Board of Education — March 15, 2018

I now reconvene to the regular meeting of the Board of Education at 7 o'clock p.m. with Cruz na Orozco and Fikes present before we begin please silence all electric electronic devices and note that these proceedings are being recorded the board met the board the board met the board met in closed session from 404 p.m. to 6:30 8:00 p.m.

regarding conference with legal council existing and anticipated litigation student disciplined public employee discipline dismissal release and conference with labor negotiators agency designated representatives Sylvia Orosco and James Na unrepresented employee knew superintendent dr. norm infield no action was taken that requires public disclosure leading the Pledge of Allegiance tonight is Lydell elementary school student anishka Singh next our string students from Lydell

elementary school with their teacher Karen Kuhn let's give them a warm welcome [Applause] [Music] people from Lydell I would like to say I was at your school at Christmastime so I got to hear your Orchestra at Christmastime big improvement and I think I told the teacher this before there's a special place in heaven for beginning music teachers

dr. Enfield I believe you will be introducing the next presentation and the excitement to introduce the teaching and learning task force and the professional development committee but as a reminder I want to go back this is four years now that we've been presenting to the board and four years ago when Common Core came out there was a lot of initiatives that we were

looking at implementing and to take a look at all those initiatives the teaching and learning task force was created so that we could reduce down the number of initiatives in our district and try to bring a narrow focus and so that was four years ago and I'm sitting here I go wow it's been four years that we first started and brought this work

to the district and so tonight we're going to share with you about the areas of emphasis and the professional development that the two committees work on together and so with that I'm going to introduce Grace Lee the director of professional development [Applause] thank you dr. Enfield tech help so it's um our presentation is showing on the screen

Madam President members of the board we are delighted to have our teaching and leading task force and our professional development committee members here with us in the audience and they'll be sharing with you that last dr. Enfield reference this is our fourth annual update to the board so we've been providing an update since 2015 they're going to be sharing with you on five

genes throughout today the first theme would be what are their contributions to their work in particular to the system second one is that our teaching and learning task force members really strongly believe that our most valuable resource are our people and therefore how do we engage our own stakeholders and our own people in our work third we

also want to learn from what's going well and from what's going well not only people that are doing the work but people that are influenced by the work we're hearing from our stakeholders and they're giving us feedback and we don't want to rest on our laurels too soon so the biggest room is the room for improvement and we're going to be

sharing with you some lessons that have been learned the past four years and finally how those lessons learn are leading to our next steps to provide a orientation of what they'll be speaking about you're going to be hearing about three different systems in place that are represented by these shapes the first system you're going to be hearing

about by the Pentagon is the work of the teaching and learning task force with the area of emphasis and the teaching and learning task force really lays the foundational work because they're looking at so many data points to develop what's called the 800s and the data points that we're looking at are our s back and cast data our dashboard

which are the many different colors and the status and change report that you've been updated on and lastly how we leverage the work so that our systems are working within the El Cap eight priorities after you hear from the teaching of any task force you're going to see professional development committee and them speaking about the district PD

that's aligned and related to the work from the AoE and then lastly we're gonna see how this is all impacted at the site and site data along with anecdotal on how this work is impacted at the school site level you're gonna hear this word over and over feedback that's represented by these yellow arrows John Hattie researcher and education most

recently defined feedback as one of those instructional tools that can leverage our student learning two times faster than the speed of regular learning so you're gonna hear our multiple presenters here talk about feedback and the three different feedback loops that they're gonna be speaking about is that a teacher at the site level will have one the closest

level of feedback would be to their principal and instructional leadership team another level of feedback that you're gonna be hearing about is when the teachers provide feedback to the PD committee on the district overall PD and then the third level would be how they are helping us determine what our focus should be for next year in terms of area

of emphasis with that dr. Anne field shared with us and mr. Joseph thank you for the vision of 21st century education and for empowering us to do this kind of work I remember when we first began this work the charge was grace the district office should not be doing this the decision-making all on its own we should

be involving our stakeholders so really the work of the teaching and learning task force as dr. Enfield described was initiative fatigue and to alleviate initiative fatigue which would be very commonly known as a teacher and administrator burn out the other Avenue that the teaching and learning task force was trying to address was clarity to all staff on the focus areas what are

our focus areas and I think one of the things that we struggle the most at the teaching and learning task force is this question not of what we do but of organized abandonment of what we don't do so we can make space for the things that we're doing you'll see many of our members here speaking with you shortly then we have the work

of the PD committee and the PD committee is trying to coalesce multiple stakeholder input so often you'll hear teachers and administrators say race we need real PD in our district but when they define real PD we've often found that they're defining it in very different terms so the PD committee is taking all of those opinions and formulating a

recommendation for what's the best type of learning for our teachers one of the greatest charge for a PD committee is the 21st century learning because if our teachers are committed to providing 21st century learning to our digital natives then how in our system are we providing that type of learning opportunity for our teachers our PD committee you're

going to see is also represented by multiple stakeholders so you will be hearing perspectives from teachers from site administrators both at the elementary and secondary level you'll be hearing perspectives from people who are experts in science and history ela and math and you may hear diverging thoughts as well because that's one of the beauties of our work is that we may not

all think alike but at the end of the day we're coming together in the spirit of collaboration to further our student education in our district so with that being said our first member that I'd like to introduce is our AC T vice president mr. Kelly Larned he [Applause] he has been in the ground works with our work since 2015 and has been a real

champion and listening to the teachers and also a voice of reason in a very diplomatic way on how the district should move forward so I'm gonna hand it over to mr. Martin thank you very much good evening before I jump into what is an area of emphasis I wanted to draw your attention to some other educational research by another gentleman named Doug

Reeves and when we're looking at Doug Reese research he identifies three key resources in education one is time one is money and one is emotional energy time and money are often fixed we know what they're gonna be we can look at budgets and we only have a certain amount of time when it comes to emotional energy there's a little bit of

an ebb and a flow right there's a high and a low and his research is pointed to that emotional energy when it's low what happens is we often face antagonism and we often face frustration and he ties that into this idea of initiative fatigue right and in his research he was found that after six high-priority initiatives have been implemented the

number of ins initiatives are inversely proportional to student achievement and student success in other words as the initiatives go up student success and achievement goes down he says that it's impossible to monitor and implement more than six of these initiatives at a time and if you try what happens is we face that antagonism and we face that

frustration so as a teaching and learning taskforce what we've done is we've identified these areas of emphasis we've said let's focus in let's hone in on specific areas of emphasis that allow that that tell us what students should know and what they can do and then as a result what we can do is we can take the

teachers we can take the site administrators district personnel and we can laser focus in on those areas of emphasis this may look a little familiar I was at the board meeting where mr. Joseph and dr. Enfield presented this model where we put students at the top and we reversed it right students became our top priority what we focused on and the teaching and

learning task force has embraced that we've taken it to heart and what we've done is we said students you're our top priority we're going to identify these areas of things you need to know and then we're going to identify the roles that teachers site administration and staff support staff that the district office even mr. Joseph and the cabinet

and then the Board of Education the roles that they'll play in enrolling out these areas of emphasis so last year was our second year of the first round of areas of emphasis and a few that I want to point out would be one of the four C's is critical thinking we also address ela shift 1 & 2 last year

math SP which stands for the standards for mathematical practice I hope I got that right right not a math teacher but one three and six and then in science was a focus at the secondary level with NGSS and that was a transition phase moving towards NGSS and then in history secondary teachers as well the historical investigations there were

others PBIS digital tools that have been but the ones that we've really focused on are those high academic ones at the top there to start off with for this year we changed to a new set after two years of doing that first round we moved to a new set we added another seed collaboration the team also moved to ela

shift three of focus on that last shift with math SPS we added three more to 7 & 8 in NGSS we added a component for elementary teachers and it's actually to allow them to become aware and explore the NGSS standards and then with secondary we move from transition to actually implementing so asking secondary science teachers to start

developing learning sequences around NGSS and still with history stayed the same and with that I would like to introduce Denyce DeLaurier she is our special at our district special ed instructional coach for elementary I represent all the elementary schools for special education in the district and I'm an instructional coach for each and every one of these schools in our teaching and learning

task force survey of teachers and administrators we started off in 2015 with about 20% engagement and then this number grew in 2016 to 30% in 2017 we were at about 50% of our teachers and administrators responding to our survey and in 2018 we continue to engage about 50% of our teachers and administrators in our work this means in some of the

results that my colleagues will share in a few minutes we are listening and learning to approximately 600 teachers feedback the teaching the teaching and learning task force has developed these areas of emphasis starting in 2014-15 school year with input from the stakeholders there was input sought in May and June of 2015 during these areas during the development of these areas of emphasis

teachers were asked for input through such questions as is this area of an emphasis clear are you ready to transition to another area of emphasis if not what are the supports that you need we continue to ask these questions and seek input like this every year for the development of our areas of in early 2018 in early 2018 the teaching

and learning taskforce engaged our colleagues again and we asked her input 271 elementary teachers and 216 secondary teachers participated in the survey this equates to roughly 50% of the teachers they were asked a series of questions to gauge the level of implementation and were referred to these definitions to define their progress so you see level 1 is the

lowest the exploration and research phase and it progresses through to level 5 which is the highest the full implementation and sustainability phase on this slide of feedback from the teachers at the elementary level the last column highlighted in blue shows how many of us are at the highest level of implementation which are level 4 full implementation and level 5 full

implementation and sustainability so when the teaching and learning taskforce analyzed this data we understood that in some areas such as English language arts and math at the elementary level we may need less support the teachers may need less support next year however looking at the science at level 1 which is still the exploration stage and level 2 the

beginning development indicates more of a need for support for the elementary teachers next year so now I'd like to reintroduce my colleague Kelly so I have more numbers for you we after getting information and feedback back from the secondary teachers you can see that when we look at levels four and five remember level 4 being full imple implementation

and five being full implementation with sustainability we can see with the regards that ela and eld that we have 60% 39% of full implementation right math we're up there 61 as well when we get to science in history just to point out those are a little bit lower but I did want to point out that those are

still relatively new with regards to the curriculum that's out there in fact science in particular the framework is less than a year old since it's being released and they're still working on curriculum guides and curriculums even be put out there right and I know history is still in the early stages as well so I'm not going to read through

the rest of the numbers but I did want to point out those those these are teachers that are self reporting where they feel they're at with the current standards that they have and with that I get the privilege of introducing Tom magazine who is principal at Country Springs and the business the president-elect of champ all right so I get to talk a little bit

about how the elementary administrators perceive the same kind of thing when you're looking at these slides again level four and five are the ones that the most most implemented area so if you're looking at it and you see English language arts and eld and math have been implemented we feel the elementary principals feel have been implemented to

the highest degree and that makes sense it lines up with what the elementary teachers feel like and it also lines up with the fact that we have adopted the new textbooks in all those three areas and so it also if you look at science it again is our loss so we look at that we say well we're still in the exploratory

stages of science and we are also just kind of getting our feet wet we've actually done some there's PD going on right now this this month for the teachers to start jumping into the NGSS and that's really exciting the teachers are getting very excited about that and so that that is really the next step it's kind of goes back to what Kelly

said of that referencing Doug Reeves that you don't want to do too many things at once and if we had done all these things at the exact same time and tried to push ahead with our NGSS probably our ela and our map to be able suffered a lot so now we've got pretty strong with our ela LD and math and now

we can move forward to our science Orange SS same thing with the secondary again I think Kelly said it probably better than I would and that is that you're looking at the same kind of things are that new curriculum in NGSS is not quite there world history is getting new stuff this next year I think it is and then but our ela and our math

and look at our PE PE is doing really well all those areas this is what the high school or the secondary I'm sorry the secondary principals and administrators how they reported and he looks very very similar to the same kind of reporting that the teachers did so I think that we're we're looking at the same thing when we go through classrooms

and we're looking at the same thing I'm thinking the same thing as the teachers do so I think that we've aligned this is separately done but deadlines pretty well with with each other and with that I'm gonna throw it back into the studio - grace I feel like we're one of those my colleagues did such an amazing job sharing with you the

input scale one being the lowest and high being the thigh so we heard two different facets of the diamond a teacher perspective input our site administrator Pacific perspective and input and now our El Cap eight state priorities one of the priorities is number two implementation of state standards it had asked the district for their perspective so we'll be sharing

with you briefly that first they because the district is a support they're asking us how we would rate ourselves in terms of the support that we're providing in these different areas the first area mirrors how our teachers reflected their implementation of state standards in terms of professional learning fors being in the areas that we've concentrated on the most ela and math

and then that next level of work NGSS in history being a level three and now for the other facet I'm handing it over to my colleague mr. Luke Hackney I'm going to share a little bit about where we are reporting for our instructional materials and again this is k12 when we're looking at where our rankings fall so if you look here

English Language Arts and we're using the same scale of one through five however the descriptors are changed very very lightly to match what we're going over so when we're looking at ela we are we've adopted k-6 we have a brand new adoption that we're using this year our seventh and eighth grade is currently going through an adoption for ela and

dr. Rodriguez will be sharing more about that English language development and mathematics we have adopted but we're not a five yet because we haven't had our programs long enough to sit to start a continuous evaluation cycle and as you've heard from former speakers NGSS next generation science standards and our history social science have newer standards that have come out so we are

at a two but we're looking forward and we have a plan for moving those over as we continue to go on the next piece that we are reporting on are our districts policies and programs that will support staff in identifying areas where they can improve in delivering instruction that is aligned to our current and recently adopted standards that we're

using there are some examples up there of collaborative time focus classroom walkthroughs and/or teacher pairing are just some examples if you look on this you will see the rankings here do mirror what we've seen previously English Language Arts those common core standards have been out a little bit longer than most of the other standards that we're beginning to implement so

we're at a four English language development we're at a five because we're looking at what supports we have in place our English language development instructional coaches out of our office of access and equity have already created a systematic approach of how they are supporting our teachers who teach English language development k12 and they are tart there using data to support schools that need

that support and not only are they providing the support and letting the teachers have an opportunity to implement up procedures and instructional practices that are going to increase student achievement they circle back around later in the year to follow up to say what worked what didn't work how can I continue to support you so we really have a great model going on

for English language development at this time again you'll see the same pattern coming mathematics science and history social science we do have policies and programs in place but we have a plan of how we're going to strengthen those but as we're self reflecting and reporting at this time we are at a level three for those I'm going to have dr. Rodriguez come up

and talk about the next piece in our in our self reporting thank you so I know you see a lot of the same words on the left-hand column but let me point out that what we're talking about now is once we have professional learning in place once we have the instructional materials in place once the policies and

programs are in place what in our self-reflection where do we figure out where we're at in standards implementation altogether so this is really kind of a summary of everything everything all at once and so as you can see and again it's been reiterated again and again we're gonna be looking at ten standards specifically starting from the top to the bottom here ela eld

mathematics NGSS and history and social science so the culmination of all of that other material how are we doing in terms of implementing each of the following academic standards adopted by the State Board of Education these are the overall results and I'm glad I don't have to read a bunch of numbers but we have checkmarks there now you may not

have seen these too many of these core indicators yet and each one of these areas does reflect just a different implementation time some of the standards are actually that are in place right now are from 2001 the frameworks a little bit newer meaning the vehicle by which we deliver it but for example visual and performing arts you're talking 1998 where the

framework is just being developed right now career technical education a little bit higher 2013 health education content mm mm mm 8 I believe and so this is where the self in the self-reflection tool we've indicated are the level of standard of limitation and now we're going to touch upon this theme what's going at well really briefly a real big

shout out to our colleagues because some other things of what's going well that you're going to be hearing from is not the people that are doing the work it's very easy for us to toot our own horn but the data that they're gonna be sharing with you is actually from the end user so part of the feedback process

InDesign or anything creative is how are you getting input from not the person who built it but the person that's using it so that will be the lens of our next part of data and presentation so for what is going well I first like to introduce miss Larry mr. Larry Casillas he's our science professional development representative from Townson he has the

perfect attendance award for our committee in the past four years he has not missed a day and I imagine his classroom is like that as well mr. Keshe is [Applause] as you can see two-way communication and collaborative work it's been touched on earlier by the earlier speakers the learning task force and the professional development committee it's about working

together getting the teachers and administration in the district to work together like this that's what's gonna make this thing successful and what's going well is the two-way communication and like I said the nuke the speakers that are come up previously have alluded to that what we strive for in our communication is feedback and that's something that we've looked at in the

professional development committee we're not quite there yet we're not quite at where we want to be at that 100 percent level we're we're getting there and that's something we're looking at how to get more participation from the end users as Grace said that's what we're striving for we regularly look at the surveys that have been presented and

submitted and we try to brainstorm and come up with better ways to get that participation so we are working there we're not quite Adam but we want to be that hundred percent but you're gonna see the numbers do look promising promising it's all because of this collaboration that we have I'd like to introduce Erin good evening another highlight and what is going well

is that during our professional development days more teachers are providing us feedback on the day's learning the PD committee the past couple of years have developed and refined a PD evaluation tool that is being used in our district the evaluation tool asks questions such as where the learning outcomes met where our teachers able to implement what was

at the PD right away was the teachers needs addressed was the PD clear and well organized and finally did the PD encourage participation in collaboration one of the first P DS we had this year in the 2017-18 school year was our training and for our new elementary ela adoption wonders curriculum in our elementary LAPD on wonders as high as

four hundred and forty nine teachers noted that this PD was clear and well organized four hundred and forty teachers agreed that the learning outcomes were masked 432 teachers felt that what was presented could be implemented right away in their classroom four hundred and thirty-one teachers felt it addressed their needs and finally three hundred and ninety seven teachers thought that

they were encouraged to participate and collaborate during this PD some of the reasons why teachers may agree that this PD was clear and well organized could be because they were ready to dive into this curriculum with mine arms they just needed additional learning in a book from the publisher and our district in turn these teachers felt that they could

in fact take what was presented and implement right away in their classrooms because most wonder resources are online it's right at their fingertips possible reasons why my colleagues may disagree or strongly disagree are because wonders is overwhelming teachers are trying to wrap their heads around our new Common Core ela curriculum so in turn this PD might not have helped some teachers because

either they were not ready to dive in or weren't in the mindset yet it is overwhelming because it does have so many online components and resources however teachers that I have talked to this year agreed that it is better to have too many resources and components than not enough I believe as the years continue teachers like always will

fine-tune this curriculum to meet their students needs and will find wonders not to be so overwhelming and now I will turn it over to my colleague Tony her she is an instructional coach at Levi's Dickey Thank You Erin good evening so I'm going to look at the math professional development with you and the elementary math professional development was really a historical

moment for the district as evidenced by the teacher surveys and I want to start with some of these numbers if you look at those it's pretty amazing when we look at meeting the learning outcome at the math professional development we have five excuse me now 379 teachers in the agree and strongly agree category and then when we look at teachers are

able to implement the materials and the learning that they had that day being able to implement it right away 373 teachers agreed when we asked if it addressed the teachers needs what they needed for their classroom and their students we have 370 teachers and you'll that these are all right around 370 almost all of the participants was the

professional development clear and well-organized we have 379 teachers again agreeing in that category and did it encourage participation and collaboration again 375 and I think that category encouraging participation and collaboration grace lee professional development listened to teachers when they said we have to collaborate at these professional developments we can't just hear all of this and go back and

implement it without time to talk to our teams and so grace has wisely at almost every professional development added that time at the end for them to collaborate with their peers all right so these quotes here these are from the teachers they also have a chance on their survey to turn it over and answer in their own words what the

development meant to them so if you look at that first sentence 69 times teachers wrote something along this line deeper understanding of the math standards for mathematical practice to seven and eight and the strategies to teach them to our students was what they valued that's that's a lot of teachers saying a similar comment the next one 171

teachers said we loved the number talks and the dot talks to get students to think about math and if I can explain those really quickly when I played cards and dominoes with my grandmother I learned to look at that group of numbers and know right away that's five you know whether the whether it had five dots in

a certain place that's called subitizing and that was what the teachers were taught there are ways to use these dot cards with your kindergarten and first graders to teach them to just know that that right there show six and that shows to everyone understand that so and then the number talks once you the primary kids understand that subitizing then we

went on to looking at number sentences and so for second-grade you might put a number sentence up 23 plus 58 and you do it horizontally and the students have to think there's think time in there think about your solution and then in the number talk they hear each other talking and this can take 15 minutes to half an hour they're talking about how

they did it in their head and you never know until you see these students do it how many ways there are to do those number senses some of them add the tenths first and they have to explain it they can't say I added the two and the five - what two tens and five what five tenths and the teacher has a job there

of writing down what the student says and writing the student's name so this is a procedure that goes along with the math it's a supplement to our curriculum and it's wonderful their math practices are to get students to think about their thinking and how they're thinking about their math and that that works 171 comments on that and then 45 times

teacher said thank you for the great I thoroughly enjoyed this professional development I learned lots so something like that we even had one teacher at one of the professional development said this is the best professional development I've ever been to in Chino Valley Unified and that kind of warms your heart that they really liked this professional development so teachers

have learned to use our instructional materials as a guide and a resource in teaching the standards every lesson may not be taught when students have already mastered a topic so as the teacher goes along in math and they do the pretest the students might already have mastered this topic and they might skip it and go on and so we've got a student

testimonial here about after a math professional development this is what a 5th grader in our district said my math teacher is skipping lessons and explaining them more descriptively we learned how to plot ordered pairs and connect them to make polygons then we skipped a lesson and when it went on to a lesson that had plotting so if the

teacher sees the students are gonna better understand this in a different order they're doing that and students were interviewed right after the math professional development to see what they noticed in the classroom last year we focused on math practices one three and six and this year we started focusing additionally on math standards to seven and eight and here's what one

student noticed after a math professional development that her teacher had attended in math I noticed that our teacher has been showing us more than one way to solve a problem she tells us to use the strategy we're most comfortable with for example when she was teaching about multiplying fractions she taught us how to solve the problem the way it's shown in the book and then

she showed us how to cross multiply she told us to try both ways and to use the strategy we thought worked best for us and that's so common core right there is to have the students use what works for them and not have to ask the teacher all the time how do I solve this they should know or have their best strategy for

solving math problems and at this time I'd like to introduce Alexis King and Alexis was the recent winner of the Milliken award and she also teaches English at Iowa High School I'm gonna talk briefly just about our secondary ela professional development and what's gone well with our secondary ela teachers as you can see from the screen we had 76 of our secondary ela

teachers respond is our last professional development serving this year we focused really on emphasis 3 which was shifting into that content rich nonfiction and how we can use that within our classrooms within our language arts classrooms where fiction has been such a driving force it was really beneficial we had one in the fall we've had one in the spring and at each

of those professional development meetings sue beers came in and spoke with our English teachers on different elements of these shifts in our curriculum it was brought up at our fall professional development that one of the needs was that we are English teachers and the bane of English teachers is grading those essays and that we would like some professional development and

some help on how we could better grade those essays and use our time with our students more efficiently and not just have the pile at our desks and so at our last development meeting sue beers address those needs and she said here are some ways that you can make that grading process more efficient you can have that time with your students back

from just kind of handing them the paper and then never seeing it again and I think that's one of the reasons that so many people with an AR cohort agreed or strongly agreed with our different learning outcomes and things that we could implement right away because she addressed the needs of our staff one of the recommendations that she made was

all about how to use grading as a means to have students interacting with their writing and so no longer do we just at our site right on the papers hand them back and then watch them disappear into the backpack never to be seen again instead we leave them sue taught us how to we put check marks where there are

areas of need and their writing and then we spend time the next when they get those papers back having them dive into their own learning and saying here's what I need to improve on versus just having our notes on their paper so that came out of that professional development and at our site that has changed the way that we use our grading

practices and it's changed the way the students are interacting and engaging with their writing adela we've been lucky enough to transition from our district PD to site PD so to follow up each of the district PD days we have a site PD day which I think has changed our department enormously we are far more collaborative we spend time with each other planning

so that we are more on the same page with the other teachers and that's at that grade level we are far more normed ninth through 12th grade what our expectation is for each student at each level so taking what we've learned at our district PDS and then being able to assign it to our site and what serves

our students better has been hugely important on our campus and creating a really cohesive Department some of the things that you can notice from this chart is that not that many people disagreed and so we you know really count that as work that's being well done there again just as was pointed out before some of the things that were

repeated in the PD notes was this idea of concrete classroom strategies and that's one thing that su beers does so well if she doesn't just come in and give us these big overarching ideas but she says here's how you could use this in your classroom tomorrow and I think that that's what's something that in secondary we don't always get in

professional development and that's been so beneficial this year for us and then again like I said it came up that we needed more help with grading and assessing and that was implemented right away you know in the same school year so it's been a really beneficial thing for not just our site but all of the sites and I think that it's been as you can

tell from the numbers and the comments something that the English teachers have really appreciated having the opportunity to attend and from here I'm gonna throw it over to Adam Scholl who's the math department chair from Iowa High School a little bit different height that's okay so you'll notice we had a very similar reaction response from our math

colleagues as we did with our English colleagues overwhelming positive responses what we really liked this year I think what is driving part of this is the granularity we used to have math professional development for all of math and I think it was a very smart decision this year to have math one teachers meet separately math two teachers meet

separately math three teachers meet separately to have things presented in a more specific way one thing they the teachers I think they got so much out of these we were put into basically the role of the student to feel okay here's what these strategies feel like I'm sure we've all been in math classes and you can imagine

what that looks like right you're just looking at me and listening to me and anyway so we're in thoroughiy students doing these collaborative activities seeing the way oh if I'm teaching math with these new standards for mathematical practice what does that feel like and the teachers felt based on that oh I see how I can incorporate that back into

my own math classroom rather than as Miss King said with the English we're no longer getting these broad ideas about the way things should be taught but a lot more specifics but even so teachers are looking for that next step and also I'll just keep going because we do the same thing in Ayala we have separate math one professional development just

that I all are following up these professional developments through the district and at those we have vertical articulation so we also have a day where all of the math teachers are working together hey what do you need out of math one what do you need out of math two the teachers were excited to have activities that could go directly back

to their classroom and there were also activities that could be modified so it's not just this one exact thing that we got from the professional development so again overwhelmingly positive responses they just really liked the activities they wanted specific activities we got them one thing that like I said we really like that site PD and we hope that the

board supports us next year with the same amount of professional development as you've seen it's quite useful so we've done some other things at Iowa maybe a little bit differently maybe we're ahead maybe we're behind I hope it's better of the two we're doing long-term planning in these feedback sessions to it we're planning not just hey what are we doing this week what are

we doing next week what are we doing for the rest of the year how does that look overall we've started with MS King collaborative learning rounds like the principals do with our new teachers and we're hoping to continue that with our departments next year seeing not just what okay we're gonna take you to other math department classes but other English department

classes science department classes so we can see what those other teachers are doing and gain strategies from them and some of our teachers are even taking their own steps someone mentioned Hattie earlier and I know that's a big topic in the district which is great and we even had a few of our honors and AP teachers take one of the lessons out of the

Hattie book and looking for specific feedback they created a survey they give to their students every day hey how did this go today did you understand what we were doing did you do well and if we could scroll down to the bottom there's more there are reasons they did well reasons they didn't do well so we those teachers

could aggregate the data he here's what we're doing well here's how we could improve so the teachers want more and we're creating it on our own they are creating because they're so awesome so we do need even more professional development I am gonna pass the microphone I pick it up back to mr. Larry Casillas as you can

see I'm gonna go over you've been looking at the data from the previous of language math etc but what I want you to notice is the numbers on this data table as compared to the previous two the numbers kind of all over the place it's not really agree and strongly agree the numbers here there's two points I want

you to look at we got survey from 58 teachers from 58 teachers provided feedback on the NGSS implementation the training basically and I'd like to point out two things one is strongly agree and agree in general address teachers needs clearly and well-organized and if you look at that it shows that well we did come up with a

the teachers thought we came up with a well you know thought out professional development on if you look at the numbers of the teachers that were at that at those professional developments didn't feel that they could leave that professional development and go and implement it into their classroom that's 33% of the teachers when people that went to that professional development

now is that something that we want that's okay we gotta brush up on that and I alluded to that earlier in my presentation 33 percent that's not a good number we want to go up to a hundred percent we get as close as we can to that well as you can see there those that did like it they basically said we learned a

lot about phenomena based instructions with other teachers that seemed to be the biggest thing that they like if this professional development it wasn't just a bunch of teachers sitting around and being talked to as Adam had said earlier it's just they didn't tell me they got us up moving around this is what NGSS is we do that with our students also okay

yeah and this guy right here I kind of know him he's got a he's got a flair for cooking one of the things I like to do in my classroom is I love what I do and I just try to implement what I do into the classroom and what NGSS is allowing me to do now is freedom there was a time

Believe It or Not where I didn't like teaching science I mean it was just drill practice test drill practice tests and what NGSS has allowed me to do is have freedom in the classroom if any of you have ever walked into my classroom I'd like to invite any of you to come to my classroom come into my classroom next

week we're finishing a lesson on astronomy one of the things the students had senate's really it really got to me today and yesterday they go askew see us we're finishing the unit on astronomy and we're going into the cooking lab right I said yeah cuz they know that every unit that we do they get to go into the cooking lab get to go in there

and I told us you guys we can't just go in there and start cooking it has to be related to what we've done so you know I've that's kind of a lesson that we're doing on bacteria and things like that but the one we did now it's astronomy so how am I gonna get the kids into the lab

cooking and you'll make it work with astronomy I said how many of you have eaten dehydrated foods when they didn't what I was talking about and I started mentioning ramen and spaghetti and just all the things that you need to reconstitute with water and I said I'll start thinking about space and how it works so you know after we get them taking our

tests that's the first thing I figured that develop a breakfast lunch or a dinner and the thing is what I wouldn't have been able to do that without NGSS now the thing is the thing is that when I was at these NGSS in services one of the things that I've noticed and what are some of the feedback as you saw

in the previous slide is they felt that they weren't able to implement this the next day after they got out of that out of that session I've been doing this for 30 years it's easy for me to see there the connections everywhere I have resources in my classroom that I've built up over 30 years I see something

I'm having them make this and I've shared with a lot of my colleagues and I said this shouldn't be the case you shouldn't the teachers that we have here should not have to go into the classroom and say I don't have the materials that I need I need to I want to go in there and have to make it if you walk into my

classroom it looks like it's crazy it's it looks like an organized chaos because there's things that I have to build but our teachers in here shouldn't have to go into their garage to bring tools from home they shouldn't have to build things things like that and that's what we need so you know that 33 percent I think

we're gonna have to invest in that in GSF you want to make this thing successful we're gonna have to put some some funds into this thing and make it work especially at the elementary level we're gonna have to support them a great deal that's pretty much in essence what's going on here I like to introduce Gabriela Lopez from or last but not

least if you take a look at this picture the guy in the middle if you don't know him his name is a professor Ron Muller he is the world renowned world renowned historian of the Roman Empire from UCLA he just recently retired and you'll see him next to our history teachers because we have some of the most renowned

historians coming to our history teachers to learn with us about our PD and we were actually Chino Valley was cited in the National historian scholarly journal about the professional developers believe it or not or learning from our teachers as well and one of those fantastic teachers he was a student in our district as well in this building I think he shared with me it's

been a teacher with us since 1994 and his children now go to our schools and his name is mr. Ian can occur from Don logo [Applause] so as you can see from our numbers here our numbers are a lot smaller than the English language arts and math and so on and part of that may be because when it

comes to the new state framework a lot of our history teachers are so lost they couldn't even find their way to professional development but but in in our defense we are we're only professionally developing in two courses in high school and two in the middle school so our numbers are a bit smaller four years ago we started this

partnership with UCLA because this Common Core was coming out history teachers were stumbling trying to make sense of the Common Core we were no longer gonna be tested by the state the Common Core only mentioned us as literacy standards we seem to be a footnote to English language arts and we were sure exactly where we were going

for years of working with the history geography project at UCLA and the Graduate School for education information systems we're beginning to get a sense of what's going on but there's a lot of confusion that's still out there for us this year with the professional development that you see a picture up there we've been focusing on the shifts that history social science

framework is having us go towards which instead of just teaching the content of memorizing the dates and events and people in history adding to inquiry dealing with historical sources as clues for figuring things out instead of just seeing them as facts developing literary standards as part of the common core and then also how do we implement these the

the citizenship aspect of this and how do we apply history to today's issues from the classroom side of things you can see up here our statistics most of my colleagues reviewed this positively because the framework that we have now goes so far beyond what our existing textbooks and reefs horses have that were desperate for resources and activities and how to

implement these things it's hard to develop lessons and activities and new directions on top of delivering them and grading student progress and so on and these workshops are starting to give us tools and direction and the time to make this happen four years ago I started with the the team that was developing inquiry based lessons and benchmark

exams for social studies and trying on your own to find primary sources on the standards like Aristotle and Plato and these types of things that are usable by all levels of high school sophomores is maddening and that stuff that most of us are comfortable with with the come with the Common Core framework that we have now they're also asking us to expand the

scope of what we're doing involving every culture and into areas that a lot of us are not experts in and trying to find resources that are usable and reliable is even more daunting so the lower numbers the strongly disagree and disagree I think are largely from the fact that adapting instruction to in this new direction is so daunting we're

so comfortable you know as history teachers were more comfortable knowing where we've been than where we're going so change is difficult for most of my colleagues and so being given something that we can implement right away is difficult when you're looking at all the various ability levels that we have in the classroom and how to put this all

in okay on top of this a lot of history teachers have complained about the pullout time setting up for substitute having to catch up do all of this and then on top of that going to a day where it seems like everything that you've done for your career may be wrong and you have to start all over

is really frustrating and so it's hard to describe that as meeting teachers needs in the next slide you see the quotes here you'll notice that on the history and social studies teachers we don't have multiple responses there one we have smaller numbers and two we try to teach the history doesn't need to repeat itself so these are these are

very likely individual responses people are excited about having a direction which way to go one of the things that really is a highlight of it is as you saw in the first picture having these college professors from universities around Southern California come and speak to us about the latest scholarship and perspectives on topics in history a lot of these topics aren't focused on in

our textbooks they weren't and the old standardized tests they're outside of our individual expertise and we appreciate this because one we're history geeks and we like talking about the stuff and seeing new perspectives it also helps us expand our perspectives on what we're teaching so we can make connections between events and lastly just being starved for resources we were

looking at the the textbooks and resources that we're talking earlier and while we're not at the top of lists that's okay because with this new framework the publishers aren't creating textbooks that meet the needs that our classrooms really need right now so even if we were adopting books they're they're they're as much a shot in the dark as we were you know at this so it's

very difficult we need them but I don't see them in existence right now since being involved with the curriculum and benchmark writing team and all the professional development opportunities I'm doing a lot more historical investigation activities and focus on key questions in my class instead of memorizing ancient Greek history and the French Revolution and so on we're looking at you know do people need

law and order to have freedom and looking at sets of laws and different people's ideas about those and getting clues that the kids can establish their own their own opinions on and an overall arc to world history is what is the relationship between teachers sorry between people and their government and not only today but differences in different times and places as we study

so we can see that arc as we go throughout history the partnership with the with UCLA has opened teachers up to a lot of workshops throughout the LA area at colleges in fact one of them that may be held at UCLA is potentially going to be relocated to our PDC and I'm I was actually asked by UCLA to join a

team on globalizing in the common core at UCLA and part of a team of high school teachers and PhDs developing inquiry-based lessons to expand modern Japan and China into our lessons and so we're trying to finish that up and the factor they're looking at how was it decided who would be my my project is how was it decided who would

be put on war crimes trials after World War Two in Japan some prominent figures were punished and others were promoted okay so the the first Prime Minister occupied Japan was the director of occupied Manchuria the United the United States decided to promote rather than punish so these types of things really benefit us not only are we not quite

stumbling around in the dark we try to teach the students in our classes to see the big picture but it was really hard to see the big picture separately and not having a focus on where we were going working together we have a better consensus on what the framework means how it's being implemented on our sites in the district vertically from the

middle schools of and seeing how we all fit into this bigger picture so collaboration is possible where it wouldn't have been four years ago because we didn't have that we didn't have a direction to collaborate in how does it benefit the students working with and hearing from current history scholars giving resources is inspiring and eye-opening as we're shifting our styles of teaching

we get help from those who are writing the materials today the college professors who are doing the resources and they have the resources that we may not even known to look for and how it's affecting the students the students are about as divided as the teachers some are more engaged because they get to interact with the content it's not as

dry and dead as history but instead they don't want to memorize it but others as the teachers see it as more work and why can't we just keep doing it the old way okay so it's it's a cultural shift that is going through our students and her teachers at the same time so give this back to Grace one of the highlights is

also our new teacher PD series that we started in the district for the past two years new teachers in Chino Valley have an opportunity to learn about the Chino way and get additional support in the areas of emphasis such as the math and SMPS today we have the fabulous Stephanie Graham from Cal Aero to share with us

her perspective this is her first year at Keller preserve Academy good evening superintendent Joseph members of the board my name is Stephanie Graham and I've been teaching for about six years now this is my first year at Keller a preserve Academy and I am loving the new teacher professional professional development program as a new teacher I've been welcomed and

supported I have attended numerous professional development trainings this year we that were helped to give me the tools I need to be successful in the classroom and more importantly to set the high bar for my students that I have I would have to say that one of my favorite PDS was a math training we debriefed about what students are now

expected to know for the new common core standards we did things such as number talks and actually playing a number sense games such as which one does not belong I have been implementing this and I couldn't tell you how long it takes my students they talk for about 20 minutes about which number does not belong and hearing them raise their hands and

explain their thinking to their peers has been incredible students have even said wow miss Graham my mind blown I would have never thought of it that way one of the things I find most comforting is having an instructional coach like Aaron to run to whenever I need anything she is a wealth of knowledge and will go to great lengths to make sure I have the

answers that I need I hope that one day I'm able to help other new teachers and professional developments that focus on progressing student learning thank you and now I'd like to introduce Cynthia [Applause] working in professional development I have a unique opportunity to assist our district with sign ups and registrations collecting evaluation results processing pde request and working with budgets and

arrangements with logistics I'd like to thank my fellow members who support PD at our schools for our teachers assisting with timesheets and securing substitutes each day we have a PD our secretary is at our schools are important to secure substitutes and assist at debt assist at the sites our custodians make sure our PD facilities are clean and sometimes

our Nutrition Services Department assist us in catering our events our duplication Department aids us tremendously in producing binders and handouts for our in services and thanks to our CSEA colleagues in the business department for helping processing the many timesheets and conference requests this year a highlight in our PD Department who have funded 12 para educators to attend California para

educator conference in Ontario California as a CSA member I enjoy supporting PD a highlight for next year will be that the PD Department in conjunction with the superintendent mr. Joseph deputy superintendent dr. infield and the assistant superintendent of CI is offices dr. Park will support training to our CSEA and administrators on providing customer service and building a workplace of mutual respect

we look forward to this great training and team-building opportunity for our school sites and district office teams my colleague Denise Arroyo who attended a preview of this training will share what she learned and how it will benefit our CSA members and administrators [Applause] thank you good evening I did get to go on to the conference within last year it

was great this is a training that we used to have years ago and I don't know if any of you remember were you none of you were here well in when we had this training years ago and it was provided by the superintendent the secretaries would go administrators would go but these in-service and trainings it's not to reteach who to but to have your

clerical and your management hearing the same thing and being on the same page and we have lost a lot of respect within our work because we are so busy and it's not nothing personal but we just need to learn to respect one another no matter if you're a child a parent a teacher the clerical person next you we just need to

respect everybody's position but I'm really excited to finally see it come back so I hope it's gonna be great thank you [Applause] one of the great things about working with such talented people is they often take the initiative to come and help you out so when they heard about the new teacher especially the large amount of new teachers that were hiring a special

education brenda walker Claudia cruz and Wendy Bartman approached us with the collaborative opportunity on how we can provide services to our new special ed teachers in our district I am here as one of the members of the CV USD instructional leadership Corps team along with my fellow teachers Brenda Walker and wind department and also the least alluri as

part of the team as well instructional leadership core is a partnership program funded by California Teachers Association Stanford University and the National Board Resource Center the goal of ILC is to provide teacher led professional development I Elsie's philosophy of allowing teachers to develop the professional development needed for their specific districts needs is is what makes it so

unique in the past two years as a team we developed a plan based on our El Cap for professional development our target group was new general education and special education teachers our trainings address differentiating instruction in the classroom and gave valuable educational resources for new teachers to use in the classroom related to standards-based English and math curriculum we were able to reach

approximately 50 new teachers we provided them with networking opportunities with both seasoned and new teachers taught them effective classroom techniques and strategies and gave them resources to take back to their classrooms as an ILS up to ALC team our hope is that new cv USD teachers feel supported gain the skills and experience needed to stay in the profession and

continue to work in our district the ILC team looks forward to continuing our work in partnership with our district to provide professional development that means meets all our teachers needs thank you and I also have some brochures that give a little more information about ALC so I will pass that out at the end thank you very much good evening

I'm Gabriella Lopez I'm the principal of Ramona junior high and I'm glad to be a part of the district's PD committee so in summation for lessons learned at what we've gathered it and I know that you've heard from all of the representatives it'll at lessons that we've learned is that collaboration is the key to success I know that you've heard from many

different voices and perspectives but it is a reflection of how in CV USD our teachers work collaboratively as a system in order to provide for the needs of our students as well as for our teachers throughout the entire district research has stated that that collaborated collaboration and effective PD is what is more wasn't what is most important that is so clear it are in our

district by collaborating we mean that we are collaborating on building the content base for our teachers collaborating on how we will deliver the PD for our teachers and then we ensure the collaboration among the teachers on how that will be presented to our students because oftentimes as teachers they are just the one person in the classroom we need to be able to provide

that time that is needed for colleagues to share with each other on what best practices are and how we can introduce that to our to our students ii PG pd should be at the district and also at the site level as you heard from some of our colleagues when they receive the pd at the district level then they return to the site and

they get it also at the site level you know the pd at the district level is to build that common understanding of the language of the areas of emphasis that have been put together by our teaching and learning task force for example at the district level we learn about shift 3 which is our new ela shift that we are

implementing this year the SMPS and also NGSS which we heard from Larry Casillas about and the history implementation at the site we need to also provide and build in the time for our departments to work together for our grade levels to work together and cross curricular Lea for how we can deliver again to our students as our district is using

collaboration and hearing feedback from the collective teachers as you saw from all of our surveys I wanted to be an instructional leader that also gathered feedback from the teachers at my site so we so this is a feedback form that we implement after every PD a tremolo junior-high and this is some of the feedback that we've heard from the

teachers at Ramona so we asked the question was today's meeting useful for you and did we meet your time effect the use the time effectively have we did a good job in actually completing the task that's been at hand do you feel that the tasks that we completed has helped you in planning for the next steps so for

this PD the feedback that I received from teachers the PD that we introduced was actually on Hattie's styles of feedback so you can see that most of our teachers feel that we used our time effectively some teachers responded as somewhat and a couple of teachers responded as no so you know as board and cabinet members are very well versed in

the different voices that we hear and the opinions that our community needs sometimes we have to be able to relate to all of our stakeholders as teachers make sure that our system is providing that professional development that applies to all of the teachers but at the same time for the individual needs of the teachers that are implementing on

our school sites I wanted to share with you some of the feedback again because I we allow for teachers to provide comments on what next steps should look like so I was very excited about this this PD in particular because the majority of our teachers felt that much like you heard from other colleagues this was the best one so far I love the

information today I realize now with looking at PD I can be more aware of the types of feedback that I'm using in class it didn't really occur to me that even the feedback should be individualized by students sorry the experience with my staff and now with us and I know that I collaborate with other site administrators that it's important that

we provide that feedback opportunity to our teachers and as a system we have various PD needs in our standards our system has the challenge to meet the diverse needs of all of the teachers with very limited days and time and also provide the time at our school sites this is an important and enduring goal for all of the voices often we hear very

divergent opinions which is not necessarily a bad thing we need to be able to step up to this challenge and it's an important challenge so that we can bring a cohesive presentation to our community one important piece is that when I get that PD as a site administrator we get that opportunity as teachers have shared it's embedded into

how will we introduce this to our sites how will we bring it back to our sites and we do get that opportunity to work together as junior high principals to implement this best and asbestos specifically for the different site needs as you know all the sites have different needs and our students have different needs we need to make sure

that we collaborate where we're still presenting it systematically but we're also individualizing it to every one of our sites again we're seeking that support from the end users and including that two-way collaboration so even at the site level we're asking our teachers how do they feel about the presentation is it worth the time is it something that you can bring to your students and

what should our next steps be and with that I will end with a quote from Helen Keller alone we can do so little and together we can do so much [Applause] thank you miss Gabriella finally for our next steps we wanted to share with the board our next steps for next year and also know that some of the comments that

you've heard our PAP might not be so direct but we are committed to working as a collaborative group first you've heard from testimonials from this really passionate group about the very diverse divergent and different needs for the area of emphasis so based on the areas that are strong we are going to provide more support for the areas that we would

need in some of the data that you heard and the way that we want to provide support is actually through the best resources in our district is through our people through collaboration mr. Kelly Larned are going to talk about the three specific areas that we came up with in our teaching and learning task force so the good news is this is their last

slide the bad news is it's gonna take me 20 minutes to get through it know as we as we face next steps we're gonna embrace collaboration and that is one of our four C's collaboration it's one of our areas of emphasis but honestly it extends beyond that because as a representative not be represented if he's sitting over there but as a

representative for a CT collaboration is a big thing between the teachers and the district office and I think that we've made huge strides this year and I'm very encouraged by the direction that things have taken two areas that we will be continuing to collaborate on are the collaborative learning rounds and the PLC process and that is two areas in

particular that the district and the Association have worked closely at hand with I've had the opportunity in the privilege to be invited by dr. Anfield several years ago when we started the collaborative learning rounds process and I'll be honest after 19 years of teaching that has been one of my favorite things that I have done to be

able to get into the classrooms of other teachers my colleagues to see the great things that they're doing in a positive light to focus on what students are doing not what the teacher is doing and to learn and to take in the great stuff that's happening in our terms of CV USD and so we're gonna continue those collaborative learning

rounds they're going to break out into the schools where teachers groups of teachers will get together and walk around and learn from their colleagues we are also moving in the right direction with PLC's we've sent a couple teams through the district office and a CT to get training on professional learning communities through solutions tree and really start to focus on what

do students students need to learn how do we know once they've learned it what do we do if they haven't learned it and what do we do for those kids that have learned it and are ready to move on or to enrich and so we're gonna bring that to the PLC process and and really start to turn some things around you also were

it was also mentioned about the customer service and the building a workplace of mutual respect training that's coming we also are going to continue as a teaching and learning task force and a professional development committee look at how we can support areas of low implementation things where maybe our areas of emphasis or other Arab avenues are not hitting where we want to hit and

then continue to develop and communicate and gather feedback that's been one of the themes of our areas of emphasis and at the end of the day we're looking at how assessing the student learning that's going on because again if you won't go back to that pyramid that upside-down pyramid it starts with students being the priority so how are

they doing and how has all of these resources that were put into that affecting our students thank you very much [Applause] are there any comments from board members mr. na I don't have your life but I see that you I have no no no so let me go first yeah collaboration what a great thing yes we have a limited time and limited

resources but let's focus on limited time we wear different hats our teachers and our staffs and all of us at home were fathers and mothers and and other junk junctions were friends to others so I think it is so important that the daily were thinking and growing especially a profession where when impacting our future our young generation and let's look at the

collaboration it means that I'll be working I'd be running so hard and I'd be sweating I mean I've been running for 45 minutes but in my hindsight I see a man just leaning against a post of drinking water and I'd be saying WOW what he's doing and look at me but then somebody tells me but we need that man

he's a goalie in our soccer team so let's look at positive things and and let's promote our talents because we have so many and and I'm so happy to see that it's working for last 4 years we have a wonderful teacher there in the back she leads the club on campus and making great impact I'm so proud of our

teachers could you come and they introduce yourself too I know you might do a present but yes because she has started as a brand new teachers newbie years back and all of us have grown from first-year teachers to music asius now his daughter is getting married awesome awesome awesome things are happening but collaborations and mutual respect that

is a very important that's what the kids gonna learn to respect others respect our elders respecting their parents and respecting our country so could you please introduce yourself homegrown I know and I went through the elementary schools in Chino through Maryland high I graduated from Chino high school and I started with the district as my journey started as an instructional aide at Don

Lugo high school in 1994 so I that's where my journey with education started and my love for education began and I stayed here and I started teaching in 2004 I was one of us in for five years and then I had the privilege of opening Calero preserve Academy and I'm now currently at Remagen high school teaching eighth grade language arts and

it's just a privilege and an honor to be here so thank you thank you guys were awesome thank you this is Rosco okay so my comments are probably gonna be all over the place because as you were all talking I'm writing I'm typing notes and whatnot so as the beginning started I kept hearing feedback teamwork input participation and then I did a little

equal signs to collaboration and then I started hearing the word collaboration at the end of the presentation and you're absolutely correct having that collaboration is what's going to make us successful someone said the chino way and I love that that idea of the Chino way but we need to exemplify the unified in the Chino Valley Unified way another thing is that

the pyramid so I've always advocated for putting children first and I'm so excited to see that that's exactly what we're doing because when we put kids first everything else falls into place and so let's see what else do they have here customer service training yay I know I've talked about it at a couple different meetings but what you don't

know is that all the different times that I talked to mr. Joseph about it so I'm excited to see that we're gonna we're gonna have that I do have a couple of questions though is that I heard need more professional development and I heard the word invest that we need to invest so when you say invest do we need to

invest in more professional development or do we need to invest in resources or material or what is it that we need to amor de larry larry sorry Larry Page I put you on the spot but because I think that if we're gonna ask our staff and our teachers to invest the time to do all this and we need to make sure that

they all have the tools to do it correctly and so I'm curious as to what what it was that you were asking that we need so everybody can hear you Gino has a wealth of experience teachers in this district and I know that when people come popping into my classroom they're coming in there cuz I want to see what's

going on and I can go into somebody else's classroom pop into theirs and see what's going on we're sharing resources with each other I know the schools that feed into Townsend Glen Mead etc we've already reached out to them and had them sit in on our PLC's we done some vertical articulation and they've sat in on our PLC's and listened to what we've

done at Townsend and there we were doing that before the district decided to have the Elementary's in this past month come up and start getting trained in in NGSS so we were already doing that because we knew that's what we needed and when you started doing that the collaboration again protocol etc now also resources they say this is great fine and dandy you're here

we're learning about this but we don't have the resource you do at this junior high I'm at an elementary setting how am I gonna do this okay so we started you know loaning things out I can go down that I can show you how to set this up that type of thing you can use this you can go to Home Depot do that this that

and the other but the thing is they were going to do that they shouldn't have to do that again when they saw what I had in my classroom I said I have 30 years of stuff there I'd know how to do this as a first second fifth year science teacher or somebody in the elementary they shouldn't have to do that they

shouldn't have to so it's it's actual tangible things that they need and they need people like me Kelly and the other science using this room to go down and show them physically how to do this I'd be more than willing to go down with junior high school show them physically how to do this thing that's what they

basically need at that time thank you I am you know like I said I think that if we're gonna put so much effort into a project that we need to make sure that the team has the resources that they need to perform the project to its fulfillment and that has been I think the biggest help for our school and just

different school so maintaining that site PD money and allowing the teachers the opportunity to meet together and to do that vertical alignment has been needs to continue so now we need to figure out how to keep the pot full Sam [Laughter] well thank you guys all for all the effort and all the input that you all have shared with us like I said it it's

heartwarming to hear that we're gonna do the Chino way because there are so many districts that do it their way and and I'm just excited to hear that we're doing it our way now and then we're doing it the Chino way and I'm a product of Chino also so that's even more heartwarming mr. Cruz yes mr. Casillas

you guys have like binders of lesson plans that you guys created where you could give it to the new peope I'm just curious yes and no like yeah okay we share a lot of digital files with each other but that would be my files that I said that I will share with the people at my site and people that I know at other sites

who I've come in contact with that type of thing just through networking we have a in services here and the networking we do at our latest in services they'll see I did a presentation at one of our PDS about that science of cooking class that I did and just from that I had people start contacting me see so those are the

type of things that we need have our own people put on our own in services and we become a resource you know I can remember it I can put those things together I have my own stuff and I do share it we all share it well that's that's great yeah that's great thank you yeah real quick mine

yeah you know the underlining theme of this presentation you know you had a lot of self-reflection collaboration and feedback but you know one big part you could feel it was this you know together we could do so much and you had that humanity of this thoughtfulness respect that you have to encompass all this fairness and kindness towards people

that people are very different how these things view things and so forth so that I noticed notice that it was a very when it comes to the collaboration part reflection all this stuff that you guys were doing there was that sensitivity about because people are so different and also I also noticed this and that is you know the 20 2017 2018 2018 and 2019

where you had the early 1/2 I do notice that some of those are going over 20 2019 and I suspect because all these are the first year you only could go so far the following units go even deeper but at the same time you got that white overwhelm teachers allow them to do what they did for that year and progress

further and then and then also you notice a lot of this was relying on a teacher input it hadn't been the case the surveys and when you when you have half of the teachers doing the surveys and it's been already four years you noticed that there is this listening so there's this positiveness occurring because what one presenter mentioned about the emotional

ab and flow you could lose teachers if if they're not being heard so there is that part of success where things are moving forward and i suspect that that survey more teachers are going to join so that is excellent also yeah i didn't really think about it that emotional i've been flow that is so important to listen

thank you mr. na another gun yes still focus on music cuz he has a class cuz I've been to your classroom and I loved it and a kids loved your teaching method there but as time and resources we have limited I'm wondering if we can work with our technology department and make it in a more accessible form for all the

teachers who could not attend and all the time and continuously where we can use our instructional coaches or our volunteer teachers and have it you know computer system or somewhere and only art staffs could go through that and remind themselves just like I'm over 50 I don't know what happened two weeks ago and I'm sure many teachers are like that

- I think that would benefit many people because we can do so many of a PD ear but I think it would be great idea because I I'm so amazed that what I hear today and and and watching what your guys doing and I think we should be able to do that mr. Joseph okay thank you misses her you wanted to

speak I wanted to answer mrs. Orozco and mr. Cruz's question about what do you mean about resources so from the elementary perspective NGSS the new next generation science standards are new and they've been adopted but there's no curriculum to go with them yet so next year should start the process of curriculum being looked at by the state

and then being adopted so we can't purchase anything yet so what we have are all the standards online and the framework which gives you great ideas for creating models and for doing experiments and having the kids create things which is part of NGSS they're actually working with it and so I think what teachers are saying for us to even

play with it this year we have to go out and buy things for the kids to use to make models and that and I can let you know some sites including mine are looking at creating a science lab where we pull everything that the school owns from past curriculum bring it together in one room put tables in there and let

students the teachers come in and do their lab work in there because the junior High's have the lab but that's a resource they have we don't have science labs so we have to look ahead to the future and then just to piggyback on that everything that was taught in the past curriculum has changed so NGSS has said okay grade level you're not

teaching rocks or solar system this year you're teaching the body and and it all spirals up to another grade level so it gets taught it's just that everything we had is now not applicable to the current science standards does that help yes okay mr. Cruz no it would just be great mr. Joseph if there was a place where

there was critical and binders you know like what you just meant like mr. concealment mention about his policies and so forth you know when I when I was a biologist that was a problem with you know teachers in general what to do next obviously but but if there was a binder of all sorts of things then the teacher

just goes and buys it I mean that's what I did but that's a key ok mr. Joseph [Music] well I know when I look at some of the people who have been involved in this process mr. Larned mr. Casillas mrs. Bartman this is her mrs. mount some of these people I know well I know it's going to

be thorough it's gonna be substantive but I want to give a little thanks as well to some of the people who made this happen Grace Lee and as the director of professional development I know it's not easy to put this kind of thing together so we thank you and although he began the presentation by saying on behalf of

mr. Joseph dr. and Phil was being very humble and magnanimous because he knows and I know that he came to me four years ago when he first became deputy with this vision and brainchild of having a teaching and learning task force it's been his baby and it's happened because of him and he should get all the credit

not mr. Joseph so I thank you doctor however when you're thinking about inviting me back to the discipline at some point you don't have to invite me back to presentations that are more than an hour and a half okay just pass on them thank you all right and the final presentation is dr. Park good evening madam president

board members mr. Joseph cabinet audience I'm joined tonight by our coordinator or secondary curriculum my name is Julian Rodriguez director of secondary curriculum I'm joined tonight by our coordinator of secondary curriculum dr. Michelle a course all and then we have three teachers from our ela LD seventh and eighth grade adoption committee joining us you met one tonight he said

of us gets to Ramona we also have Michael Nia Blas and then Katie Koopman who's gonna be joining us also so we'll go ahead and jump right into this as soon as this circle so ela eld English language arts / English language development instructional materials program for grades 7 & 8 and our little agenda tonight is to provide you a

background of the ela eld adoption in pilot committee I want to give you a summary of the pilot process that we've just that we're wrapping up talk a little bit about how we evaluated the programs and then talk about a recommendation from the committee okay so first little bit of background if you recall in 2014 the State Board of

Education adopted a new framework not the new standards but a new framework for English language arts now the framework broke new ground in that what attempted to do was take the new English language development standards along with the common core standards and integrate the two so because we know that language as well as literacy is a part of learning all of

the content areas the fact that we're now integrating them was an important and a groundbreaking concept and so the the model that we most closely associated with and we thought you shared this model with before we affectionately call it the turtle but it talks about all of those elements of English language development Stan along with ela standards and them coming

together to really create a learning experience that will support all learners in trying to access the content and that's the important part here so any program that we look at needs to push those two together needs to integrate those two together so as you know for the past four years we've had our units of study for four to five

years units of study that have been created in-house and they've done a tremendous job bridging that gap but what we what we know is that in 2015 the California State Board of Education adopted a number of ela /ld programs for school districts to look at and for grades K through 8 okay and so the ela LD framework document called out

specific requirements that publishers and/or districts had to address in the creation of any new program and so I'm going to refer to this a couple of different times it's specifically chapter 12 in the framework that calls out what these programs need to have in order for us to consider them sufficient instructional materials and so after the State adoption released in 2015 the CI

is here in Chino Valley we had an important decision to make so we had three options we could overlook the adoption process and remain with our ela /ld units of study okay we could we could eventually adopt those they would still have to meet the criteria that's required by the state but we could do that we could immediately commence with

an adoption process in 2015 we could immediately dump commence with an adoption process and attempt to choose a program or option number three we could continue to work with our ela LD units of study refine those as needed and then learn more about the programs that were available and eventually make it a much more informed decision so what we decided to

do was go with option number three which was to continue to work with our units of study refine them as needed and then eventually make a more informed decision so we started to prefer to prepare for that process curriculum both secondary and elementary Gulam started attending some of the publisher fairs looking at the materials reviewing materials and in in addition

to that we continued to refine our units of study so in just went through all of that sorry about that so I'm gonna have dr. XS all come up and talk a little bit about the committee work okay because now we again we got to 2017 and we decided that this was the point that we were going to follow adopts option

number three which was to start looking at some of the materials so last spring we had our units of study writers evaluate the units that they had created and what we have found is that they were fairly strong but there was still some holes and based on that we needed to look at more materials more resources that would better suit our needs so

September of this year we enlisted the help of principals and department chairs to recommend volunteers or to ask others to volunteer their time to be a part of this process we also consulted with the Association to make sure that anything that we are putting in place is sanctioned and would be met with positively we also sent out an

invitation to the seventh and eighth grade unit writers because there was a wealth of knowledge in those two groups because they were trained specifically in Chapter 12 requirements in sorry on October 5th we started the process with the committee here in the board room in total we had 19 teachers participate within those teachers we had units of

study writers both in seventh and eighth grade we had three eld teachers we had two special ed teachers and we had teachers that range from honors traditional special ed and eld teaching in addition or in also in attendance would be to eld coaches to serve as advisory one technology trainer because technology trainers would be there to support with an adoption as well as

during the piloting process and as I stated we had the range of student abilities represented there once we had our committee review chapter 12 requirements we went into the reviewing of the publisher materials the public for the piloting sorry started on November 1st and we had fifteen hundred sixty nine students affected by the pilot okay so that's a large

representation of our of our clientele the nineteen classrooms I'm sorry I went too far based on the California State Board of Education guidelines for piloting publisher materials we looked at multiple tools that could be used to evaluate the programs in the tools that reviewed there are five components that were essential to evaluate category one was the ela eld standards and framework

alignment and this is to ensure a high quality instructional material category two is program organization and this is to ensure there is enough content and support for a full year of instruction with the materials assessments to monitor student progress along the way universal access and this included differentiation based on the needs of our students and then category five was

instructional planning and teacher support to ensure students are comfortable with the materials and able to use the platform that's before them three publishers were invited to present to the team after each of the presentations the piloting teachers filled out a preliminary evaluation form based on these five components and at the end of the day they tallied their

votes and based on the votes it was clear that there were two publishers that were being requested for evaluation through piloting process and at this time we'll be turning it over to a salad basket us as I mentioned before I teach eighth grade language arts I teach at Ramona junior high school I've taught there for eight years

I teach the honors as well as a traditional eighth grade language arts at Ramona I've also had the privilege of teaching seventh grade at one point and eld and throughout my time there I have been participating and privileged to be part of the RCD process so it started to give me a different lens for this entire process so as Michelle mentioned the

piloting process took place over between November the 1st 2017 to February the 23rd 2018 and approximately 1,500 students were able to to use the the new adoption and they were able to interact with the programs we piloted to support the 19 teachers in their classrooms we also invited a other support staff to the team which were instructional

coaches special education teachers eld teachers eld coaches and technology training specialists and as well as we had several days to support us we had three days we had a couple days for pilot training there was also an eld support day and then we were really they had great reps that came out to speak to us individually so that was wonderful they

came out to speak to us one-on-one as well as to speak to us as a department here we have a classroom dr. edgar saul went around to each of the school sites and she was able to to see to glean how the program was being used so here you see pictures of students that are interacting with the text and here is a

picture of my classroom some of the things that I can mention that I like about collections is that there is a rich rich text I see that they have rigorous text set which which is not only full study but also what's the the word I'm looking for the excerpts so what I like is that they have the full text study

but then they also have a close reader book which is their picture where they can go back and and interact with the close reader book so that they can practice their annotation and close reading skills so you can see sometimes it can become overwhelming for them to do it for an entire text so I like that it has that close reader hook and then

the the students are always able to to go back and interact individually as well as with their group so those are some things that I personally liked about about the programs that we piloted thank you I come also with the different lens this is my first year in Chino Valley so I had not taught the units that we had so going into this adoption

I actually asked to be a part of it so I could represent our newcomer group because though it's not our biggest group they're very important and we are asked to teach them the core curriculum so I wanted to see what do these programs offer for them um I speaking of newcomers both programs piloted had really strong newcomer

programs but this program that the California collections offers wonderful wonderful vocabulary especially in the beginning of the year I've probably had six or seven students come and go in that newcomer class and this program offers support at all levels so I can have students that come in six months into the year I can have students that come in two weeks into the or ones that

start with me and I can individualize kind of okay you have this vocabulary we're going to start to hear you know it really offered great support for that whereas before you can have to pull from nine hundred different places this program has it all there for us another thing I really really liked for this program with our newcomers is the

close reader that miss Vasquez mentioned it had for example we did Christmas Carol with a newcomer class you can imagine what a challenge that would be I have students who are here three weeks I asked you to have been here all year it offered excerpts of the play the novel and a graphic novel for the students and

I did all three with them and of course we started with the more challenging and then we worked our way down and they got it and they enjoyed it and they would come to class are we going to read more today are we gonna do more with that today and for that not excited me as a teacher because these students they work

hard so to see them enjoying such a rich classic text was so awesome and this program had a lot to support it that close reader really breaks it down it has some close reading the text annotating analyzing in chunked ways that we really are pushing with Common Core as well as you know with those eld standards as well and then there was

really a lot of resources being an eld teacher you kind of look at a text in a different light when you're going to teach it you want to see you look at those struggle points okay what graphic organizers can I use for this how can I support the writing how can i frame it and this program offered so many

resources that just like the other teachers talked about with wonders that initially it's like oh my gosh there's so much but there's so much that we can teach every single student we can meet every single students need you're no longer having to you know go online and try to figure out who this kids at this level it offers all of that support for

those levels which I thought was really important going into this process I kind of had an idea of which program I enjoyed and preferred but at the end of the day after going through these steps and collaborating at the eld PLC with just eld teachers I'm going through the evaluation tool I saw things some of my beliefs and you know feelings were

confirmed but either we're changed and it was such a valuable process to see okay this is where we're going this is what it has and to really feel like we're walking away with a really strong program for not just our English language arts class but for the eld classes as well good evening um excuse me good evening my name is

Michael me Ellis I teach at Cal Harrow seventh grade and eighth grade gate honors as well as standard track I also teach theater headed up the first junior high Shakespeare Club poetry club literature Club and I'm also involved on campus with our safe school ambassadors and I had the benefit of helping to pilot this and what I'd like to talk

about is the opportunity for a new historic approach to literature and how that goes directly hand-in-hand with what we are trying to teach as far as the mission statement of the school district itself our idea of moving into the 21st century in creating 21st century critical thinkers the new historic approach to literature that is being very very very very popularized in

a lot of campuses is looking at literature not just through the lens of a piece of writing but looking at it as a representation of culture art politics economy and the people that the literature comes from so you don't read just read a text like Anne Frank and look at it as a typical bildungsroman coming-of-age story but you actually

supplement it with actual writings from Germany looking at things like propaganda looking at what is going on in film art movements and what was really amazing about this piloting is that it offered all of that within the text because it partners with history and biography you had the opportunity to supplement and additional resources through the text itself like my

colleague said you're not stuck going online finding it but instead you could create an entire protocol where your students were being given documentaries on world politics in Germany Amsterdam the Netherlands leading up to reading The Diary of Anne Frank so it was a really really wonderful way where we're bringing about more critical thinking that reached across the curriculum the

other thing that it offered was for me personally I don't feel that there's any curriculum or type of reading that really brings about critical thought as much as poetry a lot of the previous curriculum was very light on the poetry this is somewhat light but it does still offer a lot of freedom for teachers to be able to bring in classic works of

poetry such as Invictus or Dylan Thomas's do not go gently into that good night so you can actually bring in aspects of character and correspond it with poetry to get the students thinking critically and then responding online making them better thinkers thank you so our piloting period ended on February 28 and that's when we called all of the

teachers back together and we assembled them and we really wanted to create a day and this is the process that missus equipment talked about we really wanted to create a day where we could offer we kept referring to it as a catharsis really because you go after this night you know you have these weeks of training and then you are piloting the

materials and sometimes that happens and you try not to be happen in isolation so you want to pull the teachers together to discuss but at the same time you want to respect the process that they were been just going to go through so we brought the teachers back together on the 28th and we we created a process by

which they could spend some time listening some strengths talking about concerns and then bouncing ideas off of each other to address them because maybe I didn't have an opportunity to really delve into the assessment pieces or the formative assessment pieces but maybe Michelle did so chic and we had an opportunity to do that we facilitated that conversation with the

support teachers also and so at the end of the day it was but not before we send them to lunch because that was also an important part of the day for them to have a full hour to have a lunch and then come back and provide an opportunity to again just get everything out in the open and discuss it and so

then we asked our teachers to make a decision and we provided them an opportunity for a confidential vote because we wanted to protect the integrity of the process it was a confidential vote and we took the same exact approach that we used when we went through the elementary adoption process we asked the exact same questions and what we did is we lined up all of the

and for the process we put the units of study up there it was from from day one we said the units of study have been here for you know for this long so we're going to hold them up against the same publishers criteria that everything else is going and so we asked them to indicate a degree of support for each

one of the publishers and so as you can see here I strongly agree with the program I agree with the program I have concerns and then or I abstained because I don't know enough about the program and at the end of the day the results were as you can see we had some strong we had a lot of strong support in in

favor of the programs but the overwhelming was for California collections at eighty three point three percent that could that could definitely support an adoption of the program and were willing to support an adoption of the program so the next step is upon board approval reconvene the adoption committee for some what we would call launch recommendations and that's a pretty

complicated process it's not doesn't happen in a week it doesn't happen in one training it will take some time so we're going to have to map that out and I want to continue with the adoption committee they were incredibly helpful pull them together again with the help of the support teachers as well as the other departments and professional

learning on the new program and then debrief the entire process for recommendations on when we have to do this again any questions from the board this amazing process that you had adopted especially the piloting program having kids try hands-on and this is awesome so thank you and kudos for your department and awesome teachers and yeah our first year

and from our a then yeah this is great things are happening and Chino Valley Unified was continued to grow because of your heart works Thank You teachers thank you this is risk oh well I just want to say thank you for the presentation but more importantly I think that some exciting things are going on in Chino Valley and it it's

it's exciting to see everything come together and and the collaboration not only in the first presentation but you know here and the input that's being given so I just want to thank you all for for the great job that you guys are all doing we've got superstars in our district mr. Cruz um so you know when it

comes to LA I mean obviously you know they're missing academic language and prior experiences you mentioned the close readers that made me think these close readers they're picking things and then they're researching of what their or these words and your guy do you know of the direction that that you want them to go is it has the text an excerpt um

and you read it once you do the first read the lines are all numbered the paragraphs are numbered and then it asked the students questions in the margins you know underlined so sometimes it's vocabulary and you have to define it in context which is a huge aspect skill that our students struggle with so that means you don't go to the dictionary and

you look it up you have to look at how it's being used in the text and try to figure out what that word means again our English learners this is a really really tough skill very tough skill and so the close reader guides them through it and then they will take chunks of even that excerpt and they

have to really analyze it close read what is the author trying to convey what is the author's purpose how does this characters actions impact the plot of the story and it's really forcing them the students to do the heavy lifting of that you know critical analysis of the text and the close reader guides them step by step so after a chunk they have

to answer a short answer question that kind of helps them to reflect back on that process they just went through then it takes them to the next step so it's a very scaffolded process for them it's not just here's this hard text tell me what it says and the end result they always yes the end result is always right this is the

basic foundation so the the collections program the way that when we piloted it they do smaller chunked activities throughout the actual textbook the close reader is meant as not quite an assessment but it's gonna take it to another level then and do the writing so they've done some writing then they're gonna get to the close reader and now

they're really really gonna have a more challenging text you're still guiding them through it and then they have their writing piece so the end goal is yes writing always I know they're learning this context which is prior learning experience right English they need to learn yeah mr. Joseph oh yes I have a question mr. Rodriguez and the gentleman behind you

Godley haven't heard dylan thomas is named since I was a graduate school years ago oh is it rage rage at the dying of the light yeah right well my question has to do with you know old timers like I am who used to teach English and there was a literary canon that you know a group of works that you had and now it's a little

different will you talk about that just a little bit along with the actual program was really neat about adoptions nowadays it's just they're so customizable so we're actually going to be able to go to the sites and have them choose which novels they want adopted as part of the program in addition to that the resources and I'll have Michael

speak to a little bit more but with technology the resources are endless in terms of how what the next not only the not only the actual text but the experts that we can use to supplement the text are just endless so for the for the pilot unit that I chose it was Anne Frank and it was the idea of the world

at war but also there was a lot of emphasis on the nature of art that came about it and there was sections that I could choose from like Hemingway's a moveable feast and so the the main text would it be would be the Diary of Anne Frank dramatization of it then we read that they have guided small group

discussions and we focus just on character then from that there are suggestions of at this point the teacher can bring in some or this or that my choice was to bring in poetry and so in the discussion of character for example mr. Frank he's the backbone and so I brought in on Sunday mornings a poem about the the austere

nature of love and then when we were looking at Anne Frank in particular the interaction between she and Peter and because they are teenagers and they're reading about the flirtation and things like that I brought in Walt Whitman's song of myself' and so they're reading those as supplementary minor texts while they're reading the actual text and all

I'm doing is giving them the additional poem they're then discussing it that turns into a group discussion turns into a class discussion then after we finished the play they get the close reader which has additional bits of everything from excuse me I'm sorry they get additional bits that are like Invictus or you can even have them research additional poetry like slam

poetry or things like that but that is a genuine plethora but the beauty of it is for the students that have never seen poetry before they have no idea who Ginsberg is because it's through history and by oh I can go through those resources and assign to my students this this this this this documentary three minute long documentary on Ginsberg on

beat generation so that they can come in already front loaded with okay this is what it was this was a three-minute thing that I watched on my phone now I'm ready to talk about it mr. Cruz you know that's collection right so every school so I can choose their know novels we have a couple of different options there

were logistic sizing that right now we're trying to figure out what the best approach to that one is that is one option but alright no further questions hearing no further questions we are now at comments from our student representative good evening so the Student Advisory Council met Tuesday March 13th and the students were able to communicate with the director of

nutrition services and what they were able to discover was most of the concerns that they had voiced and relayed to me to voice to the school board had been most the issues have been alleviated and also the students were able to talk about school site safety with the director of risk management and superintendent Wayne Joseph and also the

students again discovered that most of their concerns are being worked on and implemented into a lot of the programs that the board is working on and after the board meeting I saw a lot of the students were eager to get in contact with me and they're excited to get their voices heard through me on the school board so I'm still waiting on some

emails I know a lot of them told me or they came up to me and asked for my email address and I'm also working on expanding my contact information just in case those students don't know how to reach out to me and I was also encouraged by president Fikes to share my experience with Chino Hills High School dance team in all-male dance

team we just had a Nationals in Florida and the the dance team and the all-male dance team placed first in every category that they danced down and on top of that the all-male dance team we scored the highest out of 61 hip-hop teams from all across the nation and that concludes my comments could I interrupt and say mrs. Kaler if we have

any time and a student showcase maybe we could invite them if we have any time left between now and graduation day we're not comments from employee representatives down here natus yes yay Yvette Farley not in the audience are you speaking tonight Tom for her come on down I just have a couple I think I have four comments know that you got asked me

to make first of all we want to thank you president Fikes for attending champs restorative justice speaker last week and there were about 40 champ members who came and so we really she ate your being able to make it secondly their champ for all the champ members the scholarship for college for all chip members children or grandchildren is

available now and so that's going on third we have campus sponsoring a angel game social on 421 which is a Saturday so anybody can go to that contact Ryan Kendall area at Newman for tickets and finally Wednesday went really well I think for our district and across the nation but especially for our district so I wanted to extend our thanks to all

ministers for making the walk out day for students a positive and very safe experience for all of them thank you very much thank you Steve ball a CT community community liaisons as Paul Rodriguez here no Mike Creek er no and I saw Melissa company was here but she gave up the ghost okay so comments from the audience on

items not on the agenda we're now at Cummins from the audience on items not on the agenda patter there any requests to speak on non-agenda items speakers you will be called in the order the request was received please listen for your name and be prepared to approach the podium any comments on agenda items will be accepted during consideration of

that item once the board has commenced deliberations on an issue speaker cards will not be accepted the board is very interested in your comments but please bear in mind that the board typically does not respond to comments during this time on the agenda as it is reserved specifically for public comments individual members may respond during board comments at the end the speakers

do you have three minutes to make your comments please begin your comments at the green light the yellow light indicates you have 30 seconds the red light indicates your time is over and before you begin your comments please adjust the microphone and audience members please refrain from making comments while speakers at the podium speakers please remember that in

accordance with board bylaw 93 23 bylaws of the board meeting conduct limit remarks to three minutes total for all remarks and please limit remarks to new points the board would like to remind you that there is an existing board policy thirteen twelve point one for anyone who wishes to file a complaint against a district employee the first

speaker is Ray G followed by a Victoria Lake ro followed by Meg okay that's cool okay so basically I came here to talk about all of like the safe school things that need to be done but all the shooter's stuff that's going on right now because I'm a student of Ayala high school and I'm a senior and

we've only had a one lockdown drill and that was the first one I think it was like last week or two weeks ago and we just got an action plan and I just want to know what's gonna like happen with that because um I don't know a lot of kids at my school really worried you didn't stuff because like we don't

really know what to do so if something were to happen we wouldn't know how to handle the situation we just hope for more lockdown drills and more school safety and talking a lot about like action plans and what to do that's basically it thank you thank you Victoria lekar Oh followed by Meg garrison followed by Maria Garcia and Rosa Sanchez Victoria

lekar Oh Meg garrison okay good evening everyone it's past my bedtime my name is Meg garrison and I'm a second grade teacher at cattle elementary school I've been in the district for 26 years I'd like to share with you about my day today this morning at 8:15 I was told that I'd be getting some third graders in my class because

we didn't have enough subs there was a district teacher training day today this has happened before by the way the last time was a few months ago when I got eight first graders in my class I had my second-grade students give up their seats at their desks to go sit at the back table for the entire day eight

second graders around the kidney table with all their books and supplies is no fun today the administrator divided all the third this third-grade class up amongst seven classes I only got three third graders today but here is my concern the third graders came with busy work our district corrvalue is I've been reading this over and over tonight state

we provide excellent service to all students I believe we missed the mark today and it's happened many times I went into the third-grade classroom today after school and I grabbed the lesson plans that the teacher had left there's four pages of typed lesson plans here this is so sad because this was not followed today how much time thought and

energy was spent leaving those plans what important lessons did not get taught today tomorrow is my training day I its Friday tomorrow I imagine we will run into the same problem with a shortage of subs I have decided that I will not be attending the training it breaks my heart it's on science I got excited listening to the science teacher I will

miss tomorrow I do not want my kids to be divided up and my well thought out instructional plan not executed we need to put students first that's another thing I heard tonight we need more reliable subs my colleague had her sub lined up three weeks ago today she checked the sub dropped do we need to pay the subs more do our trainings need

to be done before the year starts I believe that I'm speaking for all teachers with this concern I care and guides I'm speaking from my heart right now I cared very deeply about my students you know me you know me mister now you know me I care very deeply let's put students first and make them our top priority another thing I heard

tonight and fix the substitute situation thank you thank you thank you for coming Victoria gamma and Rosa sanchez followed by Veronica Nunez followed by Charles tomorrow good evening board meetings and super tainted Joseph my name is Maria Gama and I'm here with another parents from in my neighborhood to discuss a concern for our children's who attend to

excuse me to school in chino valley universe district I live in Chino Hills and I also pay taxes and Chino Hills and I'm chopping Chino Hills so I ask I ask you why do my children's have to attend to a school in Chino our home is located and it's agent chino hills' in the mobile homes part of Chino

Hills Parkway and Monta Vista my children's are choral currently attending to battlefield Ranch school on a transfer but our home school at home school is Doris Dixon in the fire style Chino my son was at at a waiting list transfer on chanson but my husband and I were informed that chanson is not taking transfer we want to know why our

families are forced to send our children's to escrow schools across town of Chino when we have schools near homes in Chino Hills other communities near to her mobile home spare where we live in chino hills' had ten schools in their own communities and we feel like we are being discriminated against because we are lowers income and living in a mobile home park we are

concerning about many aspects ascending our children's to school so far from our homes the longer bus right to in front of school and uprooting appear in our children's to our own family places and have to make new friends I'm aware that as a parents we have the right to ask for a transfer to send our children to another school with a school

district if our home school is programming program improving school at this time I'm exercising my rights to request this transfer for our kids to attend to Townsend instead of Ramona junior high and to Chino Hills High thank you for your time and concerns Thank You Veronica Nunez followed by Charles tomorrow followed by Peter Atwood like red already good evening my name is

Veronica Nunez that I teach fourth grade at Howard cattle elementary school and I'm here tonight again to speak to you about the lack of substitutes students should have a right to be educated regardless of their teacher is attending a training or not no substitute often means that students are doing busy work as my colleague mentioned which means no

learning is going on that day all students need to be safe even if there is no substitute assigned to their class often the class is dispersed to other classes because of a lack of substitutes what if an emergency arises how does a parent know where their child is failure is not an option for CV USD students we

owe them a competent teacher every single day when teachers are out students often waste a day of learning when no steps attitude shows up to teach their class every classroom teacher plans for an absence trainings are meant to teach us various new concepts if we need to be called back from the training not allowed to attend or attend a random

training teachers are not learning either I implore you to do all that you can to fix this important issue for teachers and students in Chino Valley Unified School District thank you thank you Charles tomorrow followed by Peter Atwood followed by Nancy bunker good evening everyone it's my first time here and I really enjoyed the presentation and thank you for the hard work and

foresight of our superintendents and our teachers and I apologize in advance in case anyone gets offended but I'm just here to voice out my objection to the walkout that was organized and supported by the district and because I believe that our students are should be in the schools to learn and these extraneous matters which be done outside of school

hours should be interferes with their learning and also what's fine I don't want my child or you know the children in general to grow up in an environment where if something bad happens we dwell on it and we allocate time to whine about it pointlessly and it can also be construed that we might be forcing an agenda on

them political agenda and you know which I don't want people to you know say the district is doing that so thank you everyone thank you Peter Atwood followed by Nancy bunker followed by the final speaker Elin Pelin Ella Karl Elena no Karl I was gonna speak about special education and also the religious stance which the board takes and how he's relate and I

came in here today and I found in closed session that we that you spent 15 minutes talking with counsel about the Freedom From Religion case for 15 minutes is still been noodling with that for a long time several hundred thousand dollars down the road and also you got a special education case coming up and what you're fighting with the students

so I am I I saw you guys aren't allowed to preach and read the Bible so I'm gonna do a little for you Matthew chapter 18 verse 6 yeah this relates to special education all right goes like this whoever causes one of these little ones who believe in me to sin it would be better for him if a millstone were

hung around his neck and he were drowned in the depths of the sea now how does that relate in the case of special ed well in Newtown School District in Connecticut they paid no attention to the needs of Adam Lanza from second grade up eventually things went the way they were and he went and can be shot 20 people at

the Sandy Hook school that happened as the Connecticut child advocate said because the Sandy because the Newtown school district behaved in his case the same way that the Chino Valley Unified School District behaves with its special education kids doing the same thing I an IP meeting today we need to send you the recording of the meeting and you'll

see what it's like when they systematically and intentionally make sure that the kid doesn't get what he needs for no good reason which takes me to Isaiah chapter 32 which reads here he says the heart of the rash went excuse me the foolish person will speak foolishness and his heart will work iniquity to practice ungodliness to utter error against the Lord keep the

hungry unsatisfied and he will cause the drink of the thirsty to fail that's foolishness it's also ungodliness it's speaking against God you mr. na you mr. Cruz to condone the deliberate depriving of the needs of these kids the least among you you may figure but Jesus has something to say about that too and the reason I bring this up is if you guys

didn't claim to believe in Jesus it would be out of place to say anything about that here but you guys do you spend hundreds of thousands of dollars 23 Thank You Nancy Bunker followed by Elaine Allah Karl happy new year I haven't seen you for three months so I've been meaning to get here so I really want to just talk to

you I brought my daughter today she was Victoria Lee Karl you called her and when she realized all the people were here she just got very shy and didn't want to come up here so I told her okay your job would be just to give him this flier every day I walk with my daughter to wrotes Elementary

I lived one block away from Rose elementary yet I always have other kids with her because I walk them to school I'm here to address a safety issue concerning the lack of a walkway to the entrance of Rods elementary students parents and community members are forced daily to walk across the parking lot filled by moving carts at times dodging

between the carpool lane just to get across to get to the main entrance and I've given you some of the pictures this safety inch issue inadvertently was caused because one of the main gates where students used to come in and exit was closed permanently I was told it was because we were out of compliance there was no walkway from that Park

there's a park where that entrance was they didn't have a pathway so it was closed which made us at the beginning of the school year a lot of us many kids had to walk through the parking lot just to get to the entrance because everything was closed especially the ones that lived in that neighborhood which is many times my daughter myself

and all the kids who saw me walking they kind of come with me and I walk them into school well this safety issue has caused many of us to be very very concerned because we're dodging between these cars I brought this attention to the to the district and I also brought it to miss dr. Freid and they tried try

to help us by putting those cones I see you could see there and we're walking through there's the many destructive drivers sometimes swerve into those cones and I desperately fear that one of those times but one of these kids are gonna get hit sometimes kindergarten children who are in the morning they have to walk through those carpool so

we've been dealing with this issue and safety issue since the beginning of the school year I was told that once they talked to the city and city approves they're gonna open a pathway that allows us to cut into the park into the school where they put in walking they already put in that accessibility for children to walk

however I was told that was not going to happen until they finish the portable project which are the classrooms that they just put in we waited I thought I was going to be done before January before the winter break now I was told that we have to wait more because they have to put the solar panels in the

playground it's almost a year the school is almost done and I'm sure that I might be I misunderstood the whole thing or information is getting to me wrong I know because I know that the personnel really cares about our school safety but it's almost a year and I'm seeing these kids on a daily basis walking through this parking lot through their

carpooling and we could have a very serious accident safety issues any moment thank you thank you we are now at changes and deletions Pat are there any changes or deletions the following changes are on the agenda CI is item 3 c2 page 43 is yellow sheet it and facilities planning and operations item 3 D to page 48 is yellow sheet it

thank you we are not at now tonight's only action item Pat item 2 a1 Richard gerd educational Hall of Fame 2018 inductees recommend the Board of Education approved the Richard gird educational Hall of Fame 2018 inductees as follows alumni recipients Diana Taurasi and Jonathan Monroe an employee recipients Glenna Ramsey and Corey Acosta are there any speakers what request to

speak one request ok so Kim and who is that do you want to do those speakers first well don't we do the speakers first David Robles okay may I have a motion so moved second second comments questions or discussion excited to see another Hall of Fame inductee no other comments then all in favor aye opposed preferential vote motion passes

of the vote of 4-0 next item item 2 b1 2017 2018 second interim financial report recommend the Board of Education approved the 2017 2018 second interim financial report and authorized the president of the Board of Education and the superintendent to sign the positive certification of financial conditions for the current and to subsequent fiscal years are there any speakers there are

no speakers may I have a motion so moved it's been moved and seconded are there any comments questions or discussion hearing none all in favor all right opposed preferential motion passes of the vote of four oh thank you next item item 2 c1 public hearing excuse me public hearing to receive community input on the proposed request to name

the Don Lugo high school varsity baseball field after Joe Marcos recommend the Board of Education conduct a public hearing to receive community input on the proposed request to name the Don Lugo high school varsity baseball field after Joe Marcos I now open the public hearing at 9:44 p.m. do we have any speakers but my dad Joe Markos now served the

community of Chino for for 42 years and he was the head coach at Don Lugo high school for 31 years I'll make this short I've been here before I do have a couple bullet points here I apologize we did have speakers here it's late it's past my bedtime as well but you guys know my dad everyone here knows

my dad we thank you so much just real quick coach Marcos began as assistant coach at Donnelly high school and the school opened in 1974 the field was in need of some love so he really worked on the field and built a program there and over the years Maine maintained the field and eventually the winds came and he got over 500 wins and

he was one of the most winning coaches multiple players went on to play professional baseball collegiate sports collegiate baseball but most importantly he he nurtured a community of young men who grew and developed and family members have come back and really enjoyed his leadership and we recognize his leadership and we would appreciate honoring him in the in the naming of the

field of dedicating to him so our plan is I have a plaque that can go behind home plate no cost to the district it comes right out of my pocket we would put that right behind home plate it would honor him and the details are are all worked out as far as that goes but I apologize for me being the only person

to speak here on behalf of my dad a good man nothing to apologize thank you I now close the public hearing at 9:40 six item 2 d1 resolution 2017 2018 notice of layoffs of certain classified staff pursuant to education code four five one one seven and four five two nine eight recommend the Board of Education adopt resolution 2017 2018 -

46 notice of layoffs of certain classified staff pursuant to education code four five one one seven and four five two nine eight are there any speakers no speakers may I have a motion so moved second thank you any comments questions or discussion all in favor I'm sorry these are what kind of programs are they are they these are classified

positions instructional aides special education instructional aide bilingual by literate Spanish and bilingual typist clerk and where do they get their money from title one funds and that varies council correct it's lack of funds or lack of work so depending on the site council they can eliminate it because they may not have funding correct and or the school site council may have other

priorities correct okay any other comments questions or discussion hearing none all in favor oh I'm sorry yeah there again so it depends on their budget they could be placing another position the district works with CSC a collaboratively regarding the effects of the layoffs and at this time we do have other positions that we will be offering these employees great thank you

any other comments questions or discussion I see no lights hearing none all in favor aye opposed preferential the motion passes with a vote of four oh we are now at consent pad are there any speakers on consent items none board members you have any pulse mrs. Orozco then mr. Cruz mr. Nam I have none and I have none for the remainder

for for the consent items may I have a motion so moved second mr. Roscoe thank you the motion all in favor aye aye opposed preferential the motion passes of the vote of four oh we are now at information items are there any questions or comments hearing none we are now at board member and superintendent communications mrs. Orozco well I'm gonna keep it short all

I'm gonna do is announce the retirements in this evenings board agenda first one mate and all number of years may be keen 20 years of service Elementary teacher chaparral michael Kopecky 18 years of service science teacher Chino Hills High School Denise Wetzel 25 years of service science teacher Chino Hills High School Glen Wetzel 17 years of service science

teacher Chino Hills High School Tina Coughlin 32 years of service school secretary Chino high school Joe Steven Martinez 18 years of service custodian specialists at specialist at dawn Lugo high school and Margaret Martinez 22 years of service admit as administrative secretary special Edie congratulations to all of you and thank you for your service and that will conclude my comedy

Thank You mr. Cruz am I to be very brief to yesterday they had the school safety meeting at Chino High School to say that the Alice video and the next day video were very powerful I think one thing was suggested we should perhaps do is maybe have more of a discussion a dialogue with the parents and with the leaders

and also one more thing I think to have respect for the students a lot of students emailed us about how we how we couldn't make our school safe so I'm just going to read some of the some some of things that they they would like to see one Sofia stated integrate a magnetic strip into the ID card installing swipes for

classroom doors Dmitry we have to do many gates we have people who have just finished boot camp and waiting for deployment should serve at least a year as a security guard at their local school and more cameras teddy have armed security guards Alexis mandatory group intervention for students who frequently get suspended detentions so very thoughtful things how to keep our school

safe Thank You mr. na yeah I went to Briggs fundamental school and was able to attend measure G meeting where we had many teachers and and principal attending and there were concerns in all the requests for this exciting new plan for new school basically we're doing lots of things there but I was amazed that all the questions they have asked

those about the kids we need to have enough room for these many students we need to have a storage place for our PE equipments for both girls and boys it was amazed that how much our teachers really care about our students first and so then I said but what about our staffs and teachers lounge so there was my

suggestion that we make a real nice place for our teachers and staff to with this remodel zation and I'd like to ask mr. Joseph I think as our speakers have said the roads sidewalk that's a very important safety issue I like to have our staffs go there and see if we can find ramen you know a very short time manager went

out with the and I we still have us and also a parent here and she's really concerned with her child going through a school that's really far from where she lives and if we can assist her anyway I'm concerned I think it's about the safety too so let's see if we can have our staff meet with her I think she's

still in the audience and I like this time thank mr. Atwood but you've been 10 years serving our special ed students and and you were always straight I like to also ask if we can see our director meet with mr. Edward and and resolve is concerned it's been the same you'll be same for next ten years so

thank you mr. Edward for your service for our special ed population thank you that might I'm done with my comments thank you I also had lengthy comments tonight and I'm going to hold them till the next meeting I'm gonna say I'm the mother of the bride on Saturday so somebody said you look kind of tired yeah yeah but I did want to say quickly

that I met with four government classes after we got a bunch of letters from students at Ayala I met with for government classes on Monday all morning and listened to students I've been a little bit distressed to hear some news stations cast students as like the pawns of the Democratic Party I think the student activism that has sprung from

this is spectacular I think our students feel very empowered and I echo a mr. Mac Aziz comments about Wednesday what occurred on our campuses was intentional and had great meaning for the students who participated in it I can tell you that the students I listened to it Ayala on Monday had wonderful ideas with great thought and and totally understanding the complexity

it's it's not just enough to say raise the gun aid it's not just enough to install metal detectors it's not just enough to put extra officers on our campus I'm really as your board president I'm not interested in the perception of safety I'm interested in there being safety and we have to look at this nuanced problem from several

lenses so I share with you I have a little article I wanted to read but not tonight with that I conclude the board meeting