Episode Transcript
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Speaker 1 (00:02):
Welcome to k MET fourteen ninety AM, ABC News Radio
and the Southern California Business Report with Evett Walker, a
show dedicated to highlighting successful Southern California businesses and the
people behind them.
Speaker 2 (00:19):
Welcome and thank you for joining Southern California Business Report
on ABC News and talks k MET fourteen ninety AM,
ninety eight point one FM and km ET TV. I'm
Evette Walker, live blasting our signal from the center of
Southern California, serving a population of over twenty five million.
Get us crystal clear and on demand by downloading the
(00:40):
free live streaming app on Google Play and the Apple
App Store. As always, a huge shout out to the
team Mitch Bill and Sean I love you guys, and
to our special advisory committee that can be found at
www dot scbr talk dot com Forward Slash Advisory Committee.
(01:02):
Click on the link and learn about the incredible leaders
doing the work and is always. I am extremely proud
and thrilled to introduce doctor Frank Miranda, Superintendent of Coleton
Joint Unified School District since twenty twenty. He is a
transformative leader with over twenty one years of educational leadership,
(01:24):
rising through the District as Assistant Superintendent, Director of Human
Resources and Principle. He is renowned for visionary strategy and execution.
Doctor Miranda holds a finance degree from cal Poly Pomona,
a master's in education from National University, and a doctorate
from the University of Laverne. As a mentor and dissertation
(01:45):
committee member, he advances educational excellence. Recognized for volunteerism and innovation,
Doctor Miranda, alongside his wife Carol and son Matthew, enriches
his community with unwavering dedication. Israel Fuente is a visionary
leader whose twenty six year career spans public relations, marketing,
(02:05):
and community development. A University of Phoenix alumnus, Fuentes has
shaped projects and outreach programs across San Bernardino County, earning
high honors like Parent of the Year for CABE in
twenty thirteen and the Distinguished Gentleman Award. His leadership includes
service as interim pastor, board director, and a decade long
(02:28):
Municipal Advisory Council member. As a former volunteer commander for
the Sheriff's Department, Fuentez champions public service. Married to Adriana
for twenty two years, with two college bound daughters. He
continues to uplift to his community with passion and a
wavering commitment. Doctor Miranda, mister Fuentees, thank you so much
(02:51):
for being with us here today.
Speaker 3 (02:53):
Awesome.
Speaker 4 (02:53):
Thank you for having us absolutely and it's great to
be here. Thank You're on mute Sunds.
Speaker 2 (02:59):
Wonderful. So, you know, one of the first questions that
I enjoy asking all of my guests is, mister doctor Miranda,
please share with us what it was that inspired you
to pursue career in education now becoming the superintendent of
(03:22):
cult Joint Unified School District.
Speaker 4 (03:26):
Thank you that it's great to be here. What inspired me?
I mean, there's so many things, but I'll tell you coming.
I think number one from immigrant parents who didn't have
a whole lot. My parents immigrated here in the seventies
actually probably the late sixties that I think of it,
and they came here seeking a better opportunity here in
(03:47):
the United States for their children. So I am about
of five of number four and so actually more like
seven of us, but five that I grew up together.
And so they came here looking for a better life,
and I think and just them coming here to provide
(04:12):
us opportunities that didn't have going to school. Both my
prints only have a elementary education up to sixth grade,
so they pushed hard on us when I grew up,
and so I think early on, I just felt that education.
Speaker 3 (04:30):
I loved school.
Speaker 4 (04:31):
I got in trouble early on in kindergarten, but I
love school. My parents said, I love reading, and I
always felt that I was good at it too. So
as I moved forward in my career and just started
to think about what I wanted to do in the
future and life. Even though education was not my first
(04:52):
career choice. I wanted to get a business degree, which
I did, but after realizing and tutoring kids and seeing
the impact I've made, eventually I got a job for
the Ali County Office of Education as a Migrant need tutor,
tutoring migrant students, and after that it really inspired me
(05:13):
down the road to seek a career in education and
help our most marginalized populations, like our migrant students. And
so fell in love with a career once I started.
I became a teacher, and I just fell in love.
And I'll tell you when people tell me you can't
do something like I remember one of my teachers said,
(05:34):
you struggle at math, but it's funny end up becoming
a math teacher because I just felt like, you know, hey,
somebody tells me you can't do it, I'm gonna do it.
Speaker 3 (05:45):
And yeah.
Speaker 4 (05:46):
So it's really the early foundation.
Speaker 5 (05:50):
And just.
Speaker 4 (05:52):
For my parents and some teachers. So that's really why
I got into education.
Speaker 2 (05:58):
Well, same questions you, mister Funtes. Please share what it
is that inspired you to pursue a career in education.
Now becoming the trustee for the number one of the
Colton Joint Unified School District.
Speaker 6 (06:21):
The inspiration, I think the inspiration is this some feedback.
Can you hear the feedback?
Speaker 2 (06:28):
We hear a little bit of feedback yet okay, okay,
you want to lower your value along.
Speaker 6 (06:36):
I apologize for that.
Speaker 2 (06:38):
I understand you're both having the meeting in the same room,
which can cause a little bit of issues, but I
know will work around it. So share what it is
that inspired you to pursue a career in education, mister Fontees.
Speaker 6 (06:53):
You know, the inspiration was my two daughters. I wanted
them to have the best education they could when we
moved out to the area the Inland Empire, I told
my wife, I want to make sure that my daughters
have the education they need. I want my daughters to learn.
And when we came to Colton Joint Unified School District
back in two thousand and nine, my youngest was I
(07:15):
think three years old. She was in preschool and my
oldest was in first grade and walking into the school
reception area, the principal comes up to me and says,
would you like to have your children be part of
the dual immersion program? And I asked them what is
the dually emersion program? And so he told us it
(07:35):
was learning to speak English and Spanish at the same time.
And the inspiration was I wanted them to do that.
I wanted my daughters to speak write it, and read it.
And the big inspiration was them, you know, coming in
into the district. And while I was in the district,
I became school site school Site school site, part of
(07:57):
the school site Council, the d try to be one
of those parents. I was out there trying to work,
trying to do the best things that we could for
our students, and I remember someone reaching out to me
and asking me, mister Fuentez, do you do a lot
for the community have you ever thought about running for
school board? And I said, you know, that's a great idea,
(08:18):
but I don't have the funding for you. He said,
don't worry about that, and I remember she actually she said,
I'll take care of that if you're willing to do
to run for school board. So eventually, in twenty eighteen,
I did run for school board and I did win
the seat. And so I continue to inspire the students.
(08:38):
I continue to work with the students. I continue to
inspire many many kids, work alongside the superintendent, along my
other colleagues that are on the board, to make sure
that we inspire these students to have a successful life,
to have, you know, to be able to learn to read,
to have the quality that they need to work in
(08:59):
the jobs that are available today. You know, the job
market is totally different. So if we can inspire them
to succeed while they're in a school, you know, high school,
elementary school, middle school, we have done our job. And
I think I've done my job, and I'll continue to
do my job to continue to inspire them. Both my
(09:19):
girls are in college right now. They're doing great. I
got one that's doing the nursing program. The other one
is studying kinesiology and so they're doing great, So I
think the inspiration is there.
Speaker 2 (09:31):
Well, those are both motivating and uplifting stories that are
very common stories that you hear from residents and members
of the community from throughout southern California, right and particularly
in the Inland Empire, which is what is in so inspiring. Right,
So coming from a journey of humble beginnings or just
(09:52):
wanting to make that impact, or being able to give
to others what you did not have growing up and
you maybe wished you had, like access to these educational
opportunities and resources, I think is one of the most
inspiring parts of the conversations that we had, you know.
With that said, recently, just a few days ago, Superintendent
(10:16):
ted Alejandre announced that he will not be seeking re election, which,
for I think many of us came out of left field.
So before we move on with our discussion, let's just
share a few words or reactions to this news, because,
as far as I'm concerned, mister Alejandre has set such
(10:37):
a high bar of innovation, vision, dedication, and discipline to
follow through for all of our students in San Bernardino County.
So those are going to be some very big shoes
to fill. But doctor Miranda, please share some of your
insight and feedback to the news that you recently heard
as well.
Speaker 4 (11:00):
To be frank with you, I'm still in shock, to
be honest with you, on Friday when I got the
email from Ted that he was not going to run again,
Miss Alexandre, I was a little bit in shocked, and
honestly I was like, please say it is so because
Ted has been an amazing county superintendent over the last
(11:22):
ten years at least, he's what's what a leader do
we have in our county and like no other that
leads with I tell you humility and don't get me wrong,
Ted is very confident and he's been a strong leader
of a county and very decisive and what he believes
(11:43):
in and what he focused on with his literacy approach
from the cradle to career, which has been a big
vision of his. So that's been a huge in our
county and so many things that he's done for us.
It's a huge loss for our county because of his
background and you know, I'll tell you personally, Ted, he
(12:06):
and I have a very similar background.
Speaker 3 (12:08):
We're both.
Speaker 4 (12:10):
Schools to get not together. He was a principal of
Ramona los Adele and Samuel's unifier where I worked there
as an assistant principal. He was at Serrouno Middle School.
I worked there. He was a chief business official, which
I've been a chief business official, so I have a
personal connection with him. On top of what he's done
with leadership, the lasting I'll say is that there is
(12:32):
no one in the county that is led with more
integrity than he has. And anybody can can criticize leadership
and and Ted and miss Andre, but you cannot criticize
he's led with integrity. I know he's done an incredible job.
And again I'm sad for us, not for him, because
(12:56):
I know that his why, Barb is waiting for him
so they can travel the world and do the wonderful
things and be with their beautiful children, you know, their
growing up children. So but we're just to be able
to work with a gentleman like him, with the leads,
with the humility, it has been been awesome and you
(13:16):
know so uh yeah, it's it's huge for.
Speaker 2 (13:18):
Us, right right. And what is something that struck you
about this recent announcement?
Speaker 6 (13:30):
You know well said from Frank. He is a very
humble man. To me. Uh, He's always had that passion
for the kids to succeed. Every time I've seen him
talk to students and share with students, and it's just
his passion that he said, it just flows out of him.
Speaker 3 (13:49):
You know. I've had my conversations with him.
Speaker 6 (13:51):
I've sat down with him, and he's very passionate, very
humble when he speaks to you, and he'll tell you
straight up, you know this will work, this doesn't work.
And I like that, And I think a county superintendent
like Ted, It's going to be hard to fill his shoes.
I'll tell you that right now, because he's he's like
you said, he's brought it to the higher level of education,
(14:13):
crail to career, but in the high level of trying
to make sure that these students do succeed when they
graduate from high school, even through career, technical education, through
the pathways that we have in our high schools and stuff.
He wants to see every student succeed.
Speaker 2 (14:31):
Absolutely, And you know, he has earned the county so
many national awards for education that just make very true
students and the parents so incredibly proud, and not all
of them may know it or be aware of it,
but it's absolutely true. Samartino County Superintendent Schools is an
award winning organization that oversees even the Colton Joint Unified
(14:57):
School District as well. So seeing him depart like this is,
like you said, doctor Miranda, it's bittersweet, right, because it's
going to be very difficult to fill those shoes. But
of course, his beautiful wife Barbara and his family are
I'm sure waiting and thrilled to actually have time to
spend with him because he has been so immersed in
(15:17):
his work. Everywhere you look, he is engaged with the students,
with the faculty, with team members, everybody to ensure that
the vision is coming to life. And he's going to
be absolutely missed. And in fact, mister Fuantes, that is
where we met.
Speaker 3 (15:33):
We met at.
Speaker 2 (15:34):
One of his student panels. Has spent fellow panelists to
hear students tell us what they want to see in
their schools, and that was very impactful. That was something
he brought in as well. So it's just it's going
to be a tremendous loss for the county. I'm excited
for for whoever comes next, because they're going to have
(15:55):
a tall order to fill. But yeah, it was very
shocking and very surprising to hear that he was not
going to seek reelection. But with that said, we'll move
on and we're going to focus on some of the
objectives that Culton Joint Unified Visions and Design Plan has
in store. So we'll start with you, doctor Miranda, reflecting
(16:19):
on the inception of Cult Joint Unified's Big and Design Plan,
what core needs or challenges inspired its creation.
Speaker 3 (16:31):
Yes, well, I'll tell you.
Speaker 6 (16:33):
So.
Speaker 4 (16:34):
This is my six year superintendent, and I tell this
story because I love this story. In twenty nineteen, I
was invited to Joe Baca Middle School for a meeting.
I was a chief business official for the district and
I didn't really understand what the meeting was about, or
didn't really know. Anyways, I get to the meeting and
I started hearing about a design plan about contextual analysis,
(16:58):
kind of rethinking the way our district is not doing
business but the way teaching and learning is happening because
that's what we do, teach and students learn. And so
I left the meeting kind of thinking, hmm, well, I'm
the business guy, how are we going to pay for this? Right,
not realizing though that I was going to be the superintendent.
(17:20):
I was going to make this happen.
Speaker 3 (17:22):
And so.
Speaker 4 (17:25):
Here comes you know now, really in January of twenty
twenty when I started. That's when we started this advisory
made up of stakeholders in the community or community partners.
There was a lot of people and misrepuentives was there
from the very beginning, and we really started looking at
(17:45):
our values, our beliefs and those kinds of things. We
didn't really have a vision or any kind of strategic
plan in our district. We had one many many years ago.
This is my eighteenth year in cold and so I've
been around here for a little bit, not too long,
and so anyway, so it was really the challenge that
(18:09):
our systems really need alignment. So everybody's doing something different,
everybody's doing some great thing, was doing great things, but
it wasn't any kind of alignment what we call coherence
in the systems. You know, we hire great people, so
but we had a lot of systems issues and so
we really started thinking about our systems and what do
(18:30):
we want to be down in the future, in other words,
to think about our vision, think about what the mission
is so we really identified the thinking that we got
to think different. The COLT in a way is not
necessarily about thing, but we got to think about the
future of our students, mister pontstalks about career technical led
(18:50):
preparing them for really those jobs that don't exist, that exist,
that are not here to right now, but are going
to exist down the road, you know, artificial intelligence, those
kinds of things was already starting to come out prepared
to kids because not every student wants to go to
school a four year school. Some students want to get
(19:13):
a certification they like, they want to become a welder,
perhaps veterinarian, a CNA, or a nurse, clinical nurse and
things like that. So we knew that we had to
pivot and rethink the way we're educating our kids who
are in Coulton. So the design plan was really about
(19:34):
providing not just opportunities for the students who want to
go to a four year college, but also for that
want a career technical education. One of the big things
is really it's mindset is saying, look, believing that all
students and I'll repeat that again, all students can learn,
whether they're students with special needs or other I would say, uh,
(20:00):
disabilities or anything like that, but but it's that belief
that all students can learn and that have a gift
and it's our job to identify that gift and pull
that gift out of the students.
Speaker 3 (20:11):
So anyway, so we.
Speaker 4 (20:13):
Started working with NCEE AH and so we uh we
really spend a lot of time doing research on what
high performance systems do across the world, and then we
focused on three identifying uh three pillars professionalism, UH, professional development,
and equity. The idea that professional development we have to
(20:35):
get better as professionals and continue to grow uh and
always be uh have professional at the forefront, and in
equity meeting the needs of all our students h we UH.
So we've done a lot of work. We have a
lot of we have task force, like I've mentioned one
the early Literacy task Force. We have dual immersion UH,
(20:59):
and so there's an advisory that advises the superintendent and
myself and my team, and then we obviously bring policy
decisions to the school board. That's why they're there to
make those decisions. So that's been over a five year
journey and it's actually we're starting to see a lot
(21:21):
of growth in those areas. You see our graduation rates
going on to the highest.
Speaker 3 (21:27):
They've ever been in cold ten.
Speaker 4 (21:28):
You're starting to see more i think people changing mindset
and believing that all students can learn. And so that's
why I'm proud of the work that.
Speaker 3 (21:38):
We're doing.
Speaker 4 (21:40):
For our kids here and this year, last thing I'll
mention is that, well, I'll just say this that out
of that, we identified our goals for the district ten ten,
ninety five ninety five, which is ten percent in christ
in English language arts, ten percent in math, and ninety
five ten rates and I nine graduation rates. So there's
(22:03):
a really high standards here. Our rigors is increasing. Uh,
there's still a lot of work to do, but those
are some of the areas there. I mean, I can
go on and on, because this has been the heart
of the work here in Colton for the last five
years that we're really proud of. So so and again,
(22:25):
I think our most marginalized students who for example, African
American kids who get suspended, our special ed students, our
English language learners, We've put a lot of intervention in
places in place for them so that they can achieve
out high levels too. So and yeah, so that that really,
(22:49):
honestly is another show kind of what what's what's going
on here Colton and some of the the challenges. So
then I hope that helps.
Speaker 2 (23:01):
Yes, it certainly does help. And as you mentioned, it's
important to identify those pillars and create that those priorities
for the cult Joint Unified School District, and it's great
that you were able to establish those given the fact
that they did not exist for an extended period of time.
So thank you for your leadership in establishing those because
(23:24):
as we know, if you don't have a target, what
are you going to hit?
Speaker 6 (23:27):
Right?
Speaker 2 (23:28):
If you don't have a map, how are you going
to get there? So we are coming up on a
break and I'm going to follow up with you after
the break, mister Funtes, So with everybody listening today, evat
Walker with ABC News and Talks Southern California Business Report
here with doctor Frank Miranda, Superintendent of Colt Joint Unified
(23:48):
School District. Doctor Miranda champions educational excellence and innovation, mentoring
the next generation. Mister Fuontes is renowned for his impact
in public relations and community development. Is lauded for his
outreach and dedication together the embodied integrity, inspire purpose and
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Speaker 2 (27:59):
Welcome back everyone on Evette Walker with ABC News and
Talks Southern California Business Report. Here today with doctor Frank Miranda,
Superintendent of cult Joint Unified School District. Doctor Miranda champions
educational excellence and innovation, mentoring the next generation point This
renowned for his impact in public relations and community development,
(28:21):
is lauded for his outreach and dedication. Together, they embody integrity,
inspire purpose, and elevate their community, setting a gold standard
for public service and transformative stewardship. Thank you both so
much for being with us here today.
Speaker 7 (28:37):
Thank you, thank you so.
Speaker 2 (28:40):
Prior to the break, we were having a conversation about
Coulton Joint Unified's vision and design plan, and doctor Miranda
spoke to that very fully. So, mister fonte Is, as
a trustee, what were your first impressions when you reviewed
the initial drafts of the vision and design plan.
Speaker 6 (29:02):
You know, Yvett, I was part of that team of
the design plan and as we were doing this and
the process was it was tedious. Why because it happened
during COVID. This process was supposed to take us a
year to do and it ended up taking us almost
three years to come up with this plan. So we
had to go on zoom meetings, We had to do
(29:24):
a lot of mail and email and all of that stuff.
But you know something, the final draft was perfect. We
looked at the vision, we looked at the design plan,
we looked at what the goals were going to be.
We came up with the team of teachers and advocates
from the community and we looked at everything. We said,
(29:45):
this is perfect.
Speaker 3 (29:46):
I mean, we looked at the vision.
Speaker 6 (29:48):
We revised the vision so many times a mission. We
revised it so many times because we wanted to bring
it to the table, bring it to the school board
and say this is the final draft, this is what
we want for our school district. This is the goal
we want, as Octin Miranda mentioned, you know, our goal
is for our students to strive and succeed and to
(30:08):
have that success in life. We want our students to
not just go to a college, but if they want
to go to a certification, they want to do some
type of technical school, career tech, any of that that
was open for.
Speaker 3 (30:20):
Them to do.
Speaker 6 (30:22):
And so the goal was making sure that our vision
and our mission had that written in it. But we
also wanted family engagement part of it too, because the
goal of it is for our families to be involved
in this too. As their student goes to school, they
grow up, they learned. We wanted our families to be
(30:43):
part of this. So when all of this was brought
to us and we looked at it and we saw
the final draft, we said, this is perfect. It came
to the board, we approved it, and now we're seeing
the fruits of what this design plan is this year
we are every year now, I think since last year
(31:03):
we've started to give our yearly school year a theme.
So this year we're doing a serving with purpose together
as one district. And I think last year, what was it,
doctor Miranda, if you can remind me remember last year's absolutely.
Speaker 3 (31:24):
Last year. Yes, I'm going to go back a Europe
now for.
Speaker 6 (31:27):
Now, but I know I kind of we're black, dude,
but I apologize for that.
Speaker 4 (31:31):
Yeah, it's good with Swing for Success, Yes, swing for success.
Speaker 6 (31:34):
So everything has to do with our design plan, everything
that we we all our themes, all the stuff we
get everybody hyped up. You can say, every school district
does every school site excuse me, does something according to
the theme, the high schools and middle schools and all that.
And we've seen the success. You know, he talked about
(31:55):
the ten the ten percent increase in the in our
English learner English learners arts, ten percent increase in math,
ninety five percent increase in our tennis rates, and ninety
five percent graduation rates. So this is the goal. Now
that we have something implemented like the design Plan, I
can see how our students are succeeding. Yes, there's challenges here.
(32:20):
There will always be challenges. Why because in the world
that we live in, there always has to be something
and so we'll never be perfect. But you know, we're
striving to do that. We're striving to be good, to
do it better. One of the things that I do
when I sign in my I don't know if you've
got an opportunity to see that event. But where average
(32:40):
is no longer enough, We don't want our students to
be average. We want our students to succeed. We want
our students to become that lawyer. We want that student
to become that law enforcement officer. We want our students
to become that CNA that are in at LBN. We
want our students to become that paramedic. Why because we
(33:01):
want them to succeed. Like doctor Miranda also said, we
don't know what the jobs of the future are, the
jobs of tomorrow are going to be. We want them
to start learning about that today so that when those
jobs open up, they're ready to go. A lot of
times we tend to stay behind, you know a lot
of things that happen in the world. But today, through
(33:23):
our design plan, we're trying to make sure that our
students succeed.
Speaker 2 (33:27):
Well, that's inspiring that you came up with the design
plan with an eye on the future and what the
students of today are going to need for careers of tomorrow.
Doctor Miranda, can you describe the initial steps taken to
foster professional development across the district and how those shaped
(33:49):
subsequent initiatives.
Speaker 4 (33:52):
Sure you know, like I said, I've been in this
district for eighteen years, so I've seen it where it
started many many years ago, when I have started a
year as a principal, and where it's at today, and
part of in our design plan we have actual actionable steps,
(34:12):
so it's not just goals, but actual steps we need
to take to make, you know, professional development happen. One
of the things I do want to mention though, is
that it's not just the design plan is a living document,
but it just doesn't you know, their words on there.
(34:33):
So we have got to develop tools, programs and get
the right people to make those things happen. And through
the efforts of our educational services team. We have an
amazing director, Jodah Murphy, who's responsible for a lot of
the work that we're doing in our district here in
terms of professional development, so we have a Lootle which
(34:55):
is a program online program where teachers go and employees
go to get a lot of professional development. But it's
a structure system where teachers.
Speaker 3 (35:06):
We work with our.
Speaker 4 (35:07):
Unions, so in other words, we work with our Teachers' union,
our classified union to form committees to.
Speaker 3 (35:17):
Develop what is it that they need?
Speaker 4 (35:19):
Because even though I'm we're in leadership, sometimes we don't
a lot of times we don't ask the end.
Speaker 3 (35:25):
Users, the employees, what is it you guys need?
Speaker 4 (35:28):
So I remember saying, you know, we send out a
lot of surveys out talk to our employees what is
it you guys need? So out of that we developed
I'll give you leadership academies, classified academies. And then for
our teachers, I mean we have for new teachers, we
have developed onboarding those kinds of programs. I think one
(35:51):
of the things that I'm very proud of, besides all
those offerings, it's and it's a lot of work, and
we're constantly looking to improve, is that now we have
a facility that we can actually hold these trainings here
in our district offices.
Speaker 3 (36:09):
So several years.
Speaker 4 (36:10):
Ago in twenty nineteen, we bought some buildings out in
Colton nine hundred Washington A fifty Washington where those trainings
can be held. Before that, we had one room where
all the trainings were held and that just was not okay.
And so if you want to provide professional development right
(36:34):
an emphasized professional you need to have a professional environment
and facilities to do so.
Speaker 3 (36:40):
So we have that today. So it's happening.
Speaker 4 (36:44):
It continually gets improved and so but I'm very proud
because when you look at what we offer today, because
of the results of the Design Plan, we have a
plethora or just employees can select many opportunities for professional
(37:07):
development that was not offered in the past.
Speaker 6 (37:10):
Right And you know, I'm sorry to interrupt, but you know,
you bet because I have a passion for this. Through
the Design Plan, we've developed many other opportunities, working closely
with nonprofits, working closely with our new foundation, Tomorrow's Leaders Foundation,
which we give scholarships to our students, We work with
our teachers, we speaking about professional development. This is part
(37:34):
of the things that the Design Plan has brought forth
to our district is all these opportunities. You know, currently
I work with young visionaries from Outisan Bernardino, and you know,
working with them. Bringing opportunities from these nonprofits into our
school district is a big one and a big shout
out to Terrencetone and his team out there.
Speaker 3 (37:55):
Big shout out to them.
Speaker 4 (37:56):
But you know, the.
Speaker 6 (37:58):
Design Plan and it and it's like I said, it's
a design plan. So it's a plan that's going to
bring other entities, other opportunities to the district, like doctor
Miranda was.
Speaker 2 (38:08):
Saying, right, and so there's another initiative that's part of
this plan. So, doctor Miranda, Doctor Miranda, what was the
catalyst for establishing the Early Literacy Task Force and how
did those first meetings set the tone for its mission.
Speaker 4 (38:26):
I'll tell you, Uh, it's one of the cornerstones of
our design plan.
Speaker 3 (38:31):
Early literacy.
Speaker 4 (38:32):
We know that one that students if they read a
great level by the time they leave their great their
success levels increase exponentially. In other words, uh we our
goal is by third grade they should read that grade level.
And uh so students that the early literacy learned to
(38:54):
read and then after that they're reading to learn.
Speaker 3 (38:58):
And that's uh, you know, I got.
Speaker 4 (39:00):
To give credit to te Alejandra again because of what
a credit to career.
Speaker 3 (39:05):
Right, that's part of that. And so.
Speaker 4 (39:08):
It's a passion not only of mine, but of our board,
especially one of our board members, Miss berthda Flores, is
a former principal who said our students have to.
Speaker 3 (39:19):
Be able to read.
Speaker 4 (39:20):
I mean that's we take that for granted. Literacy today
is unacceptable. So really what happened that the earliest early
literacy task force started coming together, meaning up of experts,
you know, kindergarten teachers, elementary teachers, first grade teachers at
different levels coming together to formulate a plan, an action
(39:43):
plan to increase phonemic awareness, fluency, not to get all technical,
but to.
Speaker 3 (39:50):
Learn how to be able to read in.
Speaker 4 (39:53):
A fluent manner and then also reading comprehension. So those
are the two areas of big focus within So they
within the design plan see the design plan that what's
beautiful about it is that it's it's a you know,
you're able to adapt it, pivot, you can change it up.
Speaker 6 (40:13):
Uh.
Speaker 4 (40:14):
And the early Literacy task Fords used it as a
step piece don't if you will uh, and they came
up with their own uh literacy plan. So within the
design plan, there's other plans that exist, and they present
it actually to the board.
Speaker 3 (40:27):
They come together, Uh.
Speaker 4 (40:29):
They mean on a regular basis, uh perhaps uh at
least once a month two Uh. They go around the
classroom see what's working. And one of the two things
I'll mention they've they've brought in, for example, two incredible
programs our district, Haggarty and uh, uh, what's the other
(40:51):
program I'm thinking about. It's a phonemic program anyways, So
a couple of phonemic uh awareness programs to our district
that you see across the board.
Speaker 3 (41:00):
Letters.
Speaker 4 (41:01):
I forgot the program.
Speaker 3 (41:02):
It's called Letters.
Speaker 4 (41:03):
So all our early all our lower primary grades teachers
have been trained in what's called letters.
Speaker 3 (41:10):
Not all, but most of them have. So I don't
want to say all because.
Speaker 4 (41:15):
I know some people are going to say not all
of us yet, doctor Rennah, but uh, the majority have
been training letters, which is an incredible research based program anyways.
So without the literacy task for that would not have happened.
And you know what's what's incredible about it is teacher led.
It's not top down, it's actually coming from the middle,
(41:36):
if you will, And so there's a lot of buy
in and I get to see it in our classrooms
being implemented. So this was some of the things I
think that that I really stand out for meat today.
Speaker 2 (41:50):
That's terrific, mister Fuenttees. Earlier you mentioned a little bit
about the dual immersion program and how you wanted your
children to be a part of that. How did your
role as a trustee influence select, the selection or support
of a dual immersion program in your area.
Speaker 6 (42:11):
You know, when I first came to the district back
in two thousand and nine, they only had one school
with the dueling emerging program, which was our Grimes Elementary
School in Bloomington. And as I saw the program, and
I saw the success of it, how our students that
were in the dual program were doing better than the
students that were just learning one language. And it doesn't
(42:33):
mean that, you know, but the data shows that students
that were, you know, learning two languages were more up
there in their grades. I said, we need to look
at this more closely and see if we can implement
this in other elementary schools around our district. So with
my colleagues and the doctor Miranda, and I think back
(42:54):
then it was still Superintendent Jerry al Mandarz, and we
talked about, Hey, what can we do to expand this
program into our other schools. So we did talk about it.
We talked with the colleagues, we talked with the curriculum
directors and all of that, and we said, let's do this,
Let's move this on to other schools. And now currently
and then we had doctor Miranda come in as a
(43:16):
superintendent and we currently have it now I think in
three three schools, Zimmerman, Grand Terrace Elementary and Grimes Elementary,
and so we have it in three schools and hopefully
we'll have it in more schools as the years come on.
But the dually Emergion program is a very successful program
in our district so far. Sent Like I said, students
(43:39):
that are doing the dual Emerging program, their grades are higher.
They're learning two languages. They start in kindergarten with ten
ninety program, which means they learn ten percent English ninety
percent Spanish. And a lot of people will say, well
why ten percent English and ninety percent because this is
the way students learn as a listen and they speak
(44:01):
with each other. So the English we speak English every day.
Spanish is something that probably is being spoken at home.
So having them learn Spanish more than the English helps
them understand the English the Spanish language more so. This
is what I saw in my girls. So eventually when
(44:21):
they get to the first grade, they learned twenty eighty
and it goes like that thirty sixty, and then it
moves on like that. Eventually by grade, fourth and fifth grade.
They should be dominant in both English and Spanish, read
it and write it. And to me, it's been a
very successful program. And I know that for example, both
my girls have the Biliterate Seal for the State of
(44:42):
California on their diplomas, which is awesome to see. And
I know that's another thing in mister alejandri Baally really
really first pushed to have make sure that all of
our districts in the Inland Empire would work on that
biliterate seal. And so it's been a very successful program
even in our day district, and I think dual immersion
is going to be something that we're going to continue
(45:04):
and hopefully we can make this a multi language program
in our district.
Speaker 2 (45:10):
I completely agree dual immersion is so important, and I
have to say I've been blessed to have come up
with one hundred percent Spanish and one hundred percent English.
In fact, looking back, I would argue that my first
language was actually Spanish because my mother is from Mexico.
She was a Mexican immigrant, so of course my first
language was Spanish, and as I entered school, I learned
(45:32):
English and never once was confused as some parents would think, right,
your child will be confused. There's no confusion. The brain
knows the difference between English and Spanish. And yes, it
does enhance and assist with learning abilities and comprehension. So,
doctor Miranda, looking back, how did you communicate the year's
(45:53):
theme serving with Purpose together as one district to unite
staff and families from the outset?
Speaker 4 (46:02):
No, that, I'll tell you, well, it's been something that
I've been thinking about for over a year in terms
of not just the theme, but how we were going
to communicate this out branded, market, out and so so
about a year ago, we were thinking about this year's
theme and not what's going to bring everybody together in
(46:25):
our district, because we know there's a lot of healing
that's needed, a lot of things are going on in
our culture today, and we want our schools to be
oasis for our communities. We want to a community note
that we're here to serve them and we have a purpose.
And also I wanted to know I want to let
our employees know that every single one of them are valued.
Speaker 3 (46:48):
They're valued, and every.
Speaker 4 (46:49):
Single one in our district, all twenty four hundred and
employees have a purpose that it's not just a job,
it's a calling anyway. So I met with my team
and with my executive cabinet. We just talked about how
do we make it exciting for our community and our employees,
(47:11):
especially this year, and so we have a Mister fun
just mentioned the Tomorrow's Leaders Foundation. There's a Tomorrow's Leaders
Events team anyway, so they helped me put together this
incredible kickoff first ever in Colton joined Unifying at Grandhurst
High School on July thirtieth, when we brought all twenty
(47:34):
four hundred employees to the gym and had a giant
pep rally member of those high school pep rallies back
in the day, so we said, we're just gonna make
it rale raw raw. We invited all the employees. It
was just an incredible effort. We had DJs, we had
(47:56):
dance contests. It was just huge. We gave shirts to
every single employee in our district. We notified our parents
of this, even though parents were not invited to this
one event because it was employees, they were made aware
of what our theme was.
Speaker 3 (48:15):
So I think it was a huge success.
Speaker 4 (48:17):
And know mister point this was there.
Speaker 3 (48:20):
I think he was doing.
Speaker 4 (48:22):
Several songs out there danzing having fun and what I
like to call a peak moment. But it was, it
was huge, It was big. It was a great way
to start the school year. I think people felt energized.
You saw the You see one thing that our district
is pretty big. Employees from one side or in one
(48:43):
school don't get to Eversea's employees or people from the
other schools. It's hardly hardly that that's never happened since
I've been here. So this was an opportunity to come
together as one team to show the community that we uh,
(49:03):
we have their backs and that we're gonna We're gonna
do everything we can this year to ensure that three
kids get the best education possible. So very proud. UH
team out for a lot of work, a lot of work,
but it was more than worth it. And you know,
again UH being purpose minded, we're here to ensure every
(49:26):
student gets the best education in the world, and every
kid deserves that and every this No matter what you
do in this district, you make a difference. And if
you don't believe that, come talk to me and I'll
make sure that you you hear from me that you
do make a difference.
Speaker 2 (49:44):
So, doctor Miranda, as you look forward, last question, how
do you envision the continued evolution of the design plans
pillars to serve students and staff in the years ahead. Briefly,
we have a minute.
Speaker 4 (49:57):
You know, I have to mention this achievement, equity and illness.
Our our our is the vision, Uh I see in
in five years this district being the top in the
Inland Empire. Uh number one. Uh sorry other districts, but
this is this is number one. And so the design
(50:17):
plan is a fluid document. It's it's uh, we have
to pivot. Uh sometimes we go down the road, but
we have to make changes to it every year with
in fact, I have strategic meanings to make changes.
Speaker 3 (50:30):
So what I see is imagine this.
Speaker 4 (50:33):
Culting enjoin unified five years ring number one, the i
e with one hundred percent of our students graduated from
high school. Uh and meaning that needs all of our
students and that our parents believe that we've done our
best to meet the meet their needs to.
Speaker 2 (50:49):
Perfect Doctor Miranda, mister funt Taste, thank you so much
for sharing your work. You're inspiring leadership and creating a
road map to six US healthy competition is a great thing,
so I hope you reach your goals. Doctor Miranda and
mister Fontezan for everybody listening today, don't forget to find
(51:09):
us on Facebook, YouTube, LinkedIn, and Instagram. Check us out
on SCBR talk dot com. Don't miss my conversation with
Jesse armanderis San Berdandino County Supervisor for District two who
is a dynamic leader and lifelong resident. Deeply committed to
his community. Rising from humble beginnings pressure washing trucks at
(51:29):
sixteen to building a successful business, Jesse embody's hard work
and perseverance. Elected to the Board of Supervisors in twenty
twenty two, He's made a significant impact through roles on
the Fontana City Council, Planning Commission, and school Board. Jesse
champions job creation, economic growth, and educational access, inspiring others
(51:51):
through his dedication to service and family values. Next week
we will have Sheriff Chad Bianco, who's his life is
defined by integrity, perseverance, and service. Raised with strong values
as the eldest of three in a small mining town,
he began his law enforcement journey after moving to California
(52:11):
in nineteen eighty nine, graduating at the top of his
class from the San Bernardino Sheriff's Academy. Over thirty one
years with the Riverside County Sheriff's Department, Bianco became a
trusted leader, stabilizing budgets and rebuilding partnerships as sheriff while
championing public safety reform rooted in practical law. You do
(52:32):
not want to miss it. We will see you all
next week.
Welcome to k MET fourteen ninety AM, ABC News Radio
and the Southern California Business Report with Evett Walker, a
show dedicated to highlighting successful Southern California businesses and the
people behind them.
Speaker 2 (00:19):
Welcome and thank you for joining Southern California Business Report
on ABC News and talks k MET fourteen ninety AM,
ninety eight point one FM and km ET TV. I'm
Evette Walker, live blasting our signal from the center of
Southern California, serving a population of over twenty five million.
Get us crystal clear and on demand by downloading the
(00:40):
free live streaming app on Google Play and the Apple
App Store. As always, a huge shout out to the
team Mitch Bill and Sean I love you guys, and
to our special advisory committee that can be found at
www dot scbr talk dot com Forward Slash Advisory Committee.
(01:02):
Click on the link and learn about the incredible leaders
doing the work and is always. I am extremely proud
and thrilled to introduce doctor Frank Miranda, Superintendent of Coleton
Joint Unified School District since twenty twenty. He is a
transformative leader with over twenty one years of educational leadership,
(01:24):
rising through the District as Assistant Superintendent, Director of Human
Resources and Principle. He is renowned for visionary strategy and execution.
Doctor Miranda holds a finance degree from cal Poly Pomona,
a master's in education from National University, and a doctorate
from the University of Laverne. As a mentor and dissertation
(01:45):
committee member, he advances educational excellence. Recognized for volunteerism and innovation,
Doctor Miranda, alongside his wife Carol and son Matthew, enriches
his community with unwavering dedication. Israel Fuente is a visionary
leader whose twenty six year career spans public relations, marketing,
(02:05):
and community development. A University of Phoenix alumnus, Fuentes has
shaped projects and outreach programs across San Bernardino County, earning
high honors like Parent of the Year for CABE in
twenty thirteen and the Distinguished Gentleman Award. His leadership includes
service as interim pastor, board director, and a decade long
(02:28):
Municipal Advisory Council member. As a former volunteer commander for
the Sheriff's Department, Fuentez champions public service. Married to Adriana
for twenty two years, with two college bound daughters. He
continues to uplift to his community with passion and a
wavering commitment. Doctor Miranda, mister Fuentees, thank you so much
(02:51):
for being with us here today.
Speaker 3 (02:53):
Awesome.
Speaker 4 (02:53):
Thank you for having us absolutely and it's great to
be here. Thank You're on mute Sunds.
Speaker 2 (02:59):
Wonderful. So, you know, one of the first questions that
I enjoy asking all of my guests is, mister doctor Miranda,
please share with us what it was that inspired you
to pursue career in education now becoming the superintendent of
(03:22):
cult Joint Unified School District.
Speaker 4 (03:26):
Thank you that it's great to be here. What inspired me?
I mean, there's so many things, but I'll tell you coming.
I think number one from immigrant parents who didn't have
a whole lot. My parents immigrated here in the seventies
actually probably the late sixties that I think of it,
and they came here seeking a better opportunity here in
(03:47):
the United States for their children. So I am about
of five of number four and so actually more like
seven of us, but five that I grew up together.
And so they came here looking for a better life,
and I think and just them coming here to provide
(04:12):
us opportunities that didn't have going to school. Both my
prints only have a elementary education up to sixth grade,
so they pushed hard on us when I grew up,
and so I think early on, I just felt that education.
Speaker 3 (04:30):
I loved school.
Speaker 4 (04:31):
I got in trouble early on in kindergarten, but I
love school. My parents said, I love reading, and I
always felt that I was good at it too. So
as I moved forward in my career and just started
to think about what I wanted to do in the
future and life. Even though education was not my first
(04:52):
career choice. I wanted to get a business degree, which
I did, but after realizing and tutoring kids and seeing
the impact I've made, eventually I got a job for
the Ali County Office of Education as a Migrant need tutor,
tutoring migrant students, and after that it really inspired me
(05:13):
down the road to seek a career in education and
help our most marginalized populations, like our migrant students. And
so fell in love with a career once I started.
I became a teacher, and I just fell in love.
And I'll tell you when people tell me you can't
do something like I remember one of my teachers said,
(05:34):
you struggle at math, but it's funny end up becoming
a math teacher because I just felt like, you know, hey,
somebody tells me you can't do it, I'm gonna do it.
Speaker 3 (05:45):
And yeah.
Speaker 4 (05:46):
So it's really the early foundation.
Speaker 5 (05:50):
And just.
Speaker 4 (05:52):
For my parents and some teachers. So that's really why
I got into education.
Speaker 2 (05:58):
Well, same questions you, mister Funtes. Please share what it
is that inspired you to pursue a career in education.
Now becoming the trustee for the number one of the
Colton Joint Unified School District.
Speaker 6 (06:21):
The inspiration, I think the inspiration is this some feedback.
Can you hear the feedback?
Speaker 2 (06:28):
We hear a little bit of feedback yet okay, okay,
you want to lower your value along.
Speaker 6 (06:36):
I apologize for that.
Speaker 2 (06:38):
I understand you're both having the meeting in the same room,
which can cause a little bit of issues, but I
know will work around it. So share what it is
that inspired you to pursue a career in education, mister Fontees.
Speaker 6 (06:53):
You know, the inspiration was my two daughters. I wanted
them to have the best education they could when we
moved out to the area the Inland Empire, I told
my wife, I want to make sure that my daughters
have the education they need. I want my daughters to learn.
And when we came to Colton Joint Unified School District
back in two thousand and nine, my youngest was I
(07:15):
think three years old. She was in preschool and my
oldest was in first grade and walking into the school
reception area, the principal comes up to me and says,
would you like to have your children be part of
the dual immersion program? And I asked them what is
the dually emersion program? And so he told us it
(07:35):
was learning to speak English and Spanish at the same time.
And the inspiration was I wanted them to do that.
I wanted my daughters to speak write it, and read it.
And the big inspiration was them, you know, coming in
into the district. And while I was in the district,
I became school site school Site school site, part of
(07:57):
the school site Council, the d try to be one
of those parents. I was out there trying to work,
trying to do the best things that we could for
our students, and I remember someone reaching out to me
and asking me, mister Fuentez, do you do a lot
for the community have you ever thought about running for
school board? And I said, you know, that's a great idea,
(08:18):
but I don't have the funding for you. He said,
don't worry about that, and I remember she actually she said,
I'll take care of that if you're willing to do
to run for school board. So eventually, in twenty eighteen,
I did run for school board and I did win
the seat. And so I continue to inspire the students.
(08:38):
I continue to work with the students. I continue to
inspire many many kids, work alongside the superintendent, along my
other colleagues that are on the board, to make sure
that we inspire these students to have a successful life,
to have, you know, to be able to learn to read,
to have the quality that they need to work in
(08:59):
the jobs that are available today. You know, the job
market is totally different. So if we can inspire them
to succeed while they're in a school, you know, high school,
elementary school, middle school, we have done our job. And
I think I've done my job, and I'll continue to
do my job to continue to inspire them. Both my
(09:19):
girls are in college right now. They're doing great. I
got one that's doing the nursing program. The other one
is studying kinesiology and so they're doing great, So I
think the inspiration is there.
Speaker 2 (09:31):
Well, those are both motivating and uplifting stories that are
very common stories that you hear from residents and members
of the community from throughout southern California, right and particularly
in the Inland Empire, which is what is in so inspiring. Right,
So coming from a journey of humble beginnings or just
(09:52):
wanting to make that impact, or being able to give
to others what you did not have growing up and
you maybe wished you had, like access to these educational
opportunities and resources, I think is one of the most
inspiring parts of the conversations that we had, you know.
With that said, recently, just a few days ago, Superintendent
(10:16):
ted Alejandre announced that he will not be seeking re election, which,
for I think many of us came out of left field.
So before we move on with our discussion, let's just
share a few words or reactions to this news, because,
as far as I'm concerned, mister Alejandre has set such
(10:37):
a high bar of innovation, vision, dedication, and discipline to
follow through for all of our students in San Bernardino County.
So those are going to be some very big shoes
to fill. But doctor Miranda, please share some of your
insight and feedback to the news that you recently heard
as well.
Speaker 4 (11:00):
To be frank with you, I'm still in shock, to
be honest with you, on Friday when I got the
email from Ted that he was not going to run again,
Miss Alexandre, I was a little bit in shocked, and
honestly I was like, please say it is so because
Ted has been an amazing county superintendent over the last
(11:22):
ten years at least, he's what's what a leader do
we have in our county and like no other that
leads with I tell you humility and don't get me wrong,
Ted is very confident and he's been a strong leader
of a county and very decisive and what he believes
(11:43):
in and what he focused on with his literacy approach
from the cradle to career, which has been a big
vision of his. So that's been a huge in our
county and so many things that he's done for us.
It's a huge loss for our county because of his
background and you know, I'll tell you personally, Ted, he
(12:06):
and I have a very similar background.
Speaker 3 (12:08):
We're both.
Speaker 4 (12:10):
Schools to get not together. He was a principal of
Ramona los Adele and Samuel's unifier where I worked there
as an assistant principal. He was at Serrouno Middle School.
I worked there. He was a chief business official, which
I've been a chief business official, so I have a
personal connection with him. On top of what he's done
with leadership, the lasting I'll say is that there is
(12:32):
no one in the county that is led with more
integrity than he has. And anybody can can criticize leadership
and and Ted and miss Andre, but you cannot criticize
he's led with integrity. I know he's done an incredible job.
And again I'm sad for us, not for him, because
(12:56):
I know that his why, Barb is waiting for him
so they can travel the world and do the wonderful
things and be with their beautiful children, you know, their
growing up children. So but we're just to be able
to work with a gentleman like him, with the leads,
with the humility, it has been been awesome and you
(13:16):
know so uh yeah, it's it's huge for.
Speaker 2 (13:18):
Us, right right. And what is something that struck you
about this recent announcement?
Speaker 6 (13:30):
You know well said from Frank. He is a very
humble man. To me. Uh, He's always had that passion
for the kids to succeed. Every time I've seen him
talk to students and share with students, and it's just
his passion that he said, it just flows out of him.
Speaker 3 (13:49):
You know. I've had my conversations with him.
Speaker 6 (13:51):
I've sat down with him, and he's very passionate, very
humble when he speaks to you, and he'll tell you
straight up, you know this will work, this doesn't work.
And I like that, And I think a county superintendent
like Ted, It's going to be hard to fill his shoes.
I'll tell you that right now, because he's he's like
you said, he's brought it to the higher level of education,
(14:13):
crail to career, but in the high level of trying
to make sure that these students do succeed when they
graduate from high school, even through career, technical education, through
the pathways that we have in our high schools and stuff.
He wants to see every student succeed.
Speaker 2 (14:31):
Absolutely, And you know, he has earned the county so
many national awards for education that just make very true
students and the parents so incredibly proud, and not all
of them may know it or be aware of it,
but it's absolutely true. Samartino County Superintendent Schools is an
award winning organization that oversees even the Colton Joint Unified
(14:57):
School District as well. So seeing him depart like this is,
like you said, doctor Miranda, it's bittersweet, right, because it's
going to be very difficult to fill those shoes. But
of course, his beautiful wife Barbara and his family are
I'm sure waiting and thrilled to actually have time to
spend with him because he has been so immersed in
(15:17):
his work. Everywhere you look, he is engaged with the students,
with the faculty, with team members, everybody to ensure that
the vision is coming to life. And he's going to
be absolutely missed. And in fact, mister Fuantes, that is
where we met.
Speaker 3 (15:33):
We met at.
Speaker 2 (15:34):
One of his student panels. Has spent fellow panelists to
hear students tell us what they want to see in
their schools, and that was very impactful. That was something
he brought in as well. So it's just it's going
to be a tremendous loss for the county. I'm excited
for for whoever comes next, because they're going to have
(15:55):
a tall order to fill. But yeah, it was very
shocking and very surprising to hear that he was not
going to seek reelection. But with that said, we'll move
on and we're going to focus on some of the
objectives that Culton Joint Unified Visions and Design Plan has
in store. So we'll start with you, doctor Miranda, reflecting
(16:19):
on the inception of Cult Joint Unified's Big and Design Plan,
what core needs or challenges inspired its creation.
Speaker 3 (16:31):
Yes, well, I'll tell you.
Speaker 6 (16:33):
So.
Speaker 4 (16:34):
This is my six year superintendent, and I tell this
story because I love this story. In twenty nineteen, I
was invited to Joe Baca Middle School for a meeting.
I was a chief business official for the district and
I didn't really understand what the meeting was about, or
didn't really know. Anyways, I get to the meeting and
I started hearing about a design plan about contextual analysis,
(16:58):
kind of rethinking the way our district is not doing
business but the way teaching and learning is happening because
that's what we do, teach and students learn. And so
I left the meeting kind of thinking, hmm, well, I'm
the business guy, how are we going to pay for this? Right,
not realizing though that I was going to be the superintendent.
(17:20):
I was going to make this happen.
Speaker 3 (17:22):
And so.
Speaker 4 (17:25):
Here comes you know now, really in January of twenty
twenty when I started. That's when we started this advisory
made up of stakeholders in the community or community partners.
There was a lot of people and misrepuentives was there
from the very beginning, and we really started looking at
(17:45):
our values, our beliefs and those kinds of things. We
didn't really have a vision or any kind of strategic
plan in our district. We had one many many years ago.
This is my eighteenth year in cold and so I've
been around here for a little bit, not too long,
and so anyway, so it was really the challenge that
(18:09):
our systems really need alignment. So everybody's doing something different,
everybody's doing some great thing, was doing great things, but
it wasn't any kind of alignment what we call coherence
in the systems. You know, we hire great people, so
but we had a lot of systems issues and so
we really started thinking about our systems and what do
(18:30):
we want to be down in the future, in other words,
to think about our vision, think about what the mission
is so we really identified the thinking that we got
to think different. The COLT in a way is not
necessarily about thing, but we got to think about the
future of our students, mister pontstalks about career technical led
(18:50):
preparing them for really those jobs that don't exist, that exist,
that are not here to right now, but are going
to exist down the road, you know, artificial intelligence, those
kinds of things was already starting to come out prepared
to kids because not every student wants to go to
school a four year school. Some students want to get
(19:13):
a certification they like, they want to become a welder,
perhaps veterinarian, a CNA, or a nurse, clinical nurse and
things like that. So we knew that we had to
pivot and rethink the way we're educating our kids who
are in Coulton. So the design plan was really about
(19:34):
providing not just opportunities for the students who want to
go to a four year college, but also for that
want a career technical education. One of the big things
is really it's mindset is saying, look, believing that all
students and I'll repeat that again, all students can learn,
whether they're students with special needs or other I would say, uh,
(20:00):
disabilities or anything like that, but but it's that belief
that all students can learn and that have a gift
and it's our job to identify that gift and pull
that gift out of the students.
Speaker 3 (20:11):
So anyway, so we.
Speaker 4 (20:13):
Started working with NCEE AH and so we uh we
really spend a lot of time doing research on what
high performance systems do across the world, and then we
focused on three identifying uh three pillars professionalism, UH, professional development,
and equity. The idea that professional development we have to
(20:35):
get better as professionals and continue to grow uh and
always be uh have professional at the forefront, and in
equity meeting the needs of all our students h we UH.
So we've done a lot of work. We have a
lot of we have task force, like I've mentioned one
the early Literacy task Force. We have dual immersion UH,
(20:59):
and so there's an advisory that advises the superintendent and
myself and my team, and then we obviously bring policy
decisions to the school board. That's why they're there to
make those decisions. So that's been over a five year
journey and it's actually we're starting to see a lot
(21:21):
of growth in those areas. You see our graduation rates
going on to the highest.
Speaker 3 (21:27):
They've ever been in cold ten.
Speaker 4 (21:28):
You're starting to see more i think people changing mindset
and believing that all students can learn. And so that's
why I'm proud of the work that.
Speaker 3 (21:38):
We're doing.
Speaker 4 (21:40):
For our kids here and this year, last thing I'll
mention is that, well, I'll just say this that out
of that, we identified our goals for the district ten ten,
ninety five ninety five, which is ten percent in christ
in English language arts, ten percent in math, and ninety
five ten rates and I nine graduation rates. So there's
(22:03):
a really high standards here. Our rigors is increasing. Uh,
there's still a lot of work to do, but those
are some of the areas there. I mean, I can
go on and on, because this has been the heart
of the work here in Colton for the last five
years that we're really proud of. So so and again,
(22:25):
I think our most marginalized students who for example, African
American kids who get suspended, our special ed students, our
English language learners, We've put a lot of intervention in
places in place for them so that they can achieve
out high levels too. So and yeah, so that that really,
(22:49):
honestly is another show kind of what what's what's going
on here Colton and some of the the challenges. So
then I hope that helps.
Speaker 2 (23:01):
Yes, it certainly does help. And as you mentioned, it's
important to identify those pillars and create that those priorities
for the cult Joint Unified School District, and it's great
that you were able to establish those given the fact
that they did not exist for an extended period of time.
So thank you for your leadership in establishing those because
(23:24):
as we know, if you don't have a target, what
are you going to hit?
Speaker 6 (23:27):
Right?
Speaker 2 (23:28):
If you don't have a map, how are you going
to get there? So we are coming up on a
break and I'm going to follow up with you after
the break, mister Funtes, So with everybody listening today, evat
Walker with ABC News and Talks Southern California Business Report
here with doctor Frank Miranda, Superintendent of Colt Joint Unified
(23:48):
School District. Doctor Miranda champions educational excellence and innovation, mentoring
the next generation. Mister Fuontes is renowned for his impact
in public relations and community development. Is lauded for his
outreach and dedication together the embodied integrity, inspire purpose and
elevate their community, setting a gold standard for public service
(24:11):
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Speaker 2 (27:59):
Welcome back everyone on Evette Walker with ABC News and
Talks Southern California Business Report. Here today with doctor Frank Miranda,
Superintendent of cult Joint Unified School District. Doctor Miranda champions
educational excellence and innovation, mentoring the next generation point This
renowned for his impact in public relations and community development,
(28:21):
is lauded for his outreach and dedication. Together, they embody integrity,
inspire purpose, and elevate their community, setting a gold standard
for public service and transformative stewardship. Thank you both so
much for being with us here today.
Speaker 7 (28:37):
Thank you, thank you so.
Speaker 2 (28:40):
Prior to the break, we were having a conversation about
Coulton Joint Unified's vision and design plan, and doctor Miranda
spoke to that very fully. So, mister fonte Is, as
a trustee, what were your first impressions when you reviewed
the initial drafts of the vision and design plan.
Speaker 6 (29:02):
You know, Yvett, I was part of that team of
the design plan and as we were doing this and
the process was it was tedious. Why because it happened
during COVID. This process was supposed to take us a
year to do and it ended up taking us almost
three years to come up with this plan. So we
had to go on zoom meetings, We had to do
(29:24):
a lot of mail and email and all of that stuff.
But you know something, the final draft was perfect. We
looked at the vision, we looked at the design plan,
we looked at what the goals were going to be.
We came up with the team of teachers and advocates
from the community and we looked at everything. We said,
(29:45):
this is perfect.
Speaker 3 (29:46):
I mean, we looked at the vision.
Speaker 6 (29:48):
We revised the vision so many times a mission. We
revised it so many times because we wanted to bring
it to the table, bring it to the school board
and say this is the final draft, this is what
we want for our school district. This is the goal
we want, as Octin Miranda mentioned, you know, our goal
is for our students to strive and succeed and to
(30:08):
have that success in life. We want our students to
not just go to a college, but if they want
to go to a certification, they want to do some
type of technical school, career tech, any of that that
was open for.
Speaker 3 (30:20):
Them to do.
Speaker 6 (30:22):
And so the goal was making sure that our vision
and our mission had that written in it. But we
also wanted family engagement part of it too, because the
goal of it is for our families to be involved
in this too. As their student goes to school, they
grow up, they learned. We wanted our families to be
(30:43):
part of this. So when all of this was brought
to us and we looked at it and we saw
the final draft, we said, this is perfect. It came
to the board, we approved it, and now we're seeing
the fruits of what this design plan is this year
we are every year now, I think since last year
(31:03):
we've started to give our yearly school year a theme.
So this year we're doing a serving with purpose together
as one district. And I think last year, what was it,
doctor Miranda, if you can remind me remember last year's absolutely.
Speaker 3 (31:24):
Last year. Yes, I'm going to go back a Europe
now for.
Speaker 6 (31:27):
Now, but I know I kind of we're black, dude,
but I apologize for that.
Speaker 4 (31:31):
Yeah, it's good with Swing for Success, Yes, swing for success.
Speaker 6 (31:34):
So everything has to do with our design plan, everything
that we we all our themes, all the stuff we
get everybody hyped up. You can say, every school district
does every school site excuse me, does something according to
the theme, the high schools and middle schools and all that.
And we've seen the success. You know, he talked about
(31:55):
the ten the ten percent increase in the in our
English learner English learners arts, ten percent increase in math,
ninety five percent increase in our tennis rates, and ninety
five percent graduation rates. So this is the goal. Now
that we have something implemented like the design Plan, I
can see how our students are succeeding. Yes, there's challenges here.
(32:20):
There will always be challenges. Why because in the world
that we live in, there always has to be something
and so we'll never be perfect. But you know, we're
striving to do that. We're striving to be good, to
do it better. One of the things that I do
when I sign in my I don't know if you've
got an opportunity to see that event. But where average
(32:40):
is no longer enough, We don't want our students to
be average. We want our students to succeed. We want
our students to become that lawyer. We want that student
to become that law enforcement officer. We want our students
to become that CNA that are in at LBN. We
want our students to become that paramedic. Why because we
(33:01):
want them to succeed. Like doctor Miranda also said, we
don't know what the jobs of the future are, the
jobs of tomorrow are going to be. We want them
to start learning about that today so that when those
jobs open up, they're ready to go. A lot of
times we tend to stay behind, you know a lot
of things that happen in the world. But today, through
(33:23):
our design plan, we're trying to make sure that our
students succeed.
Speaker 2 (33:27):
Well, that's inspiring that you came up with the design
plan with an eye on the future and what the
students of today are going to need for careers of tomorrow.
Doctor Miranda, can you describe the initial steps taken to
foster professional development across the district and how those shaped
(33:49):
subsequent initiatives.
Speaker 4 (33:52):
Sure you know, like I said, I've been in this
district for eighteen years, so I've seen it where it
started many many years ago, when I have started a
year as a principal, and where it's at today, and
part of in our design plan we have actual actionable steps,
(34:12):
so it's not just goals, but actual steps we need
to take to make, you know, professional development happen. One
of the things I do want to mention though, is
that it's not just the design plan is a living document,
but it just doesn't you know, their words on there.
(34:33):
So we have got to develop tools, programs and get
the right people to make those things happen. And through
the efforts of our educational services team. We have an
amazing director, Jodah Murphy, who's responsible for a lot of
the work that we're doing in our district here in
terms of professional development, so we have a Lootle which
(34:55):
is a program online program where teachers go and employees
go to get a lot of professional development. But it's
a structure system where teachers.
Speaker 3 (35:06):
We work with our.
Speaker 4 (35:07):
Unions, so in other words, we work with our Teachers' union,
our classified union to form committees to.
Speaker 3 (35:17):
Develop what is it that they need?
Speaker 4 (35:19):
Because even though I'm we're in leadership, sometimes we don't
a lot of times we don't ask the end.
Speaker 3 (35:25):
Users, the employees, what is it you guys need?
Speaker 4 (35:28):
So I remember saying, you know, we send out a
lot of surveys out talk to our employees what is
it you guys need? So out of that we developed
I'll give you leadership academies, classified academies. And then for
our teachers, I mean we have for new teachers, we
have developed onboarding those kinds of programs. I think one
(35:51):
of the things that I'm very proud of, besides all
those offerings, it's and it's a lot of work, and
we're constantly looking to improve, is that now we have
a facility that we can actually hold these trainings here
in our district offices.
Speaker 3 (36:09):
So several years.
Speaker 4 (36:10):
Ago in twenty nineteen, we bought some buildings out in
Colton nine hundred Washington A fifty Washington where those trainings
can be held. Before that, we had one room where
all the trainings were held and that just was not okay.
And so if you want to provide professional development right
(36:34):
an emphasized professional you need to have a professional environment
and facilities to do so.
Speaker 3 (36:40):
So we have that today. So it's happening.
Speaker 4 (36:44):
It continually gets improved and so but I'm very proud
because when you look at what we offer today, because
of the results of the Design Plan, we have a
plethora or just employees can select many opportunities for professional
(37:07):
development that was not offered in the past.
Speaker 6 (37:10):
Right And you know, I'm sorry to interrupt, but you know,
you bet because I have a passion for this. Through
the Design Plan, we've developed many other opportunities, working closely
with nonprofits, working closely with our new foundation, Tomorrow's Leaders Foundation,
which we give scholarships to our students, We work with
our teachers, we speaking about professional development. This is part
(37:34):
of the things that the Design Plan has brought forth
to our district is all these opportunities. You know, currently
I work with young visionaries from Outisan Bernardino, and you know,
working with them. Bringing opportunities from these nonprofits into our
school district is a big one and a big shout
out to Terrencetone and his team out there.
Speaker 3 (37:55):
Big shout out to them.
Speaker 4 (37:56):
But you know, the.
Speaker 6 (37:58):
Design Plan and it and it's like I said, it's
a design plan. So it's a plan that's going to
bring other entities, other opportunities to the district, like doctor
Miranda was.
Speaker 2 (38:08):
Saying, right, and so there's another initiative that's part of
this plan. So, doctor Miranda, Doctor Miranda, what was the
catalyst for establishing the Early Literacy Task Force and how
did those first meetings set the tone for its mission.
Speaker 4 (38:26):
I'll tell you, Uh, it's one of the cornerstones of
our design plan.
Speaker 3 (38:31):
Early literacy.
Speaker 4 (38:32):
We know that one that students if they read a
great level by the time they leave their great their
success levels increase exponentially. In other words, uh we our
goal is by third grade they should read that grade level.
And uh so students that the early literacy learned to
(38:54):
read and then after that they're reading to learn.
Speaker 3 (38:58):
And that's uh, you know, I got.
Speaker 4 (39:00):
To give credit to te Alejandra again because of what
a credit to career.
Speaker 3 (39:05):
Right, that's part of that. And so.
Speaker 4 (39:08):
It's a passion not only of mine, but of our board,
especially one of our board members, Miss berthda Flores, is
a former principal who said our students have to.
Speaker 3 (39:19):
Be able to read.
Speaker 4 (39:20):
I mean that's we take that for granted. Literacy today
is unacceptable. So really what happened that the earliest early
literacy task force started coming together, meaning up of experts,
you know, kindergarten teachers, elementary teachers, first grade teachers at
different levels coming together to formulate a plan, an action
(39:43):
plan to increase phonemic awareness, fluency, not to get all technical,
but to.
Speaker 3 (39:50):
Learn how to be able to read in.
Speaker 4 (39:53):
A fluent manner and then also reading comprehension. So those
are the two areas of big focus within So they
within the design plan see the design plan that what's
beautiful about it is that it's it's a you know,
you're able to adapt it, pivot, you can change it up.
Speaker 6 (40:13):
Uh.
Speaker 4 (40:14):
And the early Literacy task Fords used it as a
step piece don't if you will uh, and they came
up with their own uh literacy plan. So within the
design plan, there's other plans that exist, and they present
it actually to the board.
Speaker 3 (40:27):
They come together, Uh.
Speaker 4 (40:29):
They mean on a regular basis, uh perhaps uh at
least once a month two Uh. They go around the
classroom see what's working. And one of the two things
I'll mention they've they've brought in, for example, two incredible
programs our district, Haggarty and uh, uh, what's the other
(40:51):
program I'm thinking about. It's a phonemic program anyways, So
a couple of phonemic uh awareness programs to our district
that you see across the board.
Speaker 3 (41:00):
Letters.
Speaker 4 (41:01):
I forgot the program.
Speaker 3 (41:02):
It's called Letters.
Speaker 4 (41:03):
So all our early all our lower primary grades teachers
have been trained in what's called letters.
Speaker 3 (41:10):
Not all, but most of them have. So I don't
want to say all because.
Speaker 4 (41:15):
I know some people are going to say not all
of us yet, doctor Rennah, but uh, the majority have
been training letters, which is an incredible research based program anyways.
So without the literacy task for that would not have happened.
And you know what's what's incredible about it is teacher led.
It's not top down, it's actually coming from the middle,
(41:36):
if you will, And so there's a lot of buy
in and I get to see it in our classrooms
being implemented. So this was some of the things I
think that that I really stand out for meat today.
Speaker 2 (41:50):
That's terrific, mister Fuenttees. Earlier you mentioned a little bit
about the dual immersion program and how you wanted your
children to be a part of that. How did your
role as a trustee influence select, the selection or support
of a dual immersion program in your area.
Speaker 6 (42:11):
You know, when I first came to the district back
in two thousand and nine, they only had one school
with the dueling emerging program, which was our Grimes Elementary
School in Bloomington. And as I saw the program, and
I saw the success of it, how our students that
were in the dual program were doing better than the
students that were just learning one language. And it doesn't
(42:33):
mean that, you know, but the data shows that students
that were, you know, learning two languages were more up
there in their grades. I said, we need to look
at this more closely and see if we can implement
this in other elementary schools around our district. So with
my colleagues and the doctor Miranda, and I think back
(42:54):
then it was still Superintendent Jerry al Mandarz, and we
talked about, Hey, what can we do to expand this
program into our other schools. So we did talk about it.
We talked with the colleagues, we talked with the curriculum
directors and all of that, and we said, let's do this,
Let's move this on to other schools. And now currently
and then we had doctor Miranda come in as a
(43:16):
superintendent and we currently have it now I think in
three three schools, Zimmerman, Grand Terrace Elementary and Grimes Elementary,
and so we have it in three schools and hopefully
we'll have it in more schools as the years come on.
But the dually Emergion program is a very successful program
in our district so far. Sent Like I said, students
(43:39):
that are doing the dual Emerging program, their grades are higher.
They're learning two languages. They start in kindergarten with ten
ninety program, which means they learn ten percent English ninety
percent Spanish. And a lot of people will say, well
why ten percent English and ninety percent because this is
the way students learn as a listen and they speak
(44:01):
with each other. So the English we speak English every day.
Spanish is something that probably is being spoken at home.
So having them learn Spanish more than the English helps
them understand the English the Spanish language more so. This
is what I saw in my girls. So eventually when
(44:21):
they get to the first grade, they learned twenty eighty
and it goes like that thirty sixty, and then it
moves on like that. Eventually by grade, fourth and fifth grade.
They should be dominant in both English and Spanish, read
it and write it. And to me, it's been a
very successful program. And I know that for example, both
my girls have the Biliterate Seal for the State of
(44:42):
California on their diplomas, which is awesome to see. And
I know that's another thing in mister alejandri Baally really
really first pushed to have make sure that all of
our districts in the Inland Empire would work on that
biliterate seal. And so it's been a very successful program
even in our day district, and I think dual immersion
is going to be something that we're going to continue
(45:04):
and hopefully we can make this a multi language program
in our district.
Speaker 2 (45:10):
I completely agree dual immersion is so important, and I
have to say I've been blessed to have come up
with one hundred percent Spanish and one hundred percent English.
In fact, looking back, I would argue that my first
language was actually Spanish because my mother is from Mexico.
She was a Mexican immigrant, so of course my first
language was Spanish, and as I entered school, I learned
(45:32):
English and never once was confused as some parents would think, right,
your child will be confused. There's no confusion. The brain
knows the difference between English and Spanish. And yes, it
does enhance and assist with learning abilities and comprehension. So,
doctor Miranda, looking back, how did you communicate the year's
(45:53):
theme serving with Purpose together as one district to unite
staff and families from the outset?
Speaker 4 (46:02):
No, that, I'll tell you, well, it's been something that
I've been thinking about for over a year in terms
of not just the theme, but how we were going
to communicate this out branded, market, out and so so
about a year ago, we were thinking about this year's
theme and not what's going to bring everybody together in
(46:25):
our district, because we know there's a lot of healing
that's needed, a lot of things are going on in
our culture today, and we want our schools to be
oasis for our communities. We want to a community note
that we're here to serve them and we have a purpose.
And also I wanted to know I want to let
our employees know that every single one of them are valued.
Speaker 3 (46:48):
They're valued, and every.
Speaker 4 (46:49):
Single one in our district, all twenty four hundred and
employees have a purpose that it's not just a job,
it's a calling anyway. So I met with my team
and with my executive cabinet. We just talked about how
do we make it exciting for our community and our employees,
(47:11):
especially this year, and so we have a Mister fun
just mentioned the Tomorrow's Leaders Foundation. There's a Tomorrow's Leaders
Events team anyway, so they helped me put together this
incredible kickoff first ever in Colton joined Unifying at Grandhurst
High School on July thirtieth, when we brought all twenty
(47:34):
four hundred employees to the gym and had a giant
pep rally member of those high school pep rallies back
in the day, so we said, we're just gonna make
it rale raw raw. We invited all the employees. It
was just an incredible effort. We had DJs, we had
(47:56):
dance contests. It was just huge. We gave shirts to
every single employee in our district. We notified our parents
of this, even though parents were not invited to this
one event because it was employees, they were made aware
of what our theme was.
Speaker 3 (48:15):
So I think it was a huge success.
Speaker 4 (48:17):
And know mister point this was there.
Speaker 3 (48:20):
I think he was doing.
Speaker 4 (48:22):
Several songs out there danzing having fun and what I
like to call a peak moment. But it was, it
was huge, It was big. It was a great way
to start the school year. I think people felt energized.
You saw the You see one thing that our district
is pretty big. Employees from one side or in one
(48:43):
school don't get to Eversea's employees or people from the
other schools. It's hardly hardly that that's never happened since
I've been here. So this was an opportunity to come
together as one team to show the community that we uh,
(49:03):
we have their backs and that we're gonna We're gonna
do everything we can this year to ensure that three
kids get the best education possible. So very proud. UH
team out for a lot of work, a lot of work,
but it was more than worth it. And you know,
again UH being purpose minded, we're here to ensure every
(49:26):
student gets the best education in the world, and every
kid deserves that and every this No matter what you
do in this district, you make a difference. And if
you don't believe that, come talk to me and I'll
make sure that you you hear from me that you
do make a difference.
Speaker 2 (49:44):
So, doctor Miranda, as you look forward, last question, how
do you envision the continued evolution of the design plans
pillars to serve students and staff in the years ahead. Briefly,
we have a minute.
Speaker 4 (49:57):
You know, I have to mention this achievement, equity and illness.
Our our our is the vision, Uh I see in
in five years this district being the top in the
Inland Empire. Uh number one. Uh sorry other districts, but
this is this is number one. And so the design
(50:17):
plan is a fluid document. It's it's uh, we have
to pivot. Uh sometimes we go down the road, but
we have to make changes to it every year with
in fact, I have strategic meanings to make changes.
Speaker 3 (50:30):
So what I see is imagine this.
Speaker 4 (50:33):
Culting enjoin unified five years ring number one, the i
e with one hundred percent of our students graduated from
high school. Uh and meaning that needs all of our
students and that our parents believe that we've done our
best to meet the meet their needs to.
Speaker 2 (50:49):
Perfect Doctor Miranda, mister funt Taste, thank you so much
for sharing your work. You're inspiring leadership and creating a
road map to six US healthy competition is a great thing,
so I hope you reach your goals. Doctor Miranda and
mister Fontezan for everybody listening today, don't forget to find
(51:09):
us on Facebook, YouTube, LinkedIn, and Instagram. Check us out
on SCBR talk dot com. Don't miss my conversation with
Jesse armanderis San Berdandino County Supervisor for District two who
is a dynamic leader and lifelong resident. Deeply committed to
his community. Rising from humble beginnings pressure washing trucks at
(51:29):
sixteen to building a successful business, Jesse embody's hard work
and perseverance. Elected to the Board of Supervisors in twenty
twenty two, He's made a significant impact through roles on
the Fontana City Council, Planning Commission, and school Board. Jesse
champions job creation, economic growth, and educational access, inspiring others
(51:51):
through his dedication to service and family values. Next week
we will have Sheriff Chad Bianco, who's his life is
defined by integrity, perseverance, and service. Raised with strong values
as the eldest of three in a small mining town,
he began his law enforcement journey after moving to California
(52:11):
in nineteen eighty nine, graduating at the top of his
class from the San Bernardino Sheriff's Academy. Over thirty one
years with the Riverside County Sheriff's Department, Bianco became a
trusted leader, stabilizing budgets and rebuilding partnerships as sheriff while
championing public safety reform rooted in practical law. You do
(52:32):
not want to miss it. We will see you all
next week.
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