51,330
on behalf of staff, mostly myself,

1306
01:46:51,730 --> 01:46:54,350
but I just want to let the parents know a little bit

1307
01:46:54,350 --> 01:46:55,830
about your team, about our team here.

1308
01:46:57,210 --> 01:46:59,590
I've been in special education for 20 years,

1309
01:47:00,050 --> 01:47:02,370
and most of us on this call have pretty much given

1310
01:47:02,750 --> 01:47:06,190
a bulk of our lives to fighting the good fight for your kids.

1311
01:47:06,890 --> 01:47:10,250
So we understand, I started teaching special ed

1312
01:47:10,250 --> 01:47:13,990
20 years ago when we were really fighting,

1313
01:47:14,950 --> 01:47:16,710
and there's been so much progress

1314
01:47:16,710 --> 01:47:21,510
and there's still a lot of work to do but I do want to let you know just on a staff and that

1315
01:47:21,510 --> 01:47:26,150
I am extremely blessed to be working with this team of people because every single one of us here

1316
01:47:26,150 --> 01:47:31,930
truly every day we enjoy coming to work we love what we do and we are out there fighting the good

1317
01:47:31,930 --> 01:47:39,010
fight um to get your students what they need um to help provide them with access equity um and to be

1318
01:47:39,010 --> 01:47:45,370
successful and really we are a cohesive team and that is our goal um so just know that you know on our

1319
01:47:45,370 --> 01:47:49,690
and we are all from the lowest level to the highest level working for the best interests

1320
01:47:49,690 --> 01:47:50,430
of your children.

1321
01:47:51,070 --> 01:47:56,610
And I know there's a lot of frustration in English, but we have definitely seen a tied

1322
01:47:56,610 --> 01:47:57,190
shift.

1323
01:47:57,830 --> 01:48:04,030
And we are all working very hard with our management, Dr. Lundy, and to educate our school

1324
01:48:04,030 --> 01:48:04,650
sites as well.

1325
01:48:05,250 --> 01:48:11,910
And just know that we are all here every day, 7, 8, 9, 10 hours doing what we need to do

1326
01:48:11,910 --> 01:48:16,590
for your kids because we really do all believe in that mission so I just want to thank you

1327
01:48:16,590 --> 01:48:21,430
and just when I hear these stories you know I know a lot of us are back here you know

1328
01:48:21,430 --> 01:48:28,270
sniff sniff so just know that we do the sin we're we understand and we are putting ourselves

1329
01:48:28,270 --> 01:48:32,170
out there to make sure that you know other parents don't go through those similar things

1330
01:48:32,170 --> 01:48:35,510
and that going forward your kids do get what they need and what they deserve.

1331
01:48:36,810 --> 01:48:55,990
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.

1332
01:49:03,220 --> 01:49:15,080
I just want you to know that we are, we're in this together and so you know my mom is a

1333
01:49:15,080 --> 01:49:20,720
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.

1334
01:49:21,520 --> 01:49:28,820
And I really feel bad that we didn't know about it sooner and it's our role in the special education department.

1335
01:49:28,820 --> 01:49:34,980
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

1336
01:49:35,500 --> 01:49:37,520
Moving forward to this I apologize

1337
01:49:38,340 --> 01:49:40,300
Just know that the team that I have here

1338
01:49:40,300 --> 01:49:46,820
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

1339
01:49:46,820 --> 01:49:51,180
Their feathers because we get very angry if we feel like our students are getting what they need

1340
01:49:51,180 --> 01:49:52,820
But we are we are

1341
01:49:53,400 --> 01:49:58,620
Collectively a unit and we I'm so blessed to be able to be a part of this team

1342
01:49:58,620 --> 01:50:00,260
I'm so blessed that they welcome me.

1343
01:50:00,560 --> 01:50:04,940
I'm blessed to have the parents and the parental support in terms of our leadership, our past leadership.

1344
01:50:05,440 --> 01:50:13,960
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.

1345
01:50:14,240 --> 01:50:17,000
This is how we can support you and this is how we can help to fight the fight.

1346
01:50:17,620 --> 01:50:20,620
So thank you once again for attending our meeting today.

1347
01:50:21,020 --> 01:50:22,480
I don't know what the next slide is.

1348
01:50:22,600 --> 01:50:25,920
You guys, I wasn't ready to be emotional today.

1349
01:50:27,260 --> 01:50:34,920
next. So in closing, this I feel like this is a great wonderful opening to the CAC meeting.

1350
01:50:35,620 --> 01:50:41,760
I thank you so much, Ms. Joyce, for getting on this call today. And we want to see you keep

1351
01:50:41,760 --> 01:50:47,360
coming and keep updating us on how updating the team on how things are going. We want this to be a

1352
01:50:47,360 --> 01:50:55,080
space of support and of comfort. Like I said in the chat, we put in the ADR flyer that you can share

1353
01:50:55,080 --> 01:50:57,880
with your friends will email that out as well in school sites.

1354
01:50:57,880 --> 01:50:58,640
You're going to get it.

1355
01:50:59,180 --> 01:51:01,160
We're going to be coming out with a list of workshops.

1356
01:51:01,280 --> 01:51:05,660
So we have CAC, where it's a lot more formal, but we also will have workshops and workshops

1357
01:51:05,660 --> 01:51:11,000
that talk about transition, talk about individual kind of topics that may be of interest to you

1358
01:51:11,000 --> 01:51:14,700
of how to deal with autism, how to work through, you know, family concerns, those different

1359
01:51:14,700 --> 01:51:15,000
things.

1360
01:51:15,260 --> 01:51:16,840
So we have a list and it's on my desk.

1361
01:51:17,000 --> 01:51:20,780
Veronica, you may I'll have it for you so you can start to publish that as well.

1362
01:51:20,780 --> 01:51:28,560
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.

1363
01:51:29,980 --> 01:51:36,580
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.

1364
01:51:41,300 --> 01:51:42,700
What a great meeting, right?

1365
01:51:43,900 --> 01:51:49,180
Again, it's a wonderful meeting and to the beginning of the school year.

1366
01:51:49,920 --> 01:51:56,040
So, in closing, thank you so much for everyone that came to our guests,

1367
01:51:56,760 --> 01:52:07,180
top presenters. Thank you so much. It was a beautiful meeting. And so, close this meeting, the meeting ends at 6.28.

1368
01:52:08,400 --> 01:52:15,140
Thank you. Thank you, everybody. Thank you, everyone. Thank you so much. Have a wonderful evening.

1369
01:52:15,880 --> 01:52:19,300
those spent time with your family, we are here.

1370
01:52:19,540 --> 01:52:19,820
Thank you.

1371
01:52:19,920 --> 01:52:22,060
Oh, thank you so much to the family engagement.

1372
01:52:22,060 --> 01:52:23,340
You guys always hold us down.

1373
01:52:23,640 --> 01:52:24,280
Appreciate you.

1374
01:52:24,700 --> 01:52:25,420
Thank you so much.

1375
01:52:25,540 --> 01:52:26,780
Thank you, Mr. Bios for coming

1376
01:52:26,780 --> 01:52:29,120
for always being supportive through the journey.

1377
01:52:29,660 --> 01:52:31,360
Hopefully, a part from here.

1378
01:52:32,120 --> 01:52:32,580
Thank you.

1379
01:52:33,680 --> 01:52:34,760
Have a wonderful evening.

1380
01:52:35,080 --> 01:52:35,820
Thank you.

1381
01:52:37,200 --> 01:52:39,180
Thank you, Lolly, for being your first meeting.

1382
01:52:39,300 --> 01:52:39,760
You did awesome.

1383
01:52:40,720 --> 01:52:41,360
Thank you.

1384
01:52:41,600 --> 01:52:42,740
Thank you, Ms. Fitzpatrick.

1385
01:52:42,740 --> 01:52:48,100
We appreciate you, all my team members behind the scene, all my translators.

1386
01:52:48,820 --> 01:52:49,300
Thanks, Victor.

1387
01:52:49,460 --> 01:52:50,220
It was your first one.

1388
01:52:52,940 --> 01:52:53,420
Selenia.

1389
01:52:53,560 --> 01:52:53,920
Thank you.

1390
01:52:56,320 --> 01:52:56,800
Great.

1391
01:52:57,100 --> 01:52:57,580
Good

1392
01:52:59,600 --> 01:53:00,700
evening.

1393
01:53:02,950 --> 01:53:03,750
Thank you, everyone.

1394
01:53:03,890 --> 01:53:04,390
Have a good evening.

1395
01:53:04,770 --> 01:53:05,090
Thank you.

1396
01:53:24,260 --> 01:53:25,200
Thank you, Dr. Lundy.

1397
01:53:25,500 --> 01:53:29,920
I will send over the chat and all the registration information to Veronica in the morning.

1398
01:53:31,040 --> 01:53:32,760
Thank you so much to your team.

1399
01:53:32,940 --> 01:53:33,640
We appreciate you.

1400
01:53:34,220 --> 01:53:34,760
Thank you.