 In MUSD we have been exploring Artificial Intelligence as a tool for education and work productivity since OpenAI released ChatGPT in November 2022. I used AI to find a deeper word that expresses my gratitude for our MUSD learners, team, and community. While it didn’t provide the word that I could say -- “yes! That is it!” it did assist me in gathering my thoughts. Here is my conversation with the live version of Google’s AI, Gemini:
Me: What's another word for gratitude that expresses so much more -- the burst of endorphins my heart feels for MUSD and our community? AI: You could try words like "devotion" or "adoration." These words get across a strong sense of admiration and loyalty. Or, if you'd like something a little less formal, you could go with "I'm totally psyched about" or "I'm super into" the Milpitas school district community. Me: But I really want to express the gratitude part. AI: Okay, in that case, I'd say something like "I'm truly thankful for" or "I'm deeply grateful for" the Milpitas school district community. If you want to sound a little more poetic, you could try "My heart overflows with appreciation for" the Milpitas school district community. After a few more exchanges, I landed on the word “profound.” Why? Measure Q passed at 71.2% -- our community values the well-being of our learners, opportunities to explore technology pathways including AI, professional learning for all educators, recruiting and retaining exceptional teachers and classified support staff, and bolstering our athletics programs. MUSD high school and adult school pathways for learners have expanded this year -- computer science, engineering, 9th grade bridge, medical careers, early childhood education, partnership development with SJSU, SJECCD, and UOP for dual enrollment in college and high school, and CalRegional, NovaWorks, City of Milpitas, to name a few. MUSD middle school learner centered clubs and community impact projects -- learners have opportunities to delve into issues and subjects that interest them outside of the typical classroom experience and the teams are deliberately implementing strategies to enhance a culture of belonging. MUSD elementary and preschool expansion of learner engagement strategies -- project based learning, preschool thru 3rd grade alignment, inclusion practices for learners with special needs, and family centered events during the school day to increase attendance and deepen connection between home and school. MUSD support team readiness and initiative -- immediate response time for school site needs such as power during outages, on site support when it is not expected, and dedication to persistent growth and support of all team members through listening and learning opportunities. MUSD Board governance team focus on vision, goals, and resources -- garnering partners for MUSD outside and inside Milpitas, pushing through challenges with and on behalf of our students and team members, and being present in the community to support MUSD’s evolution as a World Class Education district. Yes, I have a profound sense of gratitude that takes my breath away as I think of the many ways that our learners, team members, families, and community express the desire, regardless of any obstacles that come our way, to Build a Culture of We. May your Thanksgiving be deeply satisfying and wonderfully joy filled by the love of those all around you, Cheryl Jordan Superintendent of Schools Support services essential in combatting negative impacts of social media on our students10/15/2024
 Miss. Ochoa, a MUSD alumni, expressed gratitude for her peers during their graduation ceremony at MUSD Middle College High School where building a Culture of We is tantamount to establishing a sense of community. Miss. Ochoa said that because of the welcoming environment she felt that she belonged and could be as successful as she was. Learners like Miss. Ochoa become the greatest version of themselves when they are supported by people who see their potential and act in a way that builds them up. Social media use amongst 10-24 year olds tends to do the opposite, creating situations for teens to see themselves as not good enough in all aspects of life.
According to the 2024 Center for Disease Control, 40% of teens in the USA have expressed sadness, depression, or loneliness. The US Surgeon General states that while social media effects on our children and youth are not yet fully understood, there is data that shows 40% of girls ages 13-17 say it makes them feel worse about their self-image. The MayoClinic found that social media impacts can be both beneficial and harmful, the key at home is parent/caregiver involvement. This video from McClean Hospital describes how parents and caregivers can provide parameters for teens on using social media apps such as limiting posts to those that are not selfies, talking about what they see on TikTok, Instagram, Snapchat, Discord and others, and limiting use before bed time. Social media use may be a driver in the increase of negative student behaviors and depression that we see in our schools. At school a percentage of our learners express anxiety, difficulty in developing relationships, and a need for support. In our 2024 spring climate and culture survey, 74% of our upper elementary students indicated that they felt a sense of belonging at school, while only 57.1% of our middle and high school students felt a sense of connection to school. Our mental health professionals had 982 individual counseling sessions with elementary students and 1,118 with secondary students. The professionals provided our students with much needed support so that they could be successful in school. Similarly, our health clerks provide services for students every day that provide them with the physical well-being they need for success. Burnett Principal Asrat shared this anecdote about Ms. Gunn, “Last year, my health clerk (Ms. Gunn) became a safe space for a student who needed to connect and feel seen at school. Knowing she could go visit the health clerk to get reassurance helped get this student to school every day.” Our counselors, mental health providers, and health clerks all provide opportunities for our learners to develop healthy tools that increase their skills for communication, conflict resolution, and better peer relationships. Measure Q will provide funding to assure these services are maintained, without that we will return to pre-COVID staffing levels. To learn more about the proposed MUSD 2024 parcel tax, please visit the Measure Q link on our MUSD website. In community, Cheryl Jordan Superintendent  "I'm the girl you’re talking about!” Tanvi exclaimed as I reached out to shake her hand following the MHS Technology Student Association’s (MHSTSA) inaugural event held on May 25th. Our young group of leaders, with their MHS club advisor Mr. Castleman supporting in the wings, had accomplished a successful first, their own student-led hackathon with more than 200 registrants from across the county. Tanvi was their marketing team member, and she successfully reached a large number of students beyond MHS. Vasista, President of the MHSTSA, invited me to speak as they gave the awards to the winners at the end of the night. I spoke about how I was inspired and delighted by their collaborative and enthusiastic leadership, and that it took ingenuity in developing the expert network they built along with funding resources and support for future events. I challenged them too, to recruit more students from MHS and many more young women as I noted there were only three participating. I know that they will as there were a number of female family members in the audience who had been there throughout the day supporting them in reaching their goals.
Our learners are intrigued when their interests are engaged in how they learn. So are we. This generation of youth seems to know so much more about technology and social media than their elders; however, AI is a new frontier for all of us. Our youth and teens need their community of educators and caregivers supporting them so that they learn to use AI productively. On June 1st MUSD held its AI Fireside Chat, which engaged 65 participants in a conversation about AI and its place in our children’s lives now and in their future careers. Our panelists were MUSD teacher leader, Victoria Salas Salcedo; Stanford Learning Accelerator and AI professor, Dr. Victor Lee; MUSD Board Trustee and member of the CSBA State AI Taskforce, Chris Norwood; and MUSD Tech Services Director, Chin Song. Together they shared that parents and caregivers are partners with us in assuring we engage in conversations with our youth about what they see on social media, in the news, and in the world around them -- asking questions such as; is it real? How do we know? What other perspectives are there? What’s missing? What would you do? How might you use what you know to create something better? Essential discussions such as these prepare our learners to use AI with a critical lens and in a way that expands their resources so that they have more to draw from as they make meaning and conceptualize new ideas about what they are learning. As we embark on summer adventures at home or afar, take time to be present with each other and to be curious together about our world. Talk with both sons and daughters about how things work, elevate conversations with them so that they dive below the surface, and push them to think critically by asking why and why again. In this way every one of our learners, regardless of their gender, will see themselves as capable of doing whatever it is that they wish to do in the coming year and beyond. In community, Cheryl Jordan, Superintendent  I love that in Milpitas WE are generous in sharing our cultures and perspectives. Our drive towards innovation is fueled by our focus on providing the best opportunities for our learners. As pioneers for the future we lead in the classroom and workplace.
Telugu, Tagalog, Farsi, Korean, Spanish, Vietnamese, Mandarin, and English are a handful of the languages spoken in our schools. Understanding other languages gives learners deeper insights into a variety of cultural experiences, preparing them for collaboration in the workplace. Similarly, the language of computer science is essential for MUSD learners to understand so that they are equipped to lead and create throughout their careers. In 2019, our Board of Trustees passed Resolution 2019.48 adopting CA Computer Science (CS) Standards and making MUSD a CS for All district. CS encompasses Artificial Intelligence, which is a tool that learners and educators are using. Collaboration with others through the use of AI affords people accelerated outcomes as described in this article How to chat with Bots, Stanford Business March 2024. According to the World Economic Forum, 2030 career skills include collaboration, communication, curiosity about others’ perspectives, and the ability to question and analyze. As we explore the possibilities that AI affords while implementing security measures for protecting our learners, it is essential that they learn how to discern the reliability of information sources and formats. Parents and caregivers are partners with us in having conversations with our children in Talking about Generative AI with Kids and How to use AI Responsibly EVERY time. Currently we have learners and educators throughout MUSD piloting Khanmigo, which is both a production tool for educators and a guide for students. This pilot provides us with a secure learning environment to explore the possibilities of AI in the classroom. In early June we will launch our MUSD AI Advisory TaskForce and draw from sources such as the US Dept of Educational Tech, AI and the Future of Teaching and Learning June 2023 and How AI Transforms Education: A 2023 Guide for Parents, Medium, Oct 2023. This will be an opportunity for representatives of our MUSD community to explore AI resources and develop recommendations for the future of learning. In community, Cheryl Jordan, Superintendent  3 R's essential to meaningful learning that accelerates success are recognition, relationship, and resilience.
School communities such as ours are ecosystems for recognizing historic leaders, celebrating significant cultural events, and assuring that our collective histories are retold and experienced by our learners. Our students and educators provide context about key leaders from Larry Itliong, Dolores Huerta, Dr. Martin Luther King Jr., to Fred Korematsu in MUSD Board resolutions for the community, and curriculum in the classroom. Our local, state, national and world leaders provide examples of how we are connected by common interests and oftentimes a desire to become better for the future of our children. Knowing one another through our cultural celebrations such as Dia de los Muertos, Diwali, Lunar New Year, and Mardi Gras provides us with experience that expands our ability to collaborate and communicate (two skills that are needed for career and life success) with others who are different from ourselves. Recognizing story as it relates to months such as Black History Month broadens our understanding of our own collective history. MUSD educator Henry Robinson illustrated the tapestry of history through his years as a teacher citing local leaders such as Chief Jared Hernandez and MUSD Trustee Chris Norwood who shared his classroom and model what it means to be connected to one’s community through historic and personal story. Our histories provide us with rudders to the past that can steer us through the present and into the future. The MUSD Innovation Campus is being built on the foundation of Samuel Ayer High School — evolution is so much more when history is fully recognized by our learners. A Mother Teresa quote shared recently at La Raza by San Jose Judge Katherine Lucero speaks to the importance of knowing our history in relationship with one another, “Today, if we have no peace, it is because we have forgotten that we belong to each other.” In this issue of School Life, there are many stories of achievement, celebration, and connection. In particular, our MUSD leaders of African ancestry who share why our complete collective history is essential to our resilience as learners in this extraordinary community we call Milpitas. In community, Cheryl Jordan Superintendent  Inspire - a multidimensional word meaning to ignite, excite, or motivate. Learning and inspiration are like an infinity loop, one fuels the other. The incredible aspect of school is that the educator can inspire the learner and the learner can inspire the educator.
When we are inspired, we delve deeper into learning. Calaveras Hills High School has shifted to project based learning resulting in a feeling of purpose evident amongst our students. This semester in Ms. Mendoza’s class the students investigated how to address hunger in the community, revealing harsh data that correlates the impact of poverty and access to wholesome food to a child’s health and well-being. In low-income areas grocery stores are sparse conversely a multitude of fast food restaurants can be found. Our learners introduced insightful solutions such as a mobile grocery store specializing in fresh foods, and community gardens where children and adults cultivate connection to one another while growing healthy food for the neighborhood. (read more about CHHS PBL in CEA article) Ms. Lam, Ms. Calvello, and Ms. Goode, have designed a multi-grade level project based learning program in which our Sinnott learners regularly explore interrelated concepts. Last month they examined culture and society within the historical context of their grade level standards. They enthusiastically shared what they learned through games that they created to demonstrate the elements of societies they studied. Learners in Mr. Castillo’s science class at Russell Middle School implemented design thinking to engineer shoes that might best support animals in different environments. With great enthusiasm one learner described to Principal Mia Ramzan how shoes with triangular shapes could support an animal’s adaptation to life in the rainforest. At our MUSD Middle College High School, our learners invest two years of inquiry, analysis, and solutions trials in developing their Community Impact Projects. They incorporate collaboration, oral and written communication, as well as agile thinking to prepare for their current and future endeavors. In Ms. Manluco’s class they recently completed research on institutes of higher learning and applied their rhetorical skills to gain the support of their families for their top three selections. Mr. Macatangay’s learners engaged in Supreme Court mock trials this semester, and are now emerging orators with a complex understanding of our constitutional rights. From the very start of our existence we are learners who thrive on the joy of discovery. Education provides us with opportunities to develop our skills using a variety of resources. In MUSD we are focused on strategies that ignite the thrill of learning and the experience of accomplishment. We are creating a world class education for All in partnership with our families and community. Building a Culture of We, Cheryl Jordan Superintendent  Relationship. Belonging. Learning. How are these disrupted by cyber threats and bullying? Learning is done in relationship, and is most impactful when students feel a sense of belonging. Safety and security are prerequisites for a sense of belonging. Belonging is defined as the extent to which students feel that they are valued members of their school’s community, and can be cultivated by the actions of their teachers, families, and peers. Dr. Terrell Strayhorn describes belongingness as a right, and as something that we require in order to excel in every aspect of our pathways for education and career. When our sense of belonging is disrupted or broken, it is detrimental to our ability to live as our full selves in work, school, and life. Cyberbullying is ugly, it harms us and limits our capability for human interaction. As adults some of us may have experienced this on our social media feeds or in email exchanges. Our wisdom provides us more tools to handle these assaults than our children have. According to the 2022 Pew Research on cyberbullying, 46% of teens ages 13-17 have experienced bullying online, which means that most of us know a young person who has suffered from bullying. Arlin Cunic, describes the psychology of cyberbullying and how to stop it in this 2022 article in VeryWell Mind. Cunic states, “It is our job as a community to work toward establishing systems that prevent cyberbullying from taking place at all.” Yes, it is. A cyberbully can act anonymously, and without accountability to the person they are hurting. It is devoid of the interpersonal connection that is needed to resolve conflict. Our youth need to feel that they can be the beautiful persons they are without concern for ridicule. They need to know that others will regard their story with respect if not compassion. They need to see adults modeling that on campus, in their community, and at home. When we provide our students, our children, with experiences where they can be curious about another’s views and background, they develop skills for understanding and how to be in community with one another. Melonie Parker, of Google captures this in her statement about why Google invests in building belongingness, “The effects of belonging are just as powerful. When we treat each other with mutual respect and support, and work together across our differences to shape our world and our future, the possibilities of what we can do are truly limitless.” So how do we fortify our youth to oppose bullying and shut down cyberthreats? Through belongingness. Through building a Culture of We. In community, Cheryl Jordan MUSD Superintendent Resources for addressing cyberbullying: Stopbullying.gov what to do if you are experiencing cyberbullying. We the Digital Citizens video for students - Common Sense Media Common Sense Media Family Activities for Digital Citizenship: High School - Media Balance and Well-Being Middle/High School Family Tips w/ multiple languages Family Tech Planner for Teens and for other ages and resources click here  MUSD is home to learners from 3 to 60+ years old, and each is venturing on their pathway towards making a difference in our community as trailblazers known for creativity and ingenuity. Our learners include our MUSD team members who are excited about how we work together to provide each with environments and experiences that allow them to be their best selves in our school community and beyond. Here is a glimpse of what our MUSD Team has to offer our students this year:
We are committed to assuring our students have safe and secure facilities, and want to see them in school every day to maximize their engagement in these and other multi-faceted learning opportunities. This year we are mapping the blueprint for building on the foundation for innovation in learning that we have established together. This guiding compass will be built on our MUSD Vision, Mission, Core Values, and Strategic Commitments. The document will encompass our new Graduate Aims, Technology Plan, Revenue Generation Strategies, and Facilities Plan. Watch for information in the next month about how you can contribute to the development of our MUSD Education Master Plan. In a Culture of We, let’s embark on the 2023-24 journey together strengthening MUSD as a community of learners and building endless possibilities for All! In community, Cheryl Cheryl Jordan MUSD Superintendent  How do we and why must we build an inclusionary community for our children and ourselves? Consider these data points:
Since COVID there has been an increase in people expressing feelings of angst, stress, and depression in the US and in our own community -- these sentiments were on the rise prior to the pandemic. The same technology that adds to our ability to explore our curiosity and innovate, can deplete our sense of self when it eclipses being in community with one another.
Mayo Clinic studies indicate that the more time teens and youth spend with social media, the more likely they are to have experiences with bullying and unrealistic self-perception. When we are overly involved with our digital devices we are giving permission for our children to do the same. More importantly, we are missing out on strengthening relationships and modeling presence of mind. Our digital devices have a place in work and life productivity, and it is our responsibility to demonstrate how to place boundaries around their use. Our full attention says to another, “you matter and I value our time together,” our children need to feel and see that. Setting boundaries provides all of us time to focus on our well-being with activities such as rest and sleep. The Sleep Foundation recommends 8-10 hours for teens, 9-12 for school age and 7+ for adults. Without sleep we are more prone to tension, depression, and disease. Sleep deprivation impacts the mental health and cognitive abilities of youth exponentially. Additionally, good sleep prolongs life as described in this Feb 2023 article from the American College of Cardiology. We can influence the data towards greater life satisfaction and improved sense of belongingness for our youth through strong family and school partnership. Listening to our youth and asking them about the story they are telling themselves when they feel stress and asking them to instead observe what is happening so they can manage the situation successfully is one way we can do this. These and other tools described in this article on mindfulness for teens will provide them with the means to build their own capacity for self-efficacy and awareness. Mental health is not only about “me time” it is about quality of time with others and working through emotional and difficult situations alongside one another. Our village is our strength, within and beyond the classroom walls. A Culture of We is the foundation for developing an inclusive community and strengthening a sense of belonging within our MUSD family. In recognition of May as Mental Health Awareness Month, let’s be mindful of our own well-being, create a welcoming space for others, provide support and raise awareness.  Three years ago our global community experienced a seismic shift in how we learn and work. In 2020, while we were limited in our travels due to the pandemic, researchers could study the blue skies possibilities that curbing transportation might have in resolving air pollution. People went outdoors and as they walked they met others who live in their communities. People need to express themselves and connect with others, as these window concerts in COVID illustrate. Humanity paused for a collective moment -- we witnessed beauty as well as horror such as George Floyd’s murder and Asian hate crimes. In Milpitas, we made a concentrated effort to be present with one another, to stand alongside and to make this journey in life one that matters, especially on behalf of our MUSD learners.
Three essentials for teaching and learning that we carry forward from MUSD’s nimble response to the pandemic and its persistent changes are mindfulness, technology as a tool for learning, and increasing pathways to career. Encompassing all of these is our Culture of We, which holds diversity, equity, inclusion and belonging at its core. Since 2020, we have embraced the need for learners (children and adults alike) to be in the moment, to learn how to recognize when emotions such as stress or anxiety cloud thinking and deter us from being our best selves. Mindfulness strategies can take less than five minutes to learn and practice, while yielding so much more. Pausing for a moment to listen, to experience nature, just as we did in 2020 provides our brains with the opportunity to downshift the emotional wash and turn up our cognitive function. Connecting with one another before diving into subject matter fosters belongingness. Technology tools such as Google Workplace/Classroom, Nearpod, Slido, Flipgrid, and Padlet provide learners and educators with the ability to learn, communicate, and collaborate from anywhere -- across the desks, from home, and across countries. MUSD EducatEveryWhere, developed during the pandemic, is the symbol of our ability to adapt and innovate. It now houses our independent study program and represents one of many pathways we strive to provide for our learners. Every student in MUSD has a district-issued digital device which can go home if needed. Our teachers use Google Classroom as a way for learners to organize their work, prepare for learning and demonstrate creative ways of applying what they learn. COVID data in Silicon Valley where 48% of all service sector jobs were lost, while the health care and tech industries saw an increase in jobs, is a reflection of why MUSD Strategic Goal #3 building pathways for all learners is top of mind. The MUSD Innovation Campus will house Milpitas Adult Education, Calaveras Hills High School, and the MHS 2nd Campus -- its phase I buildings are 4 months away from completion! While this campus illustrates ingenuity, every one of our school programs has an element of signature practices and deeper learning. Every MUSD family, every MUSD team member, and every MUSD student has been an essential part of our evolution since 2019-20. Our Schools are Our Community, and together WE persisted throughout the COVID crisis. We are MUSD and We are on the Move! In community, Cheryl Jordan Superintendent |
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