GOOD. WE WILL START. UM, THIS
SUBCOMMITTEE WITH A SUBCOMMITTEE
OF THE SUBCOMMITTEE. BUT THANKS
FOR JOINING US HERE BUDGET
SHIRTING. TODAY'S HEARING IS, UM
K 12 T K THROUGH 12 SECTION ON
LEARNING RECOVERY AND CHRONIC
ABSENTEEISM FOCUS FOCUSING ON
WHERE WE'VE BEEN SINCE THE
PANDEMIC. UM AND WHERE DO WE GO
FROM HERE? SO WE DO KNOW THAT,
UM THAT IS THAT THIS ISSUE HAS
HAD A BIG IMPACT ON STUDENT
LEARNING AND SCHOOLS THROUGHOUT
CALIFORNIA AND ARE SIX MILLION
SCHOOL KIDS. AND UM, WE'VE
ALLOCATED, UH, PLENTY OF
RESOURCES OVER $30 BILLION IN
FEDERAL AND STATE MONEY THROUGH
2026 27 SCHOOL YEAR. BUT THE
CHALLENGE IS THERE'S NO REAL
SILVER BULLET TO THESE ISSUES.
UM IN REALITY, CALIFORNIA HAD A
HORRIBLE ACHIEVEMENT OPPORTUNITY
GAP BEFORE THE PANDEMIC, AND
IT'S ONLY GOTTEN WORSE FOR THE
EAST COHORT OF KIDS, AND WE NEED
TO REFOCUS OUR EFFORTS ON ON THE
LONG HAUL TO REVERSE SOME OF
THESE TRENDS, AND WE'LL HEAR
ABOUT TODAY SO I'M POLICIES FROM
SCHOOL DISTRICTS ALSO TALK ABOUT
THE IMPLICATIONS AND IMPACTS OF
ABSENCES AND SOME POTENTIAL
REMEDIES. AND REALLY FOCUSES ON
WHAT THE STATE'S ROLE GOING
FORWARD TO MAKE SURE WE GET OUR
KIDS AND OUR SCHOOLS BACK ON
TRACK AND ON TRACK. SO WITH THAT
WE HAVE A PANEL NUMBER ONE ISSUE
NUMBER ONE. IS THE STATE OF
LEARNING RECOVERY AND STUDENT
PERFORMANCE. AND WE HAVE LINDA
DARLING HAMILTON'S WITH THE
CALIFORNIA STATE BOARD OF
EDUCATION. AND. WE WE WANNSEE
LOGO. ALMOST HAD IT. PP. I SEE
PLEASE COME ON UP.
OKAY YES. AND UM LINDA, DARLING
HAMILTON. HAMBLETON. I KNOW YOU
ARE JOINING US. REMOTELY SO HAVE
YOU START SPEAKING, WE WILL SEE
YOU ON THE SCREEN. PRETTY AND
IT'S UM MY PLEASURE APPEARED
TODAY AND THANK YOU FOR INVITING
ME FOR THIS IMPORTANT
CONVERSATION. INITIAL SESSION,
AS YOU SAID, IS INTENDED TO LOOK
AT WHAT OUR DASHBOARD SAYS ABOUT
WHERE WE ARE AS A STATE AND
ETCETERA. UM AND MY COLLEAGUE
FROM P P I C WILL SPEAK TO THAT
DIRECTLY. I'M GOING TO FRAME A
FEW KEY POINTS ABOUT WHAT THE
JETS BOARD DOES NOT REVEAL TO US
ABOUT OUR PROGRESS THAT WE NEED
TO KNOW. MAKE PROGRESS IS
CRITICAL MOMENT. WE DO KNOW, OF
COURSE, THAT THE PERCENTAGE OF
STUDENTS MEETING STANDARDS ON
THE SMARTER BALANCE TEST AND 22
WAS ABOUT 4% POINTS LOWER AND L
A AND 7% POINTS LOWER AND MATH
THAN THE STUDENTS WHO TOOK THE
TEST IN 2019 BEFORE THE PANDEMIC
JUST PUTS OUR STUDENT
PROFICIENCY RATES ABOUT WHERE
THEY WERE IN 2015 16. FOUR YEARS
BEFORE THE PANDEMIC. UH HUH. AND
THE RATES OF GAME WE'RE LOOKS
LOWEST FOR OUR YOUNGEST LEARNERS
AND FOR MIGRANT AND MILITARY
STUDENTS, AS YOU NOTED, STUBBORN
ACHIEVEMENT GAPS REMAIN BETWEEN
RACIAL, ETHNIC AND LANGUAGE
GROUPS. BUT THEY DID NOT GROW
LARGER IN CALIFORNIA, AS THEY
DID AND MANY OTHER STATES. THE
DASHBOARD DOES NOT SHOW THE
ADDITIONAL ANALYSIS YOU COULD
FIND ON THE CDC WEBSITE FOR THE
GROUP OF 740,000 STUDENTS WHO
TOOK THE SPIDER BELTS JUST ABOUT
2021 2022, WHICH IS ABOUT 25% OF
THE STUDENTS IN OUR STATE, AND I
DO WANT TO SHOW MY SCREEN
QUICKLY TO SHARE SOME
INFORMATION ABOUT THAT. WITH
YOU. GIVE ME ONE SECOND TO SEE
IF I CAN CALL THESE UP. YOU
SHOULD BE SEEING SOME SLIDES
NOW. BASICALLY WHAT THEY SHOW IS
THAT UH, YOU CAN SEE THE DROP IN
PERFORMANCE AH, FOR THE GROUP OF
STUDENTS WHO DID TAKE SMARTER,
BALANCED IN 2021 BETWEEN YOU
KNOW FROM THE PANDEMIC, AND THEN
YOU SEE A SMALL INCREASE. UH FOR
2022 WHEN THE CHEST WAS GIVEN TO
ALL OF THE STUDENTS IN THE
STATE. OF COURSE, THERE ARE
DIFFERENCES IN THE COMPOSITION
OF THOSE SAMPLES. SO WE LOOKED
AT THE STUDENTS WHO TOOK THE
TEST IN BOTH YEARS AND I'M
TRYING TO MAKE MY SCREEN MOVE
FORWARD, BUT NOT DOING SO, SO I
MIGHT HAVE TO GO OUT. AND SHERRY
SHARE IT AGAIN. I MIGHT HAVE TO
STOP SHARING GO BACK IN. AND
SHARE IT TO GET IT TO MOVE
FORWARD. SOMETIMES THAT HAPPENS.
GIVE ME ONE SECOND. THERE WE GO
. LET'S SEE IF THEY WANT TO MOVE
FORWARD. SO WE ALSO LOOKED AT
THE STUDENTS WHO AH TOOK THE
TEST AT BOTH MOMENTS OF TIME,
THE VERY SAME STUDENTS SO WE CAN
SEE WHAT KIND OF GAINS WERE THEY
MAKING BETWEEN 2021 2022. ONCE
THIS SHOWS YOU IS THAT COMPARED
TO THE PENDANT PRE PANDEMIC
YEARS. STUDENTS WHO AH, DURING
THAT SORT OF RECOVERY BEGINNING
RECOVERY YEAR. AH WE'RE GAINING
AT A RATE FASTER THAN WHAT THEY
WOULD HAVE DONE BEFORE. THE
PANDEMIC THERE. THERE IN LOG
APPEARS BEFORE THE PANDEMIC, SO
WE SEE SOME SENSE OF LEARNING
RECOVERY AND LEARNING
ACCELERATION HAPPENING THERE THE
FIRST, UH AH, SLIDE IS GRADE
THREE TO GRADE FOUR. HERE'S
GREAT SIX TO GRADE SEVEN AND YOU
CAN SEE YOU KNOW THE STEEPER
INCLINE WHICH OCCURRED IN MOST
GRADES, SO WE HAVE SOME REASON
TO BELIEVE THAT, UH, YOU KNOW,
ACCELERATED LEARNING IS
BEGINNING TO HAPPEN. WE ALSO
JUST DID ALL OF OUR ENGLISH
LEARNERS THROUGHOUT THE PANDEMIC
ON THE L PACK TEST AND AGAIN,
YOU CAN SEE THE DROP. BETWEEN
2020 AND 2021, BUT YOU SEE A
STEEPER THAN AVERAGE INCREASE IN
THE YEAR FROM 2021 TO 2022. SO
UM, YOU KNOW, WHY WOULD THIS
HAVE HAPPENED IN THE MIDST OF
ALL THE STRESS THAT WE KNOW IS
GOING ON AND ALL THE PANDEMIC
EVENTS WE DID AS YOU KNOW.
INVEST $27 BILLION IN RECOVERY
INVESTMENTS. NINE OUT OF 10
DISTRICTS WERE OFFERING SUMMER
SCHOOL DURING THIS TIME, OF
COURSE, EXPANDED LEARNING TIME
WAS BEING USED AFTER SCHOOL WITH
ADDITIONAL SUPPORT. WE HAVE
TUTORING AND OTHER SUPPORTS AND
TRAINING FOR THOSE TUTORS, UM,
SUPPORTING ACCELERATION. AND
THEN, OF COURSE, THE MENTAL
HEALTH SUPPORT SOCIAL, EMOTIONAL
LEARNING WRAPAROUND SERVICES.
THEY'RE BEING INCREASINGLY USED
IN SCHOOLS AS THEY COME OUT THE
DOOR TEACHER TRAINING AND OF
COURSE, PRODUCTIVITY AND DEVICES
STOP SHARING MY SCREEN. UM BUT I
JUST WANTED TO GIVE YOU THAT
ADDITIONAL INFORMATION THAT IS
NOT AVAILABLE ON THE DASHBOARD
BUT CAN BE FOUND ON THE ANALYSIS
ON THE WEBSITE. FOR LIKELY FOR
THE SAME REASON CALIFORNIA LOST
LESS GROUND THAN MOST OTHER
STATES. ON THE NATIONAL TESTS,
THE NATIONALIST SUSPEND OF
EDUCATIONAL PROGRESS IN BOTH
READING AND MATH. IN FACT,
THERE'S A STATE WE DID THAT SHOW
ANY SIGNIFICANT LOSS IN READING
BETWEEN 2019 AND 2022 ANGELUS,
WHICH IS PART OF THE URBAN A
SAMPLE OF THAT TEST. SHOWED US
AN INCREASE IN 4TH AND 8TH GRADE
READING DURING THAT TIME, EVEN
WHILE OTHER CITIES IN THE
COUNTRY WERE DECLINING, SAN
DIEGO REMAINED THE TOP SCORING
URBAN DISTRICT OF THE NATION IN
EIGHTH GRADE READING IT SCORES
WERE STABLE AND IN THE TOP OF
THE CITIES IN FOURTH GRADE, AND
THIS IS VERY SURPRISING TO ALL
OF US, INCLUDING TWO ANALYSTS
LIKE SHOWING REAR TODAY AT
STANFORD, WHO LOOKED AT DATA FOR
EVERY DISTRICT IN THE COUNTRY,
AND HE FOUND DROPS, ESPECIALLY
TIED TO RACISM, POVERTY AND
ALMOST EVERY STATE. AH 62% OF
CALIFORNIA'S PUBLIC SCHOOL
STUDENTS ARE FROM LOW INCOME
FAMILIES 78% OF STUDENTS OF
COLOR, AND HE IDENTIFIED
CALIFORNIA IS THE EXCEPTION TO
THE RULE. UM THE ANALYSTS WHO
PREDICTED THAT THE LENGTH OF
SCHOOL CLOSURES WOULD PREDICT
STATE LEARNING LOSS WERE ALSO
SURPRISED TO LEARN THAT THIS WAS
NOT A SIGNIFICANT FACTOR. AS THE
DIRECTOR OF NATIONAL CENTER FOR
EDUCATION JUST IX EXPLAINED, UH
, THINK FOR CALIFORNIA. IT WAS
THE INVESTMENT THAT THIS
LEGISLATURE MADE THAT LEVERAGED
THESE OUTCOMES. OF COURSE, WE
STILL HAVE DAUNTING, DAUNTING
NEEDS FOR WEARING RECOVERY, BUT
THIS MAY SUGGEST THAT WE ARE ON
THE RIGHT PATH. IN SOME RESPECTS
THAT WE NEED TO KEEP OUR FOOT ON
THE ACCELERATOR TO CONTINUE TO
REALIZE THESE KINDS OF GAINS.
THE OTHER ISSUE. I'D LIKE TO
BRIEFLY ADDRESS THE STUDENT
ATTENDANCE, WHICH OF COURSE, IS
A PREREQUISITE TO LEARNING
RECOVERY. THERE IS A LOT OF
CONCERN ABOUT THE HIGH RATES OF
CHRONIC ABSENTEEISM THAT WE'RE
SEEING, UH, CHRONIC ABSENTEEISM
RATE AS YOU KNOW THE NUMBER OF
DAYS. MISSED BY STUDENTS 10% OR
MORE OF THE DAYS THAT STUDENTS
ARE EXPECTED TO BE IN SCHOOL
MISSED FOR ANY REASON. UM AND
THIS DOUBLED FROM 2021 FROM
ABOUT 14% TO 30% IN 2022. WE SAW
THAT IN OTHER STATES, FLORIDA
KNOW, HAD AN INCREASE STABILITY
2, MICHIGAN TO 39. THESE RATES
DO SHOW DISPARITIES BY RAISING
INCOME AND BECAUSE OF THE WAY
OUR STATE AND FEDERAL
ACCOUNTABILITY SYSTEM WORKS,
THIS IS A MAJOR REASON FOR THE
FACT THAT MORE THAN 600 L E. A S
ARE IDENTIFIED FOR QUOTE,
DIFFERENTIATED ASSISTANCE FOR
THE FROM THEIR COUNTY OFFICES,
WHICH IS NOT TO FOCUS ON
SOLUTIONS TO THE PROBLEMS WE SEE
ON THE DASHBOARD, BUT IT
THREATENS TO OVERWHELM OUR
SYSTEM OF DIFFERENTIATED
ASSISTANCE. AND THIS IS, OF
COURSE, IS A VERY IMPORTANT
INDICATOR. BUT ONE OF THE THINGS
THAT WE KNOW IS THAT WITH
PANDEMIC CONDITIONS OF WEATHER
CONDITIONS, WE CANNOT SORT OUT
EXACTLY WHAT IS GOING ON WHAT
PROBLEMS IT IS IDENTIFYING. IT
DOES INCLUDE EXCUSED AND
UNEXCUSED ABSENCES OF ALL SORTS
, AND IT DOESN'T SORT OUT.
WHAT'S THE CAUSES OF THESE ARE
OF COURSE, SOME OF LAST YEAR'S
DATA WAS REFLECTING THE HUGE
DEMOCRATS URGE AT THE TIME WHEN
WE DIDN'T HAVE AN APPROVED
VACCINE FOR CHILDREN, BUT ALSO
FIRES, MUDSLIDES, FLOODS AND
OTHER DISASTERS ARE REALLY
MAKING A LARGE DENT IN CHRONIC
ABSENTEEISM. EARLIER THIS WINTER
, WE HAD STORMS BECAUSE 429
SCHOOLS AFFECTING 185,000
STUDENTS. ACROSS 19 COUNTIES A
WEEK AGO MONDAY, 334 SCHOOLS IN
24 COUNTIES WERE CLOSED DUE TO
THE IMPACTS OF SNOW LEVELS THAT
WE HAVE NOT SEEN FOR DECADES.
ARE THOSE CLOSURES AFFECTED
91,000 STUDENTS, SO THESE STORM
SYSTEMS WITH THE DROUGHT AND
FIRES WILL CONTINUE. UH HUH. AND
AS WE COPE WITH THE CHALLENGES,
IT'S GOING TO BE IMPORTANT TO
RETHINK THE CHRONIC ABSENTEEISM
INDICATOR SO IT CAN SORT OUT THE
SOURCES OF ABSENCES COULD BE
MEANINGFULLY INTERPRETED AND
USED PRODUCTIVELY AND THE
CONTINUOUS IMPROVEMENT SYSTEM
MORE IMPORTANT. I THINK WE NEED
TO REKINDLE THE INSTRUCTIONAL
CONTINUITY PLANS WE REQUIRED OF
EVERY DISTRICT. WHEN COVID HIT
AND FIND WAYS TO BE FLEXIBLE AND
FAST ON OUR FEET AND USE OF
TECHNOLOGIES FOR LEARNING
WHENEVER PHYSICAL PRESENCE IS
DISRUPTIVE FOR ANY REASON
WHETHER FOR INDIVIDUAL STUDENTS
OR FOR EACH OTHER SCHOOLS AND
TOWNS, GIVEN ALL THAT WE'VE DONE
AND THAT WE SHOULD CONTINUE TO
DO BECAUSE THE DIGITAL DIVIDE WE
SHOULD BE SEEKING WAYS TO ENSURE
THAT LEARNING IS NEVER SHORT
CIRCUITED AND WE CAN USE THESE
TOOLS TO ENSURE ACCESS TO
LEARNING MATERIALS AND
OPPORTUNITIES WITHOUT
BUREAUCRATIC BARRIERS BEYOND A
PANDEMIC NEED. THIS IS REALLY
GOING TO BECOME PART OF THE WAY
WE NEED TO DO SCHOOL IN THE
STATES SO THAT WE HAVE
INSTRUCTIONAL PLANS THAT CAN
WORK. WITHIN AN ONLINE LEARNING
MODELS WHEN STUDENTS NEED TO
FIND WHAT THEIR ASSIGNMENTS ARE
AND WORK ON THEM WHEN THEY'RE
NOT PHYSICALLY IN SCHOOL, AS
WELL AS WITHIN HYBRID MODELS
WHERE STUDENTS MIGHT SPEND PART
OF THEIR TIME IN CLASS PART OF
OUR SON, USING TECHNOLOGY AS A
TOOL FOR LEARNING, WE CAN
SUPPORT THIS, BOTH WITH
THOUGHTFUL CURRICULUM RESOURCES
AND BY REMOVING BARRIERS TO
BLENDED LEARNING. THAT EXISTS IN
THE SOMEWHAT ANTIQUATED SYSTEMS
WE NOW HAVE FOR COUNTY AND
STRUCTURAL MINUTES BY SEAT, TIME
OR ARDUOUS REPORTING PROCESSES,
WHICH MANY TEACHERS HAVE SAID
ARE AMONG THE CHALLENGES IN
TEACHING THAT CONTRIBUTE TO
THEIR DECISION TO LEAVE THE
PROFESSION AND I DON'T NEED TO
TELL YOU THAT STAFF RESIGNATIONS
FROM SYSTEMS THAT THEY'RE
FINDING STRESSFUL. ARE GROWING
PROBLEM THAT WE FACE THAT
CONTRIBUTES TO SHORTAGES.
FINALLY I JUST WANT TO NOTE THAT
WE SHOULD BE SUPPORTING STUDENTS
RETURNED TO SCHOOL AND STAFF
ENGAGEMENT AND COMMITMENT TO
SCHOOL BY COUPLING ARE MANY
INVESTMENTS FOR MENTAL HEALTH
AND SOCIAL, EMOTIONAL SUPPORT
AND EXTENDED LEARNING AND
LEARNING RECOVERY SUPPORTS FOR
SCHOOLS TO REDESIGN IN WAYS THAT
MOVED BEYOND THE FACTORY MODEL
WE INHERITED AND ALLOW THEM TO
PERSONALIZE INSTRUCTION AND
SUPPORT. TO DO THIS. THE STATE
BOARD HAS BEEN MOVING TO MAKE
ONE OF OUR DASHBOARD INDICATORS
. MORE IMPORTANT IN THE FUTURE.
WE'VE MOVED THE LOCAL CLIMATE
SURVEY REQUIREMENTS FROM EVERY
OTHER YEAR TO ANNUAL SO THAT
SCHOOLS WILL REGULARLY HAVE DATA
ABOUT WHAT STUDENTS, STAFF AND
PARENTS ARE EXPERIENCING, AND
THEY CAN WORK EVERY YEAR TO
IMPROVE THOSE CONDITIONS.
OVERALL AND FOR EACH SUBGROUP OF
STUDENTS. UM AND THEN WE NEED TO
LEARN FROM THOSE SCHOOLS WHO ARE
HAVING, UM SUCCESS DURING THIS
PERIOD OF TIME. WE HAVE MANY
THAT ARE STRUGGLING, OF COURSE,
AND OTHERS THAT BECAUSE THEY'VE
MANAGED TO REDESIGN TO
PERSONALIZED TO USE COMMUNITY
SCHOOL STRUCTURES TO USE A
PERSONALIZED LEARNING STRUCTURES
, FOR EXAMPLE, AS LANDLORD
ACADEMIES AND OTHERS DO, AND
SMALL, EXPERIENTIAL PROJECT
BASED. SETTINGS THEY'RE
EXPERIENCING HIGH ATTENDANCE.
THEY'RE EXPERIENCING GAINS AND
ACHIEVEMENT IN PART BECAUSE THEY
ARE REALLY LOOKING TO FIND WAYS
TO MEET STUDENTS NEEDS WHEN I
TESTIFIED BEFORE THE ASSEMBLY
EDUCATION COMMITTEE COUPLE OF
WEEKS AGO, I GAVE EXAMPLES IN
THAT WRITTEN TESTIMONY OF URBAN
AND RURAL ELEMENTARY AND
SECONDARY SCHOOLS. THAT WE'RE
HAVING THESE EXPERIENCES AND
THAT WE WANT TO LEARN FROM AS WE
ARE HELPING EVERY SCHOOL ADAPT
TO THE NEW AGE. WE'RE IN. UM WE
SHOULD AS WE'RE DOING THIS OF
AVOID STRAITJACKETS THAT
REINFORCED THE OLD DESIGNS. I
DON'T ENCOURAGE NEW DESIGNS THAT
ARE MORE PERSONALIZED THAT
INVITE THE COMMUNITY INTO THE
SCHOOL. ENGAGE STUDENTS WITH THE
COMMUNITY PROVIDE AMBITIOUS
INSTRUCTION APPLIED TO REAL
WORLD. REAL PROBLEMS USED TIME
AND SPACE. AND NEW TECHNOLOGIES
TO GO TO EFFECT. IT SUPPORTS THE
INNOVATION THAT WE WILL NEED TO
MEET THE DEMANDS THAT WE'RE
CURRENTLY VERY SAFE. THANK YOU.
OKAY THANK YOU. I'M SURE WE'LL
HAVE SOME QUESTIONS FOR YOU IN A
MOMENT. BUT FIRST, LET'S GO TO
OUR NEXT PANELISTS, MR HUGO HI.
I'M HI, EVERYONE. AND THANK YOU.
MY NAME IS WEDNESDAY, YOU GO
RESEARCH FELLOW AT THE PUBLIC
POLICY INSTITUTE OF CALIFORNIA.
THANK YOU FOR HAVING ME AND FOR
YOUR INTEREST IN PPC S WORK.
TODAY I'LL BE PROVIDING AN
OVERVIEW OF HOW CALIFORNIA
STUDENTS ARE FARING AS THE STATE
CONTINUES TO EMERGE FROM THE
WORST PARTS OF THE PANDEMIC WILL
FOCUS ON WHAT WE'VE LEARNED FROM
THE 2022 STUDENT TEST SCORES.
THE FIRST FULL ADMINISTRATION OF
THE STATE TESTS IN NEARLY THREE
YEARS. AS WELL AS THE IMPACTS OF
THE PANDEMIC ON CHRONIC
ABSENTEEISM AND HIGH SCHOOL
GRADUATION RATES. I WANT TO
START ON TEST SCORES BY SETTING
THE STAGE. WITH THE ONSET OF THE
COVID 19 PANDEMIC IN MARCH, 2020
THE ADMINISTRATION OF THE STATE
TEST THE SMARTER, BALANCED
SUMMIT OF ASSESSMENTS OR ASPECT.
TESTS WAS CANCELED AS THE
PANDEMIC RAGED ON. MANY
DISTRICTS WERE UNABLE TO REOPEN
IN PERSON BY THE FOLLOWING YEAR
. SO THE SPRING 2021 TESTS WERE
OPTIONAL AND FEWER THAN ONE IN
FOUR STUDENTS TOOK THE EXAMS.
THE SPRING 20 TO 22 TESTS. THE
RESULTS FOR WHICH WERE RELEASED
IN THE FALL, PROVIDE OUR FIRST
LOOK AT STUDENT ACHIEVEMENT IN
CALIFORNIA SINCE THE START OF
THE PANDEMIC THREE YEARS AGO, AS
WAS BROADLY FEARED THE RESULTS
WERE BLEAK. OVERALL 47.1% OF
STUDENTS MET GREAT DOUBLE
STANDARDS AND ENGLISH LANGUAGE
ARTS AND ONLY 33.4% STANDARDS IN
MATH. THOSE ARE DOWN FROM 51.1%
IN 2019. IN ENGLISH AND 39.7% IN
MATH. THE ENGLISH RATE, AS LINDA
MENTIONED IS THE LOWEST RATE
SINCE 2016, REVERSING NEARLY SIX
YEARS OF STEADY PROGRESS, AND
THE MATH RATE IS THE LOWEST
SINCE THE ASPECT HAS BEGAN IN
2015. LOOKING AT DEMOGRAPHIC
DISPARITIES, THE OVERALL GAPS
AND PROFICIENCY RATES FOR
DISADVANTAGED STUDENTS REMAIN
QUITE LARGE. BUT THE 2022
RESULTS SHOW THAT THE PANDEMIC
ERA DECLINES WERE OFTEN SMALLER
. FOR SOME OF THESE GROUPS,
PROFICIENCY RATES FOR
ECONOMICALLY DISADVANTAGED
STUDENTS FELL BY 4% POINTS IN
ENGLISH AND 6.3% POINTS IN MATH
, WHILE STUDENTS WHO ARE NOT
ECONOMICALLY DISADVANTAGED,
LARGER DECLINES OF FIVE AND 7.4
POINTS, RESPECTIVELY. SIMILARLY
ENGLISH LEARNER. STUDENTS ALSO
SAW SMALLER DECLINES IN THEIR
PROFICIENCY RATES COMPARED TO
NON EAL STUDENTS. WHEN WE
EXAMINE THE RESULTS BY GENDER,
WE FIND THAT FEMALE STUDENTS HAD
LARGER DECLINES AND PROFICIENCY
RATES THAN MALE STUDENTS AND
ACROSS RACIAL AND ETHNIC GROUPS
, WHITE AND LATINO STUDENTS SAW
LARGER DECLINES COMPARED TO
BLACK AND ASIAN STUDENTS. THE
FINDINGS HERE WERE SOMEWHAT
SURPRISING GIVEN THEIR
SUBSTANTIAL RESEARCH SHOWING
THAT THE PANDEMIC EXACERBATED
EXISTING INEQUALITIES. PBSI
RESEARCH HAS FOUND THAT FAMILIES
THAT WERE LOW INCOME BLACK OR
LATINO, OR THAT DID NOT HAVE ANY
COLLEGE GRADUATES WERE MORE
LIKELY TO HAVE LOWER RATES OF
CONSISTENT ACCESS TO THE
COMPUTING DEVICES AND HIGH SPEED
INTERNET NEEDED FOR DISTANCE
LEARNING. DISTRICTS THAT SERVE
HIGH SHARES OF LOW INCOME OR
BLACK AND LATINO STUDENTS ALSO
REMAINED CLOSE FOR ON AVERAGE
SIX WEEKS LONGER THAN THE
TYPICAL DISTRICT IN THE STATE.
THE DISCREPANCY HERE BETWEEN
THESE DISPARATE FACTORS AND THE
TEST SCORES CAN PERHAPS BE
EXPLAINED BY THE MASSIVE
INVESTMENTS OF FEDERAL AND STATE
FUNDS TO ADDRESS THE BROAD
IMPACTS OF THE PANDEMIC, THE
STATE DISTRIBUTED EXPANDING
LEARNING OPPORTUNITIES GRANTS,
ACCORDING TO THE SAME TARGETED
APPROACHED USED IN THE LOCAL
CONTROL FUNDING FORMULA, MEANING
THAT THESE INVESTMENTS WERE
GREATER IN DISTRICTS THAT SERVED
HIGH SHARES OF DISADVANTAGED
STUDENTS. ALTHOUGH WE CAN
COMPARE TEST PERFORMANCE EACH
YEAR, EITHER FOR THE STATE AS A
WHOLE OR FOR INDIVIDUAL STUDENT
GROUPS, WE OFTEN WANT TO
UNDERSTAND THE GROWTH IN STUDENT
ACHIEVEMENT. THIS REQUIRES US TO
AS BEST WE CAN FOLLOW COURT
COHORTS OF THE SAME STUDENTS
OVER TIME IN ORDER TO ASSESS
THEIR EDUCATIONAL TRAJECTORIES.
THIS IS PERHAPS OF EVEN GREATER
IMPORTANCE NOW GIVEN THE
UNIQUELY DIFFICULT EXPERIENCES
THAT THE RECENT PANDEMIC
AFFECTED COHORTS HAVE HAD TO
MEASURE GROWTH WE TRACKED
STUDENTS YEAR AFTER YEAR, FOR
EXAMPLE, FIFTH GRADE STUDENTS IN
2015 ARE LINKED TO SIXTH GRADE
17 2016 AND SEVENTH GRADE
STUDENTS IN 2017 AND SO ON. IN
OUR MOST RECENT COHORT. STUDENTS
TOOK THE FIFTH GRADE ASPECT
EXAMS IN 2019, AND MOST DO NOT
TAKE THE TEST AGAIN UNTIL SPRING
2022 IN THE EIGHTH GRADE. I
SHOULD NOTE THAT WE NEED TO
SHIFT HERE FROM PROFICIENCY
RATES TO SCALE SCORES. THAT IS
THE NUMERICAL SCORES THAT ARE
USED TO DETERMINE WHETHER
STUDENTS MET THE STATE STANDARD
. THIS SCALE SCORES CAPTURE THE
ANNUAL PROGRESS THAT STUDENTS
ARE EXPECTED TO MAKE ALLOWING US
TO ASSESS PERFORMANCE GROWTH
OVER TIME. COMPARING OUR MOST
RECENT COHORT, THOSE WHO
EXPERIENCED THE PANDEMIC. TO THE
RESULTS FROM THE TWO EARLIER
COHORTS, FOR WHICH ASPECT TEST
DATA ARE AVAILABLE. WE FIND THAT
THE PANDEMIC COHORT OF FIFTH
GRADE STUDENTS SAW SKILL SCORE
GROWTH OF 51 POINTS IN ENGLISH
AND 23 POINTS IN MATH BY GRADE
EIGHT. THIS AMOUNT OF GROWTH IS
ONLY ABOUT 73% OF THE USUAL
PROGRESS IN ENGLISH AND ONLY 39%
OF THE USUAL PROGRESS IN MATH,
ALTHOUGH, AS LINDA MENTIONED,
THERE HAS BEEN SOME ACCELERATED
ACCELERATION OF PROGRESS IN THE
LAST TWO YEARS. AH! IN THE LAST
TWO YEARS. AS A CHECK ON THESE
FINDINGS. WE COMPARED THE
DEMOGRAPHICS OF THE STUDENTS IN
EACH OF THESE COHORTS, AND THE
DIFFERENCES WERE MINIMAL EXCEPT
FOR A MUCH LARGER DECLINE IN
ENROLMENT BETWEEN 5TH AND 8TH
GRADE FOR THE STUDENTS IN THE
PANDEMIC COHORT WHAT WE SAW AN
AVERAGE OF 3700 FEWER STUDENTS
FROM FIFTH TO EIGHTH GRADE. IN
THE EARLIER COHORTS. ENROLLMENT
DROPPED BY 19,000 IN THE
PANDEMIC COHORT. PICKING UP ON
THIS THEME OF DECLINING
ENROLLMENT. THE LAST FEW YEARS
HAVE ALSO SEEN A STARK RISE IN
CHRONIC ABSENTEEISM. IN 2020 TO
30% OF STUDENTS WHO ARE
CHRONICALLY ABSENT OR IN 2020 TO
30% OF STUDENTS WERE CRITICALLY
ABSENT A NEAR TRIPLING OF THE
PERCENTAGE OF STUDENTS. WHO ARE
CHRONICALLY ABSENT IN 2019.
THERE THERE WERE SUBSTANTIAL
INCREASES IN ABSENTEEISM ACROSS
NEARLY EVERY STUDENT GROUP,
NOTABLY STUDENTS IN KINDERGARTEN
SAW CHRONIC ABSENTEEISM. RATES
RISE TO OVER 40% BY FAR THE
HIGHEST OUT OF ALL THE GRADES.
OVER HALF OF BLACK, NATIVE
AMERICAN AND PACIFIC ISLANDER
STUDENTS IN KINDERGARTEN WERE
REPORTED AS CHRONICALLY ABSENT.
WE DID NOT KNOW IF THESE
EXTREMELY HIGH RATES OF CHRONIC
ABSENTEEISM IN 2022 WERE
TEMPORARY, WHETHER THEY WERE
CAUSED BY A SCHOOL DISTRICT
ISOLATION AND QUARANTINE
POLICIES THAT YEAR, FOR EXAMPLE
, OR IF THE RATES REFLECT THE
NEW REALITY OF A WEAKENING
CONNECTION BETWEEN STUDENTS,
THEIR FAMILIES AND THEIR SCHOOLS
. FURTHER THERE'S A SIGNIFICANT
CORRELATION BETWEEN THE
MAGNITUDE OF THE RISE IN
ABSENTEEISM ACROSS CALIFORNIA
SCHOOL DISTRICTS. AND DECLINES
IN THEIR PROFICIENCY RATES ON
THE STATE TESTS. THE DISTRICTS
WITH THE HIGHEST INCREASES IN
ABSENTEEISM ALSO HAD ON AVERAGE
, LARGER DECLINES IN PROFICIENCY
RATES ON BOTH THE ENGLISH AND
MATH ASPECT TESTS. TO BE SURE
THESE EARLY FINDINGS ARE NOT
CAUSAL, BUT THE CORRELATION
COULD BE POINTING TO FACTORS
THAT ARE RESPONSIBLE FOR BOTH
TRENDS. THESE LEVELS OF CHRONIC
ABSENTEEISM WILL LIKELY SLOW THE
PACE OF LEARNING RECOVERY. AFTER
ALL, MOST STUDENTS ARE BETTER
SERVED BY THE STATE SCHOOLS WHEN
THEY ARE PRESENT IN THE
CLASSROOM. FINALLY ON GRADUATION
. THE OVERALL PICTURE IS
DIFFERENT FROM WHAT WE SEE IN
THE TEST SCORES AND CHRONIC
ABSENTEEISM, BUT THERE ARE A FEW
IMPORTANT PIECES OF CONTEXT
NEEDED TO UNDERSTAND THIS TREND.
OVERALL GRADUATION RATES WERE
87% IN 2022 HIGHER THAN THE 84%
AVERAGE OVER THE LAST FOUR
YEARS. ONE POSSIBLE REASON FOR
THIS IMPROVEMENT IS THAT THE
MASSIVE INVESTMENTS THAT
DISTRICTS RECEIVED FROM STATE
AND FEDERAL RECOVERY PROGRAMS
WENT TO EFFORTS LIKE SUMMER
SCHOOL PROGRAMS IN ADDITIONAL
TUTORING THAT KEPT MANY STUDENTS
ON TRACK TO GRADUATE DESPITE THE
TURBULENCE OF THE PANDEMIC.
ANOTHER POTENTIAL CONTRIBUTING
FACTOR IS THAT SCHOOL DISTRICTS
WERE ABLE TO RELAX THE
GRADUATION STANDARDS, ALLOWING
GRADES OF D AND F TO BE SWITCHED
TO PASS. NO PASS. WITH LOOSER
GRADUATION REQUIREMENTS. VARIOUS
STAKEHOLDERS HAVE VOICED
CONCERNS THAT STUDENTS MAY BE
RECEIVING DIPLOMAS WITHOUT
ACQUIRING THE SKILLS AND
KNOWLEDGE NECESSARY FOR A
SUCCESSFUL TRANSITION INTO
HIGHER EDUCATION OR THE
WORKFORCE. HOWEVER THE SHARE OF
GRADUATES MEETING THE A 30
COURSE REQUIREMENTS FOR
ADMISSION TO THE UNIVERSITY OF
CALIFORNIA OR CALIFORNIA STATE
UNIVERSITY SYSTEMS HAS CONTINUED
ITS STEADY CLIMB UP TO A STEADY
CLIMB SINCE 2017 UP TO 44.7% IN
2022. DESPITE THAT RISING RATE,
ONLY ABOUT HALF OF GRADUATES
MEET THESE REQUIREMENTS. SO IT
APPEARS THAT WHATEVER THE COSTS
OF LOOSER GRADUATION
REQUIREMENTS, THEY ARE BORN NOT
BY COLLEGE BOUND STUDENTS. BUT
INSTEAD THOSE HOLDING HIGH
SCHOOL DIPLOMAS THAT MIGHT BE
WORTH A BIT LESS. REFLECTING
THAT REDUCED SCOPE OF COMPETENCE
, HOWEVER, JUST AS GRADUATION
STANDARDS WERE LOWERED COURSE
GRADING STANDARDS MAY HAVE BEEN
RELAXED AS WELL. SO WE REALLY
WILL NOT HAVE A CLEAR PICTURE OF
THE EFFECTS HERE ON PREPARATION
FOR HIGHER EDUCATION UNTIL WE
CAN ACTUALLY SEE HOW WELL OR NOT
THE STUDENT'S PROGRESS THROUGH
THE STATE'S UNIVERSITIES. ALL
TOGETHER, IT IS CLEAR THAT THE
COVID 19 PANDEMIC AND ALL OF THE
ASSOCIATED DISRUPTIONS HAD A
MASSIVE DETRIMENTAL EFFECT ON
THE STATE'S STUDENTS. THE STATE
AND FEDERAL GOVERNMENT RESPONDED
QUICKLY, MITIGATING SOME OF THE
WORST POTENTIAL EFFECTS OF
SCHOOL CLOSURES. DESPITE THAT,
HOWEVER, STUDENT PERFORMANCE ON
THE STATE TESTS SHOWED MAJOR
SETBACKS AND EDUCATIONAL
PROGRESS. COMPARISONS OF TEST
SCORE GROWTH SHOW THAT STUDENTS
TODAY EXPERIENCED A SHARPLY
REDUCED PACE OF PROGRESS THAN
EARLIER CULTS OR STUDENTS. AND
THE LONGSTANDING DISPARITIES FOR
DISADVANTAGED STUDENTS WERE
EXACERBATED BY SOME OF THE
IMPACTS OF THE PANDEMIC.
ACHIEVEMENT GAPS DIDN'T NARROW
SLIGHTLY AS THE STUDENTS SAW
SMALLER PERFORMANCE DECLINES. AS
THE STATE CONTINUES TO EMERGE
FROM THE PANDEMIC, THESE RECENT
TEST SCORES REVEALED A
SUBSTANTIAL NEED FOR RECOVERY.
RISING CHRONIC ABSENTEEISM RATES
ARE ADDITIONALLY WORRISOME,
THOUGH HIGHER, HIGHER GRADUATION
RATES AND RECENT AND REDUCED
ACHIEVEMENT GAPS PROVIDE SOME
ADMITTEDLY COMPLICATED POSITIVE
NEWS. ADDRESSING THESE
CHALLENGES IS, OF COURSE, A
MAJOR FOCUS OF STATEWIDE
EDUCATION POLICY CURRENTLY AND
WILL LIKELY CONTINUE TO BE
THROUGHOUT THE NEAR FUTURE.
THANK YOU. OKAY THANK YOU. DO WE
HAVE QUESTIONS FOR THE PANEL?
STRAWBERRIES JUST ONE QUESTION.
I THINK, UM THE. WHAT IS THE I'M
GOING TO CALL IT THE DROP OFF? I
DON'T KNOW WHAT ELSE TELL US TO
PHRASE IT. BUT COULD COULD IT BE
THAT THERE WAS A FOLKS WHO ARE
ABSENTEE KIDS THAT WERE
ABSENTEES WERE NOT BEING TESTED
, OR THEY WEREN'T BEING COUNTED
AS PART OF A COHORT WITH A
GRADUATION RATE OR WHEN WE
CALCULATE WHEN WE CALCULATE
THESE RATES, ARE WE ASSUMING
EVEN ABSENTEE STUDENTS OR NOT,
AND I'M NOT SURE THAT YOUR
UNDERSTANDING MY QUESTION, BUT
I'M TRYING TO UNDERSTAND WHETHER
ABSENTEEISM AND THE LACK OF
MAYBE TEST TAKING OR THE LACK OF
JUST UM, ENROLLMENT. PERHAPS
LEAD TO SOME THINGS LIKE THE
GRADUATION RATE INCREASING AND
THE TEST SCORES, WHICH THOSE ARE
REALLY SURPRISING THAT THAT, UM
STUDENTS, ESPECIALLY WHO WERE.
LOW INCOME IN ENGLISH LANGUAGE
LEARNERS DON'T SEE A THE GAP
DOESN'T GROW AND CONTINUES TO BE
CONSISTENT TO THE OTHER
SUBGROUPS. IS ABSENTEE ISM BEING
CAPTURED IN THESE OR OR NOT?
THAT'S PART OF WHAT MAKES THIS
REALLY DIFFICULT TO RESEARCH. UM
GIVEN THAT YOU KNOW THE STATE
RESULTS ARE REPORTED FOR A
DISTRICT FOR EXAMPLE YEAR EVERY
YEAR, BUT WE DON'T GET TO SEE
WHICH STUDENTS ARE ACTUALLY
TAKING THE TESTS, AND THERE ARE
SOME POTENTIAL COHORT EFFECTS.
IN THAT WHEN WE'RE TRYING TO
MEASURE GROWTH, WE DO TRY TO
MAKE SOME ADJUSTMENTS BECAUSE OF
THAT, TOO. GET A SENSE OF THE
SAME STUDENTS TAKING THE TEST,
OR AT LEAST WHETHER THE
DEMOGRAPHICS OF THAT SAMPLE OF
STUDENTS IS SIMILAR TO YEARS IN
THE PAST, SO WE TRY AND DO THAT,
BUT AGAIN WHEN WE'RE LOOKING AT
THESE SORT OF TOP LINE NUMBERS
THAT ARE JUST AVERAGES FOR THE
WHOLE STATE, OR FOR A WHOLE
DISTRICT. THERE ARE THOSE
UNDERLYING COHORT EFFECTS, AND
WE DO SEE SOME OF THAT HAPPENING
WITH THINGS LIKE ABSENTEEISM AND
FOR EXAMPLE, UM ON THE POINT
ABOUT THIS DISADVANTAGE STUDENTS
DOING SLIGHTLY LESS BAD, I
GUESS. THEN OVERALL STUDENTS, UM
, THAT'S A SURPRISING RESULT TO
US AS WELL. UM I THINK PART OF
THAT IS ONE THE EFFECT OF THESE
MAJOR INVESTMENTS RIGHT? I
MENTIONED THE EXPANDED LEARNING
OPPORTUNITIES, GRANTS AND THINGS
LIKE THAT A LOT OF THE STATE AND
FEDERAL FUNDS WERE TARGETED TO
DISTRICTS THAT SERVE HIGH SHARES
OF LOW INCOME STUDENTS, FOR
EXAMPLE. SO THERE COULD BE THE
EFFECT OF THAT DIFFERENTIAL
INVESTMENT, RIGHT? EVERYONE IN
THE STATUS EXPERIENCE OF THE
PANDEMIC, BUT THERE ARE THESE
SUBSTANTIAL ADDITIONAL RESOURCES
FOR STUDENTS THAT ARE
DISADVANTAGE SO WE COULD SEE THE
SORT OF EFFECTS OF THOSE
INVESTMENTS MITIGATING SOME OF
THE WORST EFFECTS THAT STUDENTS
THAT WANT TARGETED FOR THESE
KINDS OF FUNDS, AT LEAST AS
SIGNIFICANTLY MAY HAVE
EXPERIENCED SO YOUR STATISTICS
UTILIZE A SAMPLE OF STUDENTS IN
ALL OF THOSE POPULATIONS. IT'S
NOT A. COMPLETE ANALYSIS OF ALL
STUDENTS IN THE STATE. I KNOW
THAT THE NUMBERS HERE ARE
LOOKING AT ALL THE STUDENTS IN
THE STATE AND THE REASON WHY I
THINK I'M SAYING THE REASON WHY
THE NUMBERS ARE PROBABLY
SURPRISING ARE BECAUSE
UNDERLYING THAT THE COURTS MIGHT
BE CHANGING AND WE DON'T CAPTURE
THAT WHEN LOOKING AT THOSE
STATEWIDE OR DISTRICT WIDE
AVERAGES. SO DID WE SEE A DROP
OFF IN TOTAL NUMBERS THAT
EQUATES SOME SIGNIFICANT DROP
OUT FROM ONE YEAR TO THE NEXT
THAT IS POTENTIALLY EQUAL TO THE
NUMBER OF STUDENTS THAT ARE
FREQUENTLY ABSENT. DOES THAT?
UM, DATA INDICATE THAT AT ALL? I
THINK IT'S RELATED RIGHT. WE DO
SEE THAT THE DISTRICT THAT HAD
HIGH RATES OF CHRONIC
ABSENTEEISM HAD SORT OF WORST
DROP OFF SO YOU CAN IMAGINE THE
CHRONIC ABSENTEEISM IS PLAYING A
ROLE THERE. UM BUT AGAIN THOSE
SORT OF TOP LINE NUMBERS WHERE
WE SEE I THINK ABOUT FOR THE
PROFICIENCY RATES WERE FALLING
BY ABOUT 4% THAT'S OVERALL FOR
THE STATE OF THE WHOLE, UM AND
OF COURSE, SOME OF THAT IS, UM
REDUCED PERFORMANCE. BUT THEN
ALSO THE COURTS ARE CHANGING. UM
WHICH FOR JUST FOR EXAMPLE, IN
ONE OF THE ONE OF THE FIRST
FIGURES WHEN WE'RE LOOKING AT
THE 2022 TEST SCORES, THE 2021
TEST SCORES ARE GRAYED OUT
BECAUSE JUST FOR EXAMPLE, ONE IN
FOUR STUDENTS TOOK THE TEST THAT
YEAR, RIGHT, SO IT HAS BEEN VERY
DIFFICULT COMING OUT OF THE
PANDEMIC TO GET A GOOD LOOK AT
STUDENT PERFORMANCE. JUST
BECAUSE SO MUCH IS CHANGING ON
THE GROUND THAT CALIFORNIA
SCHOOLS THANK YOU VERY MUCH, AND
WE DO HAVE JUST ADD. WE DO HAVE
DECLINING ENROLLMENTS. WHICH IS
SEPARATE FROM CHRONIC
ABSENTEEISM. AH AND SO THERE ARE
STUDENTS WHO ARE UM, HAVE
SHIFTED TO PRIVATE SCHOOLS.
THERE ARE STUDENTS WHO MIGRATED
OUT OF THE STATE EITHER TO OTHER
COUNTRIES OR TO OTHER STATES.
AND WE'RE STILL TRYING TO UNPACK
THAT PIECE OF IT, WHICH IS
SEPARATE FROM CHRONIC
ABSENTEEISM. BUT, UM IN GENERAL,
I THINK THE QUESTION ABOUT
GRADUATION AS A DIFFERENT ONE
FROM ACHIEVEMENT IN THAT IF YOU
LOST A LOT OF STUDENTS WHO ARE
HIGHER NEEDS STUDENTS, THEN
MAYBE THAT WOULD BUMP YOUR
SCORES UP FOR THAT GROUP OF
STUDENTS. WE DON'T WE DO. WE DO
HAVE A TESTING RATES, BUT WE
STILL HAVE THIS DIFFERENTIAL
INDEBTED ENROLLMENTS. UH BUT
THERE HAS BEEN A GROWTH IN
ENROLLMENT AT 12TH GRADE BECAUSE
STUDENTS ARE TRYING TO COME BACK
FOR THE SENIOR YEARS WHEN THINGS
WERE DECLINING IN OTHER GRADES,
SO I THINK THE GRADUATION RATES
ARE ARE THE REASONS THAT MY
COLLEAGUE FROM PPC HAS ALREADY
IDENTIFIED. UM YOU KNOW THE
FUNCTION OF THE WAY IN WHICH THE
REQUIREMENTS WERE MANAGED, AND
THE WAY IN WHICH THE ADDITIONAL
AND INCENTIVES ARE PUT IN PLACE.
THE AMOUNT OF MONEY SPENT ON
STUDENTS WITH HIGH LEVELS OF
NEED ALMOST DOUBLED IN A LOT OF
DISTRICTS DURING THE PANDEMIC
WITH THE FEDERAL AND STATE
RESOURCES, SO THE KINDS OF
SERVICES KIDS HAVE BEEN
RECEIVING HAVE BEEN VERY
SIGNIFICANTLY GREATER, WHICH IS
PART OF THE COMPLEXITY. THANK
YOU, MR CHAIR. I JUST A COUPLE
OF QUESTIONS FOR, UM AH! DR
DARLING HAMMOND. UM. YOU KNOW
YOU YOU GAVE A SENSE OF WHAT? UM
WHAT SORT OF LEARNING LOSS
LOOKED LIKE AND THE AND THE GAPS
? WHAT STRESS AND I KNOW WE'RE
TALKING ABOUT THE NEXT PANEL.
BUT SINCE YOU'RE NOT ON IT,
WHAT? GAPS? UM WHAT DO YOU THINK
IT'S BEEN SUCCESSFUL AND KIND OF
STARTING TO BRIDGE THOSE GAPS
YOU MENTIONED. WE OBVIOUSLY PUT
A SIGNIFICANT AMOUNT OF
RESOURCES FOR THE STATE LEVEL
FEDERAL LEVEL. UM SO WHAT'S BEEN
SUCCESSFUL IN HELPING CLOSE SOME
OF THOSE GAPS. WELL I'M I THINK
THAT SUMMER SCHOOL SUMMER
PROGRAMMING AND EXPANDED
LEARNING TIME HAVE BEEN VERY,
VERY IMPORTANT. UM YOU KNOW
THAT'S ADDING AN ADDITIONAL IN
SOME CASES, YOU KNOW, A MONTH
AND A HALF OR TWO MONTHS OF
SCHOOL. UM MANY, MANY DISTRICTS
USE THOSE RESOURCES EARLY ON TO
DO THAT AND HAVE CONTINUED TO DO
THAT. THE NEXT CLEARLY A PIECE
OF IT. AH I THINK THAT YOU KNOW
MANY DISTRICTS USE THE
ADDITIONAL RESOURCES FEDERAL AS
WELL. STATE TO REDUCE CLASS
SIZES AND ADD PERSONNEL SO THAT
THEY COULD INDIVIDUALIZED MORE
PRODUCTIVELY FOR STUDENTS WHO
HAD, UM, NEEDS TO CATCH UP. SO I
THINK THAT'S BEEN A FACTOR IN
SOME PLACES, TUTORING HIS
BENEFACTOR. UH AS WELL, WE'RE
BECAUSE YOU GET MUCH STRONGER
GAINS FOR STUDENTS WHEN THEY GET
THAT ONE ON ONE ATTENTION, SO
THOSE THINGS I THINK ARE MAKING
A DIFFERENCE VARIOUSLY ACROSS
THE STATE. THANKS SO MUCH. AND
DO WE HAVE ANY DATA? UM
DEMONSTRATING THAT OR WAS IT
JUST MORE ANECDOTAL? WELL THERE
ARE SOME DATA THAT SOME
DISTRICTS HAVE COLLECTED ABOUT
THEIR SUMMER SCHOOL. UM YOU KNOW
, THEY USED DIAGNOSTIC TEST
SCORES AT THE BEGINNING AND THE
END OF SUMMER SCHOOL, SO THERE'S
SOMETHING ON THAT, UH AND
CERTAINLY FOR SOME OF THE
PROGRAMS THAT USE TUTORING.
THERE ARE DATA THAT ARE
COLLECTED FOR THOSE BUT IT'S NOT
STATEWIDE. IT'S STUDIES IN
DIFFERENT DISTRICTS THAT ARE
USING ACTUAL OFF SURE, AND IF
THAT INFORMATION AT C, D E OR
HOW WOULD WE BE ABLE TO SEE
THAT? BECAUSE I THINK IT IS.
YEAH IT'S A GREAT QUESTION. I
REALLY APPRECIATE IT. IT'S
REALLY HAVE TO KIND OF, YOU KNOW
, KNOW WHAT'S GOING ON AND READ
THE LITERATURE AND LOOK AT WHAT
INDIVIDUAL DISTRICTS ARE
PRODUCING TO PULL THAT UP
TOGETHER. AND MAYBE WE SHOULD
MAKE AN EFFORT TO REALLY
CONSOLIDATE. ACCUMULATE. WHAT
WE'RE LEARNING. IN THESE VARIOUS
LOCAL CONTEXT. I THINK THAT THAT
WOULD BE HELPFUL BECAUSE WE? YOU
KNOW ALL THE THINGS YOU LISTED.
WE'VE ALWAYS ASSUMED THEY WOULD
MAKE A DIFFERENCE. BUT SINCE WE
SINCE IT'S BEEN SO LONG, SINCE
WE'VE DONE ANY OF THESE ITEMS,
WHETHER IT'S AROUND SUMMER
SCHOOL OR SOME PROGRAMMING EVEN
EXTENDED LEARNING, UH, THERE
ISN'T AS MUCH DATA OR
INFORMATION AS WELL AS
ESPECIALLY FOR YOU KNOW? FOR
STUDENTS WHO ARE IN, UH MORE
CHALLENGING CIRCUMSTANCES. I
THINK THAT WOULD BE VERY HELPFUL
TO AT LEAST HAVE SOME DATA, EVEN
IF IT'S DISTRICT BY DISTRICT
DOESN'T HAVE TO BE THE ENTIRE
STATE. BUT THEN THAT WOULD BE
VERY, VERY HELPFUL. YEAH THANK
YOU. THAT'S A REALLY GOOD
SUGGESTION. AND THAT IS THAT
SOMETHING WE SHOULD ASK THE
STATE BOARD TO DO OR SHOULD WE
ASK D TO DO THAT? WHAT'S THE
APPROPRIATE PLACE? I GUESS. UM I
WILL HAVE TO ASK MY COLLEAGUES
ABOUT ABOUT THAT. BUT IT'S
SOMETHING YOU COULD ASK THE
STATE BOARD AND CD TO WORK
TOGETHER. SURE OKAY. THAT WOULD
BE GREAT FOR THESE THINGS. YEAH
THANK YOU. AND JUST GOING BACK
TO, UM AH! MR HUGO. SO I THINK,
UM, DR DARLING HAMMOND TALKED
ABOUT IT. BUT CAN YOU JUST
CLARIFY WHAT? WHY? WHY DO YOU
THINK THERE WAS THAT JUMPING
GRADUATE? BECAUSE BECAUSE
EVERYTHING ALL THE DATA POINTS
IN A CERTAIN DIRECTION THAN LAST
SITES, GOZO, BUT GRADUATION
RATES ARE UP IN A THROUGH G. YOU
KNOW, ELIGIBLE GRADUATES IS UP.
THAT'S NOT WHAT I WOULD HAVE
ASSUMED. YES THANKS FOR THE
QUESTION. IT WAS A SURPRISING
FUNDING FOR US AS WELL. UM AND I
THINK HOW YOU MIGHT EXPLAIN IT
ARE A NUMBER OF FACTORS. SO
ALTHOUGH WE HAVE THIS CONTEXT OF
STUDENT PERFORMANCE, SORT OF
DROPPING OFF GRADUATION AS AN
OUTCOME SPECIFICALLY MIGHT HAVE
BEEN AFFECTED DIFFERENTLY ONE
BECAUSE AGAIN IT COULD JUST BE
THE EFFECT OF THESE MASSIVE
INVESTMENTS, KEEPING STUDENTS ON
TRACK. UM THINGS LIKE TUTORING,
FOR EXAMPLE, SUMMER SCHOOL MIGHT
HAVE JUST KEPT STUDENTS ON TRACK
TO GRADUATE. AND THEN ANOTHER
THING COULD BE THE EFFECT OF
THOSE LOOSENING STANDARDS RIGHT.
SOME STUDENTS WERE ALLOWED TO,
UM HAVE THEIR GREAT THAT WE'RE
YOU KNOW, THESE ARE S BE
TRANSFERRED TO PASS LOW PASS
ALLOWS THEM TO BE ELIGIBLE FOR
GRADUATION. THAT KIND OF THING.
UM SO IN TERMS OF EXPLAINING
SORT OF WHAT'S GOING ON IT
COULD, BUT IT DOESN'T MAKE SENSE
BECAUSE THEN IF THAT WERE THE
CASE, WHY WOULDN'T THE YOU KNOW,
2022 COHORTS LOOK A CERTAIN WAY
OR THE 2019 COHORTS LOOK A
CERTAIN WAY. UM BECAUSE ALL YOUR
OTHER DATA POINTS A DIFFERENT
DIRECTION. YEAH I GUESS ONE
THING ABOUT THAT. SO ON THE TEST
SCORES, THE STUDENTS ARE TESTED
IN GRADES THREE THROUGH EIGHT
AND THEN ALSO ONCE IN GRADE 11
SO IN TERMS OF SORT OF WHAT HIGH
SCHOOL PERFORMANCE IS LOOKING
LIKE THE TEST SCORES MIGHT NOT
REFLECT THAT. ENTIRELY RIGHT? UM
AND THEN, GIVEN THAT AGAIN,
GRADUATION IS A MUCH I THINK
MORE. LET'S SAY FUNGIBLE OUTCOME
COMPARED TO LIKE, HOW ARE YOU
DOING THE TESTS SO YOU KNOW,
GIVEN ALLOWANCES AROUND MADE
AROUND THE PANDEMIC AND SORT OF
THE EFFECTS OF THAT, YOU KNOW,
YOU DON'T WANT TO PUNISH
STUDENTS FOR THINGS ARE OUT OF
THEIR CONTROL. SO WHEN IT COMES
TO SHOULD A STUDENT GRADUATE OR
NOT, LIKE THERE MIGHT BE SOME
LENIENCY THERE COMPARED TO YOU,
HOW ARE YOU DOING THE ASPECT
TEST, WHICH IS MUCH MORE
MECHANICAL PROCESS. YEAH AND
THAT THERE WAS ONE OTHER THING
THAT WAS GOING ON. WHICH WAS
THAT AND ALLOWANCE FOR AN
EXPECTATION THAT WHEN DISTRICTS
HAD HIGHER GRADUATION
REQUIREMENTS THAN THE STATE THAT
THE STUDENT WOULD BE ALLOWED TO
GRADUATE BASED ON THE
REQUIREMENTS, THE MINIMUM
REQUIREMENTS THAT THE STATE
CREATES, SO WE'RE MULTIPLE
STRATEGIES BEING USED. UH TO
ENABLE STUDENTS TO GRADUATE.
WITH FEWER UM, PENALTIES. AND
EXPECTATIONS AND NORMALLY, UM
WOULD APPLY. UH BUT BUT I GUESS
THAT'S STILL DOESN'T QUITE
EXPLAIN THE SHARE OF A THROUGH G
ELIGIBLE GRADUATES. I MEAN, THE
I'M NOT UNHAPPY BECAUSE I LIKE
THE WAY THE TREND LINES GOING.
THAT'S THE WAY IT SHOULD GO. BUT
I'M JUST SAYING IT'S SURPRISING
GIVEN YOUR INFORMATION. YOU
KNOW, WHEN YOU THINK ABOUT THE
FACT THAT, UM AS YOU WERE SAYING
, WE WERE NOT DOING A LOT OF
THESE THINGS PREVIOUSLY AT ANY
KIND OF SCALE. SO YOU THINK
ABOUT THE FACT THAT NINE OUT OF
10 DISTRICTS WERE DOING SUMMER
SCHOOL FOR THIS PERIOD OF TIME
WHERE STUDENTS HAVE THE
OPPORTUNITY TO RETAKE CLASSES TO
RAISE THEIR GRADES TO, UM YOU
KNOW, UH, RECOVER LEARNING, AND
THERE WAS A LOT OF EMPHASIS IN A
LOT OF DISTRICTS ON THOSE, UM
STUDENTS WHO WERE APPROACHING
GRADUATION. UH IT MAY IN PART BE
THE FACT THAT YOU KNOW, OF
COURSE, IS THAT THEY DIDN'T PASS
INSTEAD OF JUST, UM, NOT MAKING
A THROUGH G. THEY HAD THE
OPPORTUNITIES TO RETAKE, UM AND,
UM AND MANAGED TO PASS. GOT IT.
AND THEN JUST JUST A FINAL
QUESTION TO THE LAST TO BOTH OF
YOU ARE CONSULTANT REMINDED ME
THAT WE ENDED UP DOING A THROUGH
G BLOCK GROUND THAT WE DID FUND.
DO YOU KNOW IF THAT HAD ANY
IMPACT IN IN THIS CHART.
PROBABLY DID, BUT I DON'T KNOW
THAT WE HAVE DATA ON THAT. YEAH,
I'D SAY, UM. AMONG ALL THE
MASSIVE INVESTMENTS YOU'RE IN
THIS PANDEMIC AIR OR SOMETHING
LIKE THAT IS EXACTLY THE KIND OF
THING THAT WE WOULD HAVE. THAT
WOULD PRODUCE THESE SURPRISING
RESULTS RIGHT BECAUSE THERE'S
OBVIOUSLY AN AWARENESS AWARENESS
OF THE PANDEMIC. THE STATE
RESPONSE YOU KNOW, WAS
SUCCESSFUL IN METRICS LIKE THIS
, YOU KNOW, KEEPING STUDENTS ON
TRACK TO GRADUATE AND COMPLETELY
REFUGEES COURSE SEQUENCE. OKAY?
I GUESS JUST I THINK WOULD BE
HELPFUL. REALLY IN THE IN THE
FUTURE IS JUST SO OFTEN WE HEAR
EVERYTHING THAT'S GOING WRONG
WITH EDUCATION AND THAT WHEN
WE'RE DOING THINGS THAT ARE
WORKING, I THINK IT'D BE VERY
HELPFUL TO ACTUALLY HAVE IT
SHOULD HAVE DATA THAT DRILLS
DOWN ON THAT TO REALLY TAKE A
LOOK AT YOU KNOW WHAT'S WORKING
WHY IT'S WORKING. OTHERWISE
WE'RE ALWAYS JUST SORT OF
GETTING UM KIND OF LIKE. HEY YOU
KNOW, I HATE TO USE SPORTS
ANALOGIES. BUT JUST GIVING ME
THE FINAL SCORE OF THE GAME, BUT
NOT NO ONE. WHY SOMEBODY LOST OR
WHY SOMEONE WANT SO IT DOESN'T
REALLY HELP US FROM A POLICY
STANDPOINT, BECAUSE THEN WE
DON'T KNOW WHAT WE NEED TO
IMPROVE ON OTHER THEN YOU KNOW,
USUALLY WHEN YOU WIN YOU FEEL
LIKE HEY, EVERYTHING WENT RIGHT.
AND USUALLY WHEN YOU LOSE, YOU
LOOK AT EVERYTHING THAT WENT
WRONG. SO YOU SHOULD USUALLY YOU
LEARN A LOT MORE FROM WHEN
THINGS ARE GOING WRONG. SO I
THINK IT JUST BE HELPFUL. YOU
KNOW WHEN YOU'RE HAVING ANY KIND
OF ANALYSIS IS TO REALLY COME UP
AND JUST SAY HEY, UM THIS. THIS
IS WHAT'S THIS IS WHAT'S
WORKING. THIS IS WHY WE THINK
IT'S WORKING. BECAUSE OTHERWISE
EVEN IN YOUR COUPLE SLIDES, THE
THAT IT FEELS YOUR PRESENTATION
, YOU KNOW, IN TERMS OF JUST
YOUR DATA LOOKS DESTROYED IT. IT
DOESN'T IT'S ALMOST LIKE IT'S
ALMOST LIKE YOU'RE GIVING ME A
PICTURE OF TWO DIFFERENT STATES.
YEAH I THINK I'LL JUST SAY
QUICKLY. I THINK, UM IT'S
DEFINITELY TOUGH CONTEXT WHERE
THE PANDEMIC WAS A MASSIVE
DISRUPTION TO LEARNING IN THE
STATE, BUT I MEAN IN TERMS OF
SUCCESS STORIES. WAS IT? IN
TERMS OF SUCCESS STORIES. UM
THIS I MEAN, THE STATE WAS SORT
OF CUT AS IT AND THE FEDERAL
GOVERNMENT AS WELL TO RESPOND
VERY QUICKLY TO WHAT THEY KNEW
WAS GOING TO BE A VERY TOUGH
TIME FOR THE STATE STUDENTS. AND
EVEN THOUGH WE'RE SEEING THESE,
YOU KNOW SUBSTANTIAL DECLINES IN
OVERALL PERFORMANCE. SOME OF
THESE EFFECTS HERE WHAT WE'RE
SEEING GRADUATION RATES RISING.
THAT KIND OF THING, I THINK
REFLECTS WELL ON THAT QUICK
ACTION TO RESPOND TO THE SCALE
OF WHAT THE PROBLEM WAS GOING TO
BE. AND YOU KNOW, THE POTENTIAL
OUTCOMES COULD HAVE BEEN MUCH
WORSE FOR THAT. SO GIVE IT. I
THINK THIS IS A TIME TO MAKE US
LOOK POSITIVELY ON HOW THE STATE
RESPONSE HAS BEEN. AND THE START
OF THE PANDEMIC, AND AS WE
EMERGE FROM THE PANDEMIC, IT
HIGHLIGHTS THE IMPORTANCE OF
CONTINUED INVESTMENT IN ORDER TO
SORT OF EMERGED FROM THAT
SUCCESSFULLY AND CONTINUE TO
CLOSE THE GAPS THAT HAVE BEEN IN
EXISTENCE LONG BEFORE THE
PANDEMIC. THANK YOU. LET ME
FOLLOW UP ON THAT. AND I CONCUR,
MR TING NOT JUST WANT TO SCORE.
YOU WANT TO WATCH THE
SPORTSCENTER HIGHLIGHTS RIGHT?
UM I LIKE WATCHING THE CONDENSED
GAME BECAUSE WASHINGTON THAT
THAT WARRIORS THE SUN'S GAME WAS
2.5 HOUR GAME, YOU CAN GO TO THE
END AND WATCH THE 10 MINUTE
HIGHLIGHTS AND GET THE WHOLE
THING SO YOU CAN SAVE YOUR TIME.
THAT BEING SAID, UM AND WE HAVE
THE SECOND PANELS FROM DISTRICTS
TALKING ABOUT SPECIFICS, BUT
THIS IS THE KEY ISSUE BECAUSE
YOU CAN'T DO A DO OVER ON ON A
KID KIDS IN SCHOOL LIKE THIS IS
IT? IT'S LIKE YOU CAN'T BACK.
WHOOPS. LET'S TRY AND DO IT
AGAIN. NO, THIS KID WAS IN
FOURTH GRADE. NOW THERE IN 10TH
GRADE, AND THE IMPACT IS WHAT IT
IS FOR SIX MILLION KIDS IN
CALIFORNIA AND YOU KNOW, SCHOOL
DISTRICTS ARE TRYING SO HARD.
THEY'RE THEY'RE THEY'RE
LITERALLY LIKE FLYING A PLANE
AND FIXING AT THE SAME TIME. THE
PLANE THEY'RE FLYING IS GETTING
SCHOOLS REOPENED. KIND OF
GETTING PEOPLE BACK IN THE
CLASSROOM AS FAR AS ADULTS AND
HIRING AND SHORTAGES AND ALL
THESE AREAS AND SO IT'S REALLY
HARD, JUST THE LOGISTICS. AND
THEN THERE'S ALL THESE OTHER
ISSUES AND PLUS CALIFORNIA.
WE'VE GIVEN THEM EXCITING NEW
THINGS TO DO OR TALK ABOUT LATER
ON AFTER SCHOOL PROGRAMS AND
LUNCH AND T K AND ALL THESE
OTHER PIECES TO THAT BEING SAID.
THIS IS NOT ONGOING. MONEY IT'S
ONE TIME BUT WE ARE. YOU CAN
SPEND IT. I THINK WE HAD IT
OVER. EIGHT YEARS. 66 PUBS
SEVERAL YEARS MANY YEARS. WHAT
WHAT CAN WE DO IN THE NEAR
FUTURE TO REALLY PINPOINT HMM.
WHAT WHAT WORKS AND GRANTED LIVE
. THIS IS MASSIVE DISCRETION TO
THE DISTRICTS BASED UPON OUR
POLICIES AND LOCAL CONTROL, SO
YOU KNOW THEY POTENTIALLY COULD
LOOK AND SEE WHAT'S WORKING
THEIR DISTRICTS AND GROUPS LIKE
YOU COULD POINT OUT OR WE COULD
KIND OF RE PRIORITIZE WHAT
THINGS WE SHOULD DO. AT WHAT
POINT DO YOU THINK YOU KNOW? P P
I, C AND OTHERS CAN SEE. WHAT
ELEMENTS WERE MOST EFFECTIVE.
UM, I THINK. I MEAN, WHAT'S THAT
? WE'LL JUST HAVE TO SEE.
ESSENTIALLY UM, YOU KNOW THE
STATES ARE DOING OR SORRY. THE
SCHOOLS, THE STATES DISTRICTS
ARE DOING A VARIETY OF DIFFERENT
THINGS TO RESPOND TO THE
PANDEMIC. THE FUNDS FROM THE
STATE OF THE FEDERAL GOVERNMENT
HAS BEEN VERY USEFUL IN SPYING
ON SOME OF THOSE INVESTMENTS.
YOU KNOW THINGS THAT HAVE BEEN
ON DISTRICTS LISTS TO DO FOR THE
LAW OF THE LONGEST TIME ARE NOW
SORT OF FUNDED BY A LOT OF THESE
EMERGENCY FUNDS. SO AND THIS IS
PART OF THE BEAUTY OF LOCAL
CONTROL. IT ALLOWS DISTRICT TO
TRY MARRIED DIFFERENT THINGS,
AND IT'S AS SIMPLE AS LOOKING TO
SEE WHAT WAS SUCCESSFUL OR NOT
RIGHT. SO AS SINCE WE HAVE SO
MUCH VARIATION IN WHAT DISTRICT
ARE DOING AS THE YEARS GO BY,
AND WE GET MORE DATA ON HOW THE
STUDENTS ARE DOING WHAT THE
OUTCOMES ARE LOOKING LIKE, I
THINK THAT WILL ALLOW SOME OF
THAT EFFORTS OR PROGRAMS THAT
WERE MOST SUCCESSFUL TO EMERGE
AS KEY POINTS OF SUCCESS. THAT
DISTRICT MAY WANT TO EMULATE
OTHER DISTRICTS AROUND THE STATE
MAY WANT TO EMULATE OR THAT THE
STATE MIGHT WANT TO MAKE. UM
WHAT TO SORT OF EXPAND ITS
INVESTMENT IN RIGHT. I KNOW
WE'RE NOT TRYING TO GET BACK TO
CATEGORICAL, BUT YOU KNOW AS
BEST PRACTICES EMERGED, WHICH
WILL WE HOPE TO SEE OVER THE
NEXT FEW YEARS WE WOULD EXPECT
OR WE WOULD HOPE THAT THOSE BEST
PRACTICES WOULD BE SPREAD
THROUGHOUT THE STATE SO THAT WE
CAN SEE THOSE EXAMPLES OF
STUDENT SUCCESS BROADEN OUT TO
OTHER DISTRICTS THROUGHOUT THE
STATE. OKAY? QUESTIONS FOR THIS
PANEL. THANK YOU VERY MUCH. WE
HAVE SEVERAL OTHERS TO JOIN US.
NEXT. NEXT WE HAVE. THE PANEL ON
STUDENT ENGAGEMENT AND CHRONIC
ABSENTEEISM. WE HAVE FOUR
PANELISTS SEATS UP HERE FOR YOU
AS WELL. PLEASE JOIN US.
OKAY WE'LL START IN THE ORDER AS
LISTED IN THE AGENDA. FIRST
WE'LL START WITH HEADY CHANG
WITH ATTENDANCE WORKS. GREAT
THANK YOU. AND I THINK ERIN IS
PASSING OUT. SLIDES, SO
APPRECIATE IT. THANK YOU SO MUCH
. IT'S UM AN HONOR AND A
PRIVILEGE TO BE ABLE TO SPEAK TO
YOU SPEAK WITH YOU TODAY. LET ME
MOVE UP AND THAT MAY WE CAN
ACTUALLY HEAR ME. UM SO, UH, I
HAVE THE OPPORTUNITY TO TALK A
LITTLE BIT ABOUT CHRONIC
ABSENCE. I'M GOING TO DO SOME
REALLY QUICK LEVELING THE
PLAYING FIELD JUST IN CASE FOLKS
DON'T KNOW TERMS. UM SO IF YOU
LOOK AT THE SLIDES YOU HAVE,
WE'RE TALKING ABOUT CHRONIC
ABSENCE, WHICH IS MISSING SO
MUCH SCHOOL THAT KIDS ARE
ACADEMICALLY AT RISK. IT'S
DEFINED. WE'VE DEFINED IT, UM,
AS MISSING 10% OR MORE OF THE
SCHOOL YEAR. THAT'S WHAT'S
LARGELY ADOPTED ACROSS THE
COUNTRY SO THAT YOU CAN NOTICE
KIDS WHEN THEY MISSED TWO DAYS
IN THE FIRST MONTH, FOUR DAYS IN
THE SECOND MONTH. DAYS IN THE
THIRD MONTH SO THAT YOU CAN ACT
AS AN USE IT AS AN EARLY WARNING
INDICATOR AND THEN FOR OUR
STATE. WE ALSO USED AS YOU USE
IT AS AN ACCOUNTABILITY
INDICATOR. SO WE'RE NOTICING THE
KIDS WHO'VE MISSED ABOUT 18 DAYS
OVER THE COURSE OF THE YEAR FOR
ANY REASON THAT'S DIFFERENT FROM
AVERAGE DAILY ATTENDANCE OR
TRUANCY, BOTH OF WHICH CAN MASK
HIGH LEVELS OF CHRONIC ABSENCE.
AND THIS IS A REALLY DIFFERENT
METRICS. BECAUSE WHEN WE
APPROACH THINGS FROM TRUANCY,
WHICH WE HAVE FOR YEARS, AND
ONLY LOOK AT UNEXCUSED ABSENCES
WE TEND ABOUT THINK ABOUT THIS
AND THAT COMPLIANCE ORIENTED WAY
. YOU KNOW, YOU DIDN'T SHOW UP
TO SCHOOL AND WE COULD THREATEN
YOU WITH LEGAL, UM,
CONSEQUENCES. AND SHIFTING TO A
CHRONIC ABSENCE APPROACH IS
EXTREMELY IMPORTANT, ESPECIALLY
GIVEN THE KIND OF TRAUMA AND
CHALLENGES FAMILIES HAVE FACED.
YOU'RE LOOKING AT WHEN KIDS
AREN'T IN SCHOOL. IT MEANS
THEY'VE LOST OUT, UM NOT ONLY ON
LEARNING OPPORTUNITIES, BUT
THEY'VE LOST OUT ON THE
OPPORTUNITY TO CONNECT WITH
PEERS AND, UH AND ADULTS AS WELL
AS TO GET ACCESS TO THE SERVICES
AND SUPPORTS THAT ARE AT SCHOOL.
AND WHEN WE TAKE IT AND MUCH
MORE TRAUMA INFORMED APPROACH.
IT MEANS THAT WHEN WE FOR
EXAMPLE, TALK TO FAMILIES ABOUT
ABSENCES, WE DON'T SAY DID YOU
HAVE A VALID REASON? WE SAY WHAT
HAPPENED? HOW CAN I HELP? AND
HOW CAN WE PROVIDE THE SUPPORTS?
WE NEED CHRONIC ABSENCE. IF YOU
LOOK AT SLIDE, FOUR HAS DOUBLED
ACROSS THE COUNTRY, SO THAT'S
WHAT WE'RE ATTENDANCE WORKS. WE
ARE BASED HERE IN CALIFORNIA,
BUT WE WORK ACROSS THE COUNTRY
HAVE CONNECTIONS TO PROBABLY 30
SOMETHING STATES. AND WHAT WE'VE
SEEN IS THAT CHRONIC ABSENCE IS
HAS INCREASED ASTRONOMICALLY,
BUT I ALSO WANT TO NOTICE THAT
WE HAVE STAYED IN COUNTRIES WITH
DISTRICTS IN CALIFORNIA AS WELL
AS ACROSS THE COUNTRY. AND WHILE
CHRONIC ABSENCE DOUBLED BY THE
END OF LAST YEAR. IT'S STILL
EXTREMELY HIGH THIS YEAR, AND IT
WAS EXTREMELY HIGH AND DISTRICTS
EVEN BEFORE WE HAD SOME OF THE
CHALLENGING WEATHER ISSUES THAT
WE ARE FACING NOW, AND THAT'S
BECAUSE TWO OR THREE YEARS OF
DISRUPTED LEARNING AREN'T GOING
TO BE FIXED JUST BECAUSE SCHOOLS
NOW HAVE OPENED THEIR DOORS.
THIS REQUIRES AN INTENTIONAL AND
SUPPORTIVE APPROACH. UM YOU KNOW
SOME OF THE DATA THAT WAS, UM,
PRESENTED EARLIER. I'M NOT GOING
TO TALK ABOUT THIS IN TOO MUCH
DEPTH. BUT YOU HAVE SLIDES
SHOWING WE HAVE INCREDIBLY HIGH
LEVELS. UM AND IT THE HIGHEST
LEVELS, AS WAS MENTIONED BEFORE
ARE IN KINDERGARTENER AND IT'S
KINDERGARTEN, AND IT'S
DISPROPORTIONATELY AFFECTING. UM
OUR HIGHEST NEED MOST
MARGINALIZED POPULATIONS, BUT I
WANT YOU TO LOOK AT SLIDE. SEVEN
IF YOU CAN FOR A SECOND THIS IS
THE DATA THAT LOOKS AT
KINDERGARTEN, CHRONIC ABSENCE.
SO THE IMPACT OF KINDERGARTEN
CHRONIC CAPTAINS WE HAVE NOT YET
EXPERIENCED. THESE ARE
KINDERGARTENERS. WE DON'T TEST
UNTIL THIRD GRADE. BUT WE KNOW
FROM RESEARCH ACROSS THE COUNTRY
THAT WHEN KIDS ARE CHRONICALLY
ABSENT IN KINDERGARTEN,
PARTICULARLY IF THEY ARE LIVING
IN POVERTY AND DON'T HAVE THE
RESOURCES AT HOME TO MAKE UP FOR
THE TIME AND LOST HER LEARNING
OPPORTUNITIES IN THE CLASSROOM.
IT IS A SUREFIRE INDICATOR THAT
THEY ARE OFF TRACK FOR READING
AND THIRD GRADE AND THEN THAT
MEANS THEY'RE OFF TRACK FOR
GRADUATION LATER ON. OUR
KINDERGARTEN, CHRONIC ABSENCE.
IT'S 40. WHEN YOU LOOK AT. IT
BEING OVER HALF ALMOST HALF ARE
AFRICAN AMERICAN, LATINO, NATIVE
AMERICAN PACIFIC ISLANDER KIDS,
BUT IF YOU LOOK AT THAT 200,000
CHRONICALLY ABSENT
KINDERGARTNERS, TWO THIRDS OF
THEM OUR LATINO CHILDREN. WE
HAVE TO TAKE THIS ISSUE VERY
SERIOUSLY. BECAUSE WE ARE GOING
TO LOSE A GENERATION. BUT WHEN
WE KNOW WHO THEY ARE WE KNOW
THEN WE CAN START TO TAILOR.
WHAT WHAT DO WE NEED TO PUT IN
PLACE TO MAKE SURE THOSE KIDS
CAN GET THE RESOURCES AND
SUPPORTS THEY NEED TO GET BACK
ON TRACK. UM IF YOU GO TO SLIDE
EIGHT IT TALKS ABOUT WHAT WE
KNOW. GET KIDS BACK ON TRACK,
AND WHAT WE KNOW IS MISSING IS
POSITIVE CONDITIONS FOR
LEARNING. BECAUSE THE PANDEMIC
KIDS AND FAMILIES ARE NOT
FEELING THAT SCHOOLS ARE
PHYSICALLY EMOTIONALLY HEALTHY
AND SAFE. THEY'RE NOT FEELING A
SENSE OF BELONGING. CONNECTION
SUPPORT. THEY ARE NOT ALWAYS
FEELING OUR ACADEMIC CHALLENGE
AND ENGAGEMENT, AND THEY'RE NOT
ALWAYS SURROUNDED BECAUSE WE
HAVE TO SUPPORT THE WELL BEING
OF OUR SCHOOL STAFF SO THEY CAN
INVEST IN THE RELATIONSHIPS THAT
WILL SUPPORT KIDS. WE'RE PUTTING
IN PLACE. SOME OF THOSE
ASSESSMENTS THOSE THOSE
RELATIONSHIPS THOSE INVESTMENTS
TRYING TO PUT BACK THOSE
CONDITIONS, BUT THIS IS NOT
GOING TO HAPPEN OVERNIGHT. IT'S
GOING TO REALLY TAKE A LONG TERM
STRATEGIC EFFORT AND ONE OF THE
CHALLENGES IF YOU LOOK AT SLIDE
NINE IS THE KIDS WHO HAVE BEEN.
THE STUDENTS HAVE BEEN MOST
AFFECTED BY THE PANDEMIC. ARE
THE ONES THAT ARE MOST
DISCONNECTED. THAT THE MOST NOT
HAVING ACCESS TO THE JOYAL
LEARNING BECAUSE WHEN FAMILIES
ARE MORE AFFLUENT, I THINK THIS
IS ONE OF THE EXPLANATIONS BY
THE WAY OF THAT DISPARITY IN THE
GRADUATION DATA THAT WE'RE
SEEING FAMILIES WHO ARE HAVE
KIDS OR COLLEGE BOUND, OFTEN OR
MORE AFFLUENT. THEY FOUND WAYS
TO MAKE KIDS SICK THROUGH THAT
KIDS CAN STAY ON TRACK WHEN WE
IT TAKES TIME TO BUILD THE
SYSTEMS. THAT REALLY CAN SUPPORT
AND ENSURE THAT ALL KIDS HAVE
THE OPPORTUNITY TO BE CONNECTED
TO JOYOUS LEARNING TO SUPPORT TO
EXPANDING THE AMOUNT OF TIME
BECAUSE IT'S NOT GOING TO BE
MADE UP FOR JUST IN THE SCHOOL
DAYS THAT WE HAVE WE HAVE TO
INVEST IN MAKING SURE THAT WE
CAN UNDERSTAND AND ADDRESS THOSE
BARRIERS IN THE CHALLENGES THAT
ARE KEEPING KIDS FROM SCHOOL,
BOTH KNOWING WHAT ARE THE
CHALLENGES FACING OUR OLDER
STUDENTS, WHETHER IT'S THEIR
INCREASED RESPONSIBILITIES,
WHETHER IT'S UM, GOING TO WORK,
TAKING CARE OF SIBLINGS OR FOR
YOUNGER KIDS, THE FEARS AND
CONCERNS FAMILIES MAY HAVE ABOUT
PUTTING THEIR KIDS BACK IN
SCHOOL AND A REAL LACK OF
UNDERSTANDING ABOUT WHEN TO KEEP
KIDS HOME. WHEN TO SEND HIM TO
SCHOOL IF I CARED AS A SNIFFLE A
LOT OF DOCTORS AND NURSES SAY
THEY CAN GO TO SCHOOL NOW. BUT A
LOT OF STAFF AND FAMILIES THINK
THAT'S A REASON TO STAY HOME.
BUT IF KIDS KEEP STAYING HOME,
THEN THEY FEEL ANXIOUS ABOUT
GOING TO SCHOOL BECAUSE THEY ARE
FEELING CONNECTED AND THEY'RE
FALLING BEHIND. AND SO WE HAVE
TO REALLY FIGURE OUT HOW WE'RE
GOING TO PUT IN TIERED SUPPORTS
THAT REALLY ENSURE THAT WE ARE
USING OUR DATA TO FIGURE OUT
WHICH KIDS NEED THE SUPPORT,
WHICH SCHOOLS WHICH COMMUNITIES
NEED TO SUPPORT, AND THIS IS NOT
ABOUT A NEW INITIATIVE. WE HAVE
A LOT OF RESOURCES OUT THERE
RIGHT NOW. WHAT WE NEED TO DO IS
FIGURE OUT. HOW ARE WE GOING TO
USE OUR DATA TO PRIORITIZE AND
COORDINATE ALL OF THE MULTIPLE
INITIATIVES WE HAVE GOING ON
EXPANDED LEARNING COMMUNITY
SCHOOLS, TRANSITIONAL
KINDERGARTEN, UM, SCHOOL BASED
HEALTH CARE? WE HAVE RESOURCES,
BUT I THINK THERE'S AN
INCREDIBLE INITIATIVE, FATIGUE
AND PEOPLE HAVING. THE TIME THE
RESOURCES SUPPORT TO THINK ABOUT
HOW THEY USE THEIR DATA TO KNIT
THIS TOGETHER, SO YOU HAVE A
YEARLONG MULTIYEAR APPROACH WE
HAVE TO I'M ACTUALLY AT IF YOU
LOOK AT THE LAST, UM, SLIDE, I
THINK WE NEED TO ACTUALLY CREATE
A TASK FORCE THIS SIZE THE SIZE
OF THIS CHALLENGE IS SIGNIFICANT
, AND IT HAS TO BE A TASK WORTH
THAT BOTH INVOLVES ARE THE
CALIFORNIA DEPARTMENT OF
EDUCATION. BUT ALSO INVOLVES OUR
DEPARTMENT OF PUBLIC HEALTH.
BECAUSE IT IS HEALTH AND
ATTENDANCE AND ACADEMIC
ACHIEVEMENT MESSAGING TOGETHER
THAT WE HAVE TO USE TO GET TO
REINSTATE BACK A CULTURE OF
ATTENDANCE. CULTURE OF SCHOOL
GOING WHEN WE, UM WE'VE
FAMILIES. HEARD FOR, YOU KNOW,
THREE YEARS. KEEP YOUR KIDS AT
THE FIRST HOME AT THE FIRST SIGN
OF ILLNESS, BUT FOR KIDS WELL
BEING IN THE LONG TERM IF THEY
DON'T SHOW UP TO SCHOOL IF WE
DON'T HAVE THE SUPPORTS TO MAKE
SURE THAT THEY HAVE THE HEALTH
SUPPORTS THE HOUSING SUPPORTS TO
GET TO SCHOOL. THEN IN THE LONG
TERM, THEIR HEALTH AND ACADEMIC
OUTCOMES ARE GOING TO SUFFER,
AND WE HAVE TO THINK ABOUT HOW
WE CAN THEN BUILD BOTH, UM, THE
CAPACITY OF DISTRICTS COUNTY
OFFICES OF ED TO MAKE SURE
PEOPLE ARE IN GET THE KIND OF
PROFESSIONAL DEVELOPMENT THEY
NEED TO USE NEW APPROACHES TO
LEARNING. AND THEN THE LAST
THING I WOULD JUST SAY IS AND WE
CAN USE OUR DATA. LOOK FOR BYTES
BYTES. WE CAN USE OUR ATTENDANCE
DATA FIND OUT WHERE THE PLACES
THAT HAD LOW DIDN'T HAVE AS AS
AS DRAMATIC DROPS IN CHRONIC
ABSENCE AND FIND OUT WHAT THEY
DID. SO. THANK YOU SO MUCH FOR
GIVING ME THE OPPORTUNITY TO
SPEAK TO YOU. UM AND WE CAN USE
OUR DATA TO BE MUCH MORE
STRATEGIC TARGETED, BUT WE HAVE
TO TAKE A WHOLE COMMUNITY WHOLE
VILLAGE APPROACH. AND TAKE THIS
AS A LONG TERM APPROACH TO
MOVING STUDENTS TO THE KINDS OF
OPPORTUNITIES THAT WE KNOW THEY
DESERVE, NEED AND WILL ALLOW US
TO THRIVE AS A STATE. THANK YOU.
I KNOW I'LL HAVE SOME FOLLOW UP
QUESTIONS, BUT LET'S GET THROUGH
THE PANELISTS FIRST. NEXT WE'LL
HEAR FROM OUR REPRESENTATIVE
FROM WEST ED. HI HI. THANK YOU.
THANK YOU, CHAIR MCCARTHY AND
THANK YOU ASSEMBLYMEMBER'S I AM
TOM HANSON FROM WEST DEAD. I
DIRECT THE CALIFORNIA SCHOOL
CLIMATE, HEALTH AND LEARNING
SURVEY SYSTEM. IT'S CALLED COW
SCHOOLS. FOR SHORT, UM, I'M HERE
, BUT SHE'S NOT UP HERE. BUT I'M
HERE WITH REBECCA SERNA, WHO
ALSO FROM WEST DEAD WHO DIRECTS
THE CALIFORNIA CENTER FOR SCHOOL
CLIMATE. THE CENTER PROVIDES
SCHOOL CLIMATE RELATED DATA YOU
SUPPORT FOR ELIA'S ACROSS THE,
UH ACROSS THE STATE. SO REBECCA
IS HERE TO ANSWER ANY QUESTIONS
WE HAVE ABOUT DATA USE IN THE
DAY DO YOU SUPPORT PROVIDED BY
THE CENTER? BOTH CAL SCHOOLS AND
THE SCHOOL CLIMATE CENTER OR C D
E INITIATIVES. SO WHAT I'M GOING
TO DO VERY QUICKLY IS, UH,
BRIEFLY DESCRIBE THE COW SCHOOL
SYSTEM SHOW YOU SOME TREND DATA
FROM THE CALIFORNIA HEALTHY KIDS
SURVEY ON MEASURES OF STUDENT
ENGAGEMENT AND WELL BEING, UM,
AND THEN DESCRIBE HOW ELIA'S CAN
USE THE SURVEY DATA TO ADDRESS
SCHOOL CLIMATE AND STUDENT
ENGAGEMENT. UM SO, UH, AGAIN,
I'M JUST JUST JUST TO BE CLEAR
COW SCHOOLS ISN'T ACRONYM FOR
CALIFORNIA SCHOOL CLIMATE,
HEALTH AND LEARNING SURVEYS. UM
I LIKE TO DESCRIBE THAT CAL
SCHOOLS AS THE CALIFORNIA
DEPARTMENT OF EDUCATION'S WHOLE
CHILD IN SCHOOL CLIMATE
MEASUREMENT SYSTEM. UM THE
SURVEYS COMPRISED OF THREE
INTERRELATED SURVEYS. THERE'S A
STUDENT SURVEY CALLED THE
CALIFORNIA HEALTHY KIDS SURVEY.
AND THEN THERE'S THE STAFF
SURVEY APPEARANCE SURVEY. EACH
SURVEY HAS A CORE MODULE
REQUIRED OF EVERYONE TAKING THE
SURVEY. SO DATA IS, UH,
CONDUCTED FIRM FOR STANDARD SET
OF MEASURES FOR ALL PARTICIPANTS
IN THE STATE. UM AND THEN THERE
ARE SUPPLEMENTARY MODULES TO
ASSESS TOPICS IN FURTHER DETAIL
. THERE'S ALSO CUSTOM MODEL
DISTRICTS CAN, UH INCLUDE THEIR
OWN QUESTIONS OR QUESTIONS FROM
OTHER ITEM BANKS ALSO ON THE
SURVEY. SO THE WHOLE SYSTEM IS,
UM, KIND OF BOTH STANDARDIZED
AND FLEXIBLE TO BE RESPONSIVE TO
LOCAL NEEDS. UM. I DO HAVE A
HANDOUT. IT'S UM AND SO, PAGE
THREE IN THE HANDOUT DESCRIBES
FURTHER FEATURES OF THE CHK S UM
I THINK THE CHK S IT REPRESENTS
THREE D A GRAPHIC AREAS. THERE'S
THE LOCAL THE COUNTY AND THE
STATE. AND THE LOCAL CHK S IS
DESIGNED TO PROVIDE LOCAL DATA
TO DISTRICTS AND SCHOOLS. UM
SCHOOL DISTRICTS TYPICALLY
ADMINISTERED THE SURVEY EVERY
OTHER YEAR IN GRADES 579 AND 11.
30% OF DISTRICTS ADMINISTERED
THE SURVEY 30% OF DISTRICTS IN
THE STATE ADMINISTER THE SURVEY
EVERY YEAR. UM AND BECAUSE OF
HIS EXTENSIVE USE OF COUNTY
LEVEL RESULTS ARE PROVIDED IF
THERE'S SUFFICIENT DISTRICT
PARTICIPATION IN THE MOST RECENT
TWO YEAR PERIOD, UM 49 WE HAVE
COUNTY LEVEL RESULTS ARE
AVAILABLE FOR 49 OF THE 58
COUNTIES IN THE STATE. THERE'S
ALSO A STATE LEVEL CHK S THE
BIENNIAL CHK S IS BASED ON A
STATEWIDE SAMPLE OF RANDOMLY
SELECTED SCHOOLS, SO THE
BIENNIAL PROVIDES RESULTS THAT
REPRESENTATIVE OF THE STATE AS A
WHOLE, AND DISTRICTS CAN USE
THOSE RESULTS AS TO BENCHMARK,
THEIR OWN RESULTS. UM PAGE FOUR
ON THE HANDOUT SHOWS HOW MANY
DISTRICTS ADMINISTERED THE
SURVEY? UM THE CHUKS WAS
ADMINISTERED IN 694 DISTRICTS IN
ABOUT 5200 SCHOOLS IN THE MOST
RECENT TWO YEAR PERIOD. THAT'S
ROUGHLY EQUALS ABOUT 70% OF
DISTRICTS IN THE STATE. UM THE
STAFF SURVEY WAS ADMINISTERED IN
399 DISTRICTS, AND, UM, PARENTS
SURVEY IN 313. OKAY SO NOW I'M
GOING TO SHIFT. UH LET'S LET'S
LET'S TALK ABOUT SOME TREND.
RESULTS FOR THREE MEASURES
RELATED TO ENGAGEMENT IN SCHOOL.
UM, ACADEMIC MOTIVATION. SCHOOL
CONNECTING THIS AND CHRONIC
SADNESS. UM PAGE SIX ON THE
HANGING. HELP SHOWS, UH, ROUGHLY
HOW THESE, UH, THESE MEASURES
WERE UH, MEASURED, UM, AND PAGE
SEVEN SHOWS TRENDS AND REPORTED
ACADEMIC MOTIVATION BETWEEN 2016
AND 2022. SO, UM. IF YOU LOOK AT
PAGE SEVEN, WE SEE THAT FOR
SEVENTH GRADERS AND PROBABLY
LESS. SO FOR NINTH AND 11TH
GRADERS. WE SEE A GRADUAL
DECLINE IN ACADEMIC MOTIVATION
BETWEEN 2016 AND 2020 IN THE PRE
PANDEMIC PERIOD. UM THEN A
COMMON ACADEMIC MOTIVATION
DECLINED STEEPLY IN 2021. UM THE
PANDEMIC YEAR FOR ALL GRADES,
AND THERE'S VERY STEEP DECLINES
BETWEEN NINE AND 11% POINTS. UM
IN 2022 LEVELS ARE SIMILAR TO
THE LEVELS IN 2021. AH SO, UM,
THERE'S NO INDICATION OF FURTHER
DECLINE, BUT THERE'S NO
INDICATION OF A RECOVERY YET IN
AT LEAST ACCORDING TO THIS
SURVEY DATA. PAGE H SHOWS
SIMILAR TREND DATA FOR SCHOOL
CONNECTEDNESS AGAIN. A PRECURSOR
. UH WE THINK TO ATTENDANCE, UM
, NOTE THAT IN 2021. WE DID NOT
COLLECT SCHOOL CONNECTED THIS
DATA FROM STUDENTS WHO
PARTICIPATED IN SCHOOL REMOTELY
SO WE DON'T HAVE DATA FOR THAT
YEAR, BUT WE CAN SEE FROM THE
FIGURE. UM THAT THERE'S MORE
PRONOUNCED DECLINES FOR SEVENTH
GRADERS THAN OTHER GRADES. THERE
WAS A 5% POINT DROP BETWEEN 2016
AND 2020. AND THEN A 4% DROPPED
POINT DROP BETWEEN 2020 AND
2022. UM THE DECLINE WAS SORT OF
LESS PRONOUNCED BUT STILL
LOOKING DECLINE FOR NINTH AND,
UH, 11TH GRADERS, AND IT'S
PRETTY MUCH A LINEAR DECLINE.
THE NEXT GRAPH ON PAGE NINE
SHOWS, TRENDS AND CHRONIC
SADNESS, WHICH INCREASED
GRADUALLY IN THE PRE PANDEMIC
PERIOD. INCREASING FOR A LONG
TIME. THIS HAS BEEN SORT OF A
NATIONWIDE INCREASE IN
ADOLESCENT DEPRESSION. UH AND
THEN IT INCREASED SUBSTANTIALLY
IN 2021. IN 2021 47% OF 11TH
GRADERS REPORT THAT THEY
EXPERIENCED CHRONIC SADNESS. UH
IN THAT YEAR, YOU KNOW, ALMOST
HALF THE DISPARITIES BY GENDER,
OR, UH, ARE LARGE. UM CHRONIC
SADNESS APPEARED TO RECOVER. UH
UM AND TO PREVENT TO ALMOST PRE
PANDEMIC LEVELS IN 2022. WHICH
IS, UM, WHICH IS GREAT NEWS, BUT
STILL, THE LEVELS ARE
UNACCEPTABLY HIGH. OKAY THERE'S
SOME DATA FOR YOU NEXT. I'M JUST
GOING TO, UH, TURNED TO HOW
DISTRICTS AND SCHOOLS CAN BEST
USE SCHOOL CLIMATE DATA TO
ECUADOR, ITALY EQUITABLY IMPROVE
CONDITIONS FOR LEARNING. UM
HAVING A VALID INSTRUMENT AND
USING IT TO SUCCESSFULLY COLLECT
SURVEY DATA IS REALLY JUST THE
BEGINNING. AS HARD AS THAT
ACTUALLY IS, UM, YOU KNOW, THE
MOST IMPORTANT WORK HAPPENS ONCE
THE DATA HAVE BEEN COLLECTED. IN
OUR EXPERIENCE INDICATES THAT
DISTRICTS AND SCHOOLS ARE IN
DIFFERENT STAGES OF THEIR DATA
USE, PRACTICE JOURNEY AND IDEAL
SITUATIONS, DISTRICTS AND
SCHOOLS WOULD DISAGGREGATE THE
SURVEY RESULTS BY STUDENT
CHARACTERISTICS. UM YOU KNOW,
MAKE AND HAVE A PLAN TO 78
SURVEY RESULTS USING DIFFERENT
MECHANISMS AND TO DO SO
FREQUENTLY, UH, CONTINUE TO
EXPLORE THIS. WHY BEHIND SURVEY
RESULTS CONNECTED TO OTHER
SOURCES OF DATA. ENGAGE IN
ACTION PLANNING. WITH DIFFERENT
PARTNERS, INCLUDING STUDENTS,
STAFF AND FAMILY MEMBERS AND TO
ESTABLISH BENCHMARKS TO CONTINUE
TO MONITOR PROGRESS AND
STRENGTHENING SCHOOL CLIMATE.
AGAIN WE'VE IN OUR WORK. WE FIND
WIDE VARIATION IN DISTRICTS WITH
REGARDS TO THEIR DATA DATA USE
PRACTICE. UM. ONE BEST PRACTICE
EXAMPLE IS THE WORK OF SAN DIEGO
UNIFIED, UH, SCHOOL DISTRICT. UM
THIS IS DESCRIBED ON PAGE 11. A
COUPLE OF MONTHS AGO, WE HAD THE
OPPORTUNITY TO CO PRESENT, UM AT
THE STATE BOARD OF EDUCATION
WITH STS USD ABOUT THEIR SCHOOL
CLIMATE DATA USE PRACTICES. UM
THE DISTRICT HAS AN L CAP GOAL
THAT ALL STUDENTS EXPERIENCE
AFFIRMING CLASSROOMS THAT HONE
AND LEVERAGE THEIR LIPS
EXPERIENCE. HAVING A SUPPORTIVE
CLASSROOM IS A DRIVER OF STUDENT
CONNECTEDNESS AND ATTENDANCE. SO
AT THE DISTRICT LEVEL, THEY
MONITOR THIS SCHOOL USING
MULTIPLE DATA SOURCES. SOME DATA
IS COLLECTED ANNUALLY, INCLUDING
THE CHK S OTHER DATA SOURCES ARE
MONITORED MORE FREQUENTLY, LIKE
ATTENDANCE, CHRONIC ABSENTEEISM
DATAS IS, UM ABSENTEEISM. DATA
IS MONITORED IN REAL TIME. UM
ALSO SCHOOLS IN THE DISTRICT, UM
, DEVELOPED SCHOOL CLIMATE
RELATED GOALS AS PART OF THEIR
SCHOOL PLANS FOR STUDENT
ACHIEVEMENT. THEY ARE USING THE
CHK HAS STATED DO INFORM
BASELINE AREAS OF GROWTH AND
STRENGTH TO MONITOR PROGRESS. UM
WHAT'S REALLY IMPRESSIVE, YOU
KNOW, I THINK ABOUT SD USD IS
THAT STAFF IN A VARYING ROLES,
TAKE OWNERSHIP OF THE DATA AND
ENGAGE WITH IT. UM DATA IS
SHARED EXTENSIVELY. IT JUST
DOESN'T DATED DOESN'T SIT WITH
THE PERSON WHO COORDINATES DATA
COLLECTION OR AN ANALYST. IT'S
SHARED. ACROSS YOU KNOW, ALSO,
UM, VARIETY OF DIFFERENT STAFF
IN THE DISTRICT. OUR WORK ON
THAT CALIFORNIA CENTER FOR
SCHOOL CLIMATE HAS AFFORDED US
THE OPPORTUNITY TO SUPPORT
DISTRICTS AND STRENGTHENING
THEIR DAILY USE PRACTICE. UM THE
REQUEST WE GET FROM DISTRICTS
ARE SIMILAR, REGARDLESS OF
DISTRICT SIZE OR WHETHER THEY'RE
URBAN OR RURAL. DISTRICTS
TYPICALLY REQUEST SUPPORT
IDENTIFYING AREAS OF FOCUS AND
FIGURING OUT HOW TO MEASURE
PROGRESS. THEY OFTEN ASK ABOUT
BEST PRACTICES AND COLLABORATING
AND ENGAGING WITH EDUCATIONAL
PARTNERS TO UNDERSTAND THE ROOT
CAUSES FOR THE INEQUITIES THAT
THE DATA ARE. SURFACING. I THINK
I'M GOING TO STOP THERE. UM AND
WE'LL GLADLY PROVIDE MORE
INFORMATION DURING THE QUESTION
AND ANSWER SESSION ABOUT DATA
USE. YES IF WE CAN PLEASE, UM,
PROCEEDING AND WE'LL ASK OUR
PANELISTS. WE HAVE ONE MORE
PANEL AND QUESTIONS IN PUBLIC
COMMENTS, SO PLEASE KEEP WITHIN
YOUR ALLOTTED TIME GIVEN TO YOU
. NEXT. WE HAVE THE. THANK YOU.
GOOD AFTERNOON. I'M JAMIE
PARSONS. I'M REPRESENTING THE
ORANGE COUNTY DEPARTMENT OF
EDUCATION. THE LEAD AGENCY FOR
CALIFORNIA. MTS S I'M A MEMBER
OF THE STATE EXECUTIVE COMMITTEE
FOR CALIFORNIA TSS AND HAVE BEEN
A PART OF THE LEADERSHIP TEAM
SINCE 2016 WHEN WE INITIATED
CALIFORNIA SUMS OR SCALE UP
EMPTY S S. THANK YOU TO THE
COMMITTEE FOR THE INVITATION TO
THE HEARING TODAY. UH, THANK
YOU, ALSO FOR THE GREAT
DESCRIPTION IN THE AGENDA
EXPLAINING CALIFORNIA MTS S. IN
ADDITION, HANDOUTS HAVE BEEN
PROVIDED TO THE COMMITTEE AS
WELL. UH WITH SOME ADDITIONAL
INFORMATION, THERE ARE TWO SIDED
AND LOOK LIKE THIS. IN ADDITION
TO THE DEFINITION IN THE AGENDA
, I WOULD LIKE TO EXPAND ON THE
DEFINITION OF WHAT IS CALIFORNIA
MTS S JUST FOR CLARIFICATION.
CALIFORNIA MULTI TIERED SYSTEM
OF SUPPORT IS A GENERAL
EDUCATION INITIATIVE THAT IS
INTENDED TO SUPPORT THE NEEDS OF
ALL STUDENTS. IMPLEMENTING
CALIFORNIA. TSS ALLOWS SCHOOLS
TO ORGANIZE AND ALIGN ACADEMIC,
BEHAVIORAL, SOCIAL, EMOTIONAL
AND MENTAL HEALTH INSTRUCTION
AND INTERVENTIONS IN A FULLY
INTEGRATED SYSTEM OF SUPPORT FOR
THE BENEFIT OF ALL STUDENTS.
THROUGH THE USE OF TEAMING AND
COACHING, AND THE USE OF DATA
FOR DECISION MAKING AND EVIDENCE
BASED PRACTICES. SCHOOLS CREATE
A SYSTEM IN WHICH STUDENTS HAVE
ACCESS TO THE SUPPORT THEY NEED
WHEN THEY NEED IT, THUS NOT
WAITING UNTIL THEY FAILED TO
INTERVENE. CALIFORNIA MTS S
OFFERS THE POTENTIAL TO CREATE
NEEDED SYSTEMIC CHANGE AT A
SCHOOL THROUGH INTENTIONAL
DESIGN AND REDESIGN OF SERVICES
AND SUPPORTS TO QUICKLY IDENTIFY
AND MATCHED TO THE NEEDS OF ALL
STUDENTS. I'D LIKE TO REVIEW
THAT CALIFORNIA MTS S FRAMEWORK
WHICH IS ON YOUR THE BACK OF
YOUR HAND OUT. THE FRAMEWORK
INCLUDES FIVE DOMAINS AND 11
FEATURES THE WHOLE CHILD DOMAIN
UP AT THE TOP IS THE FOCUS OF
THE WORK AND OTHER DOMAINS
UNDERNEATH ARE IN PLACE TO
SUPPORT THIS FOCUS. THIS
FRAMEWORK PROVIDES OPPORTUNITIES
FOR LIAISE TO STRENGTHEN BOTH
SCHOOL FAMILY AND COMMUNITY
PARTNERSHIPS WHILE DEVELOPING
THE WHOLE CHILD IN THE MOST
INCLUSIVE, EQUITABLE LEARNING
ENVIRONMENT, THUS CLOSING THE
EQUITY GAPS FOR ALL STUDENTS. IN
THE MOST RECENT ITERATION OF THE
FRAMEWORK, WE HAVE ADDED MENTAL
HEALTH. TO BETTER SUPPORT
SCHOOLS AND UNDERSTANDING HOW
THAT CAN BE DELIVERED WITHIN A
CONTINUUM OF SUPPORT AND HOW TO
BEST LEVERAGE CREDENTIAL
PERSONNEL ON THEIR CAMPUSES AND
SUPPLEMENT THROUGH INTENTIONAL
USE OF COMMUNITY BASED PROVIDERS
AS WELL. I'D LIKE TO REVIEW THE
CALIFORNIA CONTINUUM OF SUPPORT,
WHICH IS LOCATED UNDERNEATH THE
FRAMEWORK ON YOUR HANDOUT. THE
CONTINUUM OF SUPPORT IS BOTH A
FLUID AND FLEXIBLE STRUCTURE,
WHICH IS GROUNDED IN UNIVERSAL
DESIGN FOR LEARNING AND BEST
FIRST INSTRUCTION. AND IF YOU
NOTICE ON THE CONTINUUM OF
SUPPORT THE UNIVERSAL SUPPORT IS
ON THE TOP. WE HAVE MOVED AWAY
FROM THE PYRAMID STRUCTURE THAT
YOU OFTEN SEE WITH ARTIE OR
SOMETIMES P B. I S THE UNIVERSAL
IS INTENDED TO BE AT THE TOP. IT
IS CRITICALLY IMPORTANT AND IT
IS FOR ALL STUDENTS. TEAMS USE
UNIVERSAL SCREENERS FOR ACADEMIC
, BEHAVIORAL OR SOCIAL,
EMOTIONAL AND MENTAL HEALTH
NEEDS, ALONG WITH OTHER SOURCES
OF DATA TO IDENTIFY STUDENTS
NEEDING SUPPLEMENTAL AND
INTENSIFIED SUPPORTS. WE ASKED
THE QUESTION ALONG WITH SCHOOLS
. WHAT ARE WE DOING FOR ALL
STUDENTS TO INCREASE ACCESS TO
THE CONTENT? AND WHAT ARE WE
DOING TO REMOVE ANY BARRIERS TO
THE LEARNING? IF STUDENTS NEED
ADDITIONAL HELP SCHOOLS
ORGANIZED STAFF TO WORK WITH
SMALL GROUPS ON TARGETED SKILLS.
IF A FEW STUDENTS NEED MORE
INTENSIVE HEALTH SUPPORT
SPECIALISTS ARE ASSIGNED TO
PROVIDE INTENSIVE INSTRUCTION TO
RE MEDIATE THE SKILL GAPS. AS
STUDENTS OBTAIN MASTERY OF THOSE
SKILLS. THEY ARE REMOVED FROM
THOSE ADDITIONAL SUPPORTS. THE
SUPPORTS ARE LAYERED ON TWO CORE
INSTRUCTION FOR AS LONG AS THEY
ARE NEEDED. AS THE PANDEMIC
HIGHLIGHTED. CERTAINLY MANY
STUDENTS HAVE A VARIETY OF NEEDS
THAT THE FRAMEWORK IS WELL
SUITED TO SUPPORT. THOSE SCHOOLS
WHO HAVE THE FRAMEWORK IN PLACE
OR FINDING IT EASIER TO SUPPORT
, LEARNING, ACCELERATION AND
RECOVERY. AND TO MR TING'S POINT
EARLIER ON THE BACK OF YOUR HAND
OUT, YOU SEE TESTIMONIALS FROM
FIVE DIFFERENT DIFFERENT
DISTRICTS ACROSS THE STATE. UM
WE'VE INCLUDED TESTIMONIALS
RELATED TO SCHOOL CLIMATE AND TO
LEARNING LOSS IN PARTICULAR AND
THE SUCCESS THEY'RE FINDING
HAVING THE FRAMEWORK IN PLACE
ALREADY. NOW THAT THE PANDEMIC
HAS OCCURRED, IT'S HELPING THEM
WITH THE LEARNING LOSS MOVE MORE
QUICKLY. ON THE BACK OF THE HAND
OUT. IS THE TIMELINE FOR
CALIFORNIA MTS S AS I KNOW, SOME
OF YOU ARE NEW TO THE WORK THAT
WE'RE DOING. SO WE ARE IN THE
THIRD PHASE OF CALIFORNIA TSS.
WE BEGAN WITH PHASE ONE IN 2016
2017. PHASE ONE FOCUSED ON
BUILDING STATE AS WELL AS REGION
AND DISTRICT CAPACITY. WE HIGHLY
FOCUSED ON THE DISTRICT'S
ABILITY TO SUPPORT SCHOOLS
MOVING INTO THIS TYPE OF WORK.
AT THAT TIME WE BEGAN THE WORK.
WE WERE PARTNERED WITH COUNTY
OFFICE OF EDUCATION TO GIVE THE
RURAL PERSPECTIVE ON SCHOOL
NEEDS. AND WE ALSO WERE
PARTNERED WITH SWIFT OUT OF THE
UNIVERSITY OF KANSAS TO BUILD
THE FRAMEWORK. IN PHASE TWO. WE
PARTNERED WITH U C L A TO
CONDUCT RESEARCH AND WE WANTED
TO LEVERAGE THE CALIFORNIA UM
TSS FRAMEWORK TO EVALUATE THE
IMPACT ON SCHOOL CONDITIONS AND
CLIMATE AND WE'RE WORKING WITH
35 SCHOOLS. IT'S A VERY SMALL
SCALE PILOT èC L A WILL CONDUCT
COMPLETE THEIR RESEARCH AT THE
END OF THIS FISCAL YEAR IN JUNE
AND THAT WILL BE EMBEDDED IN OUR
ANNUAL REPORT IN SEPTEMBER.
PHASE THREE BEGAN IN 2022. WE'LL
GO THROUGH 2026. THIS MOVES INTO
SCHOOL SITE IMPLEMENTATION,
WHICH IS NOW FOCUSING ON THE
TRAILER BILL LANGUAGE, WHICH
ASKED US TO EMPHASIZE BUILDING
OUT A CONTINUUM OF SUPPORT FOR
SOCIAL, EMOTIONAL LEARNING,
MENTAL HEALTH AND TRAUMA.
INFORMED PRACTICES FOR THIS
ROUND OF THE FUNDING. WE ARE
PARTNERED WITH THE CALIFORNIA I
S P PROJECT, WHICH IS LED BY THE
PLASTER COUNTY OFFICE OF
EDUCATION, AND IT'S THE PLASTER
CONSORTIUM ALONG WITH SANTA
CLARA COUNTY AND WEST DEAD AND
THEY WILL BE FOCUSED ON BUILDING
CONTENT. AROUND CL MENTAL HEALTH
AND TRAUMA. INFORMED PRACTICE IS
FOR THE NEXT TWO YEARS AND DOING
A DEEPER DIVE. INTO THAT LEVEL
OF THE WORK WITH THE SCHOOLS
THAT WE'VE ALREADY BEEN WORKING
WITH. WITH PHASE THREE FUNDING
WAS PROVIDED TO THREE DIFFERENT
TYPES OF AWARDEES SCHOOLS AS
WELL AS CONSORTIUM A AS WELL AS
COUNTY OFFICES, ABED THROUGH
COMPETITIVE GARANT PROCESS.
FUNDING CAN BE USED TO PROVIDE
STAFF WITH STIPENDS FOR TIME
OUTSIDE OF THE SCHOOL DAY OR
SCHOOL YEAR TO COMPLETE THE
ASYNCHRONOUS ONLINE COURSE THAT
WE DEVELOPED IN PHASE TWO AS A
RESULT OF THE PANDEMIC. THE
COURSE IS DESIGNED TO PROVIDE
BOTH SYNCHRONOUS AND
ASYNCHRONOUS LEARNING FOR
SCHOOLS AND DISTRICT STAFF. THE
COURSE INCLUDES THE FOUNDATIONAL
ELEMENTS OF THE CALIFORNIA UM
TSS FRAMEWORK AND CONTINUUM OF
SUPPORT, INCLUDING THE WHAT? WHY
AND HOW OF A MULTI TIERED SYSTEM
OF COURSE, CONTENT BUILDS
EDUCATOR CAPACITY IN THE AREAS
OF ACADEMIC BEHAVIOR, SOCIAL,
EMOTIONAL AND MENTAL HEALTH
INSTRUCTION. AFTER EDUCATORS
COMPLETE THE FOUNDATIONAL LEVEL
OF THE COURSE. THEY EMBARK ON
ROLE SPECIFIC PATHWAYS, WHICH
ALLOW ALL EDUCATORS TO MAKE
CONNECTIONS AND UTILIZE
RESOURCES TO SUPPORT THEIR
ROLES. PATHWAYS THAT WE BUILT
INCLUDE THOSE FOR TEACHERS,
ADMINISTRATORS, SCHOOL COUNSELOR
, SCHOOL PSYCHOLOGIST, SCHOOL
BASED MENTAL HEALTH CLINICIANS,
EDUCATORS AND NON INSTRUCTIONAL
STAFF. FUNDS FROM THIS GRANT CAN
ALSO BE USED FOR TECHNOLOGY OR
OTHER CURRICULAR MATERIALS, OR
PD NEEDED TO SUPPORT THE
IMPLEMENTATION. COACHING IS A
CRITICAL COMPONENT OF THIS
PROGRAM. SO FAR, A COUNTY OR
DISTRICT COACH GOES THROUGH OUR
CERTIFICATION COURSE TO VET
THEIR KNOWLEDGE AND ENSURE
FIDELITY TO THE MODEL AND
COACHES ARE ASSIGNED TO ALL
SCHOOL LEADERS IN THE STATE. AH
WHOM THEY MEET WITH THEM
REGULARLY, AND THEY DEVELOP A PD
PLAN AND IMPLEMENTATION PLAN AND
PROVIDE FEEDBACK ALL ALONG THE
WAY. IN ADDITION, THEY USE
FIDELITY MEASURES SUCH AS THE
FEAR, THE FIDELITY INTEGRITY
ASSESSMENT TOOL AND THE SET THE
SCHOOL. I'D IMPLEMENTATION TOOL
, AND THESE ARE SELF ASSESSMENT
TOOLS THAT ALLOW SCHOOL
LEADERSHIP TEAMS TO ENGAGE IN
REFLECTIVE CONVERSATIONS TO
ASSESS FIDELITY TO THE MODEL AND
THE LISA IS ALSO USED IN ELIA
SELF ASSESSMENT TOOL TO MEASURE
THEIR CAPACITY TO SUPPORT
SCHOOLS. IN ADDITION TO THE
POSITIVE HIGHLIGHTS THAT YOU SEE
ON YOUR HANDOUT, WE DO HAVE
SOME, UM, FINDINGS FROM OUR WORK
SO FAR, AND PHASES 12 AND THREE.
I'LL JUST GIVE YOU A FEW
EXAMPLES FROM PHASE ONE SCHOOLS
FELT THEY WERE BETTER ORGANIZED
SYSTEMS AND STRONGER AND HAD
MORE ROBUST TEARS OF SUPPORT TO
ADDRESS STUDENTS NEEDS. IN
EVALUATING THEIR SYSTEMS. THEY
SAW HOW TIERED INTERVENTIONS
COULD BE INCREASED OR ENHANCED.
AND EVEN THOUGH CHANGES IN
STUDENT OUTCOMES ARE NOT
EXPECTED UNTIL IMPLEMENTATION OF
THE FRAMEWORK IS MORE WIDESPREAD
. SOME HAVE BEGUN TO SEE
INCREASES ON SCORES FOR ELA AND
MATH ASSESSMENTS AS WELL AS
REDUCTIONS IN SUSPENSIONS IN
SOME CASES, AS YOU'LL NOTE FROM
THE QUOTES ON THE BACK OF THE
FLYER OFFICE, DISCIPLINE,
REFERRALS, ABSENTEEISM AND
REFERRALS TO SPECIAL EDUCATION.
I THINK THAT'S WHERE WE'VE SEEN
. OUR GREATEST SUCCESS IS IN THE
REDUCTION OF DISPROPORTIONALITY
IN TERMS OF REFERRAL TO SPECIAL
EDUCATION. UM IN PHASE THREE. WE
ARE VERY EXCITED TO WORK WITH
THE CALIFORNIA ISP PROJECT, AND
THEN WE ARE ALSO ENGAGING WITH
THE SWIFT CENTER AGAIN TO UPDATE
THEIR FIA TO ALIGN WITH OUR
FRAMEWORK. I WANT TO LEAVE SOME
TIME TO ADDRESS SOME QUESTIONS
THAT HAVE BEEN SPECIFICALLY
POSED BY THE COMMITTEE. I'LL
START WITH HOW IS EMPTY SS
ADDRESSING CHRONIC ABSENTEEISM
AND LEARNING RECOVERY. THE
SCHOOLS AND DISTRICTS ARE USING
TEAMS TO LOOK AT DATA ON A
REGULAR BASIS TO IDENTIFY
STUDENT NEEDS, WHETHER THAT
MEANS ACADEMIC BEHAVIOR OR
SOCIAL EMOTIONAL NEEDS. ONCE THE
NEED IS IDENTIFIED, WHATEVER
THAT IS AND INTERVENTION AND OR
IN RICHMOND IS RECOMMENDED BY
THE TEAM, AND A PLAN HAS PUT IN
PLACE TO SUPPORT THE STUDENT
WITH ATTENDANCE. THIS MIGHT MEAN
THAT A SCHOOL WORKS CLOSELY WITH
THE PARENT TO LOOK AT THE ROOT
CAUSE FOR EXCESSIVE ABSENCES.
SOME STRATEGIES MIGHT INCLUDE
SMALL GROUP OR INDIVIDUAL
COUNSELING, REFERRALS FOR FAMILY
COUNSELING, FAMILY SERVICES OR
HEALTH CLINIC INFORMATION OR
OTHER COMMUNITY BASED PROVIDERS
. TRANSPORTATION ASSISTANCE LIKE
BUSTS, VOUCHERS ARE SIMILAR AND
ON THE CONVERSE INCENTIVES FOR
IMPROVED ATTENDANCE, SUCH AS
RECOGNITION OR OTHER IN
REINFORCEMENTS. WITH LEARNING
RECOVERY. THE PROCESS REMAINS
THE SAME SCHOOL TEAMS IDENTIFY
WHAT STUDENTS SHOULD KNOW AND BE
ABLE TO DO BY GREATER CONTENT
AREA WHEN THEY IDENTIFY THERE'S
A LEARNING GAP. MULTIPLE
STRATEGIES ARE USED. TEACHERS
USE UNIVERSAL DESIGN FOR
LEARNING IN THEIR LESSON
PLANNING. THEY MAY ALSO TRY
SMALL GROUP REVIEW OR EXPLICIT
INSTRUCTION FOR SPECIFIC SKILL
GAPS TO REINFORCE THE LEARNING.
THOSE TEND TO RUN FOR 6 TO 8
WEEKS. AND THEIR FLEXIBLE AND
FLUID AS STUDENTS LEARN THE
MATERIAL. THEY NO LONGER NEED
SMALL GROUP INTERVENTION OR
MOVED BACK INTO THE WHOLE GROUP.
HOW ARE ELIA'S LEVERAGING? UM
CALIFORNIA MTS S AND THIS WOULD
BE TO INCLUDE ISSUES AROUND
SCHOOL CLIMATE. SO DISTRICTS ARE
CERTAINLY BENEFITING FROM
DEDICATED COACHING PROVIDED TO
THEM THROUGH THE GRANT. EACH
ADMINISTRATOR OR CONSORTIUM HAS
A LOCAL COACH ASSIGNED TO THEM
WHO KNOWS THEIR CONTEXT TO
SUPPORT THE IMPLEMENTATION.
SCHOOL SITE LEADERS ARE USING
THE REFLECTIVE TOOLS THAT
THEY'VE BEEN PROVIDED TO CONDUCT
SELF ASSESSMENT WITH THEIR
SCHOOL LEADERSHIP TEAMS, AND
THEY'RE FOCUSED ON INTEGRATING
THE CONTINUUM OF SUPPORT TO MEET
THE WHOLE CHILD'S NEEDS.
ADMINISTRATORS ARE WORKING WITH
OTHER SUPPORT SPECIALIST WORKING
TOGETHER WITH SCHOOL COUNSELORS
, PSYCHOLOGISTS AND SPECIAL
EDUCATORS TO ENHANCE SCHOOL
ENGAGEMENT, IMPROVED SCHOOL
CLIMATE AND DESIGN INTERVENTIONS
TO SUPPORT LEANING LEARNING.
TEAMS TAKE A STRENGTHS BASED
APPROACH TO EVALUATING WHAT
SUPPORTS ARE ALREADY IN PLACE
FOR UNIVERSAL, SUPPLEMENTAL AND
INTENSIFIED INTERVENTION. IN
TERMS OF THE LAST QUESTION,
WHICH IS? HOW IS EMPTY SS
LEVERAGING TRANSFORMATION
FUNDING LIKE TRANSPORTATION
COMMUNITY SCHOOLS ELOPED AND
UNIVERSAL TK AND THE MULTI
TIERED APPROACH DISTRICTS ARE
DEFINITELY, UM, ALIGNING AND
BRAIDING MULTIPLE FUNDING
SOURCES TO SUPPORT THEIR
DISTRICT, EL CAP GOALS AND
SERVICES, MANY OF WHICH INCLUDE
IMPLEMENTING UNIVERSAL
SUPPLEMENTAL AND INTENSIFIED
INSTRUCTION AND INTERVENTIONS.
DESIGNED TO MEET THE ACADEMIC,
BEHAVIORAL, SOCIAL, EMOTIONAL
NEEDS OF STUDENTS. AND, OF
COURSE, THE CALIFORNIA CSS
FRAMEWORK PROVIDES THE
OVERARCHING STRUCTURE TO ENABLE
THE BRAIDING OF FUNDING AND
INITIATIVES. COMMUNITY SCHOOL
FRAMEWORK HAS A LOT OF OVERLAY
WITH CALIFORNIA MTS ESTÁ
INTEGRATING STUDENTS SUPPORTS
FAMILY COMMUNE ENGAGEMENT,
COLLABORATIVE LEADERSHIP AND
EXTENDED LEARNING TIME AND
OPPORTUNITIES. UM EXTENDED
LEARNING OPPORTUNITY PROGRAMS
CAN BE USED TO PROVIDE
SUPPLEMENTAL IN DESTRUCTION AND
SUPPORT FOR STUDENTS NEEDING
MORE TIME AND MORE HELP BEFORE
OR AFTER THE SCHOOL DAY. WE
WOULDN'T INCLUDE THAT THE
FOLLOWING QUALITY STANDARDS FOR
EXPANDED LEARNING DEFINITELY
ALIGNED TO CALIFORNIA. MTS S
SAFE AND SUPPORTIVE ENVIRONMENTS
, SKILL BUILDING AND
COLLABORATIVE PARTNERSHIPS SO
USING THE ELOPED FUNDING AS IT
IS INTENDED, MEANING A LINE TO
THE QUALITY STANDARDS DEFINITELY
ENABLES OUR DISTRICTS TO
IMPLEMENT PROGRAMS THAT WILL
EXPAND THE TSS STRUCTURE FOR
BEFORE AFTER SCHOOL. THIS
CONCLUDES MY REMARKS, AND I WILL
STAND BY FOR ADDITIONAL
QUESTIONS RELATED TO MY CONTENT.
THANK YOU FOR YOUR INVITATION
TODAY. OKAY THANK YOU. OUR FINAL
SPEAKER IN THIS PANEL B MICHAEL
FUNK WITH THE CALIFORNIA
DEPARTMENT EVENT. THANK YOU,
CHAIRMAN MCCARTHY AND COMMITTEE
. THANK YOU, CHAIRMAN FOR YOUR
CONTINUED SUPPORT FOR AFTER
SCHOOL PROGRAMS IN SO MANY WAYS.
THANK YOU, JAMIE FOR PLUGGING
THE QUALITY STANDARDS FOR
EXPANDED LEARNING, TAKING SOME
OF MY MATERIAL, I'M GOING TO BE
WELL UNDER TÌM. I'M GOING TO
COVER THREE THINGS. AND IT'S
GONNA BE CALLING OUT THE
IMPORTANCE OF THE DEFINITION OF
EXPANDED DURING IN ED CODE,
EVERY WORD IS IMPORTANT. I'M
GOING TO SHARE WITH YOU SPECIFIC
DATA THAT SHOWS HOW EXPANDED
LEARNING ACTUALLY REDUCES
ABSENTEEISM. AND I'M GOING TO
TELL YOU WHY. HANG ON. EXPANDED
LEARNING MEANS BEFORE SCHOOL
AFTER SCHOOL AND SUMMER OR
INTERCESSION, LEARNING THE WORD
LEARNING IS VERY IMPORTANT. IT'S
BEEN SUMMER SCHOOL HAS BEEN
REFERENCED. THAT'S THE THING
EXPANDED LEARNING HIGH QUALITY
THAT'S TIED TO THE QUALITY
STANDARDS. WE CALL THEM SUMMER
LEARNING PROGRAMS. THEY MEET THE
ACADEMIC, SOCIAL, EMOTIONAL AND
PHYSICAL NEEDS AND DEVELOPING
THE INTERESTS OF STUDENTS
THROUGH HANDS ON ENGAGING
LEARNING EXPERIENCES. THIS IS
FROM ED CODE, BY THE WAY, EVERY
WORDS CHOSEN CAREFULLY IT IS THE
INTENT OF THE LEGISLATURE THAT
EXPANDED LEARNING PROGRAMS ARE
STUDENT CENTER. RESULTS DRIVEN
INCLUDE COMMUNITY PARTNERS. AND
COMPLEMENT. BUT YOU'RE NOT
REPLICATE. LEARNING ACTIVITIES
THROUGH THE REGULAR SCHOOL DAY.
AND NOW ABOUT THE EVIDENCE
THROUGH A THIRD PARTY REPORT
FROM WEST DEAD. THAT WAS THE
REPORT TO THE LEGISLATURE. USING
CAL PADS, STUDENT LEVEL DATA. WE
KNOW THE DECADES LONG RESEARCH
THROUGH MANY STUDIES HAVE SHOWN
THAT HIGH QUALITY AFTER SCHOOL
PROGRAMS INCREASED SCHOOL
ATTENDANCE. NOW WE HAVE DATA
THAT IS SPECIFIC. UH,
CALIFORNIA'S ACES IN 21ST
CENTURY PROGRAMS. THE SUMMARY IN
A SHORT PARAGRAPH. PROGRAM
PARTICIPANTS. THAT ATTENDED THE
PROGRAMS, 60 DAYS OR MORE. WHEN
COMPARED WITH STUDENTS. OF THE
SAME DEMO DEMOGRAPHIC
CHARACTERISTICS THAT ATTEND THE
SAME SCHOOL. ATTENDED 1.5% MORE
SCHOOL DAYS. IT'S 2.7 MORE
SCHOOL DAYS. THEN. THEIR PEERS
AT THE SAME SCHOOL. THIS WAS
BASED ON. THAT'S 12.7 MORE
SCHOOL DAYS OUT OF 177 SCHOOL
YEAR. ADDITIONALLY THIS
INCREASED SCHOOL ATTENDANCE BY
EXPANDING LEARNING PARTICIPANTS
CREATED FINANCIAL GAINS IF YOU
CONSIDER WHAT A D A WAS GAINED
REVENUE HAS GAINED FROM THE A.
D. A OF THAT LACK OF
ABSENTEEISM. IT CALCULATES WEST
ED CALCULATED THIS OUT TO BE
OVER $38 MILLION IN RESOURCES IN
THE EDUCATIONAL SYSTEM. UM THERE
WAS A STUDY TWO YEARS AGO OR TWO
YEARS PRIOR TO THIS THAT
ACTUALLY HAD MUCH HIGHER NUMBERS
OF STUDENTS OF DAYS ATTENDED
SCHOOL THAN THIS PARTICULAR
REPORTED. WHY IS THAT SO? I MEAN
THE PANEL BEFORE MENTIONED WHAT
HAPPENS WITH HIGH QUALITY
LEARNING ENGAGING ACTIVITIES.
EDDIE, YOU REFERENCED THESE
THINGS. THERE ARE FIVE THINGS
FIVE CHARACTERISTICS OF
LEARNING. THAT WERE THE
FOUNDATION OF THE CREATION OF
THE QUALITY STANDARDS FOR
EXPANDED LEARNING. WE CALLED
THEM THE LEARNING AND AFTER
SCHOOL AND SUMMER PRINCIPLES.
STUDENTS ATTEND SCHOOL MORE.
BECAUSE IN AFTER SCHOOL HIGH
QUALITY THEY LEARN IN WAYS THAT
THEY LOVE. LEARNING THAT IS
ACTIVE AND PROJECT BASED ITS
HANDS ON LEARNING THAT IS
COLLABORATIVE. THEY'RE WORKING
MORE WITH OTHER STUDENTS,
ESPECIALLY IMPACTFUL FOR ENGLISH
LANGUAGE LEARNERS. NUMBER THREE.
LEARNING THAT IS MEANINGFUL.
WHAT DOES THAT MEAN IN HIGH
QUALITY PROGRAMS, STAFF? EXPOSE
KIDS TO DIFFERENT THINGS SO KIDS
CAN FIND OUT WHAT THEY CARE
ABOUT AND APPLY THE ACADEMIC
WORK ON THINGS THAT THEY'RE
PASSIONATE ABOUT. IT HAS MEANING
, LEARNING THAT SUPPORTS
MASTERY. SO KIDS STICK WITH
THINGS LONG ENOUGH. AND A CHILD
LEARNS THAT THEY CAN GET THEY
CAN GET GOOD AT SOMETHING. THEY
LEARNED THAT THEY CAN GET GOOD
AT OTHER THINGS. IT SUPPORTS
MASTERY. AND LEARNING THAT
EXPANDS HORIZONS. FOR 20 YEARS I
RAN PROGRAMS ON THE SOUTH ON THE
WEST SIDE OF SAN FRANCISCO.
EDDIE WAS ONE OF MY PARENTS,
VOLUNTEERS. NO. WE WERE FOUR
BLOCKS FROM OCEAN BEACH. AND WE
WOULD TAKE MIDDLE SCHOOLERS. TO
OCEAN BEACH FOR SOME KIND OF
ENVIRONMENTAL WORK OR CLEAN UP
DAY. AND FOR A SIGNIFICANT
NUMBER OF THOSE STUDENTS. IT WAS
THEIR FIRST TIME TO GO TO THE
BEACH. THEY LOOKED OUT OF THEIR
MIDDLE SCHOOL CLASSROOM. ONTO
THE BEACH. AND THEY NEVER WENT
THERE. EXPANDING KIDS HORIZONS.
WE TAKE KIDS WHERE THEY DIDN'T
IMAGINE THEY COULD GO. SO
STUDENTS DISCOVER WHAT THEY CARE
ABOUT SURROUNDED BY ADULTS THAT
CARE ABOUT THEM. IN MANY
INSTANCES WE HEAR FROM THE KIDS.
THAT THEY ARE COMING TO SCHOOL.
BECAUSE THEY WANT TO ATTEND.
YEAH, AFTER SCHOOL PROGRAM.
THAT'S MY TESTIMONY, HAPPY TO
RESPOND TO ANY QUESTIONS. OKAY?
THANK YOU QUESTIONS, MR ALVAREZ.
THANK YOU ALL FOR YOUR
PRESENTATION. UM. AS A FATHER OF
A MIDDLE SCHOOLER AND IN
ELEMENTARY SCHOOLER, UH, SCHOOL
STUDENT IN SANYA UNIFIED AND
THEY WERE CITED. TODAY. I GET
OBVIOUSLY FEEDBACK FROM FROM MY
CHILDREN ABOUT WHAT'S HAPPENING
AND AT THE MIDDLE SCHOOL. AT
LEAST IT SEEMS THAT THE ABSENTEE
ISM ISSUE IS QUITE PREVALENT AT
THE SCHOOL THAT MY DAUGHTER
ATTENDS. OFTENTIMES UM, MUCH
LESS THAN 20 STUDENTS IN THE
CLASSROOM, WHICH IS PRETTY
SUBSTANTIAL FOR MIDDLE SCHOOL
CLASSROOM WHERE WHICH TYPICALLY
HAS BETWEEN 28 TO 34 STUDENTS.
AND SO I THINK THIS ISSUE IS
REALLY, REALLY CRITICAL, IS
PERHAPS ONE OF THE MOST CRITICAL
ISSUES IN EDUCATION AND TO OUR
FIRST SPEAKER AND I'M SORRY. I
DON'T HAVE EVERYBODY'S NAMES.
UM, BUT I APPRECIATE YOU. UM,
CALLING OUT SOMETHING. THAT WE
SHOULD BE PAYING ATTENTION TO,
AND THAT'S THE RATE OF LATINOS,
UM AND ABSENTEEISM. AND
PARTICULARLY IN KINDERGARTEN
WHEN THEY'RE JUST STARTING OUT.
AND WHAT THAT COULD MEAN FOR THE
FUTURE OF OUR UM OUR STUDENTS
AND OUR WORKFORCE. AND I FEEL
THAT, UM IT'S GOING TO BE REALLY
IMPORTANT TO SORT OF GET GET
BETTER DATA DESEGREGATED DATA TO
UNDERSTAND WHAT'S HAPPENING IN
WHICH SCHOOLS UM, I'M TRYING TO,
YOU KNOW. PULL THAT INFORMATION
UP AS YOU'RE ALL SHARING YOUR
THOUGHTS, BUT WE'VE GOT TO FIND
A WAY TO REALLY IDENTIFY WHAT
THAT DATA IS. IN TERMS OF
ABSENTEEISM. I STILL BELIEVE A
LOT OF PEOPLE ARE AH KIDS ARE
DROPPING OUT AS A RESULT OF
ABSENTEEISM, AND THAT'S NOT
BEING CAPTURED IN THE DATA. AND
THIS PROBLEM IS FAR WORSE THAN
WE'RE PROBABLY EVEN ABLE TO
COMPREHEND AT THE MOMENT. AND,
UM AND I HOPE THAT WE CAN FIND A
WAY TO REALLY DESEGREGATE THAT
AND PROVIDE A REAL PICTURE.
BECAUSE I THINK IT'S ACTUALLY
QUITE, UM POTENTIALLY A
CATASTROPHE ON OUR HANDS. AND IF
WE DON'T START INVESTING, UM,
NOW WITH THOSE CHILDREN WERE
GOING TO SEE EVEN MORE SEVERE
LEARNING LOSS GAPS AND CERTAINLY
ACHIEVEMENT. UM AH! GAPS BETWEEN
DIFFERENT DIFFERENT GROUPS. UM
SO I GUESS MY FIRST QUESTION IS,
UM. RELATED TO THIS IDEA, WHICH
I REALLY FIND INTERESTING OF AN
INTER AGENCY TASK FORCE. BETWEEN
THE DEPARTMENT EDUCATION
DEPARTMENT PERMANENT PUBLIC
HEALTH. UM THERE SEEMS TO BE A
LOT OF CONFUSION AND FAMILIES OF
WHEN A KID SHOULD GO TO SCHOOL,
AND WHEN THEY SHOULDN'T AND
THERE SEEMS TO BE SIMILAR
CONFUSION AMONG STAFF THAT I GET
A CHANCE TO INTERACT WITH AH,
IT'S ALWAYS CHANGING. IT'S
CHANGING FOR US AND OUR
EMPLOYMENT. AND I'M WONDERING
WHAT KIND OF IMPACT THAT'S
HAVING ON FAMILIES DECIDING TO
MAKE YOU TAKE A DECISION TO KEEP
THEIR THEIR KIDS HOME. UM
BECAUSE THAT THAT I THINK COULD
BE LEADING TO THIS PROBLEM. THE
OTHER THING ABOUT ABSENTEEISM
THAT I THINK ISN'T BEING
CAPTURED IS THAT IT'S MY BELIEF
AND THERE'S NO DATA TO PROVE
THIS AND LOVE TO HEAR YOUR
FEEDBACK, BUT IN A CLASSROOM
WHEN YOU'VE GOT A LOT OF KIDS
MISSING AND A TEACHER FEELS UM,
THE PASSION THAT THEY DO TO MAKE
SURE THAT EVERY STUDENT IS
LEARNING. THERE ARE OTHER
STUDENTS WHO PERHAPS ARE
LEARNING AND COULD BE EXCEEDING
EVEN MORE, BUT THEY'RE ALSO
BEING HELD BACK BECAUSE OF THE
NEED TO MAKE SURE THAT EVERYBODY
ELSE WHO HAS BEEN MISSING
CATCHES UP. AND SO THAT MEANS
THAT IN SCHOOLS, I THINK, AND I
LOVE TO HEAR RESEARCH ON THIS,
BUT IN SCHOOLS LIKE,
UNFORTUNATELY, THE ONES THAT I
REPRESENT IN SAN DIEGO, WHERE
ABSENTEEISM IS THE HIGHEST IN
THE ENTIRE COUNTY. AH WE ARE
GOING TO SEE EVEN BIGGER
DISPARITIES BECAUSE PERHAPS
CHILDREN WHO COULD PERHAPS BE
GETTING PUSHED A LITTLE BIT MORE
AS WE KNOW, EVERY CLASSROOM HAS
DIFFERENT KIDS, AND SOME KIDS
ARE READY TO BE PUSHED A LITTLE
BIT MORE. BUT WHEN YOU'RE
FOCUSING SO MUCH OF YOUR TIME
AND MAKING SURE THAT THE ONES
THAT I'VE BEEN ABSENT CAN CATCH
UP. THOSE THAT PERHAPS COULD BE
EXCEEDING A LITTLE BIT MORE
BEING CHALLENGED. A LITTLE BIT
MORE MIGHT BE GETTING HELD BACK.
I'M REALLY CONCERNED ABOUT THAT.
AND THAT WILL SEE MORE DATA THAT
SHOWS THAT THAT ACHIEVEMENT GAP
CONTINUES TO GROW AS A RESULT OF
THAT, ANY THOUGHTS ON ANY OF
THAT. FIRST OF ALL, THERE IS
ACTUALLY RESEARCH THAT BACKS
WHAT YOU KNOW FROM COMMON SENSE.
SO MICHAEL GOTTFRIED HAS
RESEARCH THAT SHOWS THAT THE NON
CHRONICALLY ABSENT PEERS. OF
KIDS WHEN YOU HAVE HIGH LEVELS
OF CHRONIC ABSENCE IN A CLASS,
THEIR ACADEMIC ACHIEVEMENT ALSO
SUFFERS SO ONE THAT'S COMMON
SENSE. AND THERE IS SOME
RESEARCH THAT DEMONSTRATES THAT
I THINK ONE OF THE THINGS THAT
WE HAVE TO AND WHY A TASK FORCE
AND ALSO BUILDING DISTRICT AND
SCHOOL CAPACITY IS SO IMPORTANT
IS WE HAVE TO BE ABLE TO LOOK AT
SYSTEMS ISSUES, NOT JUST
INDIVIDUAL ISSUES. UM A LOT OF
OUR APPROACH TO TRUANCY HAS BEEN
. YOU KNOW, MICHAEL WAS ABSENT.
JUST FIGURE OUT WHAT HAPPENED TO
MICHAEL. WE HAVE NOW SO MANY
KIDS. IT'S NOT JUST A ONE KID
ISSUE. UM LET'S TAKE THE ISSUE
OF ACCESS TO HEALTHCARE. WHICH
WE KNOW IN LOW INCOME
COMMUNITIES. THERE'S OFTEN
LIMITED ACCESS TO HEALTH CARE
WHEN YOU'RE TALKING ALSO ABOUT
COMMUNITIES THAT MAY NOT SPEAK
ENGLISH, BUT SPEAK ANOTHER
LANGUAGE, WHETHER OR NOT WE HAVE
IT ACCESS INTO THERE. AND THEN
IF YOU ALSO HAVE ISSUES OF
DOCUMENTED UNDOCUMENTED THAT CAN
ALSO CREATE LOTS OF FEARS AND
CHALLENGES AROUND USING
HEALTHCARE. IF HEALTH CARE IS AN
ISSUE, AND YOU'RE NOT SURE
WHETHER YOUR KID IS POSITIVE FOR
COVID OR NOT, AND SHOULD GO TO
SCHOOL, AND YOU DON'T ALSO HAVE
ACCESS TO SOMEONE WHO CAN GIVE
YOU A GOOD GUIDANCE. THEN YOU'RE
PROBABLY GOING TO KEEP YOUR KID
HOME. UM WHAT I'VE BEEN HEARING
FROM NURSES AND DOCTORS. I THINK
THERE'S STARTING TO BE AN
EMERGING CONSENSUS AMONG THE
MEDICAL FIELD THAT WE'RE GOING
BACK TO PRE PANDEMIC NORMS. BUT
UNLESS THE KID STOP IF THEY TEST
POSITIVE FOR COVID, THAT'S ONE
THING YOU HAVE TO ISOLATE, AND
THEN YOU CAN COME BACK AFTER
FIVE DAYS, BUT OTHERWISE JUST A
SNIFFLE. AND IF YOU TESTED YOU
SHOULD GO BACK TO SCHOOL. BUT
THAT MEANS WE HAVE TO INVEST
BOTH IN MAKING SURE PEOPLE CAN
TEST FOR COVID, RIGHT. BUT THEN
MESSAGING TO PEOPLE. YOU SHOULD
BE COMING BACK TO SCHOOL AND
WITH KINDERGARTNERS IF THEY'RE
FEELING ANXIOUS. WHAT
KINDERGARTENERS DO THEY HAVE A
STOMACHACHE, RIGHT? IF A KID HAS
A STOMACHACHE. AND YOU AND
THEY'RE FEELING ANXIETY. THE
MOST IMPORTANT THING YOU DO IS
GET THEM INTO THE ROUTINE OF
SCHOOL. IF YOU CONTINUE TO ALLOW
THEM TO NOT GO TO SCHOOL THAT'S
ACTUALLY GOING TO GET HARDER TO
GET INTO THE ROUTINE. AND SO HOW
WE MESSAGE TO FAMILIES. HOW WE
EXPLAIN TO FAMILIES, THE
IMPORTANCE OF SCHOOL AND THE
ROUTINE REGULAR ROUTINE OF
SCHOOL FOR WELL BEING, HOW WE
CAN HELP THEM KNOW WHAT THEY CAN
DO TO STAY SAFE. BUT ALSO STILL
SHOW UP TO SCHOOL AS MUCH AS
POSSIBLE IS REALLY CRITICAL. UM
I WAS TALKING WITH A REPORTER
FROM SAN DIEGO. YOU PROBABLY SAW
THE ARTICLE ON. UM AND HE HE WAS
NOTICING, STARTING TO NOTICE THE
CONNECTION BETWEEN WHERE YOU AT
THE HIGHEST LEVELS OF COVID
DEATHS. AND ALSO WHERE YOU HAVE
THE SCHOOLS WITH HIGHEST
CONCENTRATIONS OF CHRONIC
ABSENCE. THAT MEANS WE HAVE TO
REALLY BE INVESTING IN THAT THAT
THAT BOTH THE SUPPORTS TWO
FAMILIES, BUT THE TRAUMA
INFORMED SUPPORTS. THAT IS PART
OF EMPTY S S. ABSOLUTELY BUT WE
HAVE TO DEEPEN THOSE INVESTMENTS
IN SCHOOLS AND THE ONE LAST
OTHER THING I THINK WE HAVE TO
REALLY INVEST IN IS HOW DO WE
MAKE SURE WITH SCHOOLS? THERE IS
A TRUSTED ADULT THAT EVERY
FAMILY FEELS CONNECTED TO SO
WHEN THEY HAVE QUESTIONS WHEN
THEY HAVE CONCERNS, AND THAT IS
ONE OF THE QUESTIONS IN THE
HEALTHY KIDS SURVEYS, BUT WE
DON'T ASK IT TILL THE KIDS ARE
IN THIRD GRADE ENOUGH AND WE CAN
ASK THEM, BUT WE HAVE TO MAKE
SURE EVERY KID AND FAMILY HAS A
TRUSTED ADULT. SO WHEN THEY HAVE
QUESTIONS, THEY HAVE WEIGHED
CONNECT. AND THAT MEANS THINKING
ABOUT HOW WE STRUCTURE SCHOOLS.
SO RELATIONSHIP BUILDING IS
CENTRAL TO THE WAY WE ORGANIZE
SCHOOLS AND CENTRAL THE WAY KIDS
AND FAMILIES ARE CONNECTED, SO
IT'S BOTH HEALTH MESSAGING. AND
THE ORGANIZATION OF SCHOOLS, UM
AND USING DATA, NOT JUST IN THE
EDUCATION SYSTEM, BUT MAYBE
HEALTH. OTHER KINDS OF DATA AND
GEO MAPPING IT SO WE CAN LOOK AT
WHERE WE HAVE TO TAKE A MORE
SYSTEMIC APPROACH TO ADDRESSING
BARRIERS TO KIDS BEING IN SCHOOL
. THANK YOU APPRECIATE THE
COMMENTS ON THAT, UM, THE SECOND
SORT OF PART OF THE CONVERSATION
WAS ON THE HEALTHY KIDS SURVEY.
AND I'D LIKE TO ASK YOU, TOM
RIGHT HERE. UM CAN YOU JUST HELP
CLARIFY? I KNOW THAT NOT EVERY
SCHOOL IS REQUIRED TO TAKE THIS
SPECIFIC SURVEY IS EVERY SCHOOL
REQUIRED TO TAKE A CLIMATE
SURVEY AND HOW OFTEN UM, YES,
THAT'S CORRECT. UM AS PART OF
THE ELK CAP REQUIREMENTS FOR THE
LOCAL INDICATOR. UM AYE. SCHOOLS
DISTRICTS ARE REQUIRED TO
ADMINISTER SOME SORT OF SCHOOL
CLIMATE SURVEY TO ASSESS
PROGRESS IN SCHOOL CLIMATE. IT
COULD BE ANY SURVEY AND THIS
WOULD BE DISTRICT WIDE. YES
OKAY. THIS IS WHERE I ALSO HAVE
A CONCERN BECAUSE OFTENTIMES
WHAT YOU'RE CAPTURING BECAUSE
I'VE DONE THESE SURVEYS IS
SURVEYS THAT GO TO PARENTS WHO
HAVE ACCESS TO THE INTERNET WHO
ARE COMFORTABLE WITH RESPONDING
TO SURVEYS AND YOUR DATA IS ONLY
AS GOOD AS YOUR DATA COLLECTION.
AND THE FAMILIES WHERE MY KIDS
GO TO SCHOOL AREN'T AS
COMFORTABLE WITH UTILIZING
SURVEYS OR OTHER INSTRUMENTS
LIKE THAT TO RESPOND, AND I
THINK WE'RE MISSING A LOT OF
INFORMATION ABOUT SOME OF THE
FEAR SOME OF THE WHATEVER IT IS
THAT SOME OF THE SCHOOLS WHICH
AGAIN HAPPENED TO BE THE ONES
THAT HAVE THE CHRONIC
ABSENTEEISM LEVELS THAT ARE THE
HIGHEST, AT LEAST IN THE CASE OF
MY AREA WHERE I REPRESENT, AND I
CAN ASSUME, UH, THAT'S THE SAME
STATEWIDE AND SO WE'RE MISSING.
THERE'S LANGUAGE BARRIERS. UH,
THERE'S AGAIN STILL DIGITAL
DIVIDE IN THE STATE, EVEN IN
PLACES WHERE THE JEW DIVIDE
DOESN'T EXIST. PERHAPS ON PAPER
, IT'S STILL EXISTS IN REALITY
WITH PEOPLE WHO DON'T HAVE
ACCESS TO, OR AN EMAIL. UM AND
SO I THINK I THINK WE'RE MISSING
A LOT MORE THAN WERE ACTUALLY
ABLE TO CAPTURE IN THE STORY
THAT WE'RE ABLE TO TELL. AND I
THINK IT'S ACTUALLY, UM IT'S
ACTUALLY PROBABLY MUCH MORE
CHALLENGING THAN THE DATA THAT
WE HAVE BEFORE US, SPECIFICALLY
FOR THE STUDENTS WHO ARE IN
THOSE COMMUNITIES, AND THEN
THOSE COHORTS THAT WE KNOW THAT
THE ACHIEVEMENT GAPS EXIST, AND
I'M REALLY CONCERNED ABOUT THAT
AT NIGHT. I WOULD APPRECIATE ANY
FEEDBACK WE CAN GET FROM ANY OF
YOU AND ANY OTHER BODY ELSE IN
THE AUDIENCE ABOUT HOW DO WE
ADDRESS THOSE THINGS? UM, WITH
WITH REAL DATA AND IN A
MEANINGFUL WAY, ESPECIALLY WITH
THE SCHOOLS THAT I KNOW. BECAUSE
I'VE I'M AROUND THEM WHERE THERE
WERE REALLY NOT CAPTURING
ACCURATE INFORMATION ABOUT HOW
BAD IT REALLY IS NOT TO BE A
DOOM AND GLOOM GUY, BUT IT'S
REALLY TOUGH FOR A LOT OF THE
FAMILIES THAT I SEE WHEN I GET A
CHANCE TO DROP OFF MY KIDS AND
PICK THEM UP AT THE SCHOOLS,
WHICH ARE, YOU KNOW, 90 PLUS
PERCENT LOW INCOME SCHOOLS WHERE
WE ATTEND AND WHERE WE LIVE. SO,
UM I DON'T KNOW. BESIDES SAYING
THAT. WHAT ELSE TO ASK, UM, BUT
AGAIN APPRECIATE ANY OF YOUR
YOUR INPUTS ON HOW TO MAKE SURE
THAT WE'RE REALLY FOCUSING ON
THE KIDS THAT REALLY NEED US AND
THE FAMILIES THAT REALLY NEED US
AT THIS TIME. THANK YOU. PEOPLE
I JUST HAVE SOME FOLLOW UPS. UM
SO LOOKING AT A LOT OF DATA HERE
AND A LOT OF, UM, CHARTS AND
NUMBERS, WHICH I LOVE NUMBERS
BECAUSE THEY DON'T LIE RIGHT,
BUT YOU HAVE TO MAKE SURE WE
HAVE ACCURATE DATA TO REALLY
DRILL INTO, UM WHAT'S HAPPENING
WITH OUR STUDENTS IN OUR
SCHOOLS. SO THE PIECE I ALSO SAT
ON A SCHOOL BOARD AND I WAS ONE
OF THOSE VERY ACTIVE PARENTS.
MAYBE A LITTLE HOVER AND
POSSIBLY UM, BUT WHAT I'M SEEING
HERE AS I THINK PARENTS ARE A
BIG MISSING PIECE OF WHO WE WERE
DOING INCORRECTLY CORRECT ME IF
I'M WRONG, SO THE FIRST SURVEY
THAT SENT HOME IS IN THE FIFTH
GRADE. FOR THE HEALTHY, HEALTHY
KIDS. UH FOR THE MOST PART,
THOSE SURVEYS ARE CONDUCTED
WITHIN SCHOOLS, SO STUDENTS IN
SCHOOLS BUT FIFTH GRADE FIFTH
GRADE. OKAY SO WHAT WE KNOW, WE
KNOW DATA THAT WE'RE NOT READING
AT A THIRD GRADE LEVEL BY THIRD
GRADE. WE'RE ALREADY VERY BEHIND
. SO IF WE AREN'T ASKING UNTIL
FIFTH GRADE. RIGHT SCHOOL
ENVIRONMENT IS YOU KNOW WHERE
THEY FEEL HEALTHY, SAFE AND
THRIVING. THEN WE'RE ALREADY TWO
YEARS. BEHIND WITH DATA ON JUST
SPECIFICALLY SCHOOL CLIMATE.
CORRECT THAT'S CORRECT. I WILL
SAY THAT THE SURVEY HAS SOME
DISTRICTS ADMINISTER THE SURVEY
TO THIRD GRADERS AND FOURTH
GRADERS AS WELL. WE'VE DONE SORT
OF ABILITY. ANALYSIS UM, WITH
THOSE DATA, AND, UM, THERE
DOESN'T APPEAR TO BE SORT OF
THAT THAT THE SURVEY ITEMS SEEM
TO WORK THEIR PSYCHOMETRIC ALY
VALID SO, BUT IN GENERAL SURVEYS
THAT I HAD PRINTED OUT FOR ME,
WHICH IS REALLY GOOD QUESTIONS.
THIS IS A HIGH SCHOOL SURVEY
REGARDS TO DRUG USE. UM ALCOHOL
. I MEAN, THESE ARE IS VERY
RELEVANT TO A HIGH SCHOOL
STUDENT. SO, BUT I'M WONDERING
ABOUT OUR KINDERGARTEN KIDS NOT
COMING, YOU KNOW? DID YOU NOT
WANT TO COME TO SCHOOL TODAY?
BECAUSE YOUR STOMACH DID HURT OR
BECAUSE YOU WERE BEING BULLIED,
OR, YOU KNOW, LIKE WHAT WAS ON
THE LUNCH MENU. I MEAN, THERE'S
A LOT OF REASONS THAT FIVE YEAR
OLDS, YOU KNOW, I DON'T WANT TO
GO. BUT, UM, IN THIS SO ONLY
300,000 PARENTS OR WERE SURVEYED
. AND IF WE HAVE SIX MILLION
STUDENTS IN OUR STATE, AND WE
ONLY 1.2 MILLION, RESPONDED.
THAT'S NOT A VERY GOOD I MEAN TO
ME, AT LEAST, MAYBE WE COULD
HAVE 50% OF OUR STUDENTS AND 50%
OF OUR PARENTS TELLING US WHAT
WE NEED TO DO SO MISS CHANG,
CORRECT? I WANT TO JUST COMMENT
ON YOUR PASSION. I SO APPRECIATE
IT. I CAN HEAR IT IN YOUR VOICE.
HOW MUCH YOU CARE ABOUT OUR
STUDENTS AND FAMILIES AS A WHOLE
. AND I JUST I SO APPRECIATE
THAT AND THAT WE, YOU KNOW, WE
REALLY DO HAVE TO DRILL IN AND
IT IS A IT'S A COLLABORATIVE
EFFORT TO MAKE SURE THAT OUR
KIDS ARE IN SCHOOL AND THAT
THEY'RE THRIVING WELL, AND I
WOULD SUGGEST THAT SO HEALTHY
KIDS IS MAYBE GONNA GIVE US SOME
ANALYSIS IN THE STATE. WE NEED
TO EQUIP EVERY SCHOOL TO BE ABLE
TO DEEPLY CONNECT WITH THEIR
PARENTS. UM, ONE OF THE THINGS
THAT WE SUGGEST IS THAT YOU
BUILD IN AT LEAST AN ELEMENTARY
SCHOOLS. I HOPE MOST ARE STILL
DOING PARENT TEACHER CONFERENCES
. AT A MINIMUM. I REALIZE THAT
SOME PLACES BUT THAT LIKE THAT'S
A KEEP WHAT WE'RE IN THE
BEGINNING OF THE YEAR AND YOU
BUILD IN, AND IT HAS TO BE DONE
IN A CARING, RESPECTFUL WAY
WHERE FAMILIES FEEL LIKE THEIR
PARTNERS WITH THEIR KIDS, AND I
WILL SAY NOT EVERY PARENT
TEACHER CONFERENCE COMES OFF
THAT WAY. UM BUT YOU ARE
EQUIPPING TEACHERS, AND THEN
THEY ARE UNDERSTANDING WHAT'S
HAPPENING WITH INDIVIDUAL KIDS
AND COLLECTING DATA. IF A BUNCH
OF KIDS PARENTS ARE SAYING MY
KIDS ACTUALLY FEEL SAINT SORT OF
ANXIOUS, AND YOU'RE HEARING
THAT, THEN YOU NEED AS A SCHOOL
TO THINK ABOUT WHAT ARE YOUR
STRATEGIES, SO I THINK WE BOTH
NEED THINGS LIKE SURVEYS THAT
GIVE US BIG OVERALL PICTURES,
AND WE NEED TO BUILD THE
CAPACITY OF SCHOOLS AND
DISTRICTS SO THAT WE ARE
EQUIPPING THEM TO CONNECT WITH
WHETHER IT'S PARENTS, UH, PARENT
TEACHER CONFERENCES, PARENT
SURVEYS THAT WE HAVE THESE
THINGS CALLED THE TENANTS, CAFES
, UM, DIFFERENT WAYS WHERE YOU
HEAR THE VOICES OF STUDENTS AND
FAMILIES AND AN ONGOING BASIS
THROUGHOUT THE YEAR AND THEN THE
ONE OTHER THING I WOULD OFFER IS
THAT ONE OF THE PLACES THAT
SOMETIMES YOU CAN GET INSIGHTS
FROM KIDS. KIDS AND FAMILIES IS
ACTUALLY IN YOUR EXPANDED
LEARNING. AS A PARENT. WHO I
COULD TALK TO WITH THE EXPANDED
LEARNING PROVIDER OR YOU COULD
EVEN HANG OUT AFTERWARDS BECAUSE
YOU'RE NOT TRYING TO GET TO
WORK. AND WE HAVE NOT FULLY
LEVERAGE THE POWER OF EXPANDED
LEARNING, WHICH OFTEN HAS PEOPLE
WHO ARE STAFFING THEM THAT LOOK
MORE LIKE THE COMMUNITY THAN THE
SCHOOL TEACHERS THEMSELVES,
NECESSARILY Tð. BE THAT THAT
THAT BRIDGE BETWEEN SCHOOL AND
COMMUNITY AND THEN USING OUR
CHRONIC ABSENCE DATA TO MAKE
SURE THAT THE KIDS HAVE BEEN
MISSING OUT, GET INTO THESE
EXCITING, ENGAGING LEARNING
OPPORTUNITIES, SO THEY WANT TO
SHOW UP MORE. I COULDN'T AGREE
MORE. AND I REALLY APPRECIATE
YOUR PASSION AS WELL. UH WE
EMPHASIZE IN THE CENTER WORK
THAT THEY NEED TO REALLY
TRIANGULATE DATA CONNECTS SORT
OF THAT SURVEY DATA WITH LOCAL
DATA AND ACTION OR UNIT DATA AT
THE SCHOOL. I JUST WANT TO SAY
ONE THING. SO THE SURVEYS
TYPICALLY ADMINISTERED IN THE
NUMBER GRADES, SO FIVE AND
ACTUALLY LESS PARTICIPATE IN THE
ELEMENTARY SERVICE OF 79 AND 11
. SO WHEN WE SEE THESE NUMBERS
THAT'S NOT GOING TO COME CLOSE
TO MATCHING SORT OF THE
ENROLLMENT IN THE STATE. UM AND
, UM, ALSO, UH OH. SHOOT I LOST
MY POINT. UM NO, THAT'S THAT'S
VERY HELPFUL TO THINK ABOUT
THAT. THIS IS NOT ALL THE
STUDENTS. THIS IS JUST A
STUDENTS IN THOSE GRADES LEVELS
THAT YOU'RE SERVING THOSE GRADE
LEVELS IN THOSE DISTRICTS THAT
ADMINISTERED THE SURVEY. SO IT'S
A VOLUNTARY SURVEY. UM THE
RESPONSE RATES WHEN WE LOOK AT
THE RESPONSE RATES BY GRADE
LEVEL IN IN SCHOOL DISTRICTS
THERE, THEY RANGE AROUND. FOR
STUDENTS. THEY RANGE AROUND 85
TO 90% THEY WERE MUCH LOWER IN
2021, BUT YOU KNOW, TYPICALLY 85
TO 90% THE RESPONSE RATES FOR
THE PARENTS. SURVEYS ARE
NOTORIOUSLY THOUGH I MEAN, IT'S
REALLY HARD SO THAT USUALLY THE
PARENTS SURVEY DATA IS A VERY
SELECT GROUP OF RESPONDENTS. BUT
IT'S STILL HELPFUL FOR DISTRICTS
TO USE THAT DATA AS LONG AS THEY
UNDERSTAND THE BIASES. UM SO
THAT'S SORT OF FOLLOW UP. THERE
JUST TOOK A QUICK FOLLOW UP TO
ON TERMS OF PARENTS. HEADY THANK
YOU FOR SAYING THAT ABOUT
EXPANDED LEARNING STAFF. LOOKING
USUALLY FROM THE NEIGHBORHOOD,
LIKE I IMAGINE THE STAFF AND
YOUR PROGRAMS ARE FROM THE
NEIGHBORHOOD. UM I'VE SEEN IT IN
MY OWN WORK IN THE COMMUNITY,
BUT ALSO DURING THE PANDEMIC.
WHEN SCHOOL SHUT DOWN AND WELL
INTENDED SCHOOLS LOST TOUCH WITH
FAMILIES. WE GAVE EXPENDED
LEARNING PROGRAMS F THE
FLEXIBILITY TO GO OUT IN THE
COMMUNITY AND DO THE SUPPORT FOR
FAMILIES DO WELL BEING CHECKS
DELIVER FOOD BRING ACTIVITIES
FOR THE KIDS. AND WHEN THEY CAME
TO THE DOOR OF THE FAMILIES, THE
FAMILIES WOULD OPEN THE DOOR
BECAUSE A LOT OF TIMES THEY KNEW
THE FAMILY. SO WHAT WE NEED TO
DO. AND WE'VE HAD SOME
CONVERSATION ABOUT THIS IS PUT
TOGETHER SOME VERY SPECIFIC
STRATEGIES TO HELP SCHOOLS THAT
ARE NEW TO EXPANDED LEARNING.
UNDERSTAND HOW TO LEVERAGE.
EXPANDED LEARNING AND THE
COMMUNITY EDUCATORS, WHICH IS
WHAT WE CALL OUR STAFF. LEVERAGE
THE COMMUNITY EDUCATORS AS AN
INTERVENTION TOWARDS CHRONIC
ABSENTEEISM. THANK YOU. AND THE
FINAL THING I'D ADD, IS JUST AS
YOU'RE THINKING, YOU KNOW,
ACROSS THE BOARD AND ALL THE
MULTI TIERED WHICH IS I'M
LEARNING ABOUT THIS FOR THE, UM
I JUST THINK OUR OUR PARENTS ARE
KEY AND YOU KNOW IF THEY KNOW
HOW IMPORTANT EDUCATION IS FOR
THE FUTURE OF THEIR CHILDREN ALL
ALL PARENTS WANT. I DON'T CARE
WHAT ECONOMIC LEVEL YOU WANT THE
BEST FOR YOUR FOR YOUR KIDS, SO
I JUST I JUST THINK THAT THAT
MIGHT BE ONE OF THE PIECES THAT
WE REALLY NEED TO DIG INTO AND
FOCUS ON. SO THANK YOU. OKAY I
HAVE SOME QUESTIONS ON AFTER
SCHOOL PROGRAMS AND THEN ON JUST
ABSENTEEISM IN GENERAL, UH, YOU
KNOW, I WAS TALKING TO MR
ALVAREZ. THERE IS THAT REPORT
THAT CAME OUT AND I THINK THE
SAN DIEGO PAPER A COUPLE MONTHS
AGO ABOUT CHRONIC EXT
ABSENTEEISM AND IN THAT DISTRICT
, AND I'M NOT SURE IF IT WAS IF
IT WAS IF IT WAS DATA DRIVEN,
BUT ONE OF THE PEOPLE WE TALKED
ABOUT JUST THE OVERALL ECONOMIC
CONDITIONS AND HIGH POVERTY AND
HIGH INFLATION AND THIS STRUGGLE
THAT FAMILIES JUST FACED WITH
POVERTY. AND THAT'S REALLY NOT
LACK OF SLEEP, YOU KNOW,
BULLYING ALL THE OTHER REAL
ISSUES COVID JUST ECONOMIC
FACTORS. HOW MUCH OF THAT DO YOU
THINK IS THE REALITY? UM WHAT I
WOULD SAY IS HISTORICALLY
CHRONIC ABSENCE. FOLLOW THE
CONTOURS OF POVERTY. AND THIS IS
WHY COMMUNITY SCHOOLS WAS SUCH
AN IMPORTANT STRATEGY. I WILL
ALSO SAY THERE IS, UM A SLIGHT
DEMOGRAPHIC SHIFT THAT I'M
SEEING IN THE DATA, WHICH IS
CHRONIC ABSENCE HAS ALWAYS BEEN
A CHALLENGE FOR LOWER INCOME,
HIGHER POVERTY, KIND OF
COMMUNITIES THAT WE HAVE
SUFFERED THAT YOU KNOW THOSE
CHALLENGES. BUT THERE IS NOW
CHRONIC ABSENCE AMONG I WOULD
SAY NON ECONOMICALLY CHALLENGED
FAMILIES. AND A GROWING NUMBER
OF AND IT'S ACTUALLY GROWING AT
A SLIGHTLY FASTER RATE THAN UM,
BUNK. THE BECAUSE THE LEVELS
WERE ALREADY SO HIGH AND HIGH
POVERTY COMMUNITIES WHEN YOU
GROW, YOU'RE NOT GROWING THAT
QUICK, BUT IT'S A SMALLER
NUMBER, BUT FASTER GROWTH. AND I
THINK THAT IS BECAUSE THE
ANXIETY ISSUES THE HEALTH
CONCERN ISSUES ARE ONES SO IN
HIGH POVERTY COMMUNITIES, IT'S
THE ISSUES OF HOUSING. LACK OF
REVILED BILL TRANSPORTATION,
LACK OF ACCESS TO HEALTHCARE,
THOSE UNSAFE COMMUNITIES THAT
ARE SORT OF DRIVING SOME OF THE
ABSENTEEISM ALONG WITH MAYBE THE
CONDITIONS IN SCHOOL, NOT BEING
AS ENGAGING AND CONNECTING AND
LESS THAN AMONG FAMILIES WHO ARE
LESS HIGH CHALLENGE IN THOSE
WAYS. IT'S THE, UM CONCERNS
ABOUT HEALTH CONCERNS ABOUT
ANXIETY, AND I THINK THERE IS AN
OVERALL LEVEL AT WHICH FAMILIES
SCHOOL'S BEEN DEEP GOING TO
SCHOOL IN PERSON HAS BEEN SORT
OF DEEP. PRIORITIZED LIKE
FAMILIES ARE LIKE, WELL, WHY
CAN'T THEY JUST MAKE UP AND
PEOPLE DON'T EVEN REALIZE THERE
ISN'T LIKE ONLINE. LIKE IF YOUR
KID MISSED THAT DAY, THERE ISN'T
SOME ONLINE THING THAT ALLOWS
THEM EASILY TO MAKE UP FOR THAT,
LAST TIME IN THE CLASSROOM.
ANOTHER CHALLENGE WAS THAT LAST
YEAR WHEN WE COUPLE THINGS
HAPPENED LAST YEAR, FIRST OF ALL
, WHEN WE REOPENED SCHOOLS,
TYPICALLY THE FIRST COUPLE, THE
FIRST MONTH OF SCHOOL IS REALLY
CRITICAL TO KIDS GETTING
CONNECTED. SCAFFOLD AND LEARNING
, UH, MAKING SURE THAT THEIR, UM
GETTING INTO A ROUTINE OF
SCHOOL. WE HAD THE DELTA VARIANT
HIT IN THE FIRST MONTH OF THE
YEAR, THEN WHEN YOU'RE TRYING TO
GET THEM BACK ON TRACK, THE
SECOND SEMESTER CROWN HIT AND IN
THE SECOND SEMESTER WHEN THAT
HIT, IT WAS ALSO HITTING THE
STAFF BECAUSE STAFF WERE GETTING
SICK, SO THE RELATIONSHIPS AND
CONNECTIONS REALLY DID NOT GET
BUILT LAST YEAR, AND WE ARE
STILL PAYING FOR THOSE
CONSEQUENCES, AND I THINK THE
LACK OF CONNECTION ENGAGEMENT
DIDN'T JUST AFFECT OUR LOWER
INCOME KIDS ACTUALLY AFFECTED
SOME OF OUR MIDDLE ON MORE
AFFLUENT KIDS, SO WE HAVE TO
HAVE AN INTENTIONAL STRATEGY OF
RELATIONSHIP BUILDING CONNECTING
AND AGAIN. I FEEL LIKE THIS
ISSUE OF RE HELPING PEOPLE
REMEMBER AGAIN. WHY SCHOOL
MATTERS. WE HAVE THIS WHOLE THIS
TICKET THAT THIS THIS TALK IT.
UM, SHOWING UP MATTERS FOR REAL.
BECAUSE IT'S AN OPPORTUNITY TO
BUILD ROUTINES AND ROUTINES ARE
REALLY IMPORTANT WHEN YOU HAVE
HAD A CHAOTIC EXPERIENCES. IT
MATTERS FOR ENGAGEMENT. BECAUSE
SCHOOL IS WHERE YOU'LL SEE YOUR
FRIENDS SEE YOUR ADULTS. IT
MATTERS FOR ACCESS TO RESOURCES,
AND THEN IT MATTERS FOR
LEARNING. BUT PEOPLE DON'T JUST
RESPOND TO THE LEARNING MESSAGE
BECAUSE THEY'VE MISSED SO MUCH
SCHOOL AND THEY'RE NOT
UNDERSTANDING THE IMPORTANCE OF
SHOWING UP IN PERSON ANYMORE,
AND WE'RE GOING TO HAVE TO SEND
A WHOLE COMMUNITY MESSAGING
CAMPAIGN TO REESTABLISH SCHOOL.
NOW WE HAVE TO MOVE ON. BUT 11
MORE QUESTION ON THE ON THE
SURVEY. I GUESS IT WAS YOUR
SURVEY. THAT THE HIGHEST NUMBER
WHICH KIND OF SURPRISED ME OF
THE REASONS WHY WELL, I GUESS
THE NUMBER OF THE HIGHEST
REASONS ILLNESS, BUT THAT'S
SECONDARY. OTHER ONES WAS, UM
NOT ENOUGH SLEEP. AND I GUESS MR
PORTANTINO, AND HIS BILL IN THE
HIGH SCHOOL CHANGES IS LIKE AHA
, BUT IT'S EVEN. IT'S EVEN
BEFORE. UM, THAT WAS IMPLEMENTED
MY UNDERSTANDING AND IT'S FOR
EVEN NINTH GRADERS. SO WHY? WHY
ARE THESE WHAT'S THE DEAL THERE
? WHY ARE KIDS SLEEPING AS MUCH
TOO MUCH HOMEWORK OR NOT
SLEEPING OR OTHER ISSUES, BUT I
ALSO JUST WANT TO PUT OUT THERE
. I THINK THEY ARE NOT IN
ROUTINES AND KIDS ARE ALSO
TECHNOLOGY AND SOCIAL MEDIA. AND
WHEN I TALK TO PARENTS, THERE'S
A REAL CHALLENGE OF HOW DO WE
FIGURE OUT HOW TO GET KIDS INTO
OUR TEACHING, AND I THINK WE
HAVE TO DEAL WITH ALL THE ISSUES
OF TECHNOLOGY. AND WHAT CAN YOU
KNOW? I HAVE KIDS, YOU KNOW WHAT
ARE THE BATTLES WAS TURNED OFF
YOUR PHONE WHEN YOU GO TO BED
SERIOUSLY HAVE TO 14 YEAR OLD
GIRLS AND, UM YOU KNOW, DON'T
GIVE YOUR KIDS CELL PHONES AT
EARLY AGES REGRET. IF I COULD
GIVE ANY ADVICE FOR THOSE
TRIPLETS OVER THERE. HAVE A
MINIMUM AGE FOR SOCIAL MEDIA
ACCOUNTS. I THINK WE SHOULD HAVE
A LOT ON THAT, TOO. BUT BUT BACK
TO TEENAGERS, AND, UM, AND THE
AFTER SCHOOL PROGRAMS, AS YOU
KNOW, I'M A BIG SUPPORTER OF
MAKING SURE WE HAVE THOSE
PROGRAMS AND AFTER SCHOOL AND
HIGH SCHOOL KIDS PROGRAMS, THOSE
ARE THE TIMES THAT WE LOSE KIDS,
TOO. ABSENTEEISM AND GRADES AND
JUST YOU KNOW OTHER ISSUES SO WE
DON'T ALWAYS HAVE IT. I'M JUST
LOOKING AT A SURVEY HERE AT OUR
DISTRICTS AND SACRAMENTO. SOME
DON'T AND SOME DO. GRAND THE
ONES THAT DO, I THINK, ARE THE
AREAS THAT THERE THERE'S MORE
ECONOMIC NEEDS SO THOSE PARENTS
CAN'T AFFORD THE AFTER SCHOOL
SPORTS KROEBER PROGRAMS OR OTHER
ONES AS MUCH SO I GET THAT, UM
HOW'S THE ROLLOUT TO MAKE SURE
WE HAVE THIS UNIVERSALLY
AVAILABLE THAT THAT'S THE THAT'S
THE PLAN HERE AND ROLL OUT FOR
OLDER YOUTH? OR THE ROYAL OFFER.
EXPANDED LEARNING IN GENERAL,
YEAH, FOR AFTER SCHOOL FOR NOT
JUST UP TO SIXTH GRADE, BUT
THROUGH MIDDLE SCHOOL AND
BEYOND. I THINK THE MIDDLE
SCHOOL AND BEYOND HIS IS WILDLY
SUCCESSFUL, WE HAVE SURE HOW DO
WE ENSURE THAT IS UNIVERSAL, FOR
EXAMPLE, MIDDLE SCHOOL. WELL
IT'S NOT UNIVERSAL FOR MIDDLE
SCHOOL KNOW HOW DO WE ENSURE
THAT IT IS? WELL, I THINK, UH,
THE EXPANDED LEARNING
OPPORTUNITIES PROGRAM CAN GO UP
TO SIXTH GRADE, AND THAT GETS
INTO SOME MIDDLE SCHOOL SO
SCHOOLS CAN EXPLORE THAT. AND IF
A DISTRICT MEETS THE
REQUIREMENTS OF THE EXPANDED
LEARNING UP TODAY'S PROGRAM,
THEY CAN SPEND THE MONEY. OLDER
YOUTH, BUT THAT'S NOT THAT'S NOT
TO ME A PATH TOWARDS
UNIVERSALISM. YOU KNOW, THE
OLDER YOUTH IS PRIMARILY GOING
TO MULTIPLY WITH MIDDLE SCHOOL
GRANTS FOR 21ST CENTURY. FEDERAL
MONEY IN THE ACES MIDDLE SCHOOL
GRANTS IN THE HIGH SCHOOL ASSETS
PROGRAMS, AND THERE'S NOT ENOUGH
MONEY IN THOSE TWO PROGRAMS TO
FUND THE DEMAND. WELL IF WE WANT
TO ADDRESS THESE ISSUES, AND
THIS IS WHERE WE YOU KNOW YOU
LOSE KIDS MORE GREG TRUANCY AND
SO FORTH IS NOT FOURTH GRADE ITS
7TH 8TH 9TH GRADE, I WOULD AGREE
WHOLEHEARTEDLY. SO WHAT? WHAT DO
WE NEED TO DO TO EXPAND TO MAKE
IT UNIVERSAL FOR THOSE KEY
GRADES MORE MONEY? MORE FUNDING.
WE GIVE OUT EVERY DOLLAR WE HAVE
FOR HIGH SCHOOL MIDDLE SCHOOL.
AND THERE'S A LONG LINE OF
APPLICANTS THAT DON'T GET
FUNDED. THE WAIT LIST. WE FOUND
ABOUT HALF OF THE APPLICANTS.
OKAY I WOULD HAVE A BUNCH OF
QUESTIONS HERE. BUT WE HAVE
OTHER PANELS WILL BE RESPECTFUL
AND WE WANT TO HEAR FROM THE
SCHOOL DISTRICTS. WE TALKED
ABOUT WHAT THEY'RE DOING. SO
WITH THAT, UM THE NEXT PIECE IS
THE STATE OF LEARNING RECOVERY
EFFORTS WERE GOING TO BRIEFLY
HERE FROM THE A AND CD BRIEFLY.
I'M ASKING YOU TO CONSOLIDATE
THE WORD DIET ON YOUR
PRESENTATION. AND THEN WE'LL GET
TO THE SCHOOL DISTRICTS TO TALK
ABOUT WHAT THEY'RE DOING.
OKAY WE'LL START FIRST. WITH L
A. OH, THANK YOU, MR CHAIR. GOOD
MORNING ARE SORRY. GOOD
AFTERNOON, MR CHAIR MEMBERS,
MICHAEL ALFEREZ WITH THE
LEGISLATIVE ANALYST'S OFFICE. WE
WERE ASKED TO PROVIDE SOME
INFORMATION ON THE RECENT STATE
AND FEDERAL FUNDING THAT
DISTRICTS RECEIVED IN RECENT
YEARS TO ADDRESS A VARIETY OF
ISSUES, INCLUDING THE EFFECTS OF
LEARNING LOSS AS WELL AS THE
HIGHER COST OF EDUCATION FROM
THE COVID 19 PANDEMIC. WE HAVE A
HANDOUT THAT SHOULD BE AVAILABLE
IN FRONT OF YOU, AND THERE'S
ALSO AVAILABLE ON THE EARLIER
WEBSITE FOR THOSE FOLLOWING
ALONG. UM FOR THIS HANDOUT IS
PROVIDED BRIEF OVERVIEW OF THE
RECENT ACTIONS THAT OUR STATE
AND FEDERAL ONE TIME FUNDING AND
DESCRIBE SOME OF THE
REQUIREMENTS AND THEN WHAT WE
KNOW ABOUT WHAT? HOW MUCH
FUNDING HAS BEEN SPENT FOR THESE
PROGRAMS SO TURNING TO PAGE ONE
WE HAVE A FIGURE HERE THAT SHOWS
SCHOOLS IN CALIFORNIA RECEIVED
$41 BILLION IN FLEXIBLE ONE TIME
STATE AND FEDERAL FUNDING IN
RECENT YEARS. ABOUT 23 BILLION
IN FEDERAL FUNDING AND 18
BILLION IN STATE FUNDING WON'T
GO INTO DETAIL ON EVERYTHING IN
THIS TABLE, BUT YOU'LL SEE THAT
FOR EACH ITEM ON THE TABLE.
THERE IS A DESCRIPTION OF THE
ALLOWABLE USES AS WELL AS THE
ALLOCATION METHODOLOGY IN THE
MONTH PROVIDED UM, AT A HIGH
LEVEL, THE FEDERAL PORTION OF
THE TABLE DISCUSSES THE THREE
ROUNDS OF FEDERAL RELIEF FUNDING
THROUGH THE ELEMENTARY AND
SECONDARY SCHOOL EMERGENCY
RELIEF FUND, KNOWN AS ESSER
DIRECTLY TO SCHOOLS THAT TOTALED
ABOUT 21 BILLION ACROSS THE
THREE THE THREE ROUNDS. IN
ADDITION TO THIS, THERE WAS ALSO
STATEWIDE FLEXIBLE FUNDING
FEDERAL RELIEF FUNDING THAT WAS
PROVIDED THAT THE STATE COULD
HAVE DISCRETION TO SPEND UM, THE
STATE PORTION OF THE TABLE SHOWS
FIVE DIFFERENT ACTIONS OF THE
STATE TOOK IN THE 21 2020 21
2022 BUDGET. THE TWO BLOCK
GRANTS THAT ARE HERE. THE
LEARNING RECOVERY EMERGENCY BLOG
GRANT AND THE ARTS AND MUSIC
BLOCK GRANT WAS FROM LAST YEAR'S
BUDGET, THE 2022 BUDGET AND THEN
THE OTHER THREE ITEMS WERE FROM
THE 2021 BUDGET. ONE QUICK NOTE
JUST ON THE EXPANDED LEARNING
OPPORTUNITIES GRANTS. THE AMOUNT
HERE SHOWS 4.6 BILLION. BUT THIS
IS A REFLECTS, UM 2.5 BILLION.
THE STATE FUNDING COMBINED WITH
$2 BILLION IN STATEWIDE FLEXIBLE
FUNDING. FROM THE FEDERAL
GOVERNMENT FOR THIS PURPOSE,
SKIPPING TO PAGE THREE. OF THE
HANDOUT. WE HAVE A FIGURE HERE
THAT SHOWS FUNDS CAN BE USED
OVER A MULTIYEAR PERIOD FOR EACH
FUNDING SOURCE. HERE WE HAVE THE
BARS REPRESENT THE DATA. THE
FUNDING WAS ENACTED IN THE
TIMELINE THAT DISTRICTS HAVE TO
SPEND THE FUNDING SO YOU CAN SEE
FROM HERE THAT THIS TREATMENT
HAVE MOST FUNDING AVAILABLE FOR
THE CURRENT YEAR AND IN SOME
CASES HAVE MULTIPLE YEARS AFTER
THIS YEAR TO SPEND THE FUNDING
WITH THE, UH EXCEPTIONS BEING
THE FIRST ROUND OF EXTRA FUNDING
IN THE IN PERSON INSTRUCTION
GRANTS, WHICH WERE HAD THE
EXPENDITURE DEADLINES OF LAST
YEAR IN IRON STANDING IS THAT
MOST OF THE FUNDING WAS SPENT.
BUT FOR ANY OF THESE PROGRAMS,
FUNDING THAT IS UNSPENT AT THE
END OF THE EXPENDITURE PERIOD
HERE REVERTS BACK TO THE STATE
OR FEDERAL GOVERNMENT, DEPENDING
ON WHERE THE FUNDING CAME FROM
MOVING ON TO PAGE FOUR. HERE WE
HIGHLIGHT STATE AND FEDERAL
REPORTING REQUIREMENTS DIFFER
FOR STATE PROGRAMS. WE HAVE THIS
TABLE HERE THAT SHOWS THAT THE
REPORTING REQUIREMENTS DIFFER BY
PROGRAM FOR SOME INITIATIVE,
THEY HAVE INTERIM AND FINAL
REPORTING REQUIREMENTS VERSUS
SOME OF THESE OTHER ONES REQUIRE
ONLY FINAL EXPENDITURE REPORTS
FOR FEDERAL FUNDING. ALL OF THE
REPORTING REQUIREMENTS ARE THE
SAME, AND THAT'S THAT THEY HAVE
TO SUBMIT QUARTERLY EXPENDITURE
REPORTS. SO UM, IN THE TABLE IN
THE THAT I DISCUSSED EARLIER,
THAT WAS JUST THE AESIR THREE
ROUNDS OF EXTRA FUNDING, AS WELL
AS THE FEDERALLY FUNDED PORTION
OF THE EXPANDED LEARNING
OPPORTUNITIES GRANT PROGRAM. THE
STATE ALSO RECEIVED INFORMATION
FROM SCHOOL DISTRICTS EVERY YEAR
. THAT'S UNAUDITED EXPENDITURE
DATA AS JUST AS OF THE END OF
THE SCHOOL YEAR. HOW MUCH
THEY'VE SPENT. UM ONTO PAGE FIVE
HERE. WE JUST HIGHLIGHT THIS.
THEY HAVE SOME INFORMATION ON
THE EXPENDITURES RELEASE
PROGRAMS TO DATE. UM YOU KNOW,
HOWEVER, SOME OF THE MOST OF THE
ONE TIME STATE PROGRAMS EITHER
WE'RE NOT RECENT RECENTLY
ENACTED OR DO NOT HAVE
EXPENDITURE REPORTS AVAILABLE
YET, BUT FOR TWO STATE PROGRAMS
THAT WERE ENACTED IN 21 22.
RECENT SPENDING DATA PROVIDES A
SNAPSHOT AT THE END OF THE 2021
22 SCHOOL YEAR. AND THIS IS FOR
THE EDUCATOR EFFECTIVENESS
PROGRAM. 1.2 BILLION OUT OF THE
1.5 BILLION IS UNSPENT AS OF THE
21 22 SCHOOL YEAR AND 622
MILLION OF THE STATE FUNDING
PORTION OF THE EXTENDED LEARNING
OPPORTUNITIES GRANT PROGRAM WAS
UNSPENT. FOR FEDERAL FUNDING. WE
HAVE MORE RECENT INFORMATION AND
HAVE A BETTER SENSE OF HOW MUCH
FUNDING HAS BEEN SPENT. AH AS OF
THE RECENT, UH, THE RECENT
EXPENDITURE REPORTS SO THAT BUT
$11 BILLION OF THE FUNDING FROM
THE 2ND AND 3RD ROUNDS REMAINS
UNSPENT. THIS IS ABOUT 1.4
BILLION THAT'S AVAILABLE UNTIL
SEPTEMBER. 2020 2020 2023 IS
THIS YEAR AND 9.5 BILLION. THAT
DISTRICT WILL HAVE TO SPEND
UNTIL SEPTEMBER OF NEXT YEAR.
ADDITIONALLY, THERE'S A 1.2
BILLION OF THE FEDERAL PORTION
OF THE EXTENDED LEARNING
OPPORTUNITIES GRANT PROGRAM THAT
REMAINED UNSPENT AT THE END OF
SEPTEMBER. 2022. OR 2022
DISTRICTS WILL HAVE UNTIL
SEPTEMBER 2024 TO SPEND. TURNING
TO THE LAST PAGE OF THE HANDOUT.
HERE WE JUST NOTE THAT YOU KNOW,
AS THE LEGISLATURE DEVELOPED A
2023 BUDGET, IT MAY WANT TO
CONSIDER THE ONE TIME FUNDING
THAT REMAINS AVAILABLE FOR
SCHOOLS. ALTHOUGH SOME OF THESE
FUNDS MAYBE SPENT DURING THE 22
23 SCHOOL YEAR, SCHOOLS LIKELY
WILL HAVE SEVERAL BILLIONS OF
DOLLARS IN FUNDING OF AVAILABLE
FOR FUTURE YEARS, SPECIFICALLY
OR PARTICULARLY FROM THE THIRD
ROUND OF EXTRA FUNDING AND THE
TO BLOCK GRANTS THAT THE STATE
PROVIDED LAST YEAR. UM IN
CONJUNCTION WITH THE 2023 24
FUNDING REMAINING ONE TIME FUNDS
WILL BE AVAILABLE TO SUPPORT
MANY OF THE ADDITIONAL
ACTIVITIES FUNDED IN RECENT
YEARS TO BETTER SUPPORT STUDENTS
AND ADDRESS LEARNING LOSS THAT
OCCURRED DURING THE PANDEMIC
THAT CONCLUDES THE PRESENTATION
HAPPENED TO ANSWER ANY QUESTIONS
. THANK YOU NEXT CD. GOOD
AFTERNOON, MR CHAIR AND
COMMITTEE MEMBERS, MALIA VELA,
DEPUTY SUPERINTENDENT ON BEHALF
OF STATE SUPERINTENDENT OF
PUBLIC INSTRUCTION. TONY
THURMOND. I'M JOINED TODAY BY MY
COLLEAGUE, OUR FEDERAL POLICY
LIAISON. JOE SIGNS. I WANT TO
START MY COMMENTS TODAY BY
REMARKING ON HOW DEEPLY OUR
STUDENTS ARE CURRENTLY BEING
IMPACTED BY A MYRIAD OF NATURAL
DISASTERS, WHICH IS ACTIVELY
DISRUPTING THEIR LEARNING
OPPORTUNITIES. WE HAVE YOUNG
PEOPLE AND THEIR FAMILIES, ALONG
WITH TEACHERS AND SCHOOL STAFF
CURRENTLY IN EVACUATION SHELTERS
AND OTHERS WITHOUT ACCESS IN OR
OUT OF THEIR OWN NEIGHBORHOODS.
THIS ADDS ANOTHER LAYER OF
COMPLEXITY TO ADDRESSING
LEARNING RECOVERY AND LEARNING
ACCELERATION. AND IT'S SOMETHING
THAT OLIVER ELIA'S AND THE CD IS
KEEPING IN. MIND. UM I DO WANT
TO NOTE AS AN ASIDE THAT THE CD
IS CURRENTLY WORKING WITH CD PH
ON UPDATING SYMPTOM GUIDANCE ON
PROTOCOLS FOR KEEPING STUDENTS
AT SCHOOL OR STAYING AT HOME DUE
TO ILLNESS. C. D S SCHOOL NURSE
CONSULTANT EXPECTS THIS GUIDANCE
TO BE RELEASED THIS SPRING. AND
WE'RE HOPEFUL THAT THIS GUIDANCE
WILL HELP INFORM PARENTS AND
STUDENTS. TO ADDRESS, UH,
CHRONIC ABSENTEEISM ISSUES. UH
THE AGENDA PROVIDES A GOOD
UNDERSTANDING OF THE VARIOUS
PROGRAMS THAT HAVE BEEN
IMPLEMENTED SINCE THE START OF
THE COVID PANDEMIC, AS WELL AS
THE STATE AND FEDERAL FUNDS THAT
ARE SCHOOLS HAVE RECEIVED.
CALIFORNIA'S LOCAL EDUCATION
AGENCIES CONTINUE TO SPEND FUNDS
IN A STRATEGIC MANNER THAT
PROMOTES LEARNING ACCELERATION,
RE ENGAGES OUR STUDENTS AND
SUPPORT STUDENT MENTAL WELL
BEING. THE AGENDA INCLUDES A
TABLE DETAILING THE MOST RECENT
EXPENDITURE REPORTING PERIOD,
WHICH COVERS THROUGH THE END OF
2022 THAT PROVIDES A GOOD
SNAPSHOT OF WHERE WE CURRENTLY
ARE FOR ELIA EXPENDITURES, AS
NOTED, THERE'S APPROXIMATELY 6.8
BILLION OF COVID EDUCATION
RELIEF FUNDING THAT IS PAST THE
GRANT DEADLINE THAT INCLUDES THE
CORONAVIRUS RELIEF FUND S OR ONE
GEAR ONE AND THE LEARNING LOSS
MITIGATION STATE FUNDS. OVER 99%
WAS SPENT BY OUR ELIA'S BEFORE
THE END OF THE GRANT PERIOD. THE
MAJORITY OF THOSE FUNDS THAT
WERE UNSPENT WERE ATTRIBUTED TO
CLOSE CHARTER SCHOOLS. WE ALSO
WANT TO FLAG A FEW ITEMS THAT
PERTAIN TO THE CONCERN RAISED BY
THE LAO THAT ABOUT 55% OF US ARE
FUNDING COLLECTIVELY, THE
LARGEST FUNDING SOURCE AVAILABLE
TO OUR L E. A S REMAINS UNSPENT.
WELL THIS IS TRUE. IT'S
IMPORTANT TO HIGHLIGHT THAT THE
EXPENDITURE DEBT DATA THAT'S
BEING USED FOR THE BASIS DOES
NOT REFLECT OBLIGATED FUNDS. SO
ACTUAL FUNDING COMMITMENTS OR
EVEN HIGHER THAN REPORTED, AND
WHILE THERE ARE FUNDS LEFT
UNSPENT, ONE SHOULD NOT CONCLUDE
THAT ARE ELIA'S HAVE NOT
THOUGHTFULLY PLANNED. HOW THEY
WILL USE THESE FUNDS OVER THE
LIFE OF THE PROGRAM.
PARTICULARLY FOR FUNDS WITH A
LONGER DURATION. IN FACT, ALL
ELIA'S HAVE PLANS FOR THEIR S OR
THREE FUNDING, WHICH INCLUDE A
ROBUST PUBLIC STAKEHOLDER
PROCESS, AS REQUIRED BY FEDERAL
LAW ARE ELIA'S ARE REQUIRED TO
DEVELOP A PLAN FOR HOW THEY WILL
USE FUNDS TO ADDRESS THEIR
STUDENTS, ACADEMICS, SOCIAL,
EMOTIONAL AND MENTAL HEALTH
NEEDS, AS WELL AS CLOSE THE
OPPORTUNITY GAP. ELIA'S HAVE
PROVIDED NO INDICATION THAT THEY
WILL BE UNABLE TO USE THE
REMAINING FUNDS BY THE END OF
THE PERFORMANCE PERIOD, AND THE
CDC IS NO CAUSE FOR CONCERN
THERE. UM AS FOR WHAT ELEAZAR
USING THIS FUNDING FOR TO THIS
POINT, ELIA'S HAVE SPENT THEIR
FEDERAL RECOVERY FUNDS ON
DEVICES AND CONNECTIVITY
ADDRESSING THE IMPACT OF LOST
INSTRUCTIONAL TIME CLOSING,
LEARNING GAPS AND ADDRESSING
UNFINISHED LEARNING, AS WELL AS
PPE AND SAFETY EQUIPMENT. WE
HAVE ALSO SEEN ELIA SPENDING ON
STUDENT MENTAL HEALTH SERVICES
AND SOCIAL EMOTIONAL LEARNING.
FOR THE ESTER THREE FUNDS AT THE
ELIA'S HAVE TO RESERVE
SPECIFICALLY TO ADDRESS LEARNING
LOSS, THE LARGEST PROPORTION OF
REPORTED EXPENDITURES HAVE BEEN
FOR OTHER EVIDENCE BASED
INTERVENTIONS, SUMMER LEARNING
OR SUMMER ENRICHMENT, MENTAL
HEALTH SERVICES AND SUPPORT AND
TUTORING. THE CD HAS ANALYZED
EXPENDITURE, DATA AND TRENDS
DEMONSTRATED THAT DEMONSTRATE
THAT ELIA'S INITIALLY SPENT THE
RECOVERY FUNDS ON RESPONDING TO
IMMEDIATE HEALTH AND SAFETY
NEEDS, AS WELL AS SUPPORTING THE
TRANSITION TO DISTANCE LEARNING.
AS TIME PROGRESSED, ELIA'S BEEN
FOCUSING MORE ON STUDENTS,
ONGOING NEEDS AND RESPONDING TO
STUDENT ACADEMIC, SOCIAL,
EMOTIONAL AND MENTAL HEALTH
NEEDS. IN OTHER WORDS, INVESTING
IN LEARNING RECOVERY AND
ACCELERATION. WE SEE ELIA
SUCCESSFULLY BRAIDING THEIR
VARIOUS ONE TIME FUN FUNDING
SOURCES TO BUILD LONGER TERM
PROGRAMS THAT RESPOND TO THE
ENTIRETY OF THE NEEDS CREATED BY
THE PANDEMIC, NOT JUST THE
IMMEDIATE NEEDS TO PROTECT
HEALTH AND SAFETY AND SUPPORT
DISTANCE LEARNING, BUT TO FULLY
SUPPORT, NOT JUST LEARNING
RECOVERY, BUT LEARNING
ACCELERATION THROUGH PROVEN
STRATEGIES, INCLUDING TUTORING,
EXPANDED LEARNING SETTINGS AND
MENTAL HEALTH COUNTS, HEALTH
COUNSELING SERVICES. THIS IS
CRITICAL BECAUSE ESTIMATES
SUGGEST THAT STUDENTS MAY NEED
HELP. LONG AFTER THE FEDERAL
RELIEF DOLLARS EXPIRE AS WE KNOW
ELIA'S HAVE UNTIL SEPTEMBER,
2024 TO MAKE THEIR FINAL
ALLOCATIONS OF THOSE FEDERAL
DOLLARS AND IT IS EXPECTED TO
TAKE MUCH LONGER FROM MOST FOR
THE MOST AFFECTED FOR THE GROUPS
MOST AFFECTED BY THE PANDEMIC,
INCLUDING OUR LOW INCOME
STUDENTS AND STUDENTS OF COLOR.
WE KNOW THAT LEARNING RECOVERY
IS GOING TO TAKE TIME. OUR STATE
MATH AND LANGUAGE ENGLISH
LANGUAGE ARTS SCORES, WHICH ARE
ONLY ONE MEASUREMENT ARE STILL
DOWN FROM PRE PANDEMIC LEVELS,
AS WE HEARD EARLIER FROM DR
DARLING HAMMOND. THE SCORES WERE
STRONGER THAN THE 2021 SCORES,
WHICH IS A HOPEFUL SIGN OF
RECOVERY AND OUR CALIFORNIA
SCIENCE TEST SCORES ARE SHOWING
TO BE GENERALLY CONSISTENT WITH
PRE PANDEMIC LEVELS. WE DO HAVE
A LONG WAY TO GO. AND THAT IS
WHY THE STATE INVESTMENTS IN
LEARNING RECOVERY ARE SO
CRITICAL AND SET US US SET US
AHEAD OF MANY OTHER STATES. WE
ARE THE ONLY STATE THAT HAS MADE
THESE CRITICAL INVESTMENTS AND
THEY'RE SHOWING HOPEFUL SIGNS OF
RETURN IN TERMS OF BRAIDING
THESE FUNDS TO HELP OUR STUDENTS
IN THE LONG TERM. UM IN TERMS OF
OUR STATE INVESTMENTS. UH WE
ALSO WANT TO JUST TALK BRIEFLY
ABOUT THE LEARNING RECOVERY.
EMERGENCY BLOCK GRANT ARE ELIA'S
CONTINUE TO USE THESE CRITICAL
INVESTMENTS TO PLAN THROUGH THE
2027 2028 SCHOOL YEAR. AH C D
DOES RECOMMEND ANNUAL DATA
REPORTING WITH QUANTIFIABLE
METRICS TO BETTER UNDERSTAND THE
IMPACT OF THAT BLOCK GRANT AND
THOSE DOLLARS THE FIRST ROUND OF
EXPENDITURE REPORTING FOR THE
BLOCK GRANT IS NOT YET COMPLETE.
BUT GIVEN THAT CD HAS CLOSELY
TRACKED THE SPENDING TRENDS OF
ELIA SINCE THE START OF THE
PANDEMIC, WE CAN USE THAT DATA
TO PROVIDE INSIGHT. INTO HOW
ELIA'S WILL USE THEIR RBG FUNDS.
FURTHERMORE WE HAVE SPOKEN WITH
ELIA'S ABOUT THEIR PLANNED USES
OF THESE FUNDS. FROM THIS. WE
UNDERSTAND THAT THE FUNDS WILL
BE USED TO CONTINUE LEARNING
RECOVERY AND LEARNING
ACCELERATION EFFORTS THAT WERE
STARTED WITH EARLY FUNDING
SOURCES. ALL OUR EVIDENCE BASED
AND PROMOTING THE HIGHEST USAGE
OF THOSE DOLLARS, WERE
ENCOURAGED BY BOTH THE ACTUAL
EXPENDITURES WE'VE SEEN AND THE
PLANNED USES. WE HAVE ALSO
WORKED TO SUPPORT OUR ELIA'S
WITH THEIR PLANNING EFFORTS BY
CREATING A REPOSITORY OF
LEARNING, ACCELERATION AND
RECOVERY RESOURCES, INCLUDING
SUCCESSFUL ELIA ADOPTION
PROGRAMS AS WELL AS WELL AS
HOSTING MULTIPLE WEBINARS TO
SUPPORT BOTH PROPERLY AND
PROMPTLY. UTILIZING THESE FUNDS
WILL CONTINUE TO SUPPORT AND
MONITOR THESE FUNDS THROUGHOUT
THEIR LIFE CYCLE. UM AS WELL AS
FOR OUR FEDERAL PROGRAM
MONITORING REVIEWS THAT WE
CONDUCT TO ENSURE FEDERAL
STIMULUS FUNDS ARE BEING USED
FOR ALLOWABLE PURPOSES DURING
THE ALLOWABLE GRANT PERIOD AND
FOR SHARING BEST PRACTICES USING
FUNDS AND BRAIDING FUNDS BECAUSE
IT'S CRITICAL THAT WE ADDRESS
THE FULL EFFECTS OF THIS
PANDEMIC. THANK YOU FOR THE
OPPORTUNITY TO SPEAK ON THIS
IMPORTANT ISSUE. WE'RE HAPPY TO
TAKE ANY QUESTIONS AT THE
APPROPRIATE TIME. OKAY? THANK
YOU. I'LL GET RIGHT TO THE PANEL
FROM THE LOCAL DISTRICTS. I
THINK THAT'S WHERE I HAD THE
MAJORITY OF MY UM QUESTIONS
TODAY JUST FROM A PRACTICAL
PERSPECTIVE, SO WE HAVE, UM
SALINAS. CITY ELEMENTARY SCHOOL
DISTRICT. WELCOME. UH THE ELK
GROVE SCHOOL DISTRICT
REPRESENTATIVE COULDN'T MAKE IT
BECAUSE OF ILLNESS. BUT WE DO
HAVE THE L. A UNIFIED SCHOOL
DISTRICT. UM ON A WEBEX BELIEVE
YES. YES AND WE HAVE MATT NOVEL
FOR THE CALIFORNIA COLLABORATIVE
FOR EDUCATION EXCELLENCE, SO
WE'LL HAVE UM, YOU GO FIRST.
GOOD EVENING. I'VE LOST TRACK
IMPORTANT. MEMBER CHAIR. MCCARTY
THANK YOU FOR HAVING US. I WILL
BE BRIEF BECAUSE I KNOW ALDO
TRAVELED ALMOST FOUR HOURS TO BE
WITH YOU, AND I REALLY WANT TO
GIVE HIM AN OPPORTUNITY TO DO
THAT. UM THE CC WERE ASKED TO
TALK ABOUT WHO WE ARE, WHY WE'RE
HERE AND WHAT WE DO. BUT I THINK
WHAT'S WOULD BE REALLY OF
INTEREST TO YOU IS THE WORK THAT
WE'RE DOING AROUND LEARNING
RECOVERY AND THE EFFORTS WERE
MAKING ACROSS THE STATE. AS WE
REFER TO IT AS LEARNING
ACCELERATION WITH THAT I'LL HAVE
MY COLLEAGUE STACY WE DEAN,
ASSISTANT DIRECTOR SHARE WITH
YOU WHAT WE'RE DOING, UM, C C
WAS CREATED IN 2013 TO ADVISE
AND ASSIST DISTRICTS AND
ACCOMPLISHING THEIR ALCOTT
GOALS. WE WERE CREATED UNDER
THEN GOVERNOR BROWN AND OR CHAIR
MICHAEL KIRST PRACTITIONERS FOR
PRACTITIONERS IN AN EFFORT TO
SUPPORT THEIR EFFORTS WITH
REGARDS TO THE LOCAL CONTROL
ACCOUNTABILITY PLANS AND THEIR
GOALS THAT THEY'VE SET FORTH SO
UNDER STATUE WERE DESIGNED TO BE
VERY FLEXIBLE AND NIMBLE. WE
ALSO ARE DESIGNED TO RESPOND TO
THE NEEDS OF THOSE IN THE FIELD
AND IN DOING SO, ONE OF THE
OTHER OBLIGATIONS WE HAVE IS TO
RESPOND TO THE NEEDS OF THE
LEGISLATURE AND SO IN IN
PREPARATION FOR WHAT WAS GOING
TO BE SIGNIFICANT HURDLES WITH
REGARDS TO LEARNING RECOVERY OF
THE LEGISLATURE PASSED THE $50
MILLION LEARNING ACCELERATION
SYSTEMS GRANT THAT WAS DESIGNED
TO CREATE A PROFESSIONAL
DEVELOPMENT INFRASTRUCTURE
ACROSS THE STATE FOR UNIVERSAL
TARGETED AND INTENSIVE SUPPORTS
, THAT WILL HELP STUDENTS AND
TEACHERS AROUND MATH, LITERACY
AND ENGLISH LANGUAGE
DEVELOPMENT. AND SO WITH THAT I
WOULD LIKE TO TURN IT OVER TO MY
COLLEAGUE. SHE'LL SHARE A LITTLE
BIT MORE DETAIL ABOUT THAT
PARTICULAR GRANT AND THEN WE'LL
TAKE ANY QUESTIONS YOU HAVE.
OKAY? THANK YOU, MATT. GOOD
AFTERNOON CHAIR MEMBERS. STACEY
WOULD DEAN FROM THE C C. I'M
VERY HAPPY TO BE WITH HERE WITH
YOU TODAY TO SHARE SOME
INFORMATION ABOUT THE WAYS THAT
THE CC IS SUPPORTING LEARNING
RECOVERY EFFORTS ACROSS
CALIFORNIA THROUGH THE LEARNING
ACCELERATION SYSTEM GRANT WITH
THE $50 MILLION IN FUNDING
PROVIDED FOR THIS PURPOSE. THE
CC IS WORKING WITH OUR SELECTED
COUNTY OFFICE OF EDUCATION
PARTNERS TO BUILD AND EDUCATION
NETWORK. THAT MAKES PROFESSIONAL
LEARNING AND EVIDENCE BASED,
ACCELERATED LEARNING STRATEGIES
ACROSS ACADEMIC CONTENT AREAS,
MATHEMATICS, LITERACY AND
LANGUAGE DEVELOPMENT AVAILABLE
TO EDUCATORS ACROSS THE STATE.
THIS IS THE FIRST FULL YEAR OF
IMPLEMENTATION, SO WE'RE JUST
GETTING STARTED WITH GRANT FUNDS
AVAILABLE THROUGH THE 25 26
SCHOOL YEAR. THE LEARNING
ACCELERATION SYSTEM GRANT FUNDS
THREE DIFFERENT PROJECTS THAT
REPRESENT VARIED APPROACHES TO
BUILDING CAPACITY AT ALL LEVELS
OF THE SYSTEM. THE UNIVERSAL
TARGETED MORE INTENSIVE SUPPORT
. FIRST I'D LIKE TO HIGHLIGHT
THE CALIFORNIA COLLABORATIVE FOR
LEARNING ACCELERATION, OR C C L
. A WHICH IS LED BY THE SANTA
CLARA COUNTY OFFICE OF
EDUCATION. CRLA BRINGS TOGETHER
AND IMPRESSIVE COHORT OF SEVEN
COUNTIES ACROSS THE STATE TO
HELP LEVERAGE EXPERTISE AND
ELEVATE A COMMON DEFINITION OF
AND CONSISTENT FOCUS ON LEARNING
ACCELERATION. CCL A HAS
PARTNERED WITH STANFORD
UNIVERSITY, SAN JOSE STATE
UNIVERSITY AND THE CALIFORNIA
PARTNERSHIP FOR MATH AND SCIENCE
, EDUCATION TO DESIGN AND
DEVELOP THE PROFESSIONAL
LEARNING CONTENT. IN THIS FIRST
YEAR, THEY HAVE MADE FREE ONLINE
ASYNCHRONOUS COURSES AVAILABLE
ON THEIR WEBSITE ACROSS THE
CONTENT AREAS AND ACROSS GRADE
SPANS, WHICH HIGHLIGHT EVIDENCE
BASED, PRACTICAL TEACHING
STRATEGIES TO MOVE STUDENTS
FORWARD IN THEIR LEARNING
TEACHERS AND ADMINISTRATORS CAN
ACCESS THESE COURSES AT WILL AND
COMPLETE THEM AT THEIR OWN PACE,
WHICH OFFERS SOME REALLY
NECESSARY FLEXIBILITY IN FUTURE
YEARS, THE CLA WILL ENGAGE IN
DEEPER WORK WITH SELECT NUMBER
OF SCHOOLS IN EACH REGION,
CONSISTING OF ON SITE SUPPORT
AND COACHING FOR TEACHERS AND
LEADERS TO IMPLEMENT ACCELERATED
LEARNING STRATEGIES AND VERY
CONCRETE WAYS AND ALSO LEVERAGE
SOME OF THE EFFORTS ALREADY IN
PLACE. WITH THE FUNDING THAT'S
BEEN PROVIDED THUS FAR AROUND
LEARNING RECOVERY. NEXT THE
LEARNING ACCELERATION SYSTEM
GRANT FUNDS PROJECT CLEAR, WHICH
HAS LED OUT OF THE SAN DIEGO
COUNTY OFFICE OF EDUCATION AND
PARTNERSHIP WITH MERCED AND LAKE
COUNTY OFFICE OF EDUCATION, AS
WELL AS ST MARY'S COLLEGE
PROJECT, CLEAR OFFERS FREE POST
GRADUATE LEVEL COURSEWORK
THROUGH THE COMPREHENSIVE
LITERACY CENTER AT ST MARY'S
COLLEGE FOR EDUCATORS TO EXPAND
THEIR EXPERTISE IN READING
INTERVENTION THROUGH EITHER ONE
OR TWO YEAR TRAINING PROGRAM,
TUITION, TRAINING FEES, BOOKS,
MATERIALS ALL PAID FOR THROUGH
THE GRANT. TRAINING INCLUDES JOB
EMBEDDED PROFESSIONAL LEARNING
ON SITE PRACTICE IN SCHOOLS AND
DAILY WORK WITH STUDENTS
CURRENTLY PROJECT CLEAR HAS 35
TEACHERS ACROSS 10 ELIA'S IN
TRAINING WITH PLANS TO LAUNCH A
NEW TRAINING COHORTS EACH YEAR.
SO IT IS AN INVESTMENT ON THE
PART OF THE TEACHER, BUT THEY
REALLY DO DEEP IN THEIR
EXPERTISE. FINALLY THE LEARNING
ACCELERATION SYSTEM GRANT FUNDS
THE RURAL MATH COLLABORATIVE,
WHICH HAS LED OUT OF LAKE COUNTY
OFFICE OF EDUCATION IN
PARTNERSHIP WITH BUTTE COUNTY
OFFICE OF EDUCATION. AS WELL AS
THE CALIFORNIA MATH PROJECT AT
CHICO AND SONOMA STATE. THE
RURAL MATH COLLABORATIVE IS VERY
SPECIFICALLY FOCUSED ON SERVING
THE NEEDS OF OUR SMALL RURAL
REMOTE SCHOOLS AND DISTRICTS TO
IMPROVE MATHEMATICS INSTRUCTION
AND ACCELERATE STUDENT
ACHIEVEMENT TO DATE, ROMA
COLLABORATIVE HAS ENGAGED 17 OF
OUR STATE SMALLEST COUNTIES AS
PARTNERS IN THIS WORK, THE
PROJECT HAS DEVELOPED FOUR
PATHWAYS TO ACCELERATE LEARNING
AND ACHIEVE THE DESIRED IMPACT
ON STUDENT ACHIEVEMENT. THE
FIRST IS THROUGH TRAINING AND
LESSON STUDY, WHICH IS AN
EVIDENCE BASED APPROACH USED TO
IMPROVE TEACHER EFFICACY AND
COLLABORATIVE PROFESSIONAL
LEARNING STRUCTURE. SECOND IS
HIGH IMPACT COACHING. THIRD
PATHWAYS THROUGH ASYNCHRONOUS
MODULES TO PROVIDE TRAINING ON
CONCEPTS AND STRATEGIES ALIGNED
TO OUR CALIFORNIA MATHEMATICS
FRAMEWORK. THOSE ARE UNDER
DEVELOPMENT, AND WHEN THEY'RE
COMPLETED, THEY WILL BE FREELY
AVAILABLE TO ANY EDUCATOR ACROSS
THE STATE AND THEN THE FOURTH
PATHWAYS THROUGH MATHEMATICS
INTERVENTION PROGRAMS AS WELL AS
HIGH IMPACT TUTORING RIGHT NOW,
WE HAVE 26 TEACHERS ACROSS THREE
DISTRICTS IN LAKE IN BUTTE
COUNTY THAT ARE PILOTING AND
EVIDENCE BASED HERE TO
MATHEMATICS INTERVENTION PROGRAM
BASED ON THE DATA COLLECTED IN
AS FAR AS IMPACT ON STUDENTS.
MOVEMENT AND FEEDBACK FROM THE
TEACHERS IMPLEMENTING THIS
PROGRAM. THE RURAL MATH
COLLABORATIVE WILL THEN DECIDE
IF FURTHER SCALING OF THE
PROGRAM THROUGHOUT THE REGION IS
WARRANTED. SO THEY'RE TAKING A
VERY VERY, YOU KNOW, DIVERSE
APPROACH TO LEARNING
ACCELERATION, WHICH I THINK IS
VERY WARRANTED AND SMART. SO THE
C C ALONG WITH OUR PARTNERS,
WE'RE REALLY EXCITED ABOUT THE
POTENTIAL POSITIVE IMPACT OF
THIS WORK. WE LOOK FORWARD TO
HAVING MORE TO SHARE, INCLUDING
EVALUATION DATA THAT WE'VE
REALLY BEEN COLLECTING FROM THE
BEGINNING AS THIS FIRST
IMPLEMENTATION YEAR ENDS WITH
THAT WE'RE HAPPY TO ANSWER ANY
QUESTIONS YOU MIGHT HAVE, AND
I'LL TURN IT BACK TO OKAY, WE'LL
TRY TO MOVE IT ALONG. SO WE WANT
TO HEAR NOW FROM OUR LOCAL
REPRESENTATIVES FROM THE SALINAS
ELEMENTARY SCHOOL DISTRICT, SO I
KNOW A LOT GOING ON IN THE
CENTRAL COAST RIGHT NOW AND
FLOODING AND I THINK THAT
SALINAS IS ONE OF THE SPIRIT
AREAS SO FAR, BUT I KNOW THERE'S
A LOT OF RAIN THERE. SO THANK
YOU FOR JOINING US TODAY. THANK
YOU. THANK YOU. IT'S A PLEASURE
TO BE HERE. COMMITTEE MEMBERS
ONCE AGAIN. MY NAME IS ALDO
RAMIREZ. I'M THE ASSOCIATE
SUPERINTENDENT OF EDUCATIONAL
SERVICES FOR THE SALINA CITY
ELEMENTARY SCHOOL DISTRICT AND
ALSO PHD CANDIDATE FOR CLAREMONT
GRADUATE UNIVERSITY. UM AND I'LL
SHARE A LITTLE BIT ABOUT THAT.
AS I AS I, UM, ENGAGE WITH YOU
PROUDLY TO SHARE SOME OF WHAT
THE SALINAS COMMUNITY IS DOING
IN TERMS OF LEARNING,
ACCELERATION AND CHRONIC
ABSENTEEISM. I'M GOING TO SHARE
IT IN THE FORM OF A STORY. I
KNOW WE'VE BEEN HEARING A LOT OF
NARRATIVE A LOT OF A LOT OF
EXPOSITORY INFORMATION SHARED
WITH YOU. AND I'LL JUST SHARE IT
. HOPEFULLY TO ADD A LITTLE
LEVITY TO THE TO THIS TO THIS
SESSION, I'LL START THE STORY OF
SALINA CITY ELEMENTARY SCHOOL
DISTRICT DURING THE 2021 2022
SCHOOL YEAR, WE WERE COMING BACK
FROM VIRTUAL LEARNING, EXPECTING
TO HAVE SOME NORMALCY AND VERY
QUICKLY. WE FOUND OUT THAT THAT
WAS NOT THE CASE WE WERE FACED
BY STAFF SHORTAGES. AND VERY
SHORTLY AFTER THAT, HAVING TO
QUARANTINE STUDENTS AND STAFF AS
WELL. AND SO THIS COMPLETELY
DISRUPTED WHAT WE NORMALLY DO.
AND SALINA CITY ELEMENTARY FOR
OUR KIDS, BECAUSE FOLKS FROM
CENTRAL OFFICE WE'RE ACTUALLY IN
THE CLASSROOM, SUBSTITUTING,
INCLUDING MYSELF IN SPECIAL DAY
CLASSROOMS AND ALL KINDS OF
CLASSROOMS. CONSTANTLY
THROUGHOUT THAT YEAR, AND AS A
CONSEQUENCE, WE WENT FROM A 12%
CHRONIC ABSENTEEISM RIGHT TO A
36% CHRONIC ABSENTEEISM RATE
THAT FIRST THAT THAT YEAR AND
TOWARDS THE END OF THAT YEAR, WE
WERE ACTUALLY LOOKING PRETTY
HOPEFUL AND THINKING THAT 22 23
WAS GOING TO BE A LITTLE BIT
DIFFERENT. AND UM, IT IS A
LITTLE BIT DIFFERENT ON SLIDE
AND SHEET THREE. YOU'LL SEE OUR
CURRENT TREND IN THE YELLOW LINE
WHERE WE ARE DOING BETTER ON
CHRONIC ABSENTEEISM. THEN WE
WERE IN 21 22. AND WE CONTINUE
TO WORK ON THAT COLLABORATIVELY
IN OUR DISTRICT. HOWEVER OUR
RATE IS STILL WELL ABOVE THE
DASHBOARD TARGET OF 5% FOR
HAVING A LOW CHRONIC ABSENTEEISM
RATE, WHICH IS A RATE THAT IS
ACTUALLY MUCH MORE HEALTHY FOR
EDUCATION. AND SO I ACTUALLY
THINK THAT THE STORY ON STUDENT
ACHIEVEMENT IN CALIFORNIA UM AND
THE CHRONIC ABSENTEEISM A LITTLE
BIT OF BOUNCE BACK THAT WE'RE
GETTING RIGHT NOW GOES FARTHER
BACK ABOUT A DECADE. UM MY
RESEARCH ON MY DISSERTATION
TOPIC IS THE IMPACT OF RESOURCE
ADJUSTMENTS ON THE EDUCATIONAL
OUTCOMES OF, UM AND DUPLICATED
STUDENTS. THAT'S WHAT WE CALL
THEM IN CALIFORNIA AND, UM WE
HAVE BEEN INVESTING IN
CALIFORNIA IN EDUCATION FOR
QUITE A WHILE. THROUGH EL CAP
AND L C F F AND THEN THROUGH
SOME OF THE COVID SUPPORTS THAT
WE WERE OFFERED. DUE TO THE
PANDEMIC, AND SOME OF THIS
INFORMATION WAS MENTIONED
EARLIER. HERE'S THE DIFFERENT
SNAPSHOT FOR YOU IN TERMS OF THE
NAPE ASSESSMENT, WHICH IS A
NATIONAL ASSESSMENT ON STUDENT
OUTCOMES ARE BLACK STUDENTS IN
READING. WHEN WE LOOK AT
NATIONAL RANKINGS IN 2019 WERE
IN 41ST PLACE. IN 2022. THEY
JUMPED UP TO 10TH PLACE OUT OF
SIMILAR STUDENTS ACROSS THE
NATION. THAT'S 31 SPOTS, SO I
ATTRIBUTE THEIR RESILIENCE
WITHIN THE CALIFORNIA SYSTEM TO
THE INVESTMENT THAT WE'VE BEEN
MAKING IN EDUCATION FOR QUITE A
WHILE NOW, AND I'M GOING TO
ENCOURAGE YOU ALL TO CONTINUE TO
INVEST IN CALIFORNIA'S KIDS AND
THEIR EDUCATION. IT WILL PAY
OFF. NOW I SAY THAT WITH THE
CAVEAT THAT CHRONIC ABSENTEEISM
IS ABSOLUTELY ABSOLUTELY
HAMPERING OUR ABILITY TO RECOVER
FROM THE PANDEMIC AND ACCELERATE
LEARNING ON ON PAGE FIVE OF THE
SLIDES, YOU WILL SEE. THAT
SELENA CITY ELEMENTARY IS
WORKING VERY HARD TO IMPROVE
STUDENT OUTCOMES, AND THIS CHART
HERE SHOWS THAT FROM THE
BEGINNING OF THE YEAR, TWO
TRIMESTER TWO, WE WERE ABLE TO
INCREASE THE NUMBER OF THE
PERCENTAGE OF STUDENTS READING
THAT GRADE LEVEL BY 15.6. SO
THAT'S HUGE, RIGHT? SO WE'RE
GOING FROM AROUND 20 TO ABOUT
35. AND TWO TRIMESTERS OF
INSTRUCTION THAT A TESTAMENT TO
THE EFFORTS OF OUR STUDENTS, OUR
FAMILIES AND OUR EDUCATORS,
HOWEVER, FOR STUDENTS WITH
THAT'S FOR STUDENTS WITH GOOD
ATTENDANCE. FOR STUDENTS WITH
CHRONIC ATTENDANCE. WE WERE ONLY
ABLE TO INCREASE THAT PERCENTAGE
BY 11.1% SO WE CAN SEE THAT
CHRONIC ABSENTEEISM IS GETTING
IN THE WAY OF ACADEMIC
ACCELERATION. THE GOOD NEWS IS
THAT ALL STUDENTS ARE
ACCELERATING. THE BAD NEWS IS
THAT CHRONIC ABSENTEEISM IS
GETTING IN THE WAY. AND GOOD
PLACE. SO WHAT HAVE WE DONE?
WHAT WE'VE DONE IN SALINA CITY
ELEMENTARY SCHOOL DISTRICT IS
USED ALL THE FUNDING SOURCES
THAT WE HAVE RECEIVED.
THANKFULLY FROM STATE AND
FEDERAL IN THE IN THE STATE AND
FEDERAL GOVERNMENT TO INCREASE
DIFFERENT THINGS LIKE COUNSELING
SERVICES, EXTEND EXTENDED
LEARNING PROGRAMS, HEALTH
SERVICES, TUTORING, SO ON AND SO
FORTH, AND IT'S CREATING A MUCH
BETTER ENVIRONMENT FOR OUR
CHILDREN, AND I HAVE A QUOTE. WE
RECENTLY SURVEYED OUR FAMILIES
TO SEE HOW THEY WERE RESPONDING
TO OUR EXPANDED AFTER SCHOOL
PROGRAM, WHICH WENT FROM ABOUT
600 KIDS TO ABOUT 1600 KIDS THIS
YEAR, THANKS TO THESE FUNDS, AND
THIS IS WHAT THIS PARENT SAID.
THIS IS THIS IS ONE OF MY
FAVORITE QUOTES. I THINK IT
DEFINITELY APPLIES TO THIS. SO
MY CHILD IS VERY HAPPY TO BE
ATTENDING THIS PROGRAM. WHEN WE
SIGNED UP FOR THIS PROGRAM, WE
WERE HAVING A LOT OF TROUBLE
WITH HIS ATTENDANCE. AND WHEN WE
SIGNED UP FOR THE PROGRAM, THE
RULES WERE AS LONG AS YOU GO TO
SCHOOL. YOU CAN GO TO THE AFTER
SCHOOL PROGRAM. NOW HE HAS ONLY
MISSED A COUPLE OF DAYS SINCE
STARTING THE PROGRAM. HE HAS
CONSTANTLY MAKING SURE HE GOES
TO SCHOOL SO HE CAN BE ABLE TO
GO TO THE PROGRAM. HE HAS ALWAYS
SMILING WHEN I GO PICK HIM UP
FROM THE PROGRAM, AND YOU CAN
JUST TELL THAT HE IS VERY HAPPY
WITH EVERYTHING THAT'S GOING ON
IN THIS PROGRAM. AND SO I THINK
THAT'S A LIVE EXAMPLE OF HOW
THESE PROGRAMS CAN HAVE AN
IMPACT ON ON OUR ON OUR
STUDENTS. IN ADDITION TO THAT,
OUR DISTRICT HAS, UH, ENGAGE IN
TWO VERY FOCUSED CHRONIC
ABSENTEEISM EFFORTS FIRST ON THE
RIGHT SIDE OF PAGE SEVEN IS A
CHART. WE FOCUS A LOT ON USING
POSITIVE OUTLIER ANALYSIS TO
DRIVE SYSTEMS CHANGE SO AT THE
BEGINNING OF THE YEAR OR
ADMINISTRATORS CAME TOGETHER AND
USING A RESEARCH BRIEF THAT WAS
PRODUCED BY SEA CE IN FULL
DISCLOSURE. I WAS PART OF THE
TEAM THAT HELPED PRODUCE THAT.
UM WE LOOKED AT WHAT C C E HAD
FOUND ABOUT EFFECTIVE STRATEGIES
FOR CHRONIC ABSENTEEISM. AND
THEN WE ALLOWED EACH OF OUR 14
BRICK AND MORTAR SCHOOLS TO
DESIGN THEIR OWN RESPONSE TO
CHRONIC ABSENTEEISM. THE HOPE
WAS THAT AFTER A FEW CYCLES OF
IMPROVEMENT, WE WOULD BEGIN TO
SEE CERTAIN SCHOOLS HAVING MUCH
BETTER OUTCOMES. AND THEN WE
WOULD STUDY THOSE AND REPLICATE
THEM AND THE OTHER SCHOOLS. AND
LO AND BEHOLD, AND LUCKILY BY
OCTOBER THAT HAD EXACTLY
HAPPENED. IF YOU LOOK AT THE
GRAPH, YOU'LL SEE THAT DS SCHOOL
MADE TREMENDOUS GAINS IN CHRONIC
ABSENTEEISM STILL VERY HIGH, BUT
A LOT OF GAINS. AND SO IN
DECEMBER, WE ALL CAME BACK
TOGETHER. WE EXPLORED WHAT THEY
HAD DONE. UM A LOT OF IT WAS
ABOUT BUILDING RELATIONSHIPS
WITH THE KIDS. SO HAVING AN
ADULT WHO COULD CHECK IN AND
CHECK OUT WITH STUDENTS THAT
MAYBE WE'RE DISCONNECTED FROM
THE EDUCATIONAL ENVIRONMENT? AND
SO. IN JANUARY AND FEBRUARY
AFTER EXPLORING THAT OUR OUR
ADMINISTRATOR TEAMS THEN
ADJUSTED THE PLANS THAT THE
OTHER SCHOOLS TO INCLUDE SOME OF
THE STRATEGIES THAT DIAZ USED
AND YOU CAN SEE THERE'S THREE
LITTLE ARROWS POINTING TO SOME
OF THE EARLY ADOPTERS FROM THOSE
SCHOOLS AND RIGHT AWAY, THEIR
CHRONIC ABSENTEEISM BEGAN TO
IMPROVE. WHICH IS REALLY GREAT
TO SEE. WE HOPE TO CONTINUE WITH
THIS AS THE YEAR CONTINUES. UM,
IN ADDITION TO THAT WE ARE
PARTICIPATING. WE ACTUALLY
HELPED START A RESEARCH PRACTICE
PARTNERSHIP WITH C C AND THE
MONTEREY COUNTY OFFICE OF
EDUCATION, ALONG WITH THREE
OTHER ELIA'S WITHIN OUR COUNTY,
AND IT'S ALL FOCUSED ON CHRONIC
ABSENTEEISM, AND WE HOPE THAT
THROUGH THIS WORK WE CAN FIND
ADDITIONAL STRATEGIES AND WAYS
TO HELP OUR STUDENTS. FEEL MORE
COMFORTABLE COMING TO SCHOOL OR
OVERCOME ANY BARRIERS THAT THEY
MIGHT HAVE COMING TO SCHOOL ON A
REGULAR BASIS. SO SOME PROGRESS
. SOME EXCITING THINGS ARE
HAPPENING YET. YOU KNOW IT'S
GONNA IT'S TAKING A LITTLE
WHILE. IT'S NOT AS FAST AS WE
WOULD LIKE IT TO BE, UM, AND
THERE'S A COUPLE OF THINGS THAT
WE HAVE NOTICED THAT ARE
CRITICAL. AND I THINK ARE
IMPORTANT THAT WE CALL OUT AND
FIRST OF ALL IN SALINAS
COMMUNITY AND, YES, THERE'S
COVID 19. THERE WAS FIRES BEFORE
THAT THERE'S BEEN FLOODING THIS
YEAR. THERE WAS, UM THERE THERE
HAS BEEN A LOT GOING ON. AND IN
GENERAL, WE'VE NOTICED THAT
THERE'S A ANXIETY WITHIN OUR
ENTIRE POPULATION AND GOING BACK
INTO THE DATA FROM MY FROM MY
DISSERTATION. I KNOW THAT THE U.
S CENSUS BUREAU. UH, PRODUCES A
HOUSEHOLD PULSE SURVEY. AND THEY
DO THIS EVERY TWO WEEKS. AND IN
THE WEEK 54, WHICH WAS THE FIRST
TWO WEEKS OF FEBRUARY, THEY
ASKED THE ADULTS IN THE UNITED
STATES. HOW OFTEN THEY FEEL
ANXIETY DURING THAT TIME PERIOD.
SO FOR THOSE TWO WEEKS 27% OF
ADULTS INDICATED THAT THEY FEEL
ANXIETY 50% OR MORE OF THE TIME.
THAT'S HUGE. WHEN WE LOOK AT THE
DATA A LITTLE BIT FURTHER, 8 18
TO 29 YEAR OLDS REPORTED FEELING
ANXIETY. 50% OR MORE OF THE TIME
OUT OF 41% RATE. AND 32 39 YEAR
OLD REPORTED IT AT A 33% RATE.
THE THIS AGE GROUP IS THE AGE
GROUP. THAT INTERACTS WITH OUR
CHILDREN, THE MOST THEY'RE THE
EDUCATORS AND THEIR PARENTS. AND
THERE IS A HUGE SENSE OF ANXIETY
OUT THERE AND SO I'M GOING TO
ECHO A LOT OF WHAT HETTY SAID
EARLIER IN AN EARLIER PANEL.
THIS IS BIGGER THAN EDUCATION,
AND IT NEEDS TO BE A
MULTIDISCIPLINARY APPROACH IN
CONJUNCTION WITH EDUCATION THAT
THAT HELPS US TO SUPPORT OUR
COMMUNITY AND OUR FAMILIES. IN
ADDITION TO THAT OUR STUDENTS
DIDN'T BUILD CONNECTIONS DURING
VIRTUAL LEARNING, AND THEY'RE
STILL CATCHING UP WITH THAT. UM
AND I'M GOING TO ECHO. UH, WHAT
THE CHAIR MENTIONED EARLIER
ABOUT DATA AND THE DATA SYSTEMS.
RIGHT NOW. IT IS VERY CUMBERSOME
FOR SCHOOLS TO BE ABLE TO
ORGANIZE THE CURRENT DATA SYSTEM
IN A WAY THAT ALLOWS US TO MAKE
DECISIONS, AND THAT IS REAL TIME
. UM AND SO THAT'S THAT'S A HUGE
PACK FACTOR. LASTLY, FROM FROM
VERY ROBUST RESEARCH. WE KNOW
THAT FUNDING ADJUSTMENTS. TAKE A
WHILE TO FISH FOR THE IMPACTS.
TAKE THE IMPACTS. TAKE A WHILE
TO SHOW UP IN THE DATA. I
PRODUCED A COUPLE OF SLIDES FROM
JACKSON AND COLLEAGUES WHO DID A
STUDY IN 2016 ON WHAT HAPPENS
WITH COURT FUNDED UH, COURT
MANDATED. FUNDING ADJUSTMENTS.
AND THEY USED THE REGRESSION
DISCONTINUITY STRUCTURE, WHICH
IS THE GOLD STANDARD FOR THIS
TYPE OF RESEARCH, AND THEY
STUDIED THE PAST 60 YEARS OF
THESE TYPES OF COURT MANDATED
FUNDING AUGMENTATIONS. FOR
STUDENTS, AND THEY FIND THAT FOR
LOW INCOME STUDENTS. IT HAS
DEFINITELY A POSITIVE IMPACT
MORE RESOURCES HELP WITH THEIR
EDUCATIONAL OUTCOMES, NOT SO
MUCH FOR NON POOR HOUSEHOLDS.
WHAT'S IMPORTANT HERE IS THAT
THESE THESE POSITIVE OUTCOMES.
DON'T START SHOWING UP. UNTIL
ABOUT EIGHT YEARS AFTER THE
MANDATE, SO IT TAKES A WHILE FOR
THE BENEFITS TO ACCRUE AND FOR
US TO BE ABLE TO SEE WHETHER OR
NOT, UH, THIS IS EFFECTIVE. I
THINK THERE'S TWO IMPORTANT
THINGS TO TAKE AWAY FROM THIS
PIECE, AND THAT IS IF WE NEED TO
SUSTAIN THE FUNDING LEVELS THAT
WE HAVE, UM, GIVEN TO SCHOOLS IN
ORDER FOR THIS TO WORK OVERTIME
THAT'S CRITICAL. SECONDLY IF
ANYBODY COMES TO YOU AND SAYS
THAT THEY CAN TELL YOU WHETHER A
POLICY CHANGE HAS HAD AN IMPACT.
WITHIN FIVE YEARS OF THAT POLICY
CHANGE. YOU NEED TO BE, UH, YOU
NEED TO QUESTION THAT. BECAUSE
IT TAKES A WHILE, AND THERE'S A
LOT OF REASONS, INCLUDING THE
FACT THAT WE HAVE TO HIRE FOLKS
AND THAT TAKES SOME TIME. THE
FACT THAT WE HAVE TO TRAIN THEM
AND HIGH QUALITY TRAINING TAKES
SOME TIME. THE FACT THAT ONCE
THEY'RE TRAINED, THEY HAVE TO
GET GOOD AT MASTERING WHAT WE
TRAINED THEM ON, AND THAT TAKES
SOME TIME. AND THEN LASTLY, THAT
A LOT OF THESE, UM THAT A LOT A
LOT OF A LOT OF THE
INTERVENTIONS ARE CUMULATIVE.
AND THEY ADD OVER TIME. AND SO
THAT TAKES A WHILE. SO BE WARY
OF FOLKS THAT TRY TO TELL YOU
WHETHER OR NOT SOMETHING IS
WORKING RIGHT AWAY. IT'S THAT'S
NOT HOW REALITY WORKS AT THE
GROUND LEVEL. SO WE HAVE SOME
SOME RECOMMENDATIONS, SOME OF
WHICH YOU PROBABLY HAVE HEARD
ALREADY CONTINUE. GIVING US
FUNDING IN A WAY THAT IS OVER A
LONG TIME FRAME SO THAT WE CAN
ORGANIZE IT AND HAVE CONTINUITY
WITH THE IMPLEMENTATION. SUPPORT
DISTRICTS RIGHT NOW AND FIGURING
OUT HOW TO CONTINUE TO BRAID THE
DIFFERENT FUNDING SOURCES TO
CREATE ONE COHESIVE EXPERIENCE
FOR OUR CHILDREN EXPAND OUR
TECHNICAL SUPPORT PARTNERSHIPS
THAT FOCUS ON COLLABORATIVE
CONTINUOUS IMPROVEMENT AND
POSITIVE OUTLIER ANALYSIS SUCH
AS THE ONE WE'RE PARTICIPATING.
INCREASE THE EFFORTS TO
TRANSFORM OUR DATA SYSTEMS SO
THAT THEY'RE MORE ROBUST AND
ALLOW US TO MAKE DECISIONS ON
THE GROUND, AND LASTLY, THAT
MULTI AGENCY APPROACH TO TRY TO
FIGURE OUT HOW WE CAN HELP WITH
THIS HIGH LEVEL OF ANXIETY
WITHIN OUR COMMUNITIES, UM, IS
GONNA GO A LONG WAY. SO. PART OF
PART OF LOOKING AT THAT MIGHT BE
, UH, THE AMOUNT OF COUNSELING
RESOURCES THAT WE HAVE AT THE
SCHOOL SITES. AND I LOVE THE
COMMUNITY SCHOOLS MODEL. I WOULD
LOVE TO DO IT IN SALINAS. BUT
WE'RE USING OUR FACILITIES AT
100. SO WE NEED A COUPLE THAT
EFFORT. WITH OUR FACILITIES
EFFORTS SO WE CAN PROVIDE THE
FACILITIES TO BE ABLE TO DO SOME
OF THIS STUFF IN IN OUR
DISTRICTS. WHERE ARE OUR SCHOOL?
WE ARE BLESSED. OUR SCHOOLS ARE
FULL OF CHILDREN IN BUT THAT
MEANS WE DON'T HAVE SPACE TO DO
OTHER THINGS RIGHT NOW. SO WE
NEED TO ADD SPACES, UM, TO OUR
SCHOOLS. SO THANK YOU. THANK YOU
. I WANT TO ASK YOU A SERIES OF
QUESTIONS ABOUT, UM, ABOUT THE
BUCKETS OF MONEY AND WHAT YOU
HAVE DONE WITH IT. SO HOLD ON,
JUST KIND OF GET READY TO WALK
US THROUGH AS IT HAS A KIND OF A
CASE STUDY. YES 1000 DISTRICTS.
KIND OF GIVING YOUR PERSPECTIVE
HERE. BUT FIRST WE WENT TOO
LONG, SO WE LOST OUR
SUPERINTENDENT. L A UNIFIED WE
HAVE THE DEPUTY SUPERINTENDENT
WHO'S GOING TO JOIN US. SO THE
SUPERINTENDENT'S TRYING TO KEEP
THAT SCHOOL DISTRICT GOING
WITHOUT, I GUESS GOING ON STRIKE
DOWN THERE SO IMPORTANT WORK
DOWN THERE. BUT WE HAVE MR PEDRO
SOUTH CITO. WHO IS JOINING US ON
WEB BACKS. FAMILIAR FACE AND
VOICE TO US UP HERE IN
SACRAMENTO. SO JUST START
TALKING, PEDRO AND THEN YOUR
FACE WILL SHOW UP. YEAH THANK
YOU. THANK YOU APPRECIATE IT.
CHAIRMAN MCCARTHY AND MEMBERS OF
THE COMMITTEE. UM FIRST OFF, I
JUST WANT TO KIND OF SET THE
FOUNDATION FOR WHERE L. A
UNIFIED, UM, HAS COME FROM
FEDERAL STARTLED DEPUTY
SUPERINTENDENT OF BUSINESS
SERVICES AND OPERATIONS. UM WITH
THE ONE TIME RESOURCES THAT WE
RECEIVED FROM THE STATE, WHICH
IS ABOUT $629 MILLION ANOTHER
4.9 MILLION. THE BILL BILLION
THAT WE RECEIVED FEDERALLY, UM
WE'VE BEEN ABLE TO BRAID DOLLARS
TO REALLY KIND OF ESTABLISH A
FOUNDATION OF INVESTMENTS. THAT
KIND OF ADDRESS THE ACADEMIC,
SOCIAL EMOTIONAL AS WELL AS JUST
GENERAL, WELL BEING A STUDENTS
AND FAMILIES IN OUR COMMUNITY.
UM BUT IT STARTS FROM A PLACE
WHERE AS A DISTRICT WE HAVE SEEN
SIGNIFICANT DECLINING ENROLLMENT
IN THE PREVIOUS YEARS,
ESPECIALLY EXCESS ABATED DURING
THE PANDEMIC. UM FORTUNATELY
WHAT WE HAD ANTICIPATED TO BE A
4.9. DECLINING ENROLLMENT, UM
AND ENDED UP BEING ABOUT 1.9. UM
ONE OF THE KEY THINGS THAT WE
STARTED THE. IT'S MISSING FROM
OUR ROLES IN THE 22 23 YEAR.
YEAH. THAT CONCENTRATION AT.
INTERVENTIONS TO MAKE SURE THAT
WE WERE GOING OUT IDENTIFYING
THE NEEDS OF OUR STUDENTS. UM
HALF OF OUR STUDENTS LAST YEAR.
CHRONICALLY ABSENT. THAT MEANS
THEY MISSED 15 DAYS OR MORE. NOT
YOUR GENERAL 10 DAYS OR MORE
THAT WOULD GENERALLY IDENTIFY
ARE CHRONICALLY ABSENT STUDENT
FIT MOST OF OUR STUDENTS 50%
MISS 15 DAYS OR MORE, THE
COMBINATION OF QUARANTINE AND AS
A RESULT OF THE COVID PANDEMIC,
BUT ALSO OTHER IMPACTS THAT WE
SAW IN OUR COMMUNITY. UM SO WE
KNEW THAT WE HAD TO MAKE
INVESTMENTS EARLY ON TO KIND OF
ADDRESS THAT PARTICULAR IMPACT.
SO AS A UM WE LEAD THE WAY WITH
A $600 MILLION INVESTMENTS, AND
IT'S STANDING UP A TESTING AND
VACCINATION PROGRAM FOR OUR
STUDENTS AND FAMILIES, ENSURING
THAT OUR EMPLOYEES, STUDENTS AND
FAMILIES WERE GIVEN THE
FOUNDATION OF SAFETY AND
PROTECTION THAT WAS NEEDED TO AT
LEAST PROVIDE REASSURANCE FROM
STUDENTS TO COME BACK TO SCHOOL.
UM WHEN YOU LOOK AT OUR HOLISTIC
APPROACH TO ACADEMIC E ELA AND
MATH SUPPORTS SHOT SOCIAL,
EMOTIONAL WELLNESS AND JUST
GENERAL SAFETY INVESTMENTS IN
OUR SCHOOLS. WE HAVE FOCUSED 1.9
BILLION. THAT IS OUR TARGETED
INVESTMENTS TO OUR MOST FRAGILE,
HIGHEST NEED SCHOOLS. UNIFIED WE
HAVE THE STUDENT EQUITY NEEDS
INDEX, WHICH KIND OF RANKS THE
NEED OF OUR. IT INVESTMENTS
AROUND INTERVENTIONISTS, HIGH
DOSAGE, TUTORING AND WHAT WE
HAVE. I HAVE ALSO STOOD UP IS
ACCELERATION DAYS. THESE ARE
DAYS THAT ARE INDIVIDUALIZED
LEARNING TIME FOR STUDENTS. WE
KNOW THAT PART OF RECOVERY IS
MAKING SURE THAT WE AMP. UP THE
SUPPORTS THAT ARE NECESSARY TO
BRING STUDENTS OUT OF LEARNING
LOSS AND GET THEM RECOVERED,
TOO. WE'RE ACTUALLY SETTING A
STRONG FOUNDATION FOR
ACCELERATED LEARNING AND
STUDENTS. I THINK MR RAMIREZ,
WHO WAS SPEAKING BEFORE ME
TALKED ABOUT THE IMPACT WILL NOT
BE SEEN IMMEDIATELY. WE ARE
SEEING PROGRESS. IT WILL TAKE
TIME. AND SO WE KNOW THAT THESE
INVESTMENTS THAT ARE ONE TIME IN
NATURE ARE VERY MUCH ADDING FUEL
TO A MORE PROJECTED STRATEGY
THAT WE NEED TO HAVE IN PLACE.
AS A DISTRICT. UM THE EARLY
INTERVENTION THAT WE'RE DOING,
UM, AND LITERACY IS AROUND PRIME
I MISS THESE ARE
INTERVENTIONISTS, HIGHLY TRAINED
TEACHERS THAT WE HAVE PROVIDED
PROFESSIONAL DEVELOPMENT ON
ENSURING THAT THEY'RE
IMPLEMENTING RESEARCH BASED
PRACTICES. THAT FOCUS ON
HERRING, A TEACHER. WITH AN AIDE
AND PROVIDING THAT CONCENTRATED
TIME AROUND TARGETED TO DO IT'S
THAT WE KNOW ARE WELL BELOW
BASIC AND WHAT WE HAVE WE
MEASURE AROUND DOUBLES, UM AND
GETTING THEM TO A LEVEL OF
RECOVERY THAT WE KNOW WILL SET A
STRONG FOUNDATION IN THE EARLY
GRADES. THESE ARE K THREE
STUDENTS. MUCH OF THE FOCUS HAS
BEEN IN FIRST GRADE. WE HAVE
EXPANDED THAT STRATEGY ONYX,
CURRENTLY EXPANDING IT TO MIDDLE
SCHOOLS FOCUSED ON MATH. UM ONE
OF THE OTHER AREAS THAT WE ARE
INVESTING IN IS AROUND. WE KNOW
WHERE FROM A SPECIAL EDUCATION
STUDENTS OR STUDENTS WITH
DISABILITIES THAT THERE NEEDS TO
BE ALSO ADDITIONAL RECOVERY.
COMPENSATORY TIME RECOVERED FOR
STUDENTS THAT RECRUITMENT TÌM.
HAS REQUIRED US TO ACTUALLY
BRING ON ADDITIONAL STAFF TO
MAKE SURE THAT NOT ONLY DO WE
MEET OUR KIND OF COMPLIANCE
REQUIREMENTS THAT WERE IMPACTED
AS A RESULT OF COVID, BUT ALSO
ENSURING THAT STUDENTS GET BACK
IN TRACK THAT THAT WAS A
COMMITMENT THAT WAS AN A STUDENT
. I E P. UM WE ALSO HAVE OUR OUR
BISHOP. SCHOOLS ARE. I THINK I
MENTIONED THERE BLACK STUDENT
ACHIEVEMENT PROGRAM. TARGETED
INVESTMENT OF 180 SCHOOLS TEARED
OUT WITH A CONCENTRATION AND
FOCUS ON CULTURALLY RELEVANT
INTERVENTION AND SUPPORT FOR
BLACK STUDENTS. UM THIS IS
SOMETHING THAT OUR
SUPERINTENDENT, OUR BOARD IS
VERY, UH, FOCUSED ON AND MAKING
SURE THAT WHEN YOU TALK ABOUT
THE DETRIMENTAL IMPACT OF THE
PANDEMIC LAYERED ON ON ALREADY
PRE EXISTING LEARNING AND
ACADEMIC GAPS, THAT THIS IS A
AREA OF FOCUS THAT WE ARE
DOUBLING DOWN ON AS A DISTRICT
UM ONE OF THE AREAS THAT WE
CONTINUE TO STRUGGLE WITH IT AND
THINK YOU SEE IT STATEWIDE IS
AROUND. ATTENDANCE UM, WE
LAUNCHED THE IA 10 CAMPAIGN,
WHICH FOCUSES ON MONTHLY ALL
HANDS ON DECK INTERVENTION AND
SUPPORT FOLKS HITTING THE
STREETS, KNOCKING ON DOORS.
PHONE BANKING, A FOCUS ON
TARGETED STUDENT POPULATIONS
WHERE THE DATA IS TELLING US
THAT OUR HOMELESS STUDENTS OUR
FOSTER HAD STUDENTS. STUDENTS
THAT WE KNOW MAY HAVE THIS
OVERLAPPING ECONOMIC NEEDS OF
WORK PART TIME AND COME TO
SCHOOL THAT WE'RE DOING THE
NECESSARY INTERVENTION TO MAKE
SURE THAT THEY'RE GETTING
RECONNECTED WITH THEIR SCHOOL
COMMUNITY. AND SO JUST RECENT
HELP. WE FOUND A SIGNIFICANT GAP
AND STUDENTS THAT WERE COMING
INTO THE COMMUNITY GETTING
PLACED IN SHELTERS AS A RESULT
OF PLACEMENT EITHER FROM UH U. S
C. I S OR OTHER IMPLICATIONS
THAT RESULTED IN THEM BEING IN
IN SHELTERS THAT THEY WEREN'T
GETTING THE ACADEMIC NEEDS THE
AND NORTH PARTICIPATING IN THE
DAY TO DAY INSTRUCTION IN OUR
SCHOOLS. SO WE ACTUALLY WENT OUT
AND FOCUSED ON MAKING SURE THAT
WE WERE CONNECTING WITH OUR
SHELTERS AND GIVING THEM THE
RESOURCES TO MAKE SURE FAMILIES
WERE GETTING THE STUDENTS
ENROLLED, AS WELL AS MEETING ALL
THE IMMUNIZATION REQUIREMENTS,
SO HE SENDS OUT TEAMS OUT THERE
TO MAKE SURE STUDENTS WERE
IMMUNIZED, SO THEY MET ALL THE
MINIMUM REQUIREMENTS FOR
ENROLLMENT AT OUR SCHOOLS. UM
ONE OF THE AREAS THAT ALSO HAS
BEEN HIGHLIGHTED BY A COMMUNITY
HAS BEEN REFERENCED BY PREVIOUS
PANELIST IS JUST THE TRAUMA. UM
AND THE SOCIAL, EMOTIONAL NEEDS
OF OUR COMMUNITY. WE HIRED THIS
YEAR OVER THE LAST TWO YEARS.
306 60, PSYCHIATRIC SOCIAL
WORKERS, UM FAMILY NAVIGATORS TO
HELP FAMILIES CONNECT WITH THE
NECESSARY RESOURCES THAT NOT
ONLY MEAT, THEN ACADEMIC NEEDS
OF STUDENTS, BUT IT'S THE WHOLE
CHILD SUPPORTER. YOU KNOW,
FAMILIES ARE STRUGGLING STILL
WITH HOUSING AND 30. THE IMPACTS
OF LOSS OF FAMILY MEMBERS AND
JUST THE GENERAL FEAR. THAT HAS
, UM I WOULD SAY, JUST IN
ENVELOPED SOME OF OUR
COMMUNITIES THAT HAVE BEEN
HIGHLY IMPACTED BY THE PANDEMIC
, AND SO PART OF THE RECOVERY IS
MAKING SURE THAT WE ACTUALLY SET
THAT FOUNDATION AND SET UP THE
STRONG FAMILIES AND THEIR
FAMILIES NEED IN ORDER TO REALLY
KIND OF BLOOM AND ALLOW FOLKS TO
ACTUALLY COME BACK TO SCHOOL. UM
THE OTHER AREA THAT WE HAVE
FOCUSED ON HIS AROUND WORKFORCE
DEVELOPMENT AND WORKFORCE
INVESTMENTS THAT FOCUS ON
PROFESSIONAL DEVELOPMENT THAT
REALLY ARMS WITH OUR EDUCATORS
WITH THE RESOURCES AND THE
SKILLS THAT THEY NEED TODAY TO
REALLY HELP OUR STUDENTS
NAVIGATE TODAY'S EXPECTED
LEARNING ACCELERATION, BUT ALSO
HAVING THIS SUPPORT STUDENTS IN
THE CLASSROOM KNOWING THAT
THEY'RE ACTUALLY FACING SOME OF
THESE OTHER CONDITIONS FROM THE
COMMUNITY. UM, LASTLY, YOU KNOW,
ONE OF THE THINGS THAT IS VERY
APPARENT FROM THE PANDEMIC. IS
THAT VARIOUS, UH, INEQUITIES
WERE HIGHLIGHTED WHETHER WE'RE
TALKING ABOUT FOOD INSECURITY,
TECH TECHNOLOGIC ACTIVITY AND
DEVICE NEEDS. I KNOW IN THE HOME
UM, WHETHER WE'RE TALKING ABOUT
JUST THE MENTAL HEALTH AND
SOCIAL EMOTIONAL. AS OF TODAY.
100,000 FAMILIES THAT HAVE BEEN
ABLE TO GET CONNECTED TO THE
INTERNET, EITHER THROUGH THE
DEPLOYMENT OF LTTE, UM ENABLED
DEVICES. THOSE ARE DEVICES ARE
KRONBERG THAT HAS THE ABILITY TO
CONNECT TO THE INTERNET THROUGH
A SERVICE PROVIDER, WHETHER IT'S
VERIZON AT AND T ETCETERA, BUT
WE HAVE ALSO 8000 CLUB. PLEASE
THERE ARE NOW TODAY GETTING FREE
SERVICES BROADBAND SERVICES
THROUGH OUR PARTNERSHIP. MAKING
SURE THAT WE ADDRESS THE DIGITAL
DIVIDE. THIS IS ALL COME ABOUT
THROUGH THESE ONE TIME
RESOURCES. I THINK WE'LL WORK
NOW WHAT WE'RE NOW SEEING IN OUR
COMMUNITY IS MAKING SURE HOW DO
WE SUSTAIN THIS? HOW DO WE
CONTINUE TO MAKE THESE
INVESTMENTS AND WE'RE REALLY
LAYING THE FOUNDATION TO
CONTINUE TO SUPPORT THAT? SO
THANK YOU REALLY APPRECIATE THE
OPPORTUNITY TO SHARE THE GREAT
WORK THAT'S HAPPENING NOW
UNIFIED. OKAY THANK YOU, PEDRO.
UM AND IF YOU CAN KIND OF GET
READY TO I WANT TO JUST MAYBE IF
YOU CAN WALK US THROUGH AS TWO
EXAMPLES OF SMALLER DISTRICT
WHAT? WHAT'S THE POPULATION OF
SALINAS UNIFIED 8600 STUDENTS
PRESCHOOL TO SIXTH GRADE 1000.
SO 608,000 VERY DIFFERENT BUT
STILL LARGE CHUNKS OF ONE TIME
MONEY AND JUST KIND OF WANT TO
SEE IF WE CAN PAINT A PICTURE.
OF WHERE WE'RE WHERE WE ARE
UTILIZING YOUR LEARNING LOSS
RECOVERY, UM, BLOCK GRANT
DOLLARS AND KIND OF AGGREGATE
ALL OF THEM TOGETHER. SO WHY
DON'T YOU GO FIRST
SUPERINTENDENT YES. SO WE HAVE
RAMPED UP COUNSELING SERVICES,
ENSURING, UH, FIRST, THAT EVERY
SCHOOL EVERY ONE OF OUR SCHOOLS
, HAS A COUNSELOR AND THEN
BUILDING ON TOP OF THAT EQUITY.
SOME OF OUR SCHOOLS ARE MUCH
LARGER WITH MUCH BIGGER AND
DUPLICATED STUDENTS SO PROVIDING
FUNDS TO SUPPLEMENT THE
COUNSELING RESOURCES THAT ARE
THERE. WE'VE EXPANDED OUR
EXTENDED LEARNING PROGRAMS, UH,
TRIPLED IN SIZE OUR AFTER SCHOOL
PROGRAM. WE'VE QUADRUPLED THE
SCOPE OF OUR SUMMER SCHOOL
PROGRAM GOING FROM FOUR HOURS TO
NINE HOURS AND FROM AROUND 1000
CHILDREN TO 2000 CHILDREN LAST
SUMMER. WE'RE HOPING TO GO UP TO
4000 CHILDREN THIS COMING
SUMMER. WE'VE INCREASED OUR
HEALTH SERVICES, UM AT THE SITES
SIGNIFICANTLY HUGE TUTORING
PROGRAM. WE'VE PROVIDED TUTORING
TO THOUSANDS OF OUR STUDENTS,
STUDENTS AFTER SCHOOL AND
READING AND MATHEMATICS. FOR THE
LAST COUPLE OF YEARS, WE'VE BEEN
ABLE TO BRING IN ARTS EDUCATION
DURING THE SCHOOL DAY. TO HELP
TEACHERS HAVE TIME TO
COLLABORATE AND GRADE LEVEL
TEAMS. UM SO WE'VE MADE THAT
HAPPEN. UM, WE'VE PROVIDED FUNDS
TO SCHOOL SITES TO CREATE
LEARNING CENTERS TO SUPPORT
READING PROGRESS AT THE SITE. UM
WE'VE ALSO INVESTED HEAVILY IN
SUPPORTING OUR STUDENTS WITH I E
. P S AND HAVING MORE, UH,
BEHAVIOR TECHNICIANS AND
BEHAVIOR EXPERTS COME IN AND
HELP US ORGANIZE, ESPECIALLY OUR
CLASSROOMS WITH AUTISM WERE
EXPLODING WITH CHILDREN WHO ARE
DIAGNOSED WITH AUTISM AND SO
HELPING THEM CREATE HI. HIGH
QUALITY ENVIRONMENTS. WE'RE
STILL IN THE PROCESS OF
CONTINUING TO IMPROVE THOSE
CLASSROOMS. WE'VE DONE A MASSIVE
STAFF DEVELOPMENT AND SUPPORT
EFFORT FOR THE FIRST TIME IN A
VERY LONG TIME. IF NOT EVER,
WE'VE BEEN ABLE TO DIFFERENTIATE
STAFF DEVELOPMENT FOR OUR
DIFFERENCE TO, UH, EDUCATOR
TEACHER GROUPS FOR OUR PARENTS,
EDUCATORS AND WE'RE NOW EVEN
STARTING TO PROVIDE STAFF
DEVELOPMENT TO FOLKS THAT WORK
IN THE CAFETERIAS OR CUSTODIANS.
THEY'RE ALL PART OF THE MTS S
PROCESS. AND SO WE WE'VE DONE
THOSE PIECES ALONG WITH REALLY
WORKING ON OUR TECHNOLOGY AND
MAKING SURE THAT OUR CHILDREN
HAVE, UH, THE MOST CURRENT AND
THE BEST ACCESS TO TECHNOLOGY.
SO IF YOU COULD, WITH ALL DUE
RESPECT WITH WE HEAR THOSE THOSE
MENUS FROM LOTS OF DISTRICTS I
WAS JUST CURIOUS IF YOU COULD
KIND OF TELL ME LIKE MAYBE LIKE
20% COUNSELING TECHNOLOGY. JUST
KIND OF LIKE WHAT? PAINT ME A
PICTURE AND I WON'T HOLD YOU TO
IT. I PROMISE YOU AND NO ONE'S
WATCHING THEM LIKE. YEAH YOU'RE
YEAH, I DON'T I DON'T HAVE THAT
OFF OFF OF MY HEAD. UM SO I
WOULD I WOULD SAY IT'S A LITTLE
BIT OF ALL OF IT. UM AND WELL,
THAT'S THAT'S SOME WHAT THE
PROBLEM IS, IF WE AND YOU'RE ONE
OF 1000. 30 BILLION I ONLY HAVE
A KID ONE TIME. AND SO WE'RE
DOING EVERYTHING. HOW DO WE KNOW
HOW MUCH WE'RE DOING? AND WHAT'S
BEING SUCCESSFUL? RIGHT? CORRECT
THAT'S THAT'S WHERE, UM THE
RECOMMENDATION OF MAKING SURE
THAT OUR DATA SYSTEMS ARE ROBUST
ENOUGH FOR US TO BE ABLE TO
UNDERSTAND BECAUSE WE'RE NOT
DOING EVERYTHING EVERYWHERE.
WE'RE DOING MORE THINGS IN SOME
PLACES AND OTHERS AND THAT
PROVIDES AN OPPORTUNITY FOR US
TO BE ABLE TO LOOK AND SEE WHAT
IS HAVING. MORE OF AN IMPACT IN
IN DIFFERENT PLACES TO GET TO
THE ANSWER THAT I THINK YOU'RE
SEEKING YOUR I THINK YOU WANT TO
KNOW WHAT WORKS BEST FOR OUR
DIFFERENT STUDENT GROUPS, THE
MAJORITY OF YOUR OF THE MONEY
GOING SO FAR IN THE TWO YEARS
SINCE SINCE HE STARTED GETTING
THE RESOURCES AFTER THE 21
BUDGET. IN YOUR DISTRICT OF 8000
KIDS VISIT FOR HIRING PEOPLE.
WAS IT THINGS LIKE BUYING
PRODUCTS AND TECHNOLOGY? OR IS
IT SITTING THERE AND ONE TIME
WAITING TO DO STUFF WITH IT? SO
THE VAST MAJORITY OF IT IS
SITTING THERE IN ONE TIME
BECAUSE WE'RE BEING VERY
STRATEGIC AND SPREADING IT OUT.
SO I SAID EARLIER THAT WE NEED
SUSTAINED EFFORTS AND SO WE ARE
DEFINITELY UTILIZING THE SPAN OF
WHEN THE FUNDS CAN BE USED. SO
IF IT'S SEVEN YEARS, THEN WE'RE
LOOKING AT OKAY. SO WHATEVER
EFFORT WE WANT TO START, WE WANT
TO BE ABLE TO CONTINUE IT FOR
THE SEVEN YEARS AND SO WE'VE
STRATEGICALLY ALIGNED AND
PLANNED FOR THE EFFORT TO SPEND
THAT TIME FRAME. UM AND. 2ND 2ND
TO THAT. I WOULD SAY THAT WE'RE
SPENDING IT ON ON STAFF
RESOURCES FOR SERVICES FOR
CHILDREN. SO, FOR EXAMPLE, IN
ORDER TO BE ABLE TO EX EXPAND
SUMMER SCHOOL OPTIONS. WE'RE IN
EDUCATION. THAT'S A PEOPLE
INTENSIVE FIELD. THE MONEY THAT
YOU HAVE THE MONEY AND THAT IS
SMART. YOUR YOU CAN. YOU CAN USE
THIS OVER SIX YEARS, SO WE'RE
SAVING SOME OF THAT OVER THE
MULTI YEARS SO THE MONEY THAT
YOU'VE ALLOCATED SO FAR AND JUST
YOUR DISTRICT. DO YOU THINK MORE
OF IT WAS SPENT ON ONE TIME FOR
LIKE THINGS LIKE BLACK DEVICES
AND HOT SPOTS AND INTERNET STUFF
OR ON PEOPLE AND PROGRAMS. IT'S
SHIFTED OVER TIME. SO AT THE
BEGINNING, A LOT OF IT WAS SPENT
ON DEVICES AND HOT SPOTS AND 1
TO 1, UM, UPGRADING OUR
INFRASTRUCTURE, SO IT DIDN'T
CRASH WHEN A LOT OF DEVICES CAME
ON. BECAUSE OF THE NATURE OF THE
PANDEMIC. UM AND NOW IT'S
ACTUALLY GOING MORE TOWARDS THE
SERVICES AND THE PERSONNEL AND
THE STAFF. SO IF I HAD TO GIVE A
PERCENTAGE, I WOULD SAY 30% HAS
BEEN SPENT ON STUFF. 30% IS
BEING SPENT ON PEOPLE. AND THEN
THERE'S 30% THAT WILL CONTINUE
TO BE SPENT ON PEOPLE AND
SERVICES OVER TIME. AND WITH THE
PEOPLE. UM YOU KNOW, WE HAD
JOINT EDUCATION HEARING SIMILAR
TO THIS TOPIC THREE WEEKS AGO
AND THEN FOR OUR OTHER TAKE 12
HEARING SO FAR. AND ALL THESE
ISSUES THAT COMES DOWN TO NOT
FINDING PEOPLE. SO HOW HOW ARE
YOU DEALING ON? NOT SURE WHAT
THE ECONOMIC UNEMPLOYMENT RATES
ARE IN IN THE CENTRAL COUSIN
SALINAS IF YOU'RE HAVING IT MUCH
OF A DIFFICULT TIME, FINDING
PEOPLE IN OTHER PLACES OF
CALIFORNIA, SO HOW ARE YOU? HOW
HOW'S THAT WORKING OUT? ER WE
ARE IN A VERY TIGHT LABOR MARKET
. UM THE LAST YEAR WAS
INCREDIBLY DIFFICULT. WE WERE
NOT ABLE TO FILL ALL THE
POSITIONS THAT WE WERE LOOKING
FOR. UM THIS YEAR IS A LITTLE
BIT BETTER. WE'RE GETTING CLOSER
AND CLOSER TO HAVING ALL THE
POSITIONS THAT WE DESIRE. AND
THESE ARE. THESE ARE LIMITED
TERM LIKE ONE TIME POSITIONS.
ONE TIME POSITIONS DO NOT GET
FILLED IN THIS LABOR ENVIRONMENT
. SO WE ARE, WE ARE THAT AND
THAT'S PART OF THE REASON WHY
WE'RE SPREADING IT OUT. SO WE'RE
HIRING FOLKS, AND WE'RE TRYING
TO KEEP THEM FOR AN EXTENDED
PERIOD OF TIME, MULTI YEARS.
OTHERWISE WE WOULDN'T WE
WOULDN'T BE ABLE TO HIRE. THANK
YOU. I KNOW YOU SAID COUNSELING
IS ONE BUT IS IT LIKE
INSTRUCTIONAL AIDS TUTORS LIKE
WHAT TYPE OF PEOPLE ARE YOU
HIRING? COUNSELOR COUNSELORS,
PSYCHOLOGISTS, UH, BEHAVIOR
SPECIALIST TUTORS. PARA
EDUCATORS. UM WERE FOR THE
SUMMER SCHOOL PROGRAMS WERE
HIRING. UM I GOT THERE KIND OF
LIKE PARA EDUCATORS AS WELL. SO
FOLKS THAT HAVE, UM, MEET A
MINIMUM REQUIREMENT TO BE ABLE
TO WORK WITH KIDS BASED ON UM UH
ON ESA. UM WE'VE ALSO HIRED
FOLKS TO CONTINUE TO HELP
MAINTAIN OUR FACILITIES AT A AT
A HIGH LEVEL. UM, FOR OUR
CHILDREN. UM WE'VE PARTNERED
WITH, UM. PRIVATE SECTOR
ORGANIZATIONS WHO ALSO BRING IN
SERVICES, ESPECIALLY FOR THE
AFTER SCHOOL AND SUMMER PROGRAM
, DIFFERENT EXPERIENCES AND THEY
HIRE FOLKS AS WELL TO BE ABLE TO
DO THINGS LIKE CODING AND NASA
AND UM NASA ACADEMIES, ART
ACADEMIES AND SUCH. DOES THAT
ANSWER? YEAH. IT DOES. THANK
YOU. I KNOW IT'S HARD FOR YOU TO
BE THE VOICE FOR 1000 SCHOOL
DISTRICTS BECAUSE THEY'RE YOU
KNOW, WE PURPOSELY DID NOT WANT
TO HAVE THIS WITH ONE SIZE FITS
ALL. SO MAYBE BACK TO YOU, PEDRO
AND THE LARGEST SCHOOL DISTRICT
IN CALIFORNIA, NEARLY 600,000
STUDENTS IF YOU COULD BRIEFLY,
IF YOU COULD SURE IF YOU HEARD
THAT, LIKE KIND OF PUT THEM IN
THE BUCKETS OF WHERE THE YOU
SAID NORTH OF FIVE BILLION HAS
BEEN ALLOCATED OR TENANTED LEE,
UM YEAH, SET ASIDE TO BE
ALLOCATED AT THE END OF THE DAY,
YOU KNOW, 80% PLUS OF THE
DOLLARS ARE GONNA BE SPENT ON
PEOPLE RIGHT AND ON OUR
WORKFORCE THAT ARE NECESSARY TO
SERVE OUR STUDENTS, AND SO YOU
KNOW IT'S GONNA COME IN
DIFFERENT FORMS. IT'S GOING TO
BE. I THINK MR RAMIREZ TALKED
ABOUT RETURN SUPERINTENDENT
RAMIREZ TALKED ABOUT, YOU KNOW,
FOCUSED ON ON SUMMER, LEARNING
WHETHER IT'S ENRICHMENT
OPPORTUNITIES WITH OUTSIDE
CONTRACTED PARTNERS. WE ALSO
HAVE SUPPORT STAFF THAT HAD
SUPPORT THROUGHOUT THE SUMMER TO
DO EXTENDED LEARNING THROUGHOUT
THROUGHOUT THAT TIME. FOR OUR
ACCELERATION DAYS. UM YOU KNOW
THAT IS PRIMARILY PEOPLE LEAD
AND BUT THIS IS ACTUALLY
LEVERAGING THE ASSET AND THE
RESOURCE OF TEACHERS. EDUCATORS
IN OUR SCHOOLS TO VOLUNTEER
THEIR TIME TO SUPPORT THOSE FOR
ACCELERATION DAYS THROUGHOUT THE
YEAR, UM, ONE OF THE AREAS THAT
YOU KNOW WE HAVE INVESTED
HEAVILY IN AS AROUND TUTORING,
WHETHER IT'S HIGH DOSAGE
TUTORING ONE ON ONE OR WHETHER
IT'S VIRTUAL WITH A NUMBER OF
PARTNERS. UM AND THEN THE OTHER
ONE IS AROUND KIND OF THE
INTERVENTIONIST MODEL WHERE WE
DID IDENTIFY INDIVIDUALS WHO
WERE EXCELLING IN THE CLASSROOM
AS LITERACY TEACHERS, WE ARE
HAVE PULLED THEM OUT TO SUPPORT
MULTIPLE TEACHERS REALLY KIND OF
HONE IN ON THEIR SKILL SET ON
THAT LITERACY RECOVERY THAT
STUDENTS NEED TO REALLY KIND OF
FOCUSED ON UM, WE'RE DIGGING
OURSELVES OUT OF IMPACT OF
NEARLY 20 YEARS. REGRESSION OF
20 YEARS FOR ACADEMIC LEARNING
FOR STUDENTS, AND SO WE KNOW WE
NEED INDIVIDUALS TO
INDIVIDUALIZE THEIR TIME WITH
STUDENTS AND THE ONE OF THE BEST
INVESTMENTS RIGHT NOW IS KIND OF
THAT. I WOULD SAY 5 TO 6 YEAR
INVESTMENT IN PEOPLE TO CONNECT
WITH STUDENTS AND THAT SPACE
WHETHER IT'S A PSYCHIATRIC
SOCIAL WORKER. PUPIL SERVICES
ATTENDANCE COUNSELOR FAMILY
NAVIGATOR ON THAT SOCIAL
EMOTIONAL SIDE PSYCHOLOGIST ONE
WHEN I WAS REFERENCED, BUT WHEN
YOU LOOK AT THE BREAKDOWN OF
DOLLARS UM, I WOULD SAY EIGHT
ABOUT 80% IS GOING INTO PEOPLE,
PEOPLE SERVICES POSITIONS. UM
THEY ARE. YOU KNOW, WHAT WE'RE
TRYING TO DO IS MANAGE A GROWTH
IN INVESTMENTS WHILE ALSO BEING
ABLE TO SUSTAIN IT WITH GENERAL
FUND IN THE OUT YEAR AND DO AN
INDUSTRY T GIC WAY WHERE YOU
SPREAD OUT THE ONE TIME NATURE
OF THESE DOLLARS SO THAT WE HAVE
A GOOD LANDING IN THE YEAR FIVE
OR SIX. THAT IS SUSTAINABLE BY
OUR GENERAL FUND. UM I THINK
THAT ONE OF THE AREAS THAT WAS
HIGHLIGHTED AND I WAS GOING TO
BRING UP AS WELL AS WE HAVE VERY
AMBITIOUS PLANS. WE HAVE THE
DOLLARS COMMITTED AND PLANNED
OUT. WE ARE STRUGGLING WITH
FOLKS ACTUALLY SHOWING UP TO
FILL. THOSE POSITIONS. UM I HAD
MENTIONED THAT WE HIRED 360
PSYCHIATRIC SOCIAL WORKERS IN
OUR BUDGET. WE ACTUALLY BUDGETED
900. PSYCHIATRIC SOCIAL WORKERS.
WE AND THAT AND WE BARELY JUST
HIT THE 3 60 MARK OVER TWO
YEARS, AND SO OUR GOAL HAS BEEN
TO GET THERE. BUT THERE JUST
ISN'T ENOUGH PSYCHIATRIC SOCIAL
WORKERS ACTUALLY GRADUATING WITH
THE CREDENTIALS AND BEING ABLE
TO PUT INTO THE PIPELINE.
UNFORTUNATELY SUPERINTENDENT
RAMIREZ AND I WILL PROBABLY
COMPETING FOR SOME OF THE SAME
WORKFORCE TO COME TO OUR SCHOOL
DISTRICTS TO SERVE OUR STUDENTS.
UM I WOULD SAY THAT THAT'S
PROBABLY THE BIGGEST CHALLENGE
THAT WE SEE. UM, IS THAT I THINK
WE ALL KNOW WHAT WE NEED TO DO.
IT'S DO WE HAVE THE PEOPLE AND
THE RE AND THE SERVICES TO
ACTUALLY DELIVER ON THAT PROMISE
AND THAT PLANNING, UM, BECAUSE
EVEN WHEN WE CONTRACTED OUTSIDE
, THERE'S CAPACITY ISSUES THERE
AS WELL. WHETHER IT'S WITH
TUTORING COMPANIES. UM WITH, UH
FOLKS WHO WANT TO PROVIDE, UH,
SOCIAL EMOTIONAL WORK? UM THEY
ALSO ARE STRUGGLING WITH THE
SAME TYPE OF WORKFORCE
RECRUITMENT. NOW SO BACK TO THE
TO THE TO THE PEOPLE OF LIKE WE
HEARD FROM OUR OUR
SUPERINTENDENT FROM SALINAS.
THEY'RE THEY'RE NOT TEMPORARY
POSITIONS. I ASSUME YOU'RE
TRYING TO HIRE PEOPLE FOR YES,
BUT THEN YOU SAID YOU EITHER,
LIKE SOME GROUPS OR CONTRACTORS
THAT YOU HIRED AS WELL. AND HOW
DID YOU PIECE THAT TOGETHER AND
GRANITE CITY SCALE IS SO BIG. SO
WHAT WE PIECES OF WHAT WE DO IS
WE CONCENTRATE PERSONNEL, UM, AT
TARGETED SITES, AND WE THEN PAIR
THAT WITH CONTRACTORS AND
SERVICE PROVIDERS. IN PARTICULAR
AREAS THAT THEY SERVE, SO IT'S A
JUST MAPPING OF RESOURCES AND
ASSETS TO STUDENT NEED. UM AT
THE END OF THE DAY, THERE'S
SERVICE GAPS IN PARTICULAR AREAS
OF THE DISTRICT THAT YOU KNOW
WHEN YOU TALK ABOUT 710 SQUARE
MILES, UM AND WHERE PARTICULAR
SERVICES ARE NESTED MANY OF OUR
NONPROFITS, MANY OF OUR SERVICE
PROVIDERS TEND TO BE IN THE
CENTRAL HUB OF THE OF THE CITY.
UM WHAT WE END UP DOING IS IN
HIRING PERSONNEL TO HELP MEET
THE NEEDS OF SOME OF THE REGIONS
THAT JUST DON'T HAVE THE SAME
COMMUNITY ASSETS. SO FOR BOTH OF
YOU, D DO YOU THINK THAT THE
THAT THE RESOURCES OVER THE TWO
BUDGETS AND THE FEDERAL MONEY IS
ADEQUATE TO MEET YOUR NEEDS. I
MEAN, IT'S ALMOST LIKE A BLANK
CHECK BECAUSE I LIKE BUT LIKE
WHAT OTHER PIECES ARE THERE TO
HELP? YOU BE SUCCESSFUL IN IN
FOCUSING WHAT WE WANT TO DO,
WHICH IS GET STUDENTS UP TO
SPEED. AND YOU KNOW, ADDRESS
WHATEVER LOST WE'VE SEEN DURING
THE FROM THE PANDEMIC. I THINK
THERE'S A THERE'S GONNA
NATURALLY BE A NEED FOR AN
EXTENDED RUNWAY. YOU KNOW, I
THINK SOME OF THESE DOLLARS ARE
ENDING, YOU KNOW, HAVE TO BE
EXPENDED BY A PARTICULAR DAY.
AND WHEN YOU'RE TALKING ABOUT A
SHORTAGE OF PERSONNEL AND BEING
ABLE TO FULFILL THE EXPENDITURE
OF PARTICULAR STRATEGIES AND
PLANS. UM WE NEED TO START
TALKING ABOUT HOW DO WE EXTEND
YOU KNOW WHETHER IT'S ESTARÁ
DOLLARS FEDERAL DOLLARS THAT
HAVE A TIME CERTAIN AS WELL AS
SOME OF THE STATE DOLLARS? UM
BUT I THINK AT THE END OF THE
DAY, THERE'S GREAT NEED UM AND
WE HAVE TO THINK THOUGHTFULLY
ABOUT HOW DO WE SUSTAIN SOME OF
THE CURRENT INVESTMENTS THAT
WERE ONE TIME IN NATURE? UM,
THAT HAVE WERE MET TO DEAL WITH
THE IMMEDIATE LEARNING RECOVERY
OF NEEDS. WHEN THAT LEARNING
RECOVERY IS GOING TO HAVE A MUCH
LONGER RUNWAY. DOES DOES EITHER
GO AHEAD, SIR, SO AND I
COMPLETELY AGREE THAT FOR THE
SHORT TERM. GIVEN THE STAFFING
CONSTRAINTS. I THINK WE HAVE
ENOUGH RESOURCES. HMM. LONG
TERM. AS WAS MENTIONED. WE'RE
ACTUALLY TRYING TO MAKE UP
SOMETHING. THAT'S BEEN IN THE
PROCESS. FOR A FEW DECADES IN
THE STATES. SO THE EFFORTS NEED
TO BE SUSTAINED. UM, IF WE HAD
THE STAFFING RESOURCES. WE COULD
PROVIDE PROBABLY A LOT MORE HIGH
DOSAGE, TUTORING AND MORE
INDIVIDUALIZED PROGRAMS TO
STUDENTS THAT WOULD MAKE THINGS
GO A LOT FASTER. BUT NOW WE'RE
TALKING ABOUT HUGE AMOUNTS OF
RESOURCES AND THE FACT THAT WE
DON'T ACTUALLY HAVE THE STAFF
AND THE WORKFORCE TO BE ABLE TO
DO THAT. HAVE YOU FOUND LIKE
THEY SAID, THERE'S SOMETIMES
IT'S EASIER TO FIND EXISTING
COMMUNITY NONPROFIT PARTNERS AND
HAVE HAVE THEM AND HIRE THEM TO
DO IT BECAUSE THEY CAN BRING
THEIR OWN PEOPLE OR STAFF AND
DIFFERENT LEVELS OF STAFFING
WITHOUT THE HURDLES THAT YOU
FACE THAT THAT IS THAT IS
ACTUALLY WHAT WE'RE TRYING TO DO
. MANY OF THEM ARE FACING THE
SAME CHALLENGES. WE ARE IN
TRYING TO FIND THE STAFF LOOKING
FOR THE SAME EXPAND WHERE WE'RE
ALL LOOKING FOR THE SAME PEOPLE.
UM IN A IN A CERTAIN SENSE, I
THINK PEOPLE ARE OUT THERE.
THEY'RE PROBABLY DOING SOMETHING
ELSE. AND WE NEED TO FIND THEM
AND THEN TRAIN THEM TO BE ABLE
TO HELP. UM WITH THE EDUCATIONAL
PROCESS. UM YEAH. UM MAYBE C D E
OR OR? SORRY C D OR L A OH, DO
YOU HAVE? DO YOU HAVE A
PERSPECTIVE ON ON FROM IN THE
OVERVIEW THAT YOU KIND OF GAVE
US IN THE IN, ESPECIALLY THE
STATE MONEY. HOW MUCH OF THAT
HAS BEEN? ALLOCATED. RESPECT
VERSUS THIS IS HELD BACK
THROUGHOUT THE DISTRICTS. LITTLE
BRAWL WITH THE L A. I THINK IT
WOULD. NO, I DON'T THINK WE HAVE
ANY PARTICULAR CONCERNS. I THINK
JUST TO CLARIFY BECAUSE I KNOW,
UM, THE DEPARTMENT MENTIONED THE
NUMBERS THAT WE HAD IN THE
HANDOUT. UM I THINK WE DON'T
HAVE ANY PARTICULAR CONCERNS ARE
ARE INTENDED. PROVIDING THAT
INFORMATION TO YOU IS TO FOR YOU
TO HAVE A SENSE AS YOU'RE
BUILDING THIS BUDGET, KNOWING
THAT THERE ARE A DISTANT THERE
IS FUNDING THAT DISTRICTS HAVE
THAT THEY WILL BE USING OVER THE
NEXT SEVERAL YEARS TO PROVIDE
PROGRAMS. SO IF ALL YOU CAN
AFFORD IS COST OF LIVING, FOR
EXAMPLE IN THIS BUDGET DOESN'T
MEAN THAT THAT'S ALL THAT'S
AVAILABLE. THERE ARE OTHER
RESOURCES IF YOU LOOK AT THE
INFORMATION, FOR EXAMPLE, ON THE
ON THE PIECES WHERE WE DO HAVE
EDUCATOR. EFFECTIVENESS IS A
GOOD EXAMPLE. THEY HAVE FIVE
YEARS TO SPEND. AND THEY'VE
ESSENTIALLY SPENT WHEN YOU'RE
WHEN YOU'RE WITH THE FUNDING, SO
THEY'RE ESSENTIALLY ON TRACK. WE
THINK THAT MAKES A LOT OF SENSE.
I THINK IT IN OUR CONVERSATIONS
WITH DISTRICTS. WE'VE HEARD MANY
SIMILAR THINGS THAT THAT, UM
THAT THE THAT THEY MENTIONED
TODAY, UM THAT THAT THERE IS A
CHALLENGE AND YOU CAN'T REALLY
IF YOU IF MOST MOST OF THIS
REQUIRES PEOPLE AND YOU CAN'T
JUST HIRE PEOPLE, SHORT TERM, OR
YOU'RE NOT GONNA BE ABLE TO FIND
THEM. AND YOU WANT TO BE ABLE TO
PROVIDE THE SUPPORT OVER
MULTIPLE YEARS HAVE AN EFFECT.
SO WHAT THESE TRICKS ARE DOING
MAKES A LOT OF SENSE TO US. I
THINK THE BIG QUESTION IS
HELPING THEM WITH THAT ISSUE OF
WHAT HAPPENS AT THAT END OF THAT
PERIOD WHEN THE FUNDING RUNS OUT
? HOW CAN WE BE ASSURED THAT YOU
DO HAVE SOME STABILITY IN THAT
AND THEN YOU DON'T JUST HAVE
DISTRICTS ESSENTIALLY FALLING
OFF OF A CLIFF? IS THERE A WAY
TO TRACK SO WE CAN SEE
THROUGHOUT 1000 DISTRICTS.
ROUGHLY WHERE WE'RE AT. I THINK
THE FEDERAL FUNDING AND I THINK
THAT PROBABLY THE FEDERAL
FUNDING REQUIRES QUARTERLY
EXPENDITURE SO YOU CAN SEE THAT
A LITTLE BIT MORE OF THE STATE
SPENDING, I BELIEVE IS NOT AT
THAT LEVEL LEVEL OF GRANULARITY,
SO I DON'T THINK WE CAN KIND OF
AUTOMATICALLY DO THAT, BASED ON
THE CURRENT REQUIREMENTS. AND MR
SHARON. I WOULD. I WOULD SAY
THAT THERE'S A COUPLE OF THINGS
THAT ARE WORTH NOTING, AT LEAST
ON THE FEDERAL DOLLARS. WE ARE
SEEING MORE CAPITAL EXPENDITURE
PLANS COME IN. WE DO HAVE TO
REVIEW THOSE. SO WE ARE SEEING
SOME OF THOSE BIG TICKET ITEM
REQUESTS COMING IN TO BE
REVIEWED AND THEN ON THE
OBLIGATION PERIOD. I MEAN, I
THINK SOMETIMES WE YOU KNOW, WE
ARE SEEING FOLKS KIND OF BUDGET
AND GET THINGS ON TRACK AND
OBLIGATE AND START TO OBLIGATE,
BUT WE'LL SEE WHAT HAPPENS WITH
SOME OF THESE CAPITAL
EXPENDITURE AND FACILITIES
PROPOSALS THAT ARE COMING
THROUGH OKAY? ANY MORE
PERSPECTIVE FROM FROM THE PANEL
HERE ON THIS OPEN IT IN QUESTION
. OPEN OPEN ENDED QUESTION, I
THINK, UM, WE DEFINITELY NEED TO
ALLOW DISTRICTS TO
STRATEGICALLY. UM ORGANIZE THESE
FUNDS OVER THE NEXT FEW YEARS,
SO THAT WE DON'T END UP JUST
BUYING A LOT OF STUFF AND
STORING IT SOMEWHERE. RIGHT UM,
WE ACTUALLY WANTED TO DO
SOMETHING THAT'S GOING TO MAKE A
SIGNIFICANT DIFFERENCE FOR OUR
STUDENTS AND. I DID MENTION
EARLIER AND THANK YOU FOR
BRINGING IT UP AGAIN THAT SOME
OF THIS IS NOT JUST LIMITED TO
PEOPLE BUT ALSO OUR FACILITIES
AND OUR FACILITIES IN
CALIFORNIA. I'LL SPEAK FOR
SALINA CITY ELEMENTARY. THEY'RE
QUITE DATED. AND THEY NEEDED A
LOT OF IMPROVEMENT AND REPAIR
OVER TIME. AND SO IF THERE'S AN
AREA WHERE I THINK THERE IS AN
OPPORTUNITY. TO DO SOME SOME
REAL POSITIVE TO HAVE A REAL
POSITIVE IMPACT ON OUR SCHOOL
SYSTEM. IT WOULD BE TO CONTINUE
TO BUILD OUR FACILITIES OUT SO
THAT THEY ARE 21ST CENTURY READY
AND SO THAT THEY ARE, UM SO THAT
WE CAN BRING ADDITIONAL
RESOURCES TO OUR COMMUNITY.
MAYBE A NEW SCHOOL BOND LIST THE
MODERNIZATION MONEY, RIGHT? YEAH
WE JUST PASSED TWO IN SALINAS.
AND HE, UH, FURTHER STATEMENT
FROM YOU, MR SAUCEDO. NO I JUST
APPRECIATE ALSO THE CONNECTION
TO SOME OF OUR CAPITAL NEEDS. UM
THERE'S ALWAYS AN L A UNIFIED
WE'VE MADE SOME SIGNIFICANT
INVESTMENTS WITH OUR KIND OF
LOCAL ONE MATCHING STATE BOND
MONEY, BUT, UM, THOSE GENERALLY
DEAL WITH THE MODERNIZATION AND
EITHER BUILDING NEW FACILITIES
OR MODERNIZATION. WE HAVE
ONGOING CAPITAL NEEDS THAT.
GENERALLY TAP OUR GENERAL FUND,
AND THAT'S A PAINT. JUST GENERAL
REPAIRS THAT EVEN WITH OUR
CURRENT ARE RGM REQUIREMENTS, UM
, JUST DOESN'T MEET THE NEEDS
WERE TRYING TO FIND LOCAL
SOLUTIONS. BUT TO THE EXTENT
THAT THERE'S OPPORTUNITIES WE
ARE LEVERAGING SOME OF THESE
DOLLARS TO SUPPORT SOME OF THE H
BACK REPLACEMENTS AND THINGS
LIKE THAT THAT HAVE BEEN
IMPACTED AS A RESULT OF RUNNING
, YOU KNOW, AIR FILTRATION
SYSTEMS THAT PUT GREATER ONUS ON
OUR H VAC SYSTEMS THAT THERE IS
AN OPPORTUNITY TO HAVE A
CONVERSATION THAT WOULD INVEST
IN SCHOOLS IN A VERY DIFFERENT
WAY. FACILITIES FROM A
FACILITIES PERSPECTIVE THAT
ISN'T JUST ABOUT MODERNIZATION
AND NEW NEW FACILITIES. THERE
ARE JUST BASIC NEEDS THAT
SCHOOLS HAVE THAT. UNFORTUNATELY
OUR GENERAL FUND DOLLARS AND OUR
EXISTING DOLLARS AREN'T
SUFFICIENT TO MEET ON A DAY TO
DAY BASIS. OKAY THANK YOU. AND
THANK YOU ALL FOR HELPING TODAY
. UNDERSTAND UH, THIS ISSUE. AS
I SAID FROM THE OUTSET, THERE'S
NO SILVER BULLET SOLUTION HERE
AND TO STAY AT IT BECAUSE
THERE'S NO DO OVERS WITH OUR
KIDS THROUGHOUT CALIFORNIA. SO
THIS GIVES US FOOD FOR THOUGHT
GOING FORWARD. THANK YOU. THANK
YOU. THANK YOU. AND THEN WITH
THAT WE DO HAVE PUBLIC COMMENTS
IF ANYBODY IS HERE. IN THE
AUDIENCE WHO WISHES TO ADDRESS
THE COMMITTEE. PLEASE COME UP TO
THE MIDDLE MICROPHONE.
ALREADY. SEEING NONE. WE WILL
ADJOURN. THANK YOU.