{"date":"2020-06-17","type":"Special Meeting","videoId":"frJ7lyhm8S8","audioDuration":10681,"speakers":{"A":{"name":"Dennis McBride","role":"Board President"},"B":{"name":"John Baker","role":"Superintendent"},"C":{"name":"Janet Lawson","role":"Board President (meeting chair)"},"D":{"name":"Ellie (Kyle's assistant / clerk support)","role":"Board Clerk / Administrative Support (Ellie)"},"E":{"name":"Alisa MacAvoy","role":"Vice President"},"F":{"name":"Zach (Decision Insight consultant)","role":"Demographer/Consultant (Decision Insight)"}},"utterances":[{"start":37530,"end":42330,"speaker":"A","text":"Hi, john. Hi, janet."},{"start":44090,"end":45770,"speaker":"B","text":"Okay, let's see."},{"start":53040,"end":63120,"speaker":"A","text":"Hey, Janet. Lori told me that she was on a PTA meeting and they, they were able to vote on the screen using Zoom."},{"start":65520,"end":67680,"speaker":"C","text":"I can look into that for a future meeting."},{"start":68240,"end":71600,"speaker":"A","text":"Yeah, I'm not asking you to do it tonight. I just thought you'd find it interesting."},{"start":72960,"end":89130,"speaker":"B","text":"We use thumbs up. There's a. There's where you work those. Where you can use your. Where you go to participants, and then where it says mute me, you can raise your hand and you can do your. Or you can do. There's also one for thumbs up."},{"start":90650,"end":93930,"speaker":"C","text":"There was an emoji one at the bottom and that might not be there because"},{"start":96410,"end":98250,"speaker":"D","text":"of the way the webinar is set up."},{"start":101610,"end":106250,"speaker":"B","text":"Yeah, maybe. I don't know. There used to be. Yeah, like a thumbs up line. I don't know what happened."},{"start":108080,"end":116080,"speaker":"C","text":"Well, I know in the county calls, we've been able to vote on different things, so I don't know how they. But they also don't do the webinar version."},{"start":118320,"end":119120,"speaker":"B","text":"Oh, yeah."},{"start":121040,"end":121680,"speaker":"A","text":"Okay."},{"start":125520,"end":126800,"speaker":"D","text":"Is Kyle on?"},{"start":128800,"end":130320,"speaker":"C","text":"He's working on the spreadsheet."},{"start":132090,"end":132570,"speaker":"B","text":"I see."},{"start":132570,"end":133130,"speaker":"D","text":"Kyle."},{"start":133290,"end":133610,"speaker":"B","text":"Yeah."},{"start":133610,"end":134570,"speaker":"A","text":"I've been working on my,"},{"start":137850,"end":145530,"speaker":"B","text":"my Zoom video and I've done it I don't know how many times. I have to do it again later. It's not turning out."},{"start":154170,"end":158730,"speaker":"A","text":"Sean, I found my notes. It was Taft, Clifford and Roosevelt."},{"start":159460,"end":160260,"speaker":"E","text":"Oh, okay."},{"start":164020,"end":165540,"speaker":"B","text":"All these taxes."},{"start":173300,"end":174180,"speaker":"A","text":"Okay."},{"start":193070,"end":200270,"speaker":"C","text":"So Cecilia's still waiting to be let in. She said it. It says it's going to start in a few seconds."},{"start":203230,"end":205230,"speaker":"B","text":"I'm surprised the rest of us are in."},{"start":208350,"end":226900,"speaker":"E","text":"It took me a couple minutes to get in. It kind of, you know, twirled around and thought about it for a few minutes and then finally let me in, so. Oh, that's what. That is."},{"start":240910,"end":241150,"speaker":"D","text":"It."},{"start":276920,"end":277720,"speaker":"B","text":"Hey, Linda."},{"start":278600,"end":279240,"speaker":"F","text":"Hey, John."},{"start":280200,"end":281400,"speaker":"B","text":"Hey, how are you, Zach?"},{"start":281480,"end":282679,"speaker":"F","text":"I'm doing well, thank you,"},{"start":286040,"end":286600,"speaker":"C","text":"Zach."},{"start":287000,"end":289240,"speaker":"F","text":"Hello. How's it going?"},{"start":290520,"end":291820,"speaker":"C","text":"It's going to."},{"start":300290,"end":300930,"speaker":"D","text":"Cecilia."},{"start":302450,"end":303330,"speaker":"B","text":"There she is."},{"start":304210,"end":308330,"speaker":"D","text":"Hi, Cecilia. Hello. Hi, Lisa. Hi, Janet."},{"start":308330,"end":308730,"speaker":"E","text":"Hi, everyone."},{"start":308730,"end":317170,"speaker":"D","text":"I had. I forgot I didn't have my earbuds on and I was, like, talking and nobody was responding. My face couldn't hear. Well, Dennis looks cute."},{"start":322600,"end":328040,"speaker":"C","text":"For those in the audience, that's Dennis's brand new and first grandbaby."},{"start":328840,"end":329640,"speaker":"E","text":"Oh, wow."},{"start":329880,"end":336520,"speaker":"C","text":"Ella Rose. She was, what is she, a week old? Dennis? Week and a half."},{"start":341560,"end":343080,"speaker":"A","text":"11 days, but we're not counting."},{"start":344330,"end":345690,"speaker":"C","text":"I was close. A week and a half."},{"start":346090,"end":346970,"speaker":"A","text":"No, you're good."},{"start":347770,"end":351810,"speaker":"D","text":"Her name is Ella Isabella Rose, but"},{"start":351810,"end":352970,"speaker":"A","text":"they're gonna call her Ella."},{"start":353690,"end":354890,"speaker":"D","text":"That's my nickname."},{"start":356330,"end":360410,"speaker":"F","text":"So, Dennis, I have a 16 week old. And her middle name is actually also Rose."},{"start":362810,"end":364170,"speaker":"A","text":"Yeah, I think you told me that. Z."},{"start":372660,"end":376740,"speaker":"C","text":"Ellie, is Kyle joining us? Because I think we're having actually some tech issues."},{"start":377540,"end":386020,"speaker":"D","text":"I just texted him because I actually show as me being the host. So I haven't heard back from him. I'm still a leading response."},{"start":387140,"end":398220,"speaker":"C","text":"So, Dennis, apparently the audience wasn't able to see your picture. They can see you now, but they couldn't see Ella. Change her to your background."},{"start":400380,"end":401660,"speaker":"A","text":"Let me see. How do I do that?"},{"start":402460,"end":414140,"speaker":"C","text":"You know how to change your background, but usually the audience only sees the speaker. And I think right now they're seeing everybody. Except now you're gone because you turned your video off."},{"start":414620,"end":415500,"speaker":"A","text":"You told me to."},{"start":415740,"end":417340,"speaker":"C","text":"No, put her as your background."},{"start":417500,"end":418140,"speaker":"B","text":"She is on."},{"start":418140,"end":418540,"speaker":"A","text":"Oh,"},{"start":420470,"end":421110,"speaker":"B","text":"that's what I see."},{"start":421110,"end":423830,"speaker":"C","text":"No, the virtual background, but the audience doesn't see it."},{"start":424150,"end":428710,"speaker":"A","text":"Yeah, the problem with the virtual background is she's right behind me. I tried that."},{"start":443030,"end":451020,"speaker":"C","text":"So Wendy needs to be added as a panelist. Ellie, I guess you can do that. I don't know."},{"start":451020,"end":452180,"speaker":"A","text":"Doesn't Gonzalo"},{"start":453940,"end":463460,"speaker":"C","text":"probably. Yeah."},{"start":465300,"end":469300,"speaker":"D","text":"Needs to be here. I wonder if Kyle thinks it's seven o'. Clock."},{"start":470100,"end":471220,"speaker":"C","text":"He's on his way."},{"start":471790,"end":472590,"speaker":"D","text":"Oh, okay."},{"start":473310,"end":474830,"speaker":"A","text":"He got caught up in traffic."},{"start":475230,"end":475710,"speaker":"D","text":"Yeah,"},{"start":478110,"end":484670,"speaker":"B","text":"no, he's working on our video for tomorrow night and it's not done after I know how many takes."},{"start":488350,"end":495710,"speaker":"A","text":"Cecilia. Cecilia. Check this out. Where'd it go?"},{"start":497400,"end":497720,"speaker":"F","text":"He look."},{"start":498120,"end":499400,"speaker":"C","text":"Oh, the water bottle."},{"start":499400,"end":500720,"speaker":"A","text":"That's the water bottle she gave me."},{"start":500720,"end":501160,"speaker":"C","text":"Oh,"},{"start":503320,"end":519040,"speaker":"A","text":"I'm drinking a lot more water because of it. Hi, wendy. All right, there we go."},{"start":519040,"end":519560,"speaker":"C","text":"Hi, everyone."},{"start":519560,"end":520440,"speaker":"D","text":"Nice to see you."},{"start":522200,"end":536390,"speaker":"C","text":"Hi, Wendy. So it's six o'. Clock. I know. Maria is going to join us later. Kyle, do you need a minute to get set up or are you ready? What was that?"},{"start":536390,"end":537510,"speaker":"A","text":"I'm fine. Ready to go."},{"start":537750,"end":542950,"speaker":"C","text":"Okay, so we will go ahead and get started. If we can have a Roll call, please."},{"start":544230,"end":551200,"speaker":"D","text":"McBride. Hi, Marquez. Hi. Trustee Davis Locum. Vice President."},{"start":551760,"end":553280,"speaker":"A","text":"I should have said here. Sorry."},{"start":555120,"end":560480,"speaker":"D","text":"Vice President McAvoy here. President Lawson here."},{"start":561760,"end":607450,"speaker":"C","text":"So, thank you for joining us, everyone, for our June 17th special board meeting. I have posted links to the agenda and the speaker's cards in the chat, and I'll continue to do that as people roll in. If you would like to speak to the board, please fill out the Google Doc and again, that link will be in the chat box. Please do include your name so that we know who to unmute when the time comes, because you're automatically muted when you come in. If the item you would like to speak to is not on the agenda, you'll be called on during oral communication. If you're speaking on an item that's on the agenda, you'll be called on when that item is being addressed. And public comments are limited to three minutes per person, per topic. And as a reminder that because we are being. We are meeting via teleconference, all votes"},{"start":607450,"end":608530,"speaker":"D","text":"will be by roll call."},{"start":611650,"end":632750,"speaker":"C","text":"So with that said, we'll move on to changes to the agenda. I was going to ask to move the naming of Adelante Selby up to before the public hearing, but since Maria has to work a little bit late and will be here later, I think that we should leave it so that she can be here for the vote."},{"start":636990,"end":637630,"speaker":"D","text":"There's."},{"start":640430,"end":644750,"speaker":"C","text":"There's no other changes. Do we have a motion to approve?"},{"start":646110,"end":648830,"speaker":"D","text":"So moved. Elisa."},{"start":649470,"end":650670,"speaker":"A","text":"Second. Dennis."},{"start":650830,"end":651470,"speaker":"D","text":"Dennis."},{"start":652110,"end":653950,"speaker":"C","text":"And can we have a roll call vote, please?"},{"start":657000,"end":657880,"speaker":"D","text":"Trustee McBride."},{"start":658280,"end":659480,"speaker":"A","text":"Now. I'll say aye."},{"start":660280,"end":667160,"speaker":"D","text":"Jesse Marques. Aye. Jesse Diazlo. Vice President McAvoy."},{"start":667720,"end":668280,"speaker":"E","text":"Aye."},{"start":668760,"end":669720,"speaker":"D","text":"President Lawson."},{"start":670600,"end":687570,"speaker":"C","text":"Aye. Thank you. Oral communication. As of this point, we don't have any for oral communication. So that means we can move on to 6.5. The public hearing will be open for the attendance boundary changes."},{"start":689970,"end":778950,"speaker":"B","text":"Okay. Good evening, everyone. Before we start, I'd like to take this time to thank Dennis McBride, who really took a lot of time and effort to put together the capacity numbers that we have for each of our school sites as they exist right now. Now my, my saying, as they exist right now, it means that each school that we have in our district, of course, has classrooms for our students, and our students come first. So they use those classrooms and they come in according to how we load those classrooms, is according to contract numbers that we have negotiated with our teachers association. But there are classrooms, our schools, that are not being used as classrooms for 28, 30 students. They're used in other manners. For example, we have SDC classrooms in our school district. We have special programs in our school districts that use our classrooms that do not house X amount of students as stipulated in the teachers contracts. So what Dennis put together and gave to our consultant was true capacity that exists at of this day. Well, as when we left, you know, in the spring. So I just wanted to bring that forth before Zach starts his presentation. And Dennis, did you want to add anything to that?"},{"start":779750,"end":792550,"speaker":"A","text":"Yeah, yeah, I would add that Don Diaz really was quite a big help. And then the principals were very responsive. And when I sent them it and showing me things that I need to change."},{"start":794570,"end":798970,"speaker":"B","text":"All right, so then, Zach, at this point in time, I will turn it"},{"start":798970,"end":806890,"speaker":"F","text":"over so I'M not sure if it's Kyle or who, but I need to be made a host in order to screen share. I came actually just sent you that message."},{"start":811690,"end":813250,"speaker":"A","text":"Just when you're finished, you need to"},{"start":813250,"end":814330,"speaker":"D","text":"just flip it back to me."},{"start":814730,"end":1191390,"speaker":"F","text":"Okay. There you go. Awesome. Thank you, Kyle. Thank you for the introduction, John. We are going to hop back into a lot of the conversations we were having a few weeks ago about some of the boundary work. And we're going to kind of try to expand on some of the things we presented to the board and to the community whenever the last meeting was. What we're going to hope to do is sort of look at a lot of the same scenarios we looked at a few weeks ago and that I believe folks public comment will be on and dive deeper into some of the details of that. So we have new capacity numbers from the district. And again, thank you, Dennis, for sharing that information with us. And before we actually jump into those capacity numbers, what we are going to do is we're going to try to sort of take a little bit of a step back and go through a methodological conversation. I think there were a lot of open questions and there may be some community thought about making sure that folks understand the methodology that we're getting to. Redwood City is a district that is very strong in its school of choice decisions. There's a lot of movement in and among schools, which is, you know, a wonderful feature of the district. But it does mean that we need to make sure that our methodological explanations are clear to the. To the community as we go further along this process. So I'm going to pull up our slide. Can everybody see this slide? Great. So what we're going to do is we're going to walk through a methodological review. And again, the facilities update is not actually a slide. It's just to let folks know those capacities are going to be different for all of the schools in those slides. Just so people have an understanding of where that information came from. It's what John and Dennis just spoke to. And then the rest of the slides are going to have those school by school enrollment pieces updated. The boundaries themselves are not new since the last presentation we had. Those scenarios one and two are what the community commented on. I know we've heard some feedback already as to what folks might be interested in, but right now what we're looking at is those two with the updated understanding of methodology and capacities and then we're going to open up that public comment. So what I'm going to do is I'm going to jump straight into the methodology. Obviously, if any trustees have questions that they need answered, feel free to jump in whenever you need to. I'd love to get through the methodology slide sort of as a group, just so people understand where we're working from. So I'm going to jump right in with a explanation of the geographic versus the actual enrollment projections, which I think, especially at Redwood City, is a really important piece to understand. Boundary review processes are attempting to solve an immediate problem, one of overcrowding or undercrowding, things like that, with a long term solution. What we want to do is we want to construct a boundary that can last for a long time. We don't want to have to redo boundaries every three years. As enrollments change for a bunch of reasons. It reduces disruption to communities. It lessens the financial cost to the district. And nationally, in districts and states that don't have as strong a tradition of school of choice, frequently the goal of boundary change is to ensure that community families can attend the neighborhood school in their in their boundary. Redwood City is a district with a strong tradition of school movement and open enrollment policies, which can slightly change this calculus. And we want to make sure that we're ensuring that open seats within a district boundary actually can be a positive outcome of a boundary review. Ensuring both the neighborhood schools have a place, but also the students and family have the choice options to move around the district to the school that suits their needs. That does, however, make enrollment a little bit more complicated. With all of that said, the first step of scenario planning almost always relies on geographic area projections. Both national and state laws set out that in neat, plain language, school boundaries have a certain number of students in them, and the students who live within that boundary have a legal right to attend that neighborhood school. The first thing we need to do is demonstrate the mathematical viability of that new boundary to ensure that we're not creating boundaries that have more students contained in them than the capacity of that building. This is sort of what we think of as the first hurdle to clear a scenario that doesn't meet that criteria or can almost be dismissed out of hand. Once we've gotten to that point, though, there's a lot of other work that begins to happen. We ensure the viability of those boundaries, and then we go into enrollment projections. Those things start incorporating your community's behavioral decisions and your board policies. As those pieces start to change the actual enrollment day to day, of the students who show up to that school. So that closer estimate of a school's true enrollment can be dependent on an awful lot of factors. This is by no means a comprehensive list, but that'll include things like school of choice, transportation policies, intra district and inter district transfer rules, and any other board policies, things like grandfathering, sibling preference and other pieces like that. So that can be pretty lofty. So what we're going to do is we're actually going to look at one of Redwood City schools to understand exactly what we mean by this. So what we're looking at right now is Roy Cloud Elementary School. We're looking at the 2019 enrollment. Keep in mind that this is the enrollment that was provided to us in October. So this may not be the enrollment on the day that that school is let out because of the pandemic or at exact other times. But this is a audited snapshot of Roy Cloud's enrollment in October. The factors that we talked about above, inter and intra district transfers, school of choice options, things like that, have very differing effects, not just district by district, but actually school by school. Families weigh those options differently. And we can see when we look at Roy Cloud that the students plotted in that make very different decisions. If you look at the slide, you'll see that there are about 640 students, K8 students who live within the Roy Cloud boundary. You'll see that number down at the bottom. 643 students as of that count. To dig into that though, only 490 of those students who live within the Roy Cloud boundary actually attend Roy Cloud K8. 260 students who do attend Roy Cloud K8 live outside of that boundary. Another piece that you can see demonstrated exactly by this same catchment area is that Redwood City's strong commitment to schools of choice. As you look at the enrollments at Northstar, Orion and Adelante Selby, which are that 130 students from within the Roy Cloud boundary also attend those schools. Up to this point, the scenarios that folks have been seeing, we're looking at"},{"start":1191930,"end":1192170,"speaker":"D","text":"the"},{"start":1194170,"end":1360770,"speaker":"F","text":"geographic area projection of those boundaries. What we wanted to make sure we did was cross that first mathematical threshold which demonstrated viability of these boundaries. What we're going to be looking at as we move on is making sure that what we're doing is guaranteeing that mathematical viability, but also ensuring that the policy objectives and community goals are reflected in those boundaries. When we integrate that feedback in public session and with feedback from your trustees, we we can start to get a much better sense of the comprehensive enrollment and how the boundaries drawn in those schools actually reflect the day to day experience of the students in Them. The last slide isn't so much of a methodological review as a maybe helpful index. And I assume when folks are reviewing this themselves, this is something that's helpful to tab back to. There's a bit more information in your school projection tables than there was in the last PowerPoint deck. We thought it would be helpful to actually walk through exactly how to read them. Again, I think this is fairly self explanatory once you're looking at the slide. But just so people are clear, that first row is going to tell you what those new capacities are. And keep in mind, those are those capacities that were recently updated with the work of Trustee McBride and the RCSD staff. The next line is the students resident in that neighborhood. Again, that's what we just discussed. Those geographic area projections are. Those are those students who, if they determine to have a legal right to show up to that school if they want to attend those next two things are students using their options to attend a school of choice or that comprehensive middle school, which is again an option to those students at Redwood City who choose to attend a school like North Star or maybe go attend the middle school. The next two pieces down are the students and capacity usage that we would expect attending from within that neighborhood boundaries. So that is to say the expected geographic enrollment is the number of students who live within a school boundary and attend that school. The percentage below that is just how full that gets the building. Once we've accounted for the students within the boundary, what that gives us is a final row that available seats for open enrollment, which tells us the difference between capacity and between the number of students from within the neighborhood boundary who are attending the school. There's also one piece of information down there at the bottom which is not as live and static because it's relying on the old boundaries, but we did include the building's actual enrollment for 2019 just to give people sort of a comparability, especially folks who may be in those buildings and understand how full they may feel or not based on those numbers. We want to ensure that they have a sort of a threshold to understand what their current capacity is and how either increasing or decreasing that might reflect the lived experience in the building. With that, that was our methodological review. I do want to give the trustees a few minutes to process and ask any feedback or ask any follow up questions if they have any. So I'll open the floor to them for that."},{"start":1366690,"end":1379650,"speaker":"C","text":"So I can't see all of you right now. If somebody would like to speak, please go ahead. Sounds like no questions at this point."},{"start":1383170,"end":1395630,"speaker":"F","text":"So I do want to just be clear this with you guys. I'm the host. So I'm seeing participants raising their hand. I'm assuming that that is a piece that is not until that should be directed to the speaker cards. Is that the correct information?"},{"start":1395870,"end":1404510,"speaker":"C","text":"Yeah. So we are not taking raised hands. People need to be submitting speaker cards. And I've been continuing to put those links in the chat. Thank you."},{"start":1404670,"end":1660450,"speaker":"F","text":"So just to reiterate that I see folks raising their hand. Please submit the speaker card. You can check them in your Zoom Chat for the link to that. Those go through a Google Doc, but we will not be calling on raised hands. So we're going to go through the next portion. I don't want to rush any of the information that we're sharing with folks, but the boundaries that we are sharing are not new boundaries. And so we're going to be looking at the same scenarios. I'm sorry, I'm having feedback. Is anybody else hearing that as well? Okay, I guess that's better. The scenarios that we have shared are the same scenarios that were shared previously. What I want to be clear on is I want to leave those up fairly for about 15 or 20 seconds each to give folks an understanding of how to read those and whether there are any new questions. Again, please keep in mind that these boundaries themselves are not new. So there's new information from the mathematical enrollment and new information about the capacities, but the boundaries themselves haven't changed. So again, what we're looking at right now is the overall map of scenario one. And as we go through these schools, again, what we're seeing now is just updated numbers. So again, we'll spend a little bit of extra time on the first one just to make sure folks are clear about what they're looking at. We've made updates to those capacity numbers. So if you're looking at old decks, you will note that the capacity numbers are just different. Again, we've delved into why that would be. And then again, working through Clifford, which we're looking at the actual example of right now, we can see the 808 student capacity based on the new June 2020 information. We can see that geographic area projection that we think there's going to be about 815 students, K8 students resident within that boundary. We think that over in 21 and 26, somewhere between 220 and 250 students will be attending their school of choice, the 83 students to Kennedy. And then again, the expected geographic enrollment means that about 480 of those students will be living within that Clifford boundary and attending that school, which means there's about 60% of the building dedicated to students who live within the boundary. Again, just to translate that one more way, what that means is there's 328 students in 2021 who could choose to choice into Clifford and still keep it at under 100% capacity. Just to give a little bit of context for that, there are 578 students currently in the building today. So 480 students would mean that there's about 100 student difference between the school of choice students who could opt in and the current enrollment of the building. So as we go through these, again, I don't need to dictate these numbers to you, but I am going to move through each of these schools and give them about 15 or 20 seconds. If trustees have questions as we go through, either directed to me or potentially about the capacities, I'll just pause for a moment and give folks a chance to process the information on each side and then we'll move on. So again, one of the things that you will notice is that quite a few of the schools show an increased capacity. I apologize for not updating the second bullet as we updated the capacities. That's my fault. Please disregard that. I'll share an updated slide with Jorge Quintana when we get off this call. But again, you'll notice, I know in GAR Field, one of the things we talked about a few weeks ago was how full the building was looking like it was going to be. We've updated the capacities, which shows that there's potentially more room in that building than we had originally thought. Moving on to Henry Ford. Again, looking at the capacities gives us a little bit more of an understanding of the availability of seats of open enrollment. When we look at different size catchment areas for the neighborhood school, even within our schools like Hoover, which we haven't actually looked at, changing the boundary in scenario one, you'll see changes in those capacities, which again, are going to reflect some of that same information. Kennedy Middle School has gotten dramatically larger by capacity than what we are looking at. And so this is one where you'll notice some pretty distinct differences between the original capacities that were shared in May and the capacities that we're looking at now."},{"start":1662530,"end":1678530,"speaker":"A","text":"So I would just like to comment on that. Yes, so that change is primarily because we're moving rocket ship off the campus. And so if you were to go on the campus, it was the whole wing on the left side when you came in the front door. So that's why there's such a change in that capacity."},{"start":1691020,"end":1949480,"speaker":"F","text":"Thank you for that clarification, Dennis. We are moving on to Roosevelt. Again, you'll notice that while the capacity has changed very little at Roosevelt. So again, while there's a few new pieces of information here, you'll notice that Roosevelt in this scenario remains fairly at a fairly full geographic enrollment even before any school of choice options are made. I know Roy Cloud was the subject of quite a bit of question because there were quite a few folks who saw the geographic projection of 505 students and were curious especially about the difference of actual enrollment. So I would draw particular attention to that just to note that what that 500 students reflects is those students who live again, within the Roy Cloud boundary and not students who are enrolled in the school currently. So again, I'll leave this slide up for a few moments and let folks process it. This is the scenario summary for those buildings. Again, what we're looking at right now are the capacities, the new capacities and their 2021 and 2026 geographic projection. Again, what we're looking at there is a chance to sort of process what that might mean for the availability of slots at those schools of choice. For scenario one, once again, open any other questions up to the trustees if they have any. Great. With that, I'll move on to scenario two. Again, I don't want to take up too much of the of the committee trustees time reading through numbers. So we'll try to review this quite quickly. Again, what scenario two is looking at is the same boundaries that we're looking at before with those updated enrollments. Just to try to give another sense of those open enrollment availabilities. One of the things that obviously scenario two, as we spoke about, did look at was trying to get a little bit better of a capacity equality between those buildings based on a percentage right now. So you'll notice, especially given the new capacities, what these are targeting is a more even capacity and we'll be able to see it better when we get to the table at the end, but a more even capacity between those buildings for those open enrollment slots, whether it's at Clifford, whether it's at Roy Cloud, whether it's at Taft. So again, we'll just keep moving on through these unless folks have questions. Just trying to get a sense. I know there were some schools like Garfield, where folks were concerned about the safety and the way that those boundaries are drawn. And I would assume members of our community will comment on that as we go forward. But you'll Notice that updates to both the capacities and to an understanding of what those geographic boundaries mean may give more of a leeway to prioritize decision making around certain elements that are of importance to members of the community, things like walkability and safety. Again, as we move through these, please feel free to make any comments and otherwise we will move on to the summary slide, just to give folks the ability to compare those visually and examine whether they have any follow up questions before we move on to the next piece. So again, I'm going to pause on the summary slide, give folks a chance to look at these side by side and get an understanding of where, what this scenario does to geographic projections and what it allows in terms of freedom of movement for Redwood City students. So it seems like the trustees don't have any outstanding questions. I'm going to. So that's the conclusion of the presentation that we have. I'm going to hand it back to, I believe, Ms. Lawson to open up the public hearing portion of the meeting."},{"start":1949880,"end":1953880,"speaker":"C","text":"So. But you're going to give the ownership of the meeting back to Kyle?"},{"start":1954200,"end":1957160,"speaker":"F","text":"Yes, I will do exactly that."},{"start":1957320,"end":1957800,"speaker":"B","text":"Sorry,"},{"start":1965160,"end":1966760,"speaker":"F","text":"How do I."},{"start":1967560,"end":1967960,"speaker":"B","text":"That."},{"start":1969960,"end":1983880,"speaker":"C","text":"Okay, thanks so much. As we open the public hearing, do the trustees want to have any discussion? We have a number of comment cards on this. Or would you rather hear from the audience first?"},{"start":1988280,"end":1991000,"speaker":"A","text":"This is Dennis. I'd rather hear from the audience first."},{"start":1991880,"end":1992640,"speaker":"E","text":"Same with me."},{"start":1992640,"end":2009410,"speaker":"C","text":"Okay. All right, we'll go ahead and do that. So our first comment card is from Kathryn Stewart. And just a reminder that comments are limited to three minutes. So Kyle should put her hand up. She's at the top."},{"start":2019730,"end":2021330,"speaker":"A","text":"It's not allowing me to."},{"start":2022770,"end":2025810,"speaker":"F","text":"Sorry, this may be me. I'm trying to figure out how to give back the hosting."},{"start":2026220,"end":2029900,"speaker":"C","text":"Oh, yeah, hang tight, Catherine."},{"start":2030300,"end":2031820,"speaker":"F","text":"Where am I missing?"},{"start":2032620,"end":2034140,"speaker":"C","text":"So, Kyle, what does he need to do?"},{"start":2034620,"end":2038700,"speaker":"A","text":"Zach, if you hover over my name, there's a drop down menu that says more."},{"start":2039180,"end":2042900,"speaker":"F","text":"Got it. There we go. There we go."},{"start":2042900,"end":2043420,"speaker":"B","text":"Okay,"},{"start":2047420,"end":2048140,"speaker":"A","text":"There we go."},{"start":2049980,"end":2051500,"speaker":"B","text":"Katherine can talk now."},{"start":2052310,"end":2053910,"speaker":"C","text":"All right, Catherine, you can unmute yourself."},{"start":2056390,"end":2056870,"speaker":"F","text":"Go ahead."},{"start":2059030,"end":2059390,"speaker":"B","text":"Hi."},{"start":2059390,"end":2142660,"speaker":"D","text":"Thank you. Yeah, that kind of flew by rather quickly. So I'm not sure if everybody in the audience got it. Anyway, my comment was, which is let everybody in the state of California pull all the funding from all resources, state, federal, PTA and everything else. Pull in one thing and have a lottery for schools and have people choose their top favorite, say, pick their top favorite five schools or three schools. And then if they get into A school, that's great. If they don't, they drop down into B school. If they don't get to B school by lottery, drop down into C school and so forth. And then when you get down to the bottom of all the schools that were the least chosen is the bottom three, just scrap them, recycle them, and make them modeled after whatever the top three choices were. That way people were continuously get closer to what their favorite school option is. And if they're dropped down somewhere into the middle, they know they have a hope with a lottery to get into a better school in the future. And in the meanwhile, all the money is pooled, including all the PTA and PTO and donations. I know that's a radical idea, but that way it wouldn't matter where you lived. You would be able to go to whatever. You'd have a chance of going to whatever the best school was. And the worst schools would be gotten rid of and would be turned into something closer to what people preferred because the top schools are always what people prefer. So that's my thought, just radical idea. But I saw the screen going by fast, so maybe we'll slow down next time when we're showing all the details. Thank you."},{"start":2144260,"end":2156180,"speaker":"C","text":"Thank you, Katherine. And I believe the slideshows are attached to the agenda. Is that true? Ellie's nodding yes. So you can see those on the agenda. The next speaker is Roberta Land."},{"start":2165310,"end":2165630,"speaker":"D","text":"Hello."},{"start":2165870,"end":2167070,"speaker":"C","text":"Hi, Roberta. Go ahead."},{"start":2167390,"end":2257030,"speaker":"D","text":"Okay. I am just calling from the Kentville Commons area. And my husband and I have lived in this development for 35 years. And we looked for a property that would be near our school as I was pregnant with our first child. Selby Lane is right next door. And it, you know, it just has astounds me that the boundaries would be changed so we would be considered going to Garfield, which is not a neighborhood school, but in any stretch of the imagination. And so I just feel very upset about this. This was one of the reasons I bought, you know, that we bought our home here. And so to have this changed, I can't see any conceivable way that a child elementary school can get from our home to Garfield. That wouldn't be anything less than treacherous, you know, in terms of walking or biking. So it sort of ruins the whole point of why we want to be part of this great neighborhood. And so I just think that this is a really poor choice, you know, when Henry Ford is closer to us, it just doesn't make any sense to me, so. And I think it really devalues the attractiveness of our. Of our community, you know, to have a school that somebody has to drive twice a day. 20 minutes through drive time to get down to. Hello?"},{"start":2261110,"end":2263030,"speaker":"C","text":"Sorry, I was muted. Thanks, Roberta."},{"start":2265670,"end":2271750,"speaker":"D","text":"Yeah, I just wanted to add that in there because this. This does not work for our community."},{"start":2273190,"end":2278070,"speaker":"C","text":"Yeah, we've heard from a number of people in your community, so thank you for bringing that to our attention again."},{"start":2278470,"end":2279990,"speaker":"D","text":"Okay, thanks."},{"start":2280310,"end":2286310,"speaker":"C","text":"Our next speaker is Katherine Hagman, and I'm not seeing her. Wait."},{"start":2286550,"end":2287110,"speaker":"D","text":"Yep."},{"start":2288630,"end":2291030,"speaker":"C","text":"Okay. Kyle, she's got her hand,"},{"start":2304880,"end":2306000,"speaker":"B","text":"So she is unmuted."},{"start":2307680,"end":2312880,"speaker":"C","text":"Katie, can you. I don't see her on the screen, but. Katie, are you there?"},{"start":2315760,"end":2381310,"speaker":"D","text":"Hi. I am a resident of Mount Carmel. I live over on Hudson Street. I just wanted to strongly voice support for scenario two. One of the things that I feel like this initiative is trying to do is to make each community have a neighborhood school. And I'm concerned that splitting up our community between Roosevelt and Clifford will basically not accomplish that whatsoever and just make it really difficult in terms of carpooling or. Or having kids bike to school together. Neither situation is super ideal in terms of walking or biking to school, either to Roosevelt or to Clifford. But I do feel like for our specific neighborhood, getting to Clifford, walking or biking for kids is a little bit safer. Just in terms of, like, biking on Veloda or those. Those other roads I feel like are a little bit more dangerous. So I just really wanted to voice support for scenario two and keeping Mount Carmel as a neighborhood together in one school."},{"start":2382990,"end":2385950,"speaker":"C","text":"Thank you. I was going to ask. You said Mount Carmel neighborhood."},{"start":2386110,"end":2386590,"speaker":"D","text":"Yes."},{"start":2386670,"end":2432520,"speaker":"C","text":"Okay, thank you. Our next speaker is Roger Whitney. Not seeing him here. Roger, are you here? If you are, can you raise your hand? Okay, we'll come back to Roger. Megan Maxwell, Bay. Megan's got her hand up. Hi, Megan. Go ahead."},{"start":2432840,"end":2437760,"speaker":"D","text":"Hi there. Thank you. I'm kind of new to the conversation, so tonight was my first kind of"},{"start":2437760,"end":2438680,"speaker":"C","text":"shot at seeing everything."},{"start":2439480,"end":2440720,"speaker":"D","text":"And maybe you answered the question."},{"start":2440720,"end":2444280,"speaker":"C","text":"I did see that you took schools of choice into consideration in the methodology."},{"start":2444360,"end":2455540,"speaker":"D","text":"Does that mean that if your child is in a school of choice currently, like we are currently in White Cloud versus being at Clifford, that we get to maintain our location within our existing school?"},{"start":2460420,"end":2462900,"speaker":"C","text":"Doctor Baker, do you want to take that one or. I mean,"},{"start":2464660,"end":2466500,"speaker":"D","text":"or it's comment for answering later?"},{"start":2466660,"end":2490350,"speaker":"B","text":"We've always. We've always. When we. When a student from. Is at one of our school sites as a school of choice student, they're always grandfathered in when there's any type of change. We've never had any difference in that situation in the past. So it's my understanding if your schools of choice and you've been there. You stay there. That's how we've always done this in the past."},{"start":2490590,"end":2509900,"speaker":"F","text":"And just to be clear, from a methodological standpoint, as people are reviewing those slides separately, that is the methodological assumption as well. That's a district policy that Dr. Baker just clarified. But from a methodology standpoint, yes, we are assuming that students will stay at their school of choice through the end of that. Their, you know, the time that they would spend at that school."},{"start":2510220,"end":2511100,"speaker":"D","text":"Thank you very much."},{"start":2515020,"end":2517740,"speaker":"C","text":"Okay, thank you, Megan. Next is Michelle Smith."},{"start":2533350,"end":2533830,"speaker":"F","text":"Okay."},{"start":2534310,"end":2536710,"speaker":"C","text":"Hi, Michelle. Go ahead. Hi. Good afternoon."},{"start":2537430,"end":2634320,"speaker":"D","text":"Thank you so much for the updated presentation. It is really helpful to see sort of all of the different numbers. One of the things that I did not see, however, was something that was discussed or one of the commenters had asked in a previous. In the previous meeting was about the sort of the demographics of the schools and how that might factor in one of the biggest concerns that I have. And this kind of goes over from last year from our. The consolidation is sort of the de facto segregation that happens when some of the boundaries are drawn. And I think that that might just based off of my knowledge of Redwood City, is more. Would be more the case in sort of scenario one than in scenario two, where I think some of the boundaries are a little bit more well distributed. But I think that. But without sort of knowing the numbers, it's hard to see. I think it's. So I live in Fair Oaks if you can't hear the street vendors. And so one of the things that I'd like to see factored in and something that should be presented is the demographics just so that we aren't sort of drawing lines and segregating folks. It would be much better. We would have a much better district with more integration. That was all I had to say for regarding this topic. Thank you."},{"start":2636570,"end":2650970,"speaker":"C","text":"Thank you, Michelle. Next is Andres Hildebrandt, but I'm not seeing. Based on the email, it might be an Ann or an Annie."},{"start":2652090,"end":2653130,"speaker":"A","text":"So there's an Ann."},{"start":2656330,"end":2668030,"speaker":"C","text":"If you're here, can you raise your hand so we know. Okay, come back to that one. Also. Next is Meredith park, and she's got her hand up."},{"start":2671550,"end":2673310,"speaker":"D","text":"Good evening, everybody. Can you hear me?"},{"start":2674350,"end":2675070,"speaker":"C","text":"Yeah, go ahead."},{"start":2675550,"end":2688110,"speaker":"D","text":"Great. Well, hey, first of all, I want to thank all the trustees for all your hard work, especially during these absolutely unprecedented times. I cannot imagine how difficult it is for you and the administrative staff to get through this. So, you know, well done. Keep working hard."},{"start":2689490,"end":2690290,"speaker":"C","text":"I'm here to talk about."},{"start":2690290,"end":2884160,"speaker":"D","text":"I live in Stafford park on the border of Mount Carmel. And really, you know what we need? We need local public school options within safe walking distance and for children to be able to walk with their neighbors. And I want to repeat that. We need safe walking distance and for children to be able to walk with their neighbors. And for us, you know, simply as Clifford is our local school and it's simply not walkable for most of us because of the safety concerns that many have outlined. The crossing guard there is just not enough. I would never let my kids walked to Clifford, and I didn't send my three kids through the K8 or, you know, RCS district as a result of that. And I want to talk about, you know, when we think about these boundaries and how important it is, especially with the pandemic, everybody is walking, we're biking more, we're having these community outreaches that, you know, we really haven't seen in a long time. And, you know, I have, my oldest child is at Sequoia High School. And one of the things I looked at on my block, there's 15 houses on my block in Stafford Park. And over the last decade, six of those seven households sent their high school age children to Sequoia. Imagine that. Six of seven households, we all sent our kids to high school together. None of us had kids go through K8 together. In fact, I counted up how many schools we all sent our kids to. We sent our 14 children who are growing up and going to Sequoia through 12 different schools. Imagine that, 12 different schools. We were never together, we were never volunteering together, doing fundraisers together. But now at Sequoia, we're all together. We're doing fundraising, we, we're working on the ptsa, we're in boosters. So there is a capacity to have this neighborhood school. And I really applaud, I want to applaud your decision to use Decision Insight. I think it's an absolutely fabulous tool. And I think Zach said it best when he said ensuring all families can attend their neighborhood school. Well, that neighborhood school, really, we can do this. You can make it walkable, you can make it safe, you can make it the community. And one of the things that I recognize when I look at the maps and things is, you know, if these, if we parents are willing to accept a large and diverse high school for our children, with programs serving a range of abilities, English language learners, IB diploma candidates, it's likely we would send our children to a walkable local public elementary and middle school that offers this range of curriculum for all our students. And in fact, the North Star MIT campus is the closest to us and it's very, very walkable. But it's not our neighborhood school because it's been designated a school of choice. Most of us don't agree to separate our smart kids from our less than gifted ones. And, you know, when I look at some of the, the capacity. So, you know, Right. Cloud, you showed more than 300 extra seats, and Clifford, you showed more than 300 extra seats. That's hundreds of cars driving all over the place. Aren't we trying to really train kids to be more independent, to be able to walk? You know, there's a great opportunity here to really rethink the schools of choice. I mean, this model promoting more vehicle, it's, it's damaging our, you know, children's physical health that impedes our diversity, exacerbates traffic. And again, as I said, it's fractured our neighborhood communities that I'm finding now at a high school level, they're all together and they're all working, you know, they're all working for the community. So if you want residents to pass parcel taxes, enroll their children RCSD and donate to RCF Advocate, you know, we need major changes to the school model. I know this is only one part of it, through the boundaries discussion, but I really implore you to really think bigger and broader as you go forward in your decision making. So thank you."},{"start":2886160,"end":2905440,"speaker":"C","text":"Thank you, Meredith. Our next speaker is Cameron Matthews, and I just want to remind people that in order to speak to the board, we do need you to fill out a speaker's card. There's links to it in the chat box, so please be sure to do that. Cameron Matthews. I don't know if I saw."},{"start":2905760,"end":2906640,"speaker":"B","text":"He's here."},{"start":2907120,"end":2907680,"speaker":"D","text":"Okay."},{"start":2909450,"end":2910410,"speaker":"C","text":"Hi, Cameron. Go ahead."},{"start":2910890,"end":3043330,"speaker":"A","text":"Thanks, Zach. Thanks for all of the, all of the walkthrough on the methodological stuff. That was helpful. I had two quick questions. I guess one is could you also maybe give us a little bit of insight on how the population trends and projections sort of factor into both the geographical area projections and the school of choice projections? Just how did you arrive at the 2021? I mean, we don't need like super detailed stuff, but I think it'd be helpful to know, like, why are we looking at declines across the board in 2026? Where is that coming from? Not to say that that's not actually the case, but it'd be helpful to just understand why the, what's. What's going into that reduction in school age children. And then the second thing is just I'd like to reiterate all of the speakers who have talked about the importance of walkability and wondering if there are areas where, you know, other resources that we could use to help look at walkability of especially sort of the fringe areas of the boundaries, certain pockets of neighborhoods that might, you know, have to cross train tracks or have inaccessible walking paths and that sort of thing. Are there ways that we can look at different mapping applications or other partners that have walk scores and things like that to factor into the how we draw the boundaries? And then finally are these last time, I think on the May 20 meeting, you'd said that this is sort of a starting point for what the boundaries are going to be and this is a starting point for the conversation. So I was a little bit surprised that there weren't other options that were laid out here tonight besides scenario one and scenario two with the idea that next week the board will be making a decision. So are there in fact going to be other options presented? How does that work? Will there be blends of different scenarios possible? Just you could walk us through what the process is going to be. Thank you."},{"start":3045250,"end":3073500,"speaker":"C","text":"Thanks, Cameron. I think that's something that the board needs to discuss after we hear the public comments, you know, because I think I know I have an opinion on that and I'd like to talk about that. So we'll go through our public comments and then we'll let the board discuss what's going to happen going forward. Next is David Knox and it looks like he's got his hand raised. Hi David, Go ahead."},{"start":3073740,"end":3074460,"speaker":"F","text":"Hi Janet."},{"start":3074460,"end":3076180,"speaker":"A","text":"Thank you so much and thanks for"},{"start":3076180,"end":3079100,"speaker":"B","text":"all the hard work to Zach and"},{"start":3079340,"end":3104190,"speaker":"A","text":"the board and everyone else. I really appreciate that question regarding the folks that currently live within a certain district, in this case the Roy Cloud district, it's unclear exactly how the boundaries are going to change and if the Roy Cloud district will be expanded to include other schools or if folks that currently live within the Roy Cloud district will actually be sent to another school"},{"start":3104190,"end":3106790,"speaker":"B","text":"from where they currently would intended to"},{"start":3106790,"end":3110550,"speaker":"A","text":"be going in one, in a year in kindergarten, then in a few years"},{"start":3110550,"end":3111750,"speaker":"B","text":"time for another child as well."},{"start":3117510,"end":3178140,"speaker":"F","text":"So again, I can answer the demographic question about that. Again, a large part of that thank you for the question, but a large part of that would be would be up to board policy. Generally speaking, I will say that one of the things that we try to do in both scenarios is generally speaking, this is just best practice overall is where at all possible we we try to avoid looking at moving students out of a current dish out of a current school boundary. That's staying open into another school boundary. So we do try to minimize those changes where possible. You know, right now what we're looking at are obviously splitting up the neighborhood catchments of Haws and Fair Oaks and schools that. That were consolidated. I don't believe in Roy Cloud. We looked at moving any students who are currently in that Roy Cloud catchment out into another school. There were some places where the only way to make change was sort of to cascade students into other districts. But I don't believe that was the case at Roy Cloud. And I will say that if I'm understanding what Dr. Baker said earlier, no students already in buildings would be expected, would be asked to move even based on a boundary change. Although if Dr. Baker wants to clarify,"},{"start":3179400,"end":3192600,"speaker":"B","text":"I'll leave that open. No, Zach, you are correct. You are correct. That has never been done previously in the school district. I don't anticipate that occurring if this were to go in a different direction. Now."},{"start":3192680,"end":3194360,"speaker":"A","text":"You are correct with what you just said."},{"start":3196680,"end":3197560,"speaker":"C","text":"Okay, thanks."},{"start":3199320,"end":3210950,"speaker":"A","text":"So I think we actually had a discussion and as a board, we agreed that we were going to grandfather everybody. And just to be clear. We did. We did."},{"start":3210950,"end":3211990,"speaker":"B","text":"You're correct, Dennis."},{"start":3214390,"end":3230670,"speaker":"C","text":"Okay. I couldn't remember if that was in our, you know, two by two discussions or not, but yeah, that is typically what we do. So I don't know if that has to be voted on when we vote on the boundaries, but."},{"start":3230670,"end":3231110,"speaker":"D","text":"Yeah."},{"start":3233360,"end":3246640,"speaker":"C","text":"Next comment is Eurydia Aquina, and I'm not seeing the name on here. So if you are here, can you raise your hand maybe number 11?"},{"start":3249760,"end":3251120,"speaker":"F","text":"I will unmute that person."},{"start":3254560,"end":3258240,"speaker":"C","text":"Hi. Yeah. Eurydia Aquino."},{"start":3259100,"end":3259500,"speaker":"F","text":"Go ahead."},{"start":3259900,"end":3262460,"speaker":"C","text":"Hi. I just have a quick question about."},{"start":3264700,"end":3268420,"speaker":"D","text":"I do have. Well, I had a child in the"},{"start":3268420,"end":3271260,"speaker":"C","text":"district, but now I have another one in the district."},{"start":3271660,"end":3274940,"speaker":"D","text":"But we don't live in the Redwood City area."},{"start":3276140,"end":3280660,"speaker":"C","text":"I was wondering if. Are those children gonna get kicked out"},{"start":3280660,"end":3283700,"speaker":"D","text":"of the school district with all these"},{"start":3283700,"end":3287480,"speaker":"C","text":"changes and one of us, one of"},{"start":3287480,"end":3294760,"speaker":"D","text":"the parents is working at the district, Will they be kicked out from the current, current school that they're at right now?"},{"start":3300359,"end":3301560,"speaker":"C","text":"John, do you want to address that?"},{"start":3301800,"end":3308520,"speaker":"B","text":"Sure. So I'm a little bit. I'm a little bit perplexed. So can you have a child in the district right now? Is that what I understood you saying?"},{"start":3309240,"end":3313490,"speaker":"C","text":"Yeah. But you don't live within the district boundaries? No, I do not."},{"start":3314370,"end":3322530,"speaker":"B","text":"But your child is going to school at one of our schools with an inter district transfer."},{"start":3323010,"end":3323490,"speaker":"D","text":"Yes."},{"start":3323970,"end":3324530,"speaker":"B","text":"Okay."},{"start":3324530,"end":3325010,"speaker":"D","text":"Yes."},{"start":3325010,"end":3326930,"speaker":"B","text":"And what grade is your child in?"},{"start":3327490,"end":3332370,"speaker":"C","text":"He is in kindergarten. So he'll be Entering first grade."},{"start":3332370,"end":3334370,"speaker":"D","text":"And then I have another one incoming,"},{"start":3334370,"end":3336170,"speaker":"C","text":"but he's going to be in preschool."},{"start":3337690,"end":3382810,"speaker":"B","text":"So at this point in time, when it was several board meetings ago, when the board did discuss about inter district transfers for students coming into the district, those that were here already were going to remain until they, you know, for example, TAF goes to fifth grade. So after fifth grade, then it will be your termination to go to your home school district. But you finish out your school career at that, at that. At that site. Now, the piece about your new child coming in, that's a preschooler and you're not living in the district. We would ask you to, number one, if you're filling out an inter district transfer and you work in Redwood City School District."},{"start":3384010,"end":3384570,"speaker":"D","text":"Correct?"},{"start":3384890,"end":3385370,"speaker":"B","text":"Correct."},{"start":3385370,"end":3385650,"speaker":"A","text":"Okay."},{"start":3385650,"end":3396170,"speaker":"B","text":"You have to go through that inter district transfer and we're taking them on a case by case basis, just like our neighboring districts do for people who work within the district. We take them on a case by case basis."},{"start":3396650,"end":3397210,"speaker":"D","text":"Okay."},{"start":3397530,"end":3432020,"speaker":"B","text":"Okay. So that transfer needs to get to us soon. So the sooner the better. I know we're not. The district office is still not open due to COVID 19, but we hope to open it mid July once all our plexiglass pieces are put in place for our employees to protect them. So if you just put it in the mail to our address and it will get to us, the interdistrict, your school district has to approve it before we can do anything."},{"start":3432580,"end":3434580,"speaker":"C","text":"Not for the one that's already in"},{"start":3435380,"end":3438420,"speaker":"D","text":"coming to first grade. Right. You're talking about the preschooler."},{"start":3438500,"end":3442700,"speaker":"B","text":"You've got both of them. You've got the first grader and you've got the preschooler. Every year you have to do it."},{"start":3443020,"end":3444060,"speaker":"C","text":"Oh, okay."},{"start":3444140,"end":3444620,"speaker":"D","text":"Okay."},{"start":3444620,"end":3448780,"speaker":"C","text":"I did not know that part. So maybe the enrollment department."},{"start":3449340,"end":3449780,"speaker":"B","text":"Yes."},{"start":3449780,"end":3451820,"speaker":"D","text":"Oh, okay."},{"start":3451820,"end":3452940,"speaker":"C","text":"As soon as possible then."},{"start":3452940,"end":3455580,"speaker":"B","text":"As soon as possible. Just send it to our address and it'll get to us."},{"start":3455980,"end":3456460,"speaker":"C","text":"Okay."},{"start":3456460,"end":3458380,"speaker":"D","text":"Thank you so much. I really appreciate it."},{"start":3459420,"end":3473350,"speaker":"C","text":"Next is Michael Bergeron. It looks like he's got his hand up. Hi, michael, go ahead."},{"start":3477350,"end":3478230,"speaker":"D","text":"Is this us?"},{"start":3478630,"end":3479590,"speaker":"C","text":"Michael, are you there?"},{"start":3479830,"end":3480630,"speaker":"B","text":"Might be the."},{"start":3481350,"end":3482550,"speaker":"A","text":"You waiting for us?"},{"start":3482950,"end":3483310,"speaker":"D","text":"Yeah."},{"start":3483310,"end":3485590,"speaker":"B","text":"Michael, is it Michael Hildebrandt?"},{"start":3485590,"end":3488150,"speaker":"D","text":"Is it Anna? Hi, can you hear us?"},{"start":3488390,"end":3493190,"speaker":"C","text":"Wait, I thought you were Michael Bergeron. Is that. Sorry, we're Annie and Andreas Hildebrandt."},{"start":3493480,"end":3496360,"speaker":"D","text":"Our son used Zoom, so it had his name."},{"start":3496600,"end":3498760,"speaker":"C","text":"Got it. Go ahead. Because we did call on you earlier."},{"start":3499240,"end":3503080,"speaker":"A","text":"Yeah. The 12 year old has taken over the computer."},{"start":3503080,"end":3504360,"speaker":"C","text":"I understand, I understand."},{"start":3505400,"end":3515880,"speaker":"A","text":"So first of all, we're in Woodside Hills. We were Michael to private School all the way through fifth grade when an opportunity came up to put him into Roy Cloud."},{"start":3516040,"end":3518480,"speaker":"B","text":"And we did that. He has been absolutely ecstatic."},{"start":3518480,"end":3537060,"speaker":"A","text":"And finally it's a sense of community. He's in with his friends, his sporting mates, and it could not have been a better choice for us. And we know that from other neighbors around us. They've said that if the opportunity came up to send them to Roy Clow, they would most likely take their children out of private schools also."},{"start":3537620,"end":3540100,"speaker":"B","text":"That would just unite the community so much more."},{"start":3540100,"end":3542660,"speaker":"A","text":"So I really hope that option two"},{"start":3542660,"end":3545220,"speaker":"B","text":"takes place definitely for the neighborhood."},{"start":3545790,"end":3553310,"speaker":"D","text":"So have a kindergarten through eight school. The continuity for the kids and really helps build a sense of community over those nine years."},{"start":3556750,"end":3560350,"speaker":"C","text":"Great, thank you. And you said you're in Woodside Hills, is that right?"},{"start":3560430,"end":3561230,"speaker":"E","text":"Yes, we are."},{"start":3561309,"end":3562590,"speaker":"C","text":"Okay, thank you."},{"start":3562910,"end":3563550,"speaker":"D","text":"Thank you."},{"start":3564590,"end":3581080,"speaker":"C","text":"So now Michael Bergeron and I think you are in here. Kyle, do you see him?"},{"start":3581080,"end":3581960,"speaker":"A","text":"It's a Berger."},{"start":3582440,"end":3585560,"speaker":"C","text":"I think that might be him. Is that you, Michael Burjo?"},{"start":3589640,"end":3592200,"speaker":"B","text":"Sorry, that person has to unmute themselves."},{"start":3592280,"end":3594280,"speaker":"C","text":"But Michael, can you unmute yourself?"},{"start":3596370,"end":3597250,"speaker":"A","text":"We just have it up."},{"start":3601490,"end":3614530,"speaker":"C","text":"Okay. He says it's not him. Then we will move on to. Let's see, where are we? Stephen Gay. I think he had his hand raised earlier. Yeah. Stephen G."},{"start":3619570,"end":3619930,"speaker":"D","text":"Hi."},{"start":3619930,"end":3621010,"speaker":"C","text":"Can you unmute yourself?"},{"start":3624860,"end":3625140,"speaker":"F","text":"Yep."},{"start":3625140,"end":3626060,"speaker":"E","text":"Can you hear me okay?"},{"start":3626060,"end":3626940,"speaker":"C","text":"Yep, go ahead."},{"start":3627260,"end":3662240,"speaker":"A","text":"Cool. Yeah. And thank you again for all the hard work. I know this is really challenging stuff. I just had a quick question for scenario two. Given that we went through all the numbers to help with each school capacity, I do have a question on how some of the district maps are drawn with regards to capacity. So in scenario two, in the Roy Cloud district, there's like a small, like chunk that's coming out of Roosevelt, which obviously doesn't have a lot of capacity of kids in it. So I'm curious, like, how are we doing these sort of, like, lack of a better word, like gerrymandering lines when we draw them?"},{"start":3667520,"end":3669040,"speaker":"C","text":"Zach, is that a question for you?"},{"start":3670240,"end":3793390,"speaker":"F","text":"I mean, sure. I'm not sure which portion of Roosevelt goes to Roy Clark Cloud in scenario two. So I don't know if I can address the issue exactly. Generally speaking, you know the realities of neighborhood placement and of students attending the district placement make maps that can look more and less geographically compact. Obviously, if you look at something like Hoover in scenario one, the number of students attending that in that school in district and the geography of where the homes are leads to a district map that looks fairly circular. You know, for lack of a better word, the Radius between each home and the school itself is pretty equivalent. If you're looking at scenario two, for instance, just to address questions like that, the area formerly assigned to Henry Ford in scenario two, that's now attended, that's now assigned to Roy Cloud, is so large because there are very few students in that area who attend Redwood City School. Right. So there are issues of things like density and road distance that can make the boundaries look somewhat strange. When you're looking at them in isolation, you're not looking at the student plots. In addition, there's sort of a, you know, a best practice. And it's not, it's not a unilateral rule that we, that we always look at contiguous boundaries where possible. So that area that used to be part of the Selby Lane neighborhood, that's now assigned to the Roy Cloud area is one of the few places where we can look at students not being reassigned from an open school to a new school, but might expand the Roy Cloud boundary itself. So it's really a case by case basis. We do look at a series of sort of declining criteria as we look at these boundaries. Right. We do try to look at geographic compactness. That's not always a possibility. We then look at other factors and it's really just trying to weigh each of those factors that can't always be weighed equal. So again, I can't answer each, you know, odd looking dogleg. But that's just sort of a primer, a high level version. No, I think that was helpful, Zach."},{"start":3793390,"end":3796590,"speaker":"A","text":"I think specifically though, using kind of your language is that."},{"start":3796590,"end":3798430,"speaker":"B","text":"And speak people on the phone have"},{"start":3798670,"end":3817410,"speaker":"A","text":"spoken to safety issues. So here, for example, like, for continuous line boundary, the block of like Goodwin and Fernside, which is on the opposite side of Alameda. And again, you can see it cut out in slinger too. It's like a little cutout. There's a safety issue and then it's such a small cutout. I'm trying to understand the rationale on"},{"start":3817410,"end":3818210,"speaker":"F","text":"why we didn't do it."},{"start":3818210,"end":3820250,"speaker":"A","text":"A continuous boundary line there."},{"start":3821610,"end":3823290,"speaker":"B","text":"And that's where that little cutout of"},{"start":3823290,"end":3825770,"speaker":"A","text":"Roosevelt is going into Roy Cloud."},{"start":3826970,"end":3831690,"speaker":"F","text":"And that is where Alameda crosses, which is a really high traffic area."},{"start":3831690,"end":3835240,"speaker":"A","text":"So for safety and for such a small cutout, I'm wondering why that's there."},{"start":3835480,"end":3851640,"speaker":"F","text":"Well, and so again, just to the case by case nature of that, just for that one, right. That was already assigned to Roosevelt historically. And so in situations where we're not looking to change that boundary, we're not looking to assign students from an open School to another open school. We didn't redo that in that particular case."},{"start":3852120,"end":3868060,"speaker":"C","text":"All right, so the three minutes on this comment are up. So we do need to move on and maybe we can discuss that further when the trustees get a chance to have our discussion. The next comment card is from Frank Hannig."},{"start":3877660,"end":3879900,"speaker":"D","text":"Okay, can you hear me now?"},{"start":3880060,"end":3880860,"speaker":"C","text":"Yeah, go ahead."},{"start":3881100,"end":3895600,"speaker":"D","text":"Okay. This is actually Denise, Frank's wife. He had to step out. So what we really wanted to do was just mentioned that we did. We don't currently have students that young anymore to go to the elementary school."},{"start":3895600,"end":3899080,"speaker":"C","text":"But we're just thinking that if anybody"},{"start":3899080,"end":3911520,"speaker":"D","text":"in our neighborhood's children went to Roy Cloud, they don't have to cross Massachusetts, they don't have to cross Fernside or Alameda. And instead of going, you know, which they would if they went to Henry Ford."},{"start":3912240,"end":3913760,"speaker":"C","text":"So we're thinking Roy Cloud would be"},{"start":3913760,"end":3923110,"speaker":"D","text":"the ideal school for these children in our neighborhood because it would be so much safer to get there. And like somebody else mentioned, they would"},{"start":3923110,"end":3924470,"speaker":"E","text":"be with all their own friends that"},{"start":3924470,"end":3938070,"speaker":"D","text":"live in the neighborhood. And the parents could, you know, the same kind of thing. The parents could volunteer and work together at each. At the school where their children and their neighbors went. So that was our main. Our main thing. Thank you. Great."},{"start":3938070,"end":3949080,"speaker":"C","text":"Thank you. Bill Brown. Hi, Bill. Go ahead."},{"start":3950200,"end":3950680,"speaker":"F","text":"Hey."},{"start":3950680,"end":3952520,"speaker":"D","text":"So I had a question."},{"start":3952680,"end":3987180,"speaker":"A","text":"This may be out of your purview, but I think it is something that is relevant to the boundary discussions. Has there been any analysis on the impact of PTO funding which might be likely to result in some of the boundary changes, especially in scenario two? Just because I would hate to have kind of an unintended equity impact on some of the schools based on the boundary changes. So I'm not sure who the best person to answer is, but if you could leave me on in case I"},{"start":3987180,"end":3989340,"speaker":"D","text":"have a follow up, that would be great."},{"start":3991820,"end":4012160,"speaker":"A","text":"So the question is, is PTO funding impact of the proposed boundaries being estimated or considered? So I'll answer that. The answer is no, because the demographer is using data that doesn't have any ability to tie into school PTO detailed donations."},{"start":4013280,"end":4013840,"speaker":"F","text":"Okay."},{"start":4014800,"end":4020320,"speaker":"A","text":"Do you think that might be a useful thing to try to look at"},{"start":4020400,"end":4023280,"speaker":"B","text":"just so we don't have an unanticipated consequence?"},{"start":4023670,"end":4031990,"speaker":"C","text":"I think. I don't know that it's possible to be able to do that because we don't know which donations come from which families across each."},{"start":4032630,"end":4034750,"speaker":"B","text":"Is it possible maybe to get the"},{"start":4034750,"end":4039789,"speaker":"A","text":"heads of the PTOs from all these schools to try to get at something?"},{"start":4039789,"end":4041430,"speaker":"F","text":"Like if something obvious jumps out."},{"start":4042950,"end":4045190,"speaker":"C","text":"I mean, we can ask them to take a look at the boundaries."},{"start":4045190,"end":4047430,"speaker":"A","text":"Yeah, Like, I realize that's probably a"},{"start":4047430,"end":4050560,"speaker":"B","text":"very difficult thing to try to figure out."},{"start":4050640,"end":4054800,"speaker":"A","text":"It just strikes me that it could be very relevant, especially kind of looking"},{"start":4054800,"end":4057320,"speaker":"B","text":"at, like, Roy Cloud may actually be"},{"start":4057320,"end":4063360,"speaker":"A","text":"a beneficiary from the proposed change on two at the expense of some other."},{"start":4063840,"end":4064880,"speaker":"B","text":"Some other schools."},{"start":4066560,"end":4066920,"speaker":"C","text":"Sure."},{"start":4066920,"end":4067240,"speaker":"D","text":"Yeah."},{"start":4067240,"end":4070160,"speaker":"C","text":"No, we hear you. And we'll see if we can take a look at that."},{"start":4070320,"end":4072320,"speaker":"B","text":"Okay. And again, so then my last piece"},{"start":4072320,"end":4073800,"speaker":"A","text":"of the comment, I want to say"},{"start":4073800,"end":4074880,"speaker":"B","text":"thank you, John and Dennis."},{"start":4074880,"end":4079530,"speaker":"A","text":"I admitted an info request, was definitely impressed on the work that you guys"},{"start":4079530,"end":4081370,"speaker":"B","text":"have done that pulled the capacity data together."},{"start":4081850,"end":4084290,"speaker":"A","text":"And so you just. Just want to say thanks on that"},{"start":4084290,"end":4086490,"speaker":"B","text":"and thanks for the job that you're doing."},{"start":4087930,"end":4088570,"speaker":"A","text":"Welcome."},{"start":4090490,"end":4102190,"speaker":"C","text":"Okay, thanks, Bill. Next is Matt Scott."},{"start":4103860,"end":4104900,"speaker":"A","text":"Sorry, can you hear me now?"},{"start":4104980,"end":4106100,"speaker":"C","text":"Yeah, go ahead, Matt."},{"start":4106260,"end":4106660,"speaker":"D","text":"Great."},{"start":4106740,"end":4116380,"speaker":"F","text":"So this is more for the consultant. I'm actually in Selby Lane, but I'm on Nimitz Avenue. So I'm just trying to understand. Since Nimitz Avenue seems to be a"},{"start":4116380,"end":4119020,"speaker":"B","text":"boundary, it looks like if my kids"},{"start":4119020,"end":4121340,"speaker":"F","text":"were to enroll in Redwood City, they"},{"start":4121340,"end":4122100,"speaker":"B","text":"go to private school."},{"start":4122100,"end":4137390,"speaker":"F","text":"Now, if they were to enroll, they would be split from their kids in their neighborhood from that boundary line. Is that correct? Nimitz Avenue is a boundary line? Currently, yes. So in scenario one, they'd go to"},{"start":4137390,"end":4139390,"speaker":"D","text":"Garfield, and scenario two, they'd go to Hoover."},{"start":4141230,"end":4143070,"speaker":"F","text":"That is. Yes."},{"start":4144430,"end":4145070,"speaker":"A","text":"Okay."},{"start":4145230,"end":4145589,"speaker":"B","text":"All right."},{"start":4145589,"end":4147550,"speaker":"F","text":"Well, that doesn't work for us, but thank you very much."},{"start":4150190,"end":4154990,"speaker":"C","text":"Sorry, I was muted. Thanks, Matt. And then our next speaker is George Lewis."},{"start":4163389,"end":4163629,"speaker":"D","text":"Great."},{"start":4164269,"end":4197670,"speaker":"A","text":"I'm also one of the few members of Woodside Hills who has kids in the Redwood City Public School District. And I would just voice support for Scenario two. We really suffer from, like, a lack of community in Woodside Hills. I mean, most people send their kids off to private schools, and it just lacks that sense to it where everybody feels together. And I know more folks. My neighbors, for example, would send their kids to Redwood City if we went with scenario two. So just wanted to voice that support and thank you all for the hard work you put into the presentation."},{"start":4200390,"end":4208480,"speaker":"C","text":"Thank you, George. I want to circle back to Roger Whitney, are you here? If you are, can you put your hand up?"},{"start":4212240,"end":4212880,"speaker":"D","text":"Okay."},{"start":4213760,"end":4217120,"speaker":"C","text":"And then, Steve, is it axed?"},{"start":4227600,"end":4228160,"speaker":"B","text":"Okay."},{"start":4230000,"end":4232170,"speaker":"C","text":"Hi, Steve, Go ahead. Hi."},{"start":4232170,"end":4271980,"speaker":"A","text":"Thank you. We're residents of Selby Lane neighborhood. And, yeah, we're voicing our support for scenario two, where my daughter formerly went to Orion at the original location. And we're really looking for a place to land where she's going to get some continuity and more of a sense of community. We've been going to Henry Ford this year and will return next year, but quite simply, just a voice in support of Scenario two."},{"start":4276380,"end":4313430,"speaker":"C","text":"Okay, thank you, Steve. So that concludes our public speaker cards for this item so we can move on to the board discussion. If anybody would like to jump in. Does anybody have any comments or questions that they want to discuss right now? Okay. Well, Cecilia, did you want to go?"},{"start":4314150,"end":4334950,"speaker":"D","text":"So the same thing as you. I was wondering what's going to happen since Scenario one and Scenario two as far as Henry Ford for the Canfield Commons people. What's going to happen? Because there's only those two options. Is that something that we do? We want to start the discussion again."},{"start":4336470,"end":4378110,"speaker":"C","text":"So that's what I wanted to talk about. I think now that I've been able to actually drill down into the maps, there are a lot of little pieces that I think need some tweaks, including things like an end of a cul de sac where, like, it's just a few houses get pushed over to a different school district, school boundary, and, you know, things like Kentfield Commons, which, you know, their access, you get to Garfield, it doesn't make sense. And then a few other little tweaks that I've seen. So I was hoping maybe we could come back with a Map three, possibly with, you know, a subcommittee of a couple of board members and I don't know if any staff. How do we feel about that?"},{"start":4379390,"end":4435620,"speaker":"E","text":"You know, I think that's a really good idea, Janet, because I also have a lot of little tweaks. I mean, there's some bigger things I think we could talk a little bit about tonight. But it does feel like individual neighborhoods. You know, looking at El Camino, looking at the railroad tracks, looking at cul de Sac, looking at that sort of thing. I just feel like that's going to be hard to do over, zoom with maps on a little screen, you know, trying to sort of work that out. And I'm not sure everybody wants to sit through that, but I agree. I think, you know, neither Scenario one or two, I think, gets us where we want to be. So I do think kind of looking at the best of both of those options and also just thinking about some other things would be helpful in a smaller group. And then what I think that would mean, though, potentially is that we would not be able to finalize next week because that doesn't feel like we'd give the community enough time. Right to."},{"start":4438580,"end":4441300,"speaker":"F","text":"John, do you want to Speak to that. The conversation that."},{"start":4441620,"end":4571310,"speaker":"B","text":"So what we need to do is. And if that's the direction the board would like to go, what I need to do is create the timeline because there's no way this can be done in a week's time time with everything else that's going on. So my proposal would be that it would probably not since we're here and it's going to be brought up later on tonight about the month of July. I need to go in that direction where there wouldn't be a final decision until July. We did talk at our last board meeting that we would have July 15 as the board meeting when we were going to say this is our plan to reopen, this is where it is and this is how we're going to begin on July 15th. Now, we do have additional dates in July besides the 15th. We also have the 29th or the. And I think the 8th is also too soon because of everything that's going on with subcommittee work regarding COVID 19 that we want to move forward with and have our community input. So I would suggest that if you wanted to go forward and extend the process, that we would most likely have a determine have another meeting where there's for the community to look at whatever additional maps you come up with that that be done either the 8th or the 22nd. Because the 15th, I know, is going to be devoted totally to. To that reopening plan that you are going to say move forward with. Because by that time, as I said previously, we want to have our plan in place four weeks before school starts and get all our community input prior to that. So my recommendation is that this comes back. It would come back on the 22nd of July for the additional. Whatever maps you come come up with. And then on the 29th is a final vote, a recommendation."},{"start":4572270,"end":4574670,"speaker":"A","text":"Right, because we have to have another public hearing."},{"start":4574670,"end":4575630,"speaker":"B","text":"Right, exactly."},{"start":4578030,"end":4580750,"speaker":"C","text":"But just the one. Right. So the 22nd would be."},{"start":4580830,"end":4584510,"speaker":"B","text":"The 22nd would be the public hearing. And then on the 29th you would vote."},{"start":4586120,"end":4604520,"speaker":"E","text":"Yeah. And then could we also maybe the committee, if they could get the maps up online before the 22nd, like give people a good week to look at them and provide comments, that sort of thing, you know, and then everybody sees them."},{"start":4604600,"end":4629630,"speaker":"F","text":"We can work with your guys subcommittee meetings as much as you need to schedule. So we can. I'll work with Jorge and I'm sure he can help coordinate schedules to get. Get you guys whatever timing we need, but we can get them up as soon as we can. You know, three to five business days after we have that subcommittee facilitated subcommittee meeting and go through those neighborhoods and call the sacs and railroad tracks and all that. So that's just up to y' all schedule around a subcommittee meeting."},{"start":4631790,"end":4644010,"speaker":"C","text":"Okay, so I know Maria's not here right now, but do we want to decide on which two trustees will be on that subcommittee? I know Maria's back to work now, so she. Probably."},{"start":4644410,"end":4718220,"speaker":"E","text":"So one thing, I mean, we could wait for Maria if we want on that to decide. I would like to maybe come up with some directional items that we'll be giving the committee. I don't know what time it is. Let's see, when will she be. She should be hopping on here pretty soon from work. You know, just some of the things like I don't know if the rest of the board agrees, but we could say, you know, with the new map or maps, we'd like to see, you know, Kentville Commons be boundary to Henry Ford if we could. If there's a few things we could agree on like that, just to give direction. And I think it would also give some comfort to the community because, I mean, I think we've all seen that it does make a lot, at least to me it seems to make more sense for Kent Phil Commons to go to Henry Ford, given the geographic kind of walkability of that. So I don't know if there's a few other things that we want to talk about. I've got a couple things that I wouldn't mind mentioning. I don't need to be on the committee, so that's why I'm bringing it up. I mean, I'm happy to serve if needed, but I don't feel a need to be on it. I know, Dennis, you've done a lot of work on the capacity and numbers, all that. I don't know if you have a strong feeling of wanting to be on the committee."},{"start":4722270,"end":4833500,"speaker":"A","text":"I'm happy to. If other people want to, I'm fine to have them do it. So I don't disagree what you said about can feel common, but I do feel like it's a little bit of an iterative approach where when we make that decision, that changes something. And there's some other items. Like at this point, I'm uncomfortable with Roy Cloud going where it goes. Now, you may be able to convince me I'm okay with it if we can look at the demographics and see that it actually helps with the demographics of Roy Cloud. But if it's going to make it more Caucasian and reduce the number of students from the Bayside that can go there. We've actually kind of. We've kind of harmed our kind of. We want to be equitable and we want to mixed socioeconomic groups, et cetera. So I don't know the answer, but right now, to me, that's a huge thing that I think we need to understand. What's the impact of that. And then the other thing I would say is, and I can't say this enough, and I think there's this belief that when we flick the switch and we change the boundaries, that everybody can immediately get into their most preferred school. And the capacity of each school is such that there might be one or two seats per grade, but there's not. Like. Like if 100 kids came along, they aren't going to get in. Now, if it's next, you know, if it's not this, this September, but next a year from August, then in their kindergarten, then they obviously would. But when you look at the capacity numbers, there is no ability to add classes and just have this monumental shift from people who are one school to another school. And I think people just need to hear that a lot so they understand that."},{"start":4839100,"end":4857430,"speaker":"F","text":"I was just going to say, if it's the direction of the trustees, we can either, you know, working in closed session, you can look at much closer data or anonymize ethnic data so that we can look at the ethnic and racial demography of some of those schools. That. That is something that the. That the board wants to see."},{"start":4857430,"end":4861910,"speaker":"A","text":"Yeah, I would say it's not a closed session item. I would think that would be this committee."},{"start":4862310,"end":4862790,"speaker":"F","text":"Yeah."},{"start":4865270,"end":4963840,"speaker":"E","text":"Dennis, I was just going to say I had. I have a couple things, and that was another one of mine as well, that I. If it was possible, I do think it would be good to think about the demographics and equity when making some of those changes. I think scenario one, bright cloud boundaries actually do not change. And then I think scenario two, they change. And I actually did have a question, and I don't know if we can drill down to this level. This might be something, Dr. Baker, that we need to look at, or maybe you have data, Zach, I'm not sure. But the schools of choice, students who are going to the various schools, how are they adding or detracting to the equity piece of demographics as we think about English learners and socioeconomically low students, that sort of thing. So I think that would be helpful. And I know we had a couple of speakers that I think have spoken to that component as well, because my gut tells me when I look at some of the Schools that the diversity that they're getting is because of the schools of choice. When I think about the neighborhood of where the school is, and I agree with you, Dennis, I would hate to fully capacity have a site fully be full of capacity with the local students and then make it less equitable than it was before. Right. I think that's what we're saying, the same thing. Yeah. So I agree. Okay, so I'll take that back. I think we should consider just because of the walkability factor. Kent Field comments. But I agree. I think we need to look at that in conjunction with everything else."},{"start":4964480,"end":5022820,"speaker":"A","text":"Yes. I want to be clear. I don't have an issue with Kenfield Common. I just think I'm uncomfortable committing today because that locks us in with all these moving parts. So I'm hoping we can make it work. I did this analysis that where you can't see it, but I think we also have to look at. I think when we did the boundaries, we were too aggressive of moving students out of Garfield and moving them to Hoover. So I think with the new capacity, because Garfield went down 288 and Hoover went up 332. And I think with the new capacity I think it has. I appreciate we kept everything static other than the capacity because we didn't want to induce a new variable. But if we're going to do scenario three, I think we have to kind of rerun the process for it."},{"start":5023780,"end":5036260,"speaker":"F","text":"Dennis, I want to say that the Hoover piece was a function of the Garfield capacity difficulties. And so I would agree that that was the main driver behind that piece of that. So just to agree with that point."},{"start":5036260,"end":5043940,"speaker":"A","text":"No, I'm not taking forward. I just think now have the right numbers and so we need to go back and look at some of these and not be quite so aggressive."},{"start":5044980,"end":5108740,"speaker":"E","text":"And I really think we need to look at El Camino and think about how kids would be crossing that street to get to whatever neighborhood school. I have some real concerns because there's not a lot of safe crossing walks there. So we could right some of the wrongs that I think had already happened with Selby as an example, where we had students who were crossing El Camino and, you know, that's a really tough cross. So El Camino, the railroad tracks, Woodside Road, you know, those are all sort of harder places. But there's some, you know, safer places across the street. So think about neighborhoods around that. The other thing is, I appreciate we heard from a few people about trying to keep neighborhoods together if possible. And I think that's also Weighed with the equity stuff we just talked about. But I think an example was the Mount Carmel area. You know, if they do feel like a community, splitting them between schools may be a hardship. If we can do it to send them all to one school where it still maintains the capacity and the equity that we're looking for, you know, we could try to do that."},{"start":5117540,"end":5200070,"speaker":"C","text":"Okay. So, yeah, I definitely think there are areas where we need to look at walkability, for sure. You know, I know that's super important. And it's, you know, for me as a homeowner, we bought our house knowing that we wanted to be able to walk to our elementary school, our middle school, and our high school, and that's what we do. And I think that's especially important on the environment and the traffic in the. In the city. Having cars driving all over the place and up the hill to bring their kids to school is something we really need to consider. And I'm not sure these maps really take into place. I do want to say I'm still getting speaker cards, and I see people with hands raised. We have ended the speaker card portion of this discussion, so you can feel free to email us at any time, and we'll be happy to hear your comments that way. Or you can speak to us at another future meeting. I would be happy to sit on that committee. I've already looked quite a bit into it, and like you guys have said, I don't want to commit to Kent Field Commons tonight. I don't think that that would be appropriate, but it's definitely something that I want to take a look at. I'm familiar with that neighborhood and that community and their ability to get in and out because it is kind of an isolated little area. Those are my only comments."},{"start":5201760,"end":5205440,"speaker":"B","text":"So then what I hear is that Dennis and Janet."},{"start":5206960,"end":5311230,"speaker":"E","text":"I'm sorry, can I. Can I just say one more thing that, you know, I think we had a few comments to this effect, and we've gotten some emails to this effect about, you know, the location of some of our schools and where we have schools of choice versus neighborhood schools. I do think in the ideal world, you know, you would maybe start with the map and think about all this. I just. I wanted to recognize that. I just don't think we have the capacity right now to do some of the changes that some people in the community are asking us to do. And I think our immediate need is to make sure that every student has a boundary, Particularly those students that lost a boundary as a result of the school mergers and closures. So I guess, personally, I think of this a little bit as an iterative step in the whole process. But I know we still have, you know, the North Star forward conversation. We'll be coming back once we're sort of a little more settled with our reopening plans and a little more. I don't know what I can't say into the pandemic, but a little, you know, a better handle on everything, because I know that's been stalled out a little bit. So the point is, I just want to make is I think all of the board members, you know, I think we understand some of the other questions out there. I think what we're trying to deal with right now are sort of the immediate needs around the unboundaried locations. So I don't know if another board member wants to add to that and be a little more articulate, but I just don't think we have the capacity to throw everything up on a board right now and redo everything, because that would really affect a lot of families. So I don't know. That's just my own personal opinion on that."},{"start":5313230,"end":5313790,"speaker":"A","text":"I agree."},{"start":5315230,"end":5315710,"speaker":"D","text":"Go ahead."},{"start":5317390,"end":5318350,"speaker":"A","text":"I said I agree."},{"start":5318590,"end":5354630,"speaker":"C","text":"Okay. Yeah. And I don't know if maybe this kind of piggybacks on it, but I do want to say, because I've seen a few questions about this. This is. We've already enrolled for the upcoming 20. 20. 2021 school year. So we've now had two incoming classes of kindergarteners that don't have a neighborhood school assigned to it. And I think it's really important that going forward, they do. And so this would be looking at the boundaries for enrollment for 2122. Am I right, Dr. Baker?"},{"start":5354630,"end":5355070,"speaker":"A","text":"Yep."},{"start":5355230,"end":5355630,"speaker":"C","text":"Okay."},{"start":5355630,"end":5359010,"speaker":"D","text":"Thank you."},{"start":5359080,"end":5364760,"speaker":"A","text":"So I had a question for Zach. How hard is it to put in demographic information?"},{"start":5366440,"end":5372760,"speaker":"F","text":"It depends what you mean by demographic information. Are you talking about, like, Title one status or things like that?"},{"start":5373880,"end":5377240,"speaker":"A","text":"I don't know. That's a discussion. The board probably has to decide what they want."},{"start":5377400,"end":5436200,"speaker":"F","text":"So the nominal answer is any piece of information that you can map to students. We can load to their student location in the software and pull reports based on their new boundary. There are some technical details that we obviously don't need to get fully into on the. On the board meeting. But the answer is if you. If you and your student information systems are. We can work with your IHC department to map any piece of information that we can map to a student to their student.in the system for boundary purposes. So we can map, you know, obviously ethnicity and SDC and the School they attend are things that we get that we have to get off the bat. But with clients around the country, we've mapped things like Title 1 status or SES status. If you map it in some other way, WI fi, accessibility, any number of things that have come up during the pandemic. Yes, we can certainly load demographic information, as long as it's information that we either have already in the system or that you can provide to us through your student information system."},{"start":5437480,"end":5443930,"speaker":"A","text":"You don't have any. Do you have ability to have income? Like, can you get that out of the census data or not?"},{"start":5445050,"end":5469900,"speaker":"F","text":"I do not know the answer to that question off the top of my head. It's certainly not something that we've historically. I mean, there would be a lot of technical difficulties with that. Obviously, mapping to, you know, a single student in a household or three students in a household. It's not something we. It's not something I'm familiar with us having done before. Again, the primary thing that we map for SES would be Title one eligibility."},{"start":5470860,"end":5474820,"speaker":"A","text":"So you're using. And you're using initials, and the audience isn't going to know what they are."},{"start":5474820,"end":5484540,"speaker":"F","text":"I'm sorry. Socioeconomic status. Thank you, Dennis. We. Again, when we map issues of socioeconomic status and students, it's usually Title one eligibility and not salary."},{"start":5489180,"end":5489740,"speaker":"A","text":"Thank you."},{"start":5491340,"end":5524580,"speaker":"E","text":"Yeah, I do think some of that would be helpful. Kind of going back to Dennis, I think you brought that up initially because I thought it was interesting. We had the SPSAs tonight later on the agenda and the boundaries. And I know when I was reviewing the site plans, I was looking at the various demographic data around race and ethnicity, as well as the socioeconomic status and English learners. And so if there was a way to think about that as we're thinking about boundary changes, I think that would be helpful when we think about how can we be the most equitable with sort of the circumstances we have."},{"start":5524580,"end":5524940,"speaker":"D","text":"Right."},{"start":5527550,"end":5528670,"speaker":"A","text":"So Maria joined us."},{"start":5528830,"end":5529710,"speaker":"B","text":"Oh, there she."},{"start":5530830,"end":5532830,"speaker":"C","text":"Yes, I was just about to say hi to Maria."},{"start":5536190,"end":5536670,"speaker":"E","text":"Hi."},{"start":5537710,"end":5563020,"speaker":"C","text":"So, Maria, what we're discussing, we've just gone through the two maps we've heard from the speakers, and we are discussing the need for a third map option with a subcommittee of new school board members also to kind of go through, dig into some of the neighborhoods and the, you know, the El Caminos and Woodside Road and all that kind of stuff to kind of clean up what needs to be cleaned up."},{"start":5564140,"end":5565180,"speaker":"E","text":"Great idea."},{"start":5570140,"end":5572860,"speaker":"C","text":"So, Dr. Baker."},{"start":5574620,"end":5605740,"speaker":"B","text":"So do you want me to go over what I hate? This thing's in my ear. It's better if I have just one on. So what I heard you say is that you want to move forward and have the subcommittee work with, you know, myself and Jorge and any others that we deem necessary to work with. Zach and the subcommittee would be board members. On the subcommittee would be Dennis and Janet. And things to look at was definitely the Kent, Phil boundaries that we need to look at."},{"start":5605740,"end":5611900,"speaker":"A","text":"So, John, could we go back? Because Maria wasn't here, so we should make sure. Does Maria want to be on there?"},{"start":5612140,"end":5613900,"speaker":"B","text":"Would you like to be on the boundary committee?"},{"start":5615100,"end":5616260,"speaker":"A","text":"No, she's already going."},{"start":5616260,"end":5618540,"speaker":"B","text":"No, no. She's waving your hand. No, no, no."},{"start":5619020,"end":5619580,"speaker":"F","text":"All right."},{"start":5619660,"end":5623500,"speaker":"D","text":"Thank you for thinking of me, but I think you guys can do a wonderful job."},{"start":5624620,"end":5628780,"speaker":"E","text":"I'll have you know, Maria, we did. We did say let's wait just in case Maria wants to be on it."},{"start":5630780,"end":5668880,"speaker":"B","text":"So the items to look at with that third map and mine has to do with the Kentfield boundaries, the economic diversity, and see how we can determine what that would look like. Seeking information that Zach had talked about previously, and we do have some of that information. It would just mean that I would have to get that from one of our departments. Elise did talk about the El Camino Crossing and her concerns regarding that piece. And also the railroad tracks. The crossing of railroad tracks. And also to take in consideration the crossing of Woodside Road. Okay, so. And then we did."},{"start":5668960,"end":5705610,"speaker":"E","text":"And then actually one other. Where possible, if there are neighborhoods trying to keep them together as we move them to school, you know, we may not be able to do everything. I think, certainly safety first, I think. But, you know, we did hear from a few people that felt an affinity to a certain neighborhood. And having the kids split up to two different schools is a hardship. So if we can get them all to one school, great. Again, we may not be able to do it as we're balancing everything out. But if we could also make that one of the things to look at and try to do, I think that would be good."},{"start":5705930,"end":5706490,"speaker":"B","text":"Okay."},{"start":5706810,"end":5718400,"speaker":"C","text":"Alisa and Cecilia, Maria, I think if you guys had specific items for us to look at at the map, feel free to email Dr. Baker or Jorge, and we'll be able to look at those, too."},{"start":5719200,"end":5793150,"speaker":"B","text":"And so the timeline that we came up with was that we would have maps out to the community. I am looking at most likely to have those ready for prior to the. I like them ready for Monday the 13th. Because the board meeting, the public hearing would be on the 27th, 2nd of July. The vote would be on the 29th of July. So Zach even if you could get them to me, even prior to that, like, I personally would prefer to have them if at all possible. If we get our meetings together in a relatively short period of time, I would like to have that those maps on no later than the 8th of July. So that way it gives people plenty of time to look. Jorge can put them on to the website and my understanding is when he puts them onto the website, it's the ability to able to look at them and then to also maneuver. Move them in a certain direction if one wanted to, to get another viewpoint, maneuver them in some manner."},{"start":5793940,"end":5794300,"speaker":"D","text":"Yep."},{"start":5794300,"end":5803780,"speaker":"F","text":"And we can again, we can, we can make whatever work with as little turnaround as possible. So we just, we'll just work with, with the subcommittee can schedule and we'll figure it out. We can get those days done."},{"start":5804660,"end":5806100,"speaker":"B","text":"So does that sound fine with everyone?"},{"start":5807860,"end":5811140,"speaker":"C","text":"All right, thanks, Zach. Appreciate it."},{"start":5811860,"end":5812660,"speaker":"F","text":"Thank you all."},{"start":5814180,"end":5824590,"speaker":"C","text":"Okay, so it looks like we can move on to enjoy your evening. Thank you. Discussion on Covid item 7.1."},{"start":5825230,"end":5826670,"speaker":"B","text":"Oh, yeah, that's me. Huh."},{"start":5827630,"end":5830270,"speaker":"C","text":"And then we do have a number of speaker cards on this also."},{"start":5832350,"end":6029470,"speaker":"B","text":"So let me just start out by giving up, giving an update. So tomorrow we have our first virtual meeting that'll take place. The English one will take place tomorrow at 6, from 6 to 8. The Spanish one will be on Friday, which is the 19th, from 6 to 8. And our subcommittees, and some of you are on those subcommittees, have been working really, really hard to come forth with a plan to reopen in August, on August 19th. So with that being said, the subcommittees that are going to present tomorrow and on Friday, we have the facilities, which is also Health and wellness that will be presenting. We have child care that will also be presenting. And I should say the facilities Safety and Wellness group is Michelle Griffith, Sarah Shackle and Martine Cervantes for that group. Pati Ortiz is leading the childcare group, which will also be presenting tomorrow and Friday. Liz Wolf will be presenting, I think on the cohort and distance model. And we have Kyle that is the lead that will also be presenting on technology access and supports. Special ed is going to have its own another different time because special ed committee needs to have more time than what we are giving the other committees. The other committees are getting approximately 15 minutes per committee and then with questions and answers that may follow some of the questions we received previously in our last survey where parents sent us questions ahead of time. So we've either built them into our presentation or if we didn't have an answer for those Questions at the time of the presentation. We are putting the answers together on our website, where they can go right to the web page of reopening schools and the questions and the answers will be there also. That's one item that's taking place with COVID 19. The other item that is also play is, as you know, Many of our board members participate on weekly calls for elected officials and also with the superintendent of schools for the San Mateo County. And with that being said, things change rather quickly. And so we're trying to keep abreast of everything as it moves along. We're really concerned mainly to make sure that we're providing a excellent education pathway for our students and that we're adhering to safety for our students and for our staff. So that's in the forefront of our minds as we move down this path for reopening. I'm going to turn this piece over to Wendy so she can give kind of an update on the parent survey and where we are with it right now."},{"start":6030350,"end":6034430,"speaker":"A","text":"Before you do that, are you gonna send out a link so board members can."},{"start":6034990,"end":6036670,"speaker":"B","text":"I was not dead. I was coming back."},{"start":6036910,"end":6037710,"speaker":"A","text":"Oh, sorry."},{"start":6039390,"end":6043230,"speaker":"B","text":"I will do that because there's something else I have to say, too. Go ahead, Wendy. Then I'll come back."},{"start":6043870,"end":6306320,"speaker":"D","text":"Thank you. Good evening, everyone. So last Wednesday, June 10, I gave you an update on the parent survey that was intended to close on Wednesday, June 10th. And as you recall, two surveys were sent out, one in English and one in Spanish. And on Thursday, June 11, the office staff did an amazing job at sites calling families under the direction of the principal to make sure that we could capture as many possible surveys and responses. Survey responses as we could. And I'm pleased to say that we now have 69% of Redwood City School District families responding to the survey. And so tonight I wanted to go over just some of the highlights from the survey. And I can email this in writing to the board just so you have it front and center. But I will be updating you on the current data of what we have found from the survey. So we now in the Spanish survey, have 1,224 respondents. And it's the English survey, 2742. Option one is the least favorable. Option one is the full distance learning. In the Spanish survey, we have option two is 57% in favor, and option three is at 40% in favor. So option two is still leading within the Spanish survey. And within the English survey, option two is leading as well. So in the English survey, the parents that answered the English survey had a firm 66% no for distance learning. And as you know, we had a Likert scale, so that was the bottom of the scale. And option three, the choice between distance learning and hybrid was 49% in favor. So for our English and our Spanish survey, we still have option two as highlighted. Moving on to child care. Child care is still something in the forefront of people's minds. In the English survey, of Those that responded, 61% said they needed child care overall with 45% needing child care during the distance learning hours at home with the proposals when students are at home during the day and 51% need child care after school. In the Spanish survey, out of 712 respondents, 58% needed child care altogether, 33% needed child care during distance learning hours and 64% needed child care after school. So similar to our original survey results from last week, our technology needs, we asked about a few things. One was the tech devices that families had at home. But we're also really concerned about the type of reliable Internet source and so it still remains. The English survey reported 96% of families stated they had a reliable Internet source and 85% of Spanish respondents said they had a reliable Internet source. Still the same concerns regarding returning back to school, school, the social isolation of students, concerns about quality of teacher interaction, limiting classroom seating to maintain social distancing, wanting to make sure that we look at staggering recess and lunch times to review to reduce overcrowding, making sure that we're building in hand washing and fever and health checks at the beginning of the day. Then a new data point I'm reporting out but I didn't report this last week. But now that we've captured everything, we asked about a staggered start time of the day so we could accommodate health checks in the morning, temperature checks, etc. And in the Spanish survey 90% of families were in favorable were in favor of a staggered start time and in the English survey 88% so similar of a staggered start time schedule. So I just wanted to give you the overview tonight of the parents survey. It is now closed and so I think we captured a large number. So thank you to our office staff and principals that really went out and made sure that that was done with an extra push. Any questions about the survey?"},{"start":6306800,"end":6308400,"speaker":"B","text":"Elise? I had a question, right?"},{"start":6308880,"end":6355150,"speaker":"E","text":"Oh yes, yeah, yeah. More of a comment comment that I'm just wondering when we talk about techniques and reliability of the Internet and you know, the, I guess what the 30% of the people who did not respond, I think we could probably assume that Some of them are not responding because they do not have reliable technology to respond to us. Right. So I just think we should take that into consideration when you think about. Because, you know, you have pretty high numbers, a percentage of families who have reliable Internet service from those who responded. But that 30%, I mean, some of them just don't want to respond to us, but I think some of them may have to. So I just think we need to be cognizant of that. Right, right."},{"start":6355150,"end":6377610,"speaker":"D","text":"And I appreciate that. And that was one good push from the office staff is those that didn't have an email address, they called as well. So there was some of that data that came in. You know, the surveys were emailed out. And so that would have been a barrier, of course, to receive it as well. So that's true."},{"start":6378170,"end":6402980,"speaker":"B","text":"And Elisa Kyle's been working very closely with the county Office of Education and also the county of San Mateo in regarding to connectivity, especially in our Bayside. And so hopefully he'll have some positive news to share with us soon in regard to the connectivity and how that will be resolved."},{"start":6406660,"end":6419370,"speaker":"A","text":"So I have questions. Go ahead. So our survey's gone from, I believe, 55% to 69%. You're muted."},{"start":6421930,"end":6424970,"speaker":"D","text":"Yes, that was the calculation I have."},{"start":6425290,"end":6442890,"speaker":"A","text":"Okay. And I thought at our last meeting we said that we were going to try to get 100% because we needed that for capacity planning with teachers and facilities, etc. But yet it sounded like we're done. So how are we going to capture the other 31%?"},{"start":6445640,"end":6481930,"speaker":"D","text":"Yeah, that's a difficult question, Dennis, because the exercise that the office staff did was that they took the list of parents that responded and cross checked it with those that did not respond and then reached out to those families. So I did receive results that that process went pretty well at school, at school sites. So I don't want to suggest that we can't get that percentage up higher, but they. That's what they've been doing for the last four or five days, is exclusively calling. Okay."},{"start":6481930,"end":6482290,"speaker":"F","text":"So."},{"start":6483890,"end":6486610,"speaker":"A","text":"And then with respect to. I'm sorry, go ahead."},{"start":6487250,"end":6490770,"speaker":"D","text":"I was going to say I'm not sure we can reach that 100% in that regard."},{"start":6491330,"end":6491770,"speaker":"E","text":"All right."},{"start":6491770,"end":6537810,"speaker":"A","text":"And then with respect to child care, there was a letter that was submitted to the county supervisors today by Dana Chung and Heather Hopkins, basically saying that the county needs to step. Step up and help with funding for child care. And it was signed by a number of mayors and a number of school board members. It came out kind of late Tuesday afternoon. So some people didn't see it. And if you got it in by like 9 o' clock last night, you're on the list as a signee, and if you didn't, you're not. But it's just great to see this. I think Giselle Hill was also involved, even though she's not down as an organizing person. But for me, it's. It's great to try to, like, broaden this net and say it can't just be. The school district is trying to solve this."},{"start":6538210,"end":6538610,"speaker":"B","text":"So."},{"start":6538850,"end":6542370,"speaker":"A","text":"So I'll send you a copy of the letter. Did all the board members get it?"},{"start":6543970,"end":6550250,"speaker":"E","text":"Yeah, I forwarded it on to the board members today. But you may have not seen it if you had a busy day."},{"start":6550490,"end":6554410,"speaker":"C","text":"Yeah, I got Elisa's email, but I hadn't. I didn't know anything about it prior to that."},{"start":6556010,"end":6648830,"speaker":"E","text":"Yeah. In fact, Dennis, I'm glad you brought up the child care, because I do think that's going to be one of our biggest issues, you know, particularly if we're looking at the model where kids are at school two days a week and doing distant learning the other part of the week. So, so many of those families are going to need child care. So I know POTSI is working really hard on that. But when you start to look at the numbers of what can be provided, given the requirements for social distancing it gets, and the cohort with one adult and 12 or 15 kids, it gets very complicated in terms of us being able to provide all of that within our own district. So you're right, we're going to need help from others from the city, from the county, certainly even more of our partners. I know we're working directly with our sort of existing partners that we have, but I think we're going to have to go bigger than that in order to accommodate the need. Because when you talk about the need, Wendy, that was pretty high. You know, the percentages are up there in terms of those are thousands of students who are going to need it. Right. So that. Actually, my biggest concern right now with everything we're doing is that piece of. Because in order for families to be able to get back to work and also to provide, you know, particularly for some of our students who are learning the language, they need to be, you know, in a setting where they're speaking English more than two days a week. So we're really going to need that. Yeah."},{"start":6650990,"end":6684160,"speaker":"B","text":"So I was at a meeting with the city today, and they are alternately also interested in coming forth and helping on child care. So that's one of the things I think Maria will be talking about at least at the 2 by 2 by 2 next week, whenever that happens. So, Dennis, in regard to the links, I think Jorge has sent you the links. He has also put the links on our website, on our webpage, and in social media. So that's where the links are sent"},{"start":6684160,"end":6685680,"speaker":"A","text":"to everybody, not just me."},{"start":6685840,"end":6686240,"speaker":"D","text":"Right."},{"start":6686640,"end":6702640,"speaker":"B","text":"To all board members, to all community members that, you know in social media. It's out there on the platforms. And he sent out the text. So all our parents will get the text. Don't block it. It'll be there."},{"start":6703200,"end":6704080,"speaker":"A","text":"Yeah, it's there."},{"start":6704480,"end":6705040,"speaker":"B","text":"Okay."},{"start":6705920,"end":6729600,"speaker":"E","text":"So actually one other question, Wendy. It was in the chat and I had the same question. I think in the past survey we had about 15% of our families are saying they will not send their kids to school, to a physical location of school until there's a vaccine. Is that still similar in the surveys? We're coming. So are there still sort of 15% that want full distant learning or is that number varying?"},{"start":6730640,"end":6768680,"speaker":"D","text":"Yes. I don't have an exact figure for you tonight. And the reason why is in this second survey, we actually asked what the preference was by child. So we wanted to break it down by grade level to find out if there were specific grade levels that had more than others. Because down the line that could affect staffing. So that was, you know, up to four children could. There were individual answers for up to four children. And so I haven't been able to finalize that data calculation yet, but it's on. I've been working on it because of the effects of potential staffing down the line."},{"start":6770760,"end":6785640,"speaker":"E","text":"Well, thank you very much. I can only imagine how complicated that is to really be thinking about all of it. So I appreciate that. And then, John, I was just wondering, can we also have the meeting tomorrow night and the one on Friday recorded?"},{"start":6785720,"end":6786160,"speaker":"B","text":"It is."},{"start":6786160,"end":6787080,"speaker":"E","text":"And put on our website?"},{"start":6787730,"end":6788130,"speaker":"F","text":"Yep."},{"start":6788850,"end":6794130,"speaker":"E","text":"That way if people cannot make it for whatever reason, they can watch it after the fact. Thank you."},{"start":6796370,"end":6797730,"speaker":"B","text":"Kyle's on that. Yeah."},{"start":6798450,"end":6802130,"speaker":"C","text":"Dr. Baker, did you have more on this or should we take speaker cards?"},{"start":6802130,"end":6802690,"speaker":"B","text":"You can."},{"start":6803010,"end":6803570,"speaker":"A","text":"That's it."},{"start":6803570,"end":6805170,"speaker":"B","text":"You can take speaker cards now."},{"start":6805330,"end":6827660,"speaker":"C","text":"Let's go ahead and do that. Vanessa Carvajal, but I don't see her name on here. So if you're here, raise your hand. Otherwise, we'll come back. If you're here, Sarah Yarder. She's got her hand up. And a reminder, public comments are limited to three minutes. So. Hi, Sarah, Go ahead."},{"start":6828220,"end":6828580,"speaker":"D","text":"Hi."},{"start":6828580,"end":6834980,"speaker":"E","text":"Thank you. I don't know if this is going to be Addressed tomorrow with the subcommittee. But for as long as safety and"},{"start":6834980,"end":6836540,"speaker":"D","text":"returning back to the schools."},{"start":6837020,"end":6850480,"speaker":"E","text":"Is the temperature checks a requirement from the health department? Because what I've been hearing with the kids is that they're not even really showing symptoms of anything. And then I'm a nurse and I"},{"start":6850640,"end":6864200,"speaker":"D","text":"work with COVID positive patients when they're at home, on home isolation. And only one of all the ones that I've been looking after have had a temperature. So to me, it's almost as if"},{"start":6864200,"end":6871120,"speaker":"E","text":"it's a waste of resources if there's no evidence to back it up. And then my other thing is for"},{"start":6871120,"end":6876560,"speaker":"D","text":"safety and like cleaning the classroom has the district open to UVC lamps for"},{"start":6876560,"end":6878120,"speaker":"E","text":"each room to disinfect."},{"start":6878680,"end":6882200,"speaker":"D","text":"That's what they use at hospitals, too. Thank you."},{"start":6886040,"end":6889240,"speaker":"C","text":"So I don't know. I mean, we can address that right now."},{"start":6889240,"end":6932160,"speaker":"B","text":"I don't know at this point in time. As far as we are using the. We are using the framework from the county office of Education and we're also using the guide from California Department Education and we're using the information from the center for Disease Control. And they are suggesting that you do check temperatures as people come in, staff and students every day. But those are guidelines. Those could change. So that's what we're doing. Referencing when we are planning to re enter. As for the UV lighting, I don't know the answer to that question. We can find out."},{"start":6932160,"end":6945520,"speaker":"C","text":"Yeah, I think at this point we're looking at the fogging machines. I just read about the UV lights being used on public transportation. I think it's a newer thing, so might be something to look into. I don't know if it's going to be cost prohibitive."},{"start":6946490,"end":6957610,"speaker":"B","text":"And I just got a message from a member that's presenting tomorrow night that we are using electrostatic cleaners. So that will be something that will be explained tomorrow evening."},{"start":6958250,"end":6958690,"speaker":"D","text":"Thank you."},{"start":6958690,"end":6965130,"speaker":"E","text":"And then Kyle put in the chat that tech is looking at UV light units to sanitize Chromebooks and iPads."},{"start":6965450,"end":6968250,"speaker":"B","text":"Okay, perfect. Yeah, I forgot about that one, Kyle. Thank you."},{"start":6971210,"end":6975560,"speaker":"C","text":"Okay, let's see. Sorry, I lost my place. Next we have Lily o'."},{"start":6975560,"end":6976040,"speaker":"D","text":"Connor."},{"start":6981800,"end":6983880,"speaker":"E","text":"Lily, you're up. You're up, Lily."},{"start":6986920,"end":6988000,"speaker":"D","text":"Unmute. Can you hear me?"},{"start":6988000,"end":6990440,"speaker":"C","text":"Hi, Lily. Yeah, go ahead. Oh, no, you're muted now,"},{"start":6992680,"end":7024550,"speaker":"D","text":"Lily. She's muted. There you go. Thank you. So my name is Lily O'. Connor. And my concerns regarding COVID 19 plans for next year center mostly around the lack of communication, it feels like, and maybe specifically the transparency of that information. If you looked at the information from other districts. The plans are obviously exactly the same because we're all following having to follow the CDC and the San Mateo County Health guideline. But the way the information is presented is much more clearer and it seems to be coming out sooner. The webinars are a great idea. I love that."},{"start":7024550,"end":7025630,"speaker":"E","text":"But I feel that that should have"},{"start":7025630,"end":7049880,"speaker":"D","text":"been done last month so that we could have compiled all those questions. Also, if we're trying to look ahead, especially for our working families and our families who are living paycheck to paycheck, we should be trying to answer their questions and help them because they're having some anxieties. So, for example, what happens if you have two kids at a different school the month of Selby and Kennedy, and we don't want them to be one on an A schedule, one on a B schedule? How will that work?"},{"start":7049880,"end":7052640,"speaker":"E","text":"Or let's say I have this other"},{"start":7052640,"end":7086990,"speaker":"D","text":"family who we're good friends with and they're in my social circle and we're going to help each other out without child care. So we also want to be in the same circle schedule so that, you know, that we can help each other out and we're all not taking off entire time amounts of time for work. I also, you know, I just think clear, detailed information right now is what's needed. And more often, I also think that there needs to be a link with all the questions. You're getting these frequently asked questions compiled in a file so that families can access them easily anytime, so that before they go asking you that and we, you know, waste any more time, we can go."},{"start":7086990,"end":7088910,"speaker":"E","text":"And they're like, oh, there's the answer, clearly."},{"start":7088910,"end":7093870,"speaker":"D","text":"And it could be updated as often as needed. So that's just my concern and where"},{"start":7093870,"end":7095830,"speaker":"E","text":"I'd like to see, I guess, some"},{"start":7095830,"end":7103310,"speaker":"D","text":"improvement or some help, particularly on the if it were going with the AB model schedule. Thank you."},{"start":7104110,"end":7126220,"speaker":"C","text":"Thank you, Lily. And just regarding the timeline, we had to wait for the county to come out with their framework, and that didn't happen until very recently. So we've been working on it since then. And as far as answering the questions, those are going to be on the website, but those questions are just coming in for tomorrow's webinar. And so those will be posted as they come in and as we answer them."},{"start":7126700,"end":7127260,"speaker":"D","text":"Thank you."},{"start":7127420,"end":7141780,"speaker":"C","text":"Thanks. Next is Abraham Fraley, and he was here earlier and had a hand up, but I don't see him here anymore. So we'll wait and see if he comes back. Next is Michelle Ortez."},{"start":7152420,"end":7152900,"speaker":"A","text":"Okay."},{"start":7152900,"end":7154420,"speaker":"B","text":"Did she go back up to the top."},{"start":7155460,"end":7156100,"speaker":"C","text":"What's that?"},{"start":7157860,"end":7158940,"speaker":"F","text":"She went to the top."},{"start":7158940,"end":7161620,"speaker":"B","text":"I went down to in the M's and she went to the top."},{"start":7162670,"end":7163710,"speaker":"C","text":"Hi, Michelle. Go ahead."},{"start":7163950,"end":7172350,"speaker":"D","text":"Hi. I just have one question. Will the teacher survey results be shared with the board and the public? And if so, when that's it,"},{"start":7174590,"end":7180830,"speaker":"B","text":"they will be shared both with the board and the public and they'll probably be at our next meeting. You could probably do that at our next meeting."},{"start":7181070,"end":7182030,"speaker":"D","text":"Okay, thank you."},{"start":7185070,"end":7187310,"speaker":"C","text":"Thank you. And next is Michelle Smith."},{"start":7199170,"end":7199490,"speaker":"D","text":"Hi."},{"start":7199570,"end":7251240,"speaker":"E","text":"Thank you again. I was, I just had a couple comments. One was regarding child care. I think that it's fantastic that we're really looking to dig deep into finding solutions for families. I think that something that, you know, obviously in a perfect world we would have more funding and be able to have classroom sizes of 12. But I think that we with that limitation could have, you know, sort of, if there were a possibility to have alternating schedules for not just the kids that are sort of in class, but also those that are in daycare. So that the groups are also stay together at the cohorts, not just in class, but also in their daycare. So that we don't have."},{"start":7251800,"end":7259000,"speaker":"D","text":"Because then everyone is sort of cross mingled across school, across the school district, at centralized places."},{"start":7259000,"end":7266220,"speaker":"E","text":"I think that it sort of defeats the purpose of us trying to create these stable cohorts. And I think that, that and trying"},{"start":7266220,"end":7268020,"speaker":"D","text":"to see, you know, obviously if we"},{"start":7268020,"end":7337760,"speaker":"E","text":"can, it is obviously much more, it's less expensive to hire folks to do child care than to hire teachers. And so I think that being able to utilize not just our resources and obviously the county and the state provide them, but also just try to find solutions to where we can maintain groups so we're not, you know, sort of counteracting the effects of the. All of the work that we're doing to maintain the stable cohorts into the child care. And just to add on to what Lily had said on the communication piece, I work doing health literacy research and the team that I work with has talked to Santa Clara County Board of Education. And these are one of the things that I, that we are all talking about and I think that I've emailed Jorge, but still trying to get in touch and seeing how we can improve the communication within the district, within not just the families, but also the staff. I know I hear a lot of concerns from them as well. That is all I had to say today. Thank you."},{"start":7339600,"end":7348650,"speaker":"C","text":"Thanks, Michelle. I think we'll see you back for the Adelante Selby name too. Next speaker is Michelle Mulaney."},{"start":7364010,"end":7364570,"speaker":"F","text":"Okay."},{"start":7367060,"end":7367940,"speaker":"C","text":"Hi, Michelle. Go ahead."},{"start":7369700,"end":7371700,"speaker":"A","text":"Hi, it's Michelle and Devin."},{"start":7372340,"end":7372820,"speaker":"C","text":"Sorry."},{"start":7373220,"end":7373820,"speaker":"A","text":"No worries."},{"start":7373820,"end":7374180,"speaker":"B","text":"I."},{"start":7374260,"end":7555810,"speaker":"A","text":"Hey, we're making this work. So first off, I realize this has been challenging for everybody to try and address and manage. And I also realize that everybody has been waiting with bated breath for what the county is going to release to us. My questions are in the development of the plans and I'm calling you as a parent. Well, I'm calling, I'm zooming and my wife are zooming as parents. And it's kind of was there a chance to even attempt to develop a fourth, fifth, sixth contingency plans in case we ended up with everything being much more open? Did anybody in a position of authority approach the unions to see if there could be temporary MoU to gain some flexibility for allowing volunteers to come in and help with the cleaning processes, to therefore give more, a greater chance for more students to be on campus or for there to be a greater flexibility in the hours that teachers might be willing to teach? And you know, has there been any sort of. Because like a lot of other parents, whether we're in the Spanish immersion program, which I'm talking from, but then the folks that are trying to immerse their children in an English environment to learn English, is there a way that or been thought of, discussed to have a greater percentage of time allotted to the younger students who need more of that contact that more of that immersion time to give them a greater breadth of experience so that way they don't lose quite as much? Is there a way to slide the scale so there's a greater percentage of time maybe for the younger students and a smaller percentage of time for the older students in front of the teachers? And I know that is a heavy lift. I know the logistics of that are insane. I'm just asking, are there, have these been approached? Are there's possibilities? And I realize currently with what has been released, these aren't in the cards. But just has anybody put these forth, thought about them at least as sketch plans to see the viability, the potential to make the attempt?"},{"start":7556850,"end":7557890,"speaker":"D","text":"Those are my points."},{"start":7558530,"end":7564930,"speaker":"C","text":"Thank you. I don't know if John, Linda or Wendy, you guys want to address the subcommittees."},{"start":7565890,"end":7701070,"speaker":"B","text":"So, yes, those items are being addressed, especially with the issues for our students who are being immersed in a second language. That is something that is being looked at and being addressed, but we're not willing to comment at this time, at the direction of which we're trying to see how we can help that the other piece that is also being looked at is for our students, who are those students who are low socioeconomic status students who have definitely taken a large slide during this time, our English language learners, our students who are new to the country. We want to see what extra support we can provide for them also. So that's also on the table. The other piece that you're talking about about the union, Ms. Kelly, Wendy Kelly, is in that process right now to see what we can come up with. I'm not saying that it's definitely going to occur, but she is definitely in the position to start talking to them. So it's not that we have not thought about it. We have thought about it. We're trying to see how we can better meet the needs of those students who really need additional face time with their teachers. At the same time adhering to the contracts of the teachers and our classified union, but also having some conversations with them to see what we can do for these first few months when we come back. So there is conversation. Those conversations will not take place in the virtual meetings tomorrow because that group is not presenting at that time, but it will further weeks going out because it's our intention. You know, this is the first of several virtual meetings and we'll probably be doing virtual meetings throughout, you know, the month of July also, as we ramp up and really want to get back to school. We all want to be back to school. We all want to be back to work. We want to be face to face with our peers, face to face with our kids. That's what we went into education for. Not to be doing the zooming like, like I'm doing with you right now. But those are good issues that you brought up and those are issues that are being talked about throughout the subcommittees. So bear with us. And I don't know, Wendy, did you want to address that in any way with the union piece? You're muted."},{"start":7702670,"end":7751570,"speaker":"D","text":"Sorry about that. Thank you, Devin, for that, those comments. So, yes, I'm actually very pleased that we did have union representation on the Ed services and the facilities Health Wellness, because the input of teachers and classified staff is very important. But the work in terms of negotiating MOUs, which is likely. In fact, I spoke with the incoming RCTA president today and have a meeting with CSEA next week is to start talking about how, what the effect will be of these changes and that's what the negotiations are for. So as we funnel our work into a plan, that's when the work of the MOU will take shape. And so while there's some brainstorming happening right now, the final documents as such will not happen until later in July."},{"start":7753170,"end":7762860,"speaker":"B","text":"And Linda, did you want to say anything in regard to the immersion in the second language learners and our students who have done that, that long slide during the time we've been out?"},{"start":7763900,"end":7807530,"speaker":"D","text":"And I know that specifically is a concern in the primary grades. And so the changes, I guess that we'll say for sure for next year is our TK through second grade students will have also devices that will assist their learning at home and teachers will be able to interact with the students while at home as well as if we're doing, if we happen to be doing stable cohort as well as during the school week. And I know that principal Warren Cedar shared with his immersion parents some of the different suggestions of ways that we could support language learning at home for both the native English speakers and native Spanish speakers. But again, this is the work that we're developing right now to make sure we're prepared for August return."},{"start":7811450,"end":7814370,"speaker":"C","text":"Thanks. We're going to move on to our next speaker card."},{"start":7814370,"end":7815530,"speaker":"D","text":"It's Becky Fouch."},{"start":7816410,"end":7817290,"speaker":"A","text":"Repeat that again."},{"start":7817450,"end":7818570,"speaker":"C","text":"Becky Fouch."},{"start":7819610,"end":7820650,"speaker":"B","text":"She's right at the top."},{"start":7822170,"end":7827290,"speaker":"C","text":"Yeah, she raised her hand. Hi, Becky. Go ahead."},{"start":7827770,"end":7857220,"speaker":"D","text":"Hi. Thanks. Thanks everybody for all the hard work. I don't know how naive this sounds. I just wanted to check and see if any of the closed campuses will come in handy or are they even available? Is there space available, any of the closed campuses for child care or just opening in general? And if that's a really silly question, I apologize."},{"start":7857220,"end":7857700,"speaker":"C","text":"I just."},{"start":7857940,"end":7862420,"speaker":"D","text":"It just occurred to my husband and I a few months ago and I wanted to put it out there."},{"start":7867070,"end":7883150,"speaker":"C","text":"Yeah, that's a good question, Becky. We got that last week. Also, I can speak to. We only have one available campus at this point. All the others are occupied. And so I'm not on the child care subcommittee, but that may be something that they're discussing."},{"start":7889870,"end":7909600,"speaker":"E","text":"Yeah, I mean, I would just say that, you know, we'll be looking at all spaces because I think that is a good point. Right. So at some of the school sites there may be empty rooms or, you know, libraries or other places. So. Yeah, I mean, we'll need to do that. Right. Particularly as we start to look at possible child care options."},{"start":7911040,"end":7911600,"speaker":"D","text":"Yeah."},{"start":7911840,"end":7927900,"speaker":"C","text":"So thanks, Becky. Good points there. Next is Linda Elkins. It looks like probably Linda E. I think she just raised her hand. Hi, Linda."},{"start":7928460,"end":7994620,"speaker":"D","text":"Hi. Hello. Thanks. Hi, Linda. I have three elementary age kids. I was surprised that there was no mention of five days trying to get kids back. Five days in the survey. I completely understand the state and the county guidelines, and they are listed as just. Just guidelines and not requirements to some extent. But I think that would have been a tremendous opportunity to get parent insight on how many parents are willing to go back five days. I personally am supportive of getting the kids back in school five days, acknowledging all the risks that take place, but would like to understand, you know, in what position is our school district alone, along with other ones, to push the county on that if parents are interested? You know, how can we work with parents to think outside the box? For example, Becky's solution of using some of the empty stools. You know, I think the additional face time at that age is so critical, as I'm sure you guys do. But. And also, you know, if the county guidelines do loosen, how quickly can we"},{"start":7994620,"end":7996740,"speaker":"E","text":"pivot to getting the kids back in?"},{"start":7997330,"end":8024060,"speaker":"D","text":"If there's less restrictions or a vaccine in the fall, how quickly can we get the kids back in full time? So any information you can share on that perspective would be really helpful. I will second the communication comment and talking to other parents and doing my research on what they felt. I heard a tremendous amount of work that you guys have been doing that I was completely unaware of. So I think the more you can share with us parents around the significant"},{"start":8024060,"end":8025500,"speaker":"E","text":"amount of work you've been doing and"},{"start":8025660,"end":8027180,"speaker":"D","text":"how it plays in and how it"},{"start":8027180,"end":8029020,"speaker":"A","text":"looks for our kids would be hugely valuable."},{"start":8030060,"end":8055810,"speaker":"D","text":"And then one last comment around the survey as well, for the child care section. I noticed, at least in my survey, there was three options right before school, at home, or during distance learning, and after school, and I was only allowed to click one. So I think you could have gotten different feedback if we could have clicked all three, because I know I absolutely would have clicked during school or during distance learning and aftercare. So just some input there that that could affect the results."},{"start":8059650,"end":8068050,"speaker":"C","text":"Thanks, Linda. Especially the feedback on the survey. Dr. Baker, I don't know if that's something you want to address right now. The rest of it."},{"start":8069490,"end":8126700,"speaker":"B","text":"You know, we did talk about five days. We talked week on, week off. We talked all about that. The hard thing for us is the cleaning and the amount of staff that we would have to hire to do that. If I recall correctly, and I know my colleagues are on the zoom with me, I believe we were told it was an additional $1.4 million for the additional cleaning crew to make sure that if we could do that five days on, then you have the next group coming the next week, or you keep them in that fashion, understanding that your stable cohort is going to be 15. So that's what I recall from our conversations that we had previously when we started our subcommittee work from our facilities people, that it would take another $1.4 million in staff to have that occur."},{"start":8127660,"end":8175470,"speaker":"C","text":"Yeah. And I do want to point out this, that initially the county health officer was saying that he wanted a stable bubble, which is 12 students. Our county superintendent was able to work with him to bring that to what she calls a stable cohort, which reduces a classroom by half of the number. And that is a requirement that we have to stick to. And then the other. Oh, the other point I wanted to say you talked to Linda about if parents needed to start emailing people. I would say if you're going to do that, please email the county superintendent and not the county health officer. County superintendent is the one that's dealing with education related issues. And so that's Nancy McGee. Yeah."},{"start":8175470,"end":8289840,"speaker":"E","text":"Can I just add that, you know, the board members here on the call, And I know Dr. Baker, the superintendent, we're on regular phone calls with our colleagues in San Mateo county. And of course, this question has come up a lot. And I think what maybe you're referring to is sort of going back to normal in terms of five days a week every week. So I heard it is not the on again, off again, but five days a week, every single week. And the issue with that is that with the four pillars that we are to follow that have to do with health and safety is there is a requirement for social distancing. So the issue is our classrooms can only hold a certain number of students and still do the social distancing. And then we only have a certain number of classrooms and a certain number of teachers. So that's the issue. We would have to double the size of our teaching staff and double the size of our available classrooms in order to allow every child to come to school five days a week. If that was the question that was being asked. Because I know I've heard that asked in other districts are getting that particular question. And I know personally, I've gotten some emails and texts on that question, but it's not really available to most of the school districts. There are maybe a handful in San Mateo county and Santa Clara county that already has really small class sizes and are able to do that. But the rest of us, the class sizes and the are already, you know, the amount of money that we have available for the teachers, for the number of students and then the classrooms available really put us in a position where in order to meet the social distancing requirement or that stable cohort requirement. You know, you can only really have about half your students with the teacher at any one time."},{"start":8290400,"end":8296330,"speaker":"C","text":"Yeah. So thanks, Elisa, because Linda did indicate in the chat that she was talking about five days full time."},{"start":8296490,"end":8301530,"speaker":"B","text":"Oh, five days full time. Oh, I thought it was like five days and the next cohort come in."},{"start":8301850,"end":8345600,"speaker":"E","text":"Yeah, there's a petition going around. There's Start Normal, which is a group that's saying, hey, let's just go back and have all the kids go to school, you know, 25 to 30 in a classroom at the teacher and just do it. Right. And I think what we're hearing from health and Safety is that that's really not possible right now. And I think the action, the question to the pivot, I mean, we know how to do school the way we were doing it pre Covid. Right. So I think we could pivot pretty quickly. Right. If we got the go ahead from the county health that, hey, there's a vaccine and everybody's good to go. I don't know if you, if I'm wrong on that, Dr. Baker, or if"},{"start":8345600,"end":8352120,"speaker":"B","text":"that's, you know, hey, we could pivot back to normal and heartbeat. That's no problem."},{"start":8353000,"end":8371510,"speaker":"E","text":"I mean, what we're hearing, I'm, you know, I'm on at least three calls a week, sometimes four. And we're not hearing about going back to normal anytime soon. I mean, they're talking at least a year or two in terms of these new requirements. But, you know, who knows? You never know. I mean, things could happen and change more quickly."},{"start":8372710,"end":8373430,"speaker":"C","text":"Thanks, Jenny."},{"start":8373990,"end":8384150,"speaker":"A","text":"So, Dr. Baker, on the chat, Ginny wants to know, please utilize your school nurses who are on your payroll to provide interpretation and input on the recommendations."},{"start":8385270,"end":8386630,"speaker":"B","text":"They're on our subcommittees."},{"start":8386790,"end":8391110,"speaker":"D","text":"They are on the subcommittees that job offer in Boston. Sorry."},{"start":8393590,"end":8406500,"speaker":"C","text":"We're going to move on to our next comment card from It's I Hernandez with the hand raised up in the chat. Hi, go ahead, you're unmuted."},{"start":8406580,"end":8648510,"speaker":"D","text":"Oh, hi, I'm Indra Hernandez. I'm a preschool teacher from the CDC and I'm the one that have been sending you all my portal with all my videos. And I hope you have enjoying them as well as the children. We have been having a lot of concerns about we coming back. Of course, everything is uncertain. There's no date or when or what. But we have been said that the distance between the children, that that's not important and we think that it is. Okay. So we are very concerned about those things because the preschool children are not going to be able to be separate from each other and separate from us as well. So we want to be sure that when this is the reopening that we are safe. So as them. So we want to know how the classes are going to be. Because I've been hearing a lot of suggestions and things. But one of the suggestions that has made from our director, it was two days in the classroom and three days virtual, which we have been doing that. But we have to understand that the parents that they need the preschool program are parents that they are working full time. And it's not going to be possible to have two days and where the kids are going to be the rest of the week. And in healthy wise, we don't know where they're gonna be. And when they come back the other two days we are gonna be exposed of something else or the children as well. So if it will be possible, and this is my personal suggestion, to have like the 12 of the 10 children the full day, the whole week with us. And maybe if they can open more classrooms of 12 kids. Because anyway, we need just two staff members only in the classroom. If this will be a suggestion, something that it will be possible probably to think about it. And we have this other concern that we don't know if our job description is going to be changed. Because they already deposited in our classrooms gallons of Clorox, gallons of hand sanitizer and all these things. We are supposed to be cleaning, teaching, taking care. Because we usually clean our rooms specifically on my knees, I clean my carpets. So I want to know who's going to help us. In the checklist that I sent to Wendy, the checklist from the San Mateo county for the daycares, you know, it says there that every time that the children use the bathroom, you have to clean after them, the bathrooms. So if we have 12 children, imagine how many times we're gonna have to be cleaning the bathrooms or who's gonna come to do it. So we have those concerns. We want to start like the regular school in August. We have been told to be prepared for starting on July 1st. Obviously we don't have the green light for that. Of course not. But Edna wants to be prepared. And we are trying to be prepared as much as we can. We've been doing these trainings during this week and the following week as well. And we are in the best of teaching the children and we've been devoted to them. We have been spending hours and hours in our work and we want the best for them, but we want the"},{"start":8648510,"end":8657190,"speaker":"C","text":"best for Ourselves because your three minutes are up. I don't know if any staff member want to briefly address."},{"start":8657750,"end":8701610,"speaker":"B","text":"So I know Wendy's been working with Edna in regard to that, in regard to the letter, and I know we've been working with the county office of education also because there are a lot of questions and there are some concerns that we have also in regard to the number of students, the number of adults in our preschools. And then the other piece is when you're talking about additional rooms to be used, there are school sites. They're not allowed a lot of extra rooms, especially where the preschools are at this point, point in time. So I know Wendy is working very closely with the county office of Ed and also with Edna to see what we're going to do."},{"start":8703450,"end":8704010,"speaker":"D","text":"Thank you."},{"start":8705050,"end":8721970,"speaker":"C","text":"So I think the next comment card is Dina Meyers. I don't see a Dina Meyers on the list. Is it Riley M. Is this another child that has hijacked a parent's computer? The hand is raised, Kyle."},{"start":8723170,"end":8723650,"speaker":"F","text":"All right."},{"start":8725410,"end":8726810,"speaker":"D","text":"Hi. Hi."},{"start":8726810,"end":8727290,"speaker":"E","text":"Thank you."},{"start":8727290,"end":8728210,"speaker":"C","text":"I appreciate it."},{"start":8728210,"end":8728570,"speaker":"D","text":"Yes."},{"start":8728570,"end":8730050,"speaker":"C","text":"My daughter has hijacked my."},{"start":8730530,"end":8732450,"speaker":"D","text":"Oh, and I even have a. Fabulous."},{"start":8733010,"end":8734210,"speaker":"C","text":"You have a great avatar."},{"start":8737970,"end":8738770,"speaker":"D","text":"Fantastic."},{"start":8738930,"end":8741410,"speaker":"C","text":"Thank you for letting me have a moment here."},{"start":8741410,"end":8742290,"speaker":"D","text":"I appreciate it."},{"start":8742610,"end":8767930,"speaker":"C","text":"I have two questions and, you know, I know we're all coming from the perspective of parents who are concerned about our children and, you know, our daycare options and, you know, which are all extremely valid concerns. And I think, you know, I just want to make sure that we also address, just as the preschool teacher was just voicing her concerns, just that we address"},{"start":8769960,"end":8772440,"speaker":"D","text":"that we have some very exceptional"},{"start":8772440,"end":8790120,"speaker":"C","text":"teachers in the classroom and that regardless of what we do moving forward, that we're asking a lot of them. And I'm wondering, you know, what. What's being provided to help support them going forward? Just kind of, I know that they"},{"start":8790120,"end":8792040,"speaker":"D","text":"had a week of training the last"},{"start":8792040,"end":8845400,"speaker":"C","text":"week of school, but I'm wondering what's, you know, being provided when we talk about the two day in class program and then three days of distance learning and we talk about providing child care, those three days of distance learning would have to happen during that child care. So we're asking teachers to provide distance learning that can be supported either by a parent or by a child care provider, which is really difficult to develop curriculum like that. And I just am wondering how that's, how that's being supported by the district. That's not part of any credential program that any one of these teachers, you know, went through. And it's not a part of any credential program that has existed up until, you know, recently, unless you got a"},{"start":8845400,"end":8849160,"speaker":"D","text":"digital or virtual learning credential. So I'm wondering about that."},{"start":8849320,"end":8851440,"speaker":"C","text":"And then the other piece wondering about"},{"start":8851440,"end":8854880,"speaker":"D","text":"is what the social interaction looks like"},{"start":8854880,"end":8857720,"speaker":"C","text":"when the kids are at school and"},{"start":8857720,"end":8858960,"speaker":"D","text":"how that, you know, I know in"},{"start":8858960,"end":8894890,"speaker":"C","text":"preschool, like she was just talking about how does one keep little ones apart? But even more so, what kind of social interaction can there be? Is there. I don't know what the guidelines are around that. And so I guess I'm, I was a parent a little bit confused about what that could look like. What are the benefits of them being on campus when they have to have so much social distance? And I guess I'm just kind of wondering what that would look like. Great. Thanks, Dina. I don't know if anybody wants to address that."},{"start":8896970,"end":9080480,"speaker":"B","text":"Those are all items that each of the subcommittees are working on. So let's go with Wendy. What about the PS rubber, the teachers and the training for the teachers that we're looking at for right now? We gave the one week and then we are hoping there, you know, there's a possible waiver coming out from the state of California, from the Department of Ed that would, the governor would sign that would allow us to, you know, our start date is August 19th. And what I'm hoping for is that that waiver will come through. So that week when the teachers would be starting would actually be a week for them to have training and not to have to have children as part of their calendar. But we don't have that waiver yet. But I'm assuming we're all hoping and being assured that it's coming down the pike really, really soon. So that will give them some extra training for the units and the virtual units that they're going to be creating. That's number one. Number two, we're sending out some information to our staff. They're a training at the county office of education in regard to virtual teaching that we're going to send out the link to them if they're interested in taking those trainings during time when they're being offered. That's another option for teachers that they can definitely take advantage of. Number three, in regard to other social distancing and so forth with children. That is also another area in which subcompanies are working on now. You know, right now we're supposed to keep our children in that cohort of say it's 15, that 15 are supposed to go out and they're supposed to be socializing together. Now, what does that look like and how are we going to make sure if that happens they don't start socializing with another cohort? But at the same token, someone talked about about previously that when they go to childcare or they go to an after school program, they don't have to come from all from that one cohort. They can come from different cohorts that are going to create a cohort for after school. So these are all things that we're trying to grapple with because you're told or the suggestion is that you have your cohort in your classroom and that cohort kind of moves along during the day, playing together, recess together, whatever, a science activity outside, you take them all with you. But then you hear something different when it comes to a child care piece where you can come from different cohorts and create another stable cohort of, you know, 15 kids. So I know it's a long, rambling answer to your question. We're looking at it and believe me, once we are very clear in the direction that we are going to go, we will definitely have this in what's noted as a parent guide or parent handbook of what and how things are going to occur when school starts in August. I know it didn't answer your question specifically, but we are looking at exactly those items that you spoke about."},{"start":9081600,"end":9082560,"speaker":"E","text":"Okay, thank you."},{"start":9082800,"end":9091550,"speaker":"C","text":"Thanks so much. I just want to circle back and see if Vanessa Carbajal or Abraham Florida really have come back to meeting."},{"start":9092030,"end":9093870,"speaker":"D","text":"If you're here, you can put your hand up."},{"start":9096030,"end":9106910,"speaker":"C","text":"Otherwise, that concludes our speakers cards for this item. I don't know if there's any other discussion or we want to move on to the next item."},{"start":9107790,"end":9108270,"speaker":"D","text":"Yep."},{"start":9108270,"end":9112590,"speaker":"C","text":"Okay, we can move on to 7.2 discussion of the SPSA."},{"start":9114840,"end":9433870,"speaker":"D","text":"Thank you board and Dr. Baker. So you have the 12 site school plans for student achievement. Each year the administrators work with their school site council members in their ELAC to develop their site plans for school plans for student achievement. It includes the actions and services that based on a comprehensive needs assignment are those actions and services that would support education of their students. Meeting the two board goals that are that are similar to our LCAP goals. So for the academic development and the social emotional development of the students. So those are our two broad goals. The administrators after a comprehensive needs assessment and in this case it reviews the data from the 1819 school year. So it's always reviewing prior year data, state level data and then local data that's typically presented in March. And so that's the data that the principals and the Site council members review and then base actions and services on that data analysis. And so then after the comprehensive needs assessment they develop and approve their site plan this year. Obviously there were some unique challenges when the principals developed their SPSAs.1 first and foremost was the merger of the school so that you have some administrators who were not necessarily able to review prior year data because it was for example Selby Lanes data, not the combined now new group of the avalanche Selby data. So that there was a little so you saw in the SPSAs the principal's referring to that and that was specific to the Orion and Slash Mandarin Immersion group, Adelin PSEL B and then the HAAS moving to Henry Ford. So you saw a little bit of that commentary in their data analysis that indicated that. And then finally in the March was the COVID 19 pandemic. And then so typically the SPSAs also have a section where they are providing what is called their annual update or let the board know about the progress of prior year actions and services and then if there was any significant discrepancy based on what they thought was going to happen and what actually happened. And so there were a lot that you saw a lot and that in their SPSAs because for some of them they weren't able to complete all of their activities. So what you have before you is the preliminary budget that was provided to them back in I guess March or April. So they developed their SPSAs based on their allocations in those preliminary allocations. And then our reason for presenting these now is because the school site council has to approve the actions and services based on their budget in order for them to begin the new school year. So this is why you have them now. So then what you all do is review them and we discuss them and finally approve them before the end of June So that beginning July 1, because some of the funding has to do with personnel, it's already been approved and so they're ready to start. So that given the situation now, there could be slight adjustments to their SPSAs. And if that's the case, they would have to take them back to their school site council. And if there's any significant discrepancies between now and then, then I assume that some of that would come back to you as well. Just kind of like in the measure U you see and improve some of the significant changes. But typically those changes are definitely reviewed at a site council level with ELAC members present and any significant changes are ongoing and can be modified as needed. And so what you have is their preliminary actions and services And I did make. So I thank Dennis for all your comments and I forward any significant ones or any needed changes to the principals and they've been working on those. And so what you will see on the 24th next week will be those with some changes. And some of Dennis's items were, for example, maybe having some more information from PTOs if there's PTOs that have maybe more funding than what was indicated in their SPSA. For example, our SPSAs include Title 1, because that's required, but also local measure you information is required in the SPSAs for our area. In addition, principals include any other local funds, any foundation funds that are provided, and PTO funds, and so that's included as well. I don't know if there are any specific questions to those. I know there's tons of reading, so I'm glad to answer any questions you might have. I just want to thank the principals for all their hard work on that. I know it takes a lot of time. No doubt they kept, some of them kept working days ago. Yeah, Dennis."},{"start":9434590,"end":9460380,"speaker":"A","text":"Yeah. So first, thank you the principals. And thank you to you, Linda. And the coolest thing for me of spending the whole weekend reading them was the hour with you and looking at it a completely different way. And that was so immensely helpful. So thank you so much. I know you're really, really busy, but it really helped me take 12 kind of disparate items and kind of order them in a way that was just extremely helpful. So thank you."},{"start":9460860,"end":9470140,"speaker":"D","text":"Thank you. I appreciate your time. I know the principals do too because they do a lot of work. So they appreciate people reading them as well. Thank you. Other questions."},{"start":9470460,"end":9482970,"speaker":"E","text":"Thank you very much, principals. And to you as well, Linda. I really appreciate it. And you can just tell how much work went into these. I mean they're 60 plus pages long. So anyway, just thank you very much to everybody."},{"start":9486490,"end":9504660,"speaker":"D","text":"Yeah, I would echo my thanks. Normally it takes a lot of work and during this time it's even more so. I truly appreciate all the work that went into it. So thank you, Linda. And please thank all the principals as well. Definitely the principals. Yes, thanks."},{"start":9506740,"end":9518020,"speaker":"C","text":"Yeah, I'll just echo my thanks from everybody else. Also, I know there's, I mean, only a few things going on in our district right now. So all the extra time that goes into this, super appreciate."},{"start":9519140,"end":9528830,"speaker":"D","text":"And the site council members and ELAC members who participate, it takes them along a long time as well as site council members for sure. Thank you."},{"start":9529070,"end":9561320,"speaker":"C","text":"All right, thanks. Let's see. No consent items. So we are on 9.1. Adoption of Resolution 32. John, were you going to."},{"start":9561960,"end":9563800,"speaker":"B","text":"I'm sorry, go ahead, go ahead."},{"start":9567400,"end":9571800,"speaker":"C","text":"Resolution 32 calling for an election to be held on November 3, 2020."},{"start":9572680,"end":9612220,"speaker":"B","text":"Right. We have to have this. This has to be placed on a board agenda with the resolution in indicating, you know, we do have board seats that are coming forth for reelection. And so that's basically what this resolution is for. And this was brought to our attention a few weeks ago and have to get it done before the last board meeting that we have for this school year. And I was. I had forgotten about it, and so we rushed to get it done. And thank you, Ellie, for working with the county to assist us in making sure that we had the right information that we needed to bring this board to the board this evening."},{"start":9617260,"end":9626380,"speaker":"C","text":"So I just want to make sure. Because you said you were talking to the county, we don't have to specify which trustee areas are up or do we?"},{"start":9628300,"end":9630540,"speaker":"B","text":"That was not something that they brought to our attention."},{"start":9632570,"end":9632810,"speaker":"A","text":"No."},{"start":9633210,"end":9657260,"speaker":"D","text":"So I provided the copy of the resolution to county council, and county council had an opportunity to review the entire resolution. At first she had her comments, and then she circled back with me and said she had communicated with the elections office. And the resolution that's been attached to agenda online is the correct and final resolution. So, no, we do not have to specify."},{"start":9657820,"end":9660380,"speaker":"A","text":"It's also identical to two years ago."},{"start":9661100,"end":9661580,"speaker":"D","text":"Yeah."},{"start":9661900,"end":9662540,"speaker":"C","text":"Thank you."},{"start":9663340,"end":9668460,"speaker":"B","text":"Not going to comment on that. As to why, I don't know."},{"start":9672220,"end":9677980,"speaker":"C","text":"Okay. So, I mean, it's pretty straightforward. Is there a motion to approve?"},{"start":9679260,"end":9680220,"speaker":"E","text":"So moved."},{"start":9680940,"end":9682060,"speaker":"C","text":"Is that Elisa?"},{"start":9683280,"end":9683680,"speaker":"D","text":"Yeah."},{"start":9684160,"end":9688080,"speaker":"C","text":"Second. Maria, can we have a roll call vote, please?"},{"start":9692000,"end":9693040,"speaker":"D","text":"Trustee McBride."},{"start":9693280,"end":9693840,"speaker":"A","text":"Aye."},{"start":9694080,"end":9697600,"speaker":"D","text":"Trustee Marquez. Aye. Trustee Dias Locum."},{"start":9697760,"end":9698240,"speaker":"E","text":"Aye."},{"start":9699040,"end":9703280,"speaker":"D","text":"Vice President McAvoy. Aye. President Lawson."},{"start":9704160,"end":9724520,"speaker":"C","text":"Aye. So thank you for that. And onto our final item, nine point, the naming of Adelante Selby. We do have a few speaker cards on this item. John, I don't know if you have anything you want to say first or if we want to just take the comment cards."},{"start":9725000,"end":9727600,"speaker":"B","text":"I would go ahead and take the comment cards first. Yeah."},{"start":9727600,"end":9728120,"speaker":"D","text":"Okay."},{"start":9728120,"end":9743870,"speaker":"C","text":"So first one is. I'm sorry, I don't know how to pronounce your name. Anuj, A N, U, J. Yeah, there we go. Okay, go ahead. You're unmuted."},{"start":9744190,"end":9746030,"speaker":"D","text":"Hello. Hi. Thank you so much."},{"start":9746510,"end":9752070,"speaker":"E","text":"My name is Anuj Gagar, and I'm a parent of an uprising third grader at Atlante Selby, and my older daughter"},{"start":9752070,"end":9753550,"speaker":"D","text":"has gone through the program as well."},{"start":9753550,"end":9754590,"speaker":"E","text":"And first of all, I want to"},{"start":9754590,"end":9756910,"speaker":"F","text":"thank you all for taking the time to Listen to us."},{"start":9757310,"end":9758430,"speaker":"E","text":"As you can imagine, it's been a"},{"start":9758430,"end":9761190,"speaker":"A","text":"difficult year merging two schools with two"},{"start":9761190,"end":9762860,"speaker":"E","text":"sets of teachers, two sets of activities,"},{"start":9762930,"end":9764450,"speaker":"D","text":"activities onto one campus."},{"start":9764690,"end":9770970,"speaker":"F","text":"It's also been uplifting to see how the school has really overcome a lot of these challenges and united currently under"},{"start":9770970,"end":9780210,"speaker":"E","text":"the name we have. Each school has a history, as far as I can tell, and many of the current families and previous families and students share that history and identify with the names."},{"start":9780290,"end":9782050,"speaker":"F","text":"And I think that connection with alumni,"},{"start":9782050,"end":9784610,"speaker":"D","text":"local families, and even businesses is important"},{"start":9784610,"end":9790420,"speaker":"E","text":"and facilitated by the name Adelante Selby. Now, a vote has gone to the community a couple of times, and I"},{"start":9790420,"end":9795820,"speaker":"F","text":"think it's a valuable time from the parents and from the families to go"},{"start":9795820,"end":9797180,"speaker":"D","text":"into this process of trying to choose"},{"start":9797180,"end":9798020,"speaker":"E","text":"a name for the school."},{"start":9798660,"end":9801540,"speaker":"D","text":"And I know that it's really hard to get consensus."},{"start":9801540,"end":9810060,"speaker":"E","text":"And I'm certain that not everybody's really going to be happy with any decision that is made. But I would encourage the board to"},{"start":9810060,"end":9811140,"speaker":"D","text":"really consider the following."},{"start":9811860,"end":9814580,"speaker":"E","text":"One is really, is there a clear rationale for the name?"},{"start":9815060,"end":9816980,"speaker":"F","text":"I believe with Atlante Selby, there is"},{"start":9816980,"end":9818780,"speaker":"E","text":"a clear rationale for trust choosing that name."},{"start":9819020,"end":9821740,"speaker":"F","text":"I'd also consider, is there any specific"},{"start":9821820,"end":9824620,"speaker":"E","text":"negative or offensive reason to not include the name?"},{"start":9824780,"end":9826380,"speaker":"F","text":"And when thinking about the name with"},{"start":9826380,"end":9835300,"speaker":"E","text":"others, I don't think there is a reason to not include this name. And then I think, is there a name that can have at least a mandate, a clear mandate from the community?"},{"start":9835300,"end":9836940,"speaker":"D","text":"And I think twice now we've taken"},{"start":9836940,"end":9839460,"speaker":"E","text":"a nice vote amongst the community and"},{"start":9839460,"end":9841620,"speaker":"F","text":"this name has come up, especially in"},{"start":9841620,"end":9843420,"speaker":"D","text":"this most recent vote, as a major one."},{"start":9844070,"end":9845510,"speaker":"F","text":"So I guess I'm writing just or"},{"start":9845510,"end":9846910,"speaker":"E","text":"speaking, to really urge you to vote"},{"start":9846910,"end":9849310,"speaker":"D","text":"yes and allow this school community to"},{"start":9849310,"end":9851350,"speaker":"E","text":"move on with the name of Adelante"},{"start":9851350,"end":9852670,"speaker":"F","text":"Selby and move on to also the"},{"start":9852670,"end":9853790,"speaker":"E","text":"larger issues that you all have been"},{"start":9853790,"end":9856310,"speaker":"D","text":"discussing with great detail today, which we're"},{"start":9856310,"end":9858630,"speaker":"F","text":"excited to get to those issues and kind of move off of this issue."},{"start":9858630,"end":9859510,"speaker":"D","text":"So thank you so much."},{"start":9861670,"end":9882480,"speaker":"C","text":"Thank you. Our next speaker is Araceli Tamayo. I don't know if you can unmute yourself. You're muted right now. Okay, There you go."},{"start":9882880,"end":9936660,"speaker":"D","text":"Okay. Thank you to the board for your time tonight. I'd like to urge the board as the first speaker to vote, to accept Adelante Selby as the name for our Spanish immersion school. I have a daughter currently attending the school and an older daughter who's an alumnus of the program. For our community, this year has been about moving forward together. Many of our community efforts this year involved hard work to connect Together the strengths and resources of our merged programs. Moving forward, however, has been challenging at times because. Because as you all know, our school community, some lost their campus and administration, other lost their students and many teachers. And a lot of these losses still they really feel very real to many in the community even now."},{"start":9936900,"end":9939020,"speaker":"C","text":"So it's not entirely surprising that the"},{"start":9939020,"end":9945700,"speaker":"D","text":"broad community is still tied to our past school name. And it's not wrong that many want to keep our name moving forward."},{"start":9945780,"end":9948220,"speaker":"C","text":"It's also perhaps maybe a bit of"},{"start":9948220,"end":9960380,"speaker":"D","text":"a stretch to expect any school with these feelings of recent loss to, in addition to the transitions that they've had to make to also want to embrace and rally behind completely changing their school name."},{"start":9960780,"end":9962220,"speaker":"C","text":"So I do want to assure you"},{"start":9962220,"end":10035910,"speaker":"D","text":"that we can move forward as Adelante Selby. The name does really acknowledge both communities and Adelante has a long history as a Spanish immersion school, historically had really strong fundraising for school programs and Selby Lane had a strong community school focus that leveraged participation and partnerships for both neighbors and organizations. So why not bring the assets of both schools to our community and why not by doing it first and foremost with our name? So already this past year emerged many traditions and community events for both our schools. So it seems appropriate that our name be a reflection of this. My daughter, our family, and really all our families, teachers and staff, we now enjoy traditions that originated at both Adelante and Selvile. So finally, when we keep both names, my older daughter and other alumni still feel like they have their old school where she can volunteer and contribute. And alumni of both schools and their families continue to have a place in our school that they can continue to invest in."},{"start":10037270,"end":10039670,"speaker":"C","text":"Really, all our students, all our schools"},{"start":10039670,"end":10056440,"speaker":"D","text":"continue to really need greater community investment to provide needed support, funding for programming, and to really ensure that we have educational opportunities moving forward. So I really do believe Adelante Salvi is a good choice for our school. I really hope that you vote in"},{"start":10056440,"end":10059480,"speaker":"C","text":"favor of the name so that we"},{"start":10059480,"end":10065440,"speaker":"D","text":"can move forward to bigger topics. And I really do. Thank you for listening to me on this topic."},{"start":10068400,"end":10100570,"speaker":"C","text":"Thank you so much. Our next card is Rory Sayers and I'm not seeing the name on here. R O R Y. If you're still here, can you go ahead and raise your hand so we can unmute you? Otherwise we will move on to Maurice Willis and I'll go ahead and keep an eye out for Rory Maurice Willis. Hi Maurice. Go ahead."},{"start":10102580,"end":10105860,"speaker":"D","text":"Yes, Good evening and again, thank you"},{"start":10105860,"end":10111140,"speaker":"F","text":"board for hearing from an Adelante Selby"},{"start":10111460,"end":10115460,"speaker":"A","text":"parent about the name Moving forward for"},{"start":10115460,"end":10118260,"speaker":"D","text":"our school, as it has been already"},{"start":10119140,"end":10122860,"speaker":"A","text":"said eloquently by the folks who spoke"},{"start":10122860,"end":10131430,"speaker":"F","text":"before, it has really been a. A year of change and challenge that."},{"start":10131430,"end":10134430,"speaker":"A","text":"I think when you look at how"},{"start":10135230,"end":10137790,"speaker":"D","text":"we have come together as a school"},{"start":10137950,"end":10149750,"speaker":"F","text":"to want to share our name and our ideology about Spanish immersion being so important to our children, we really do"},{"start":10149750,"end":10152790,"speaker":"D","text":"feel that it is important that that"},{"start":10152790,"end":10160680,"speaker":"F","text":"be acknowledged by the board and by those who are charged with helping a"},{"start":10160680,"end":10163440,"speaker":"D","text":"community heal and also move forward."},{"start":10163760,"end":10178840,"speaker":"F","text":"So as you can tell, I strongly support the naming of Adelaide Selby as what we should go with moving forward. Given the landscape of the world and"},{"start":10178840,"end":10180400,"speaker":"A","text":"that we have worked together"},{"start":10182640,"end":10186440,"speaker":"F","text":"to come to this conclusion. I think that that says a lot"},{"start":10186440,"end":10188000,"speaker":"D","text":"about the community itself."},{"start":10191520,"end":10208090,"speaker":"C","text":"Great. Thank you, Maurice. And then we have Michelle SM. Hi Michelle. Go ahead."},{"start":10208970,"end":10209450,"speaker":"D","text":"Hello."},{"start":10210090,"end":10227490,"speaker":"E","text":"So I had some other prepared comments tonight, but I do want to acknowledge what the other parents have said. It has been a wonderful transition year. You know, my son has been able"},{"start":10227490,"end":10232490,"speaker":"D","text":"to, you know, integrate with his new friends right away."},{"start":10232490,"end":10256510,"speaker":"E","text":"We've love our teacher who was on a teacher from the formerly Selby campus. I think that for me it continues to be sort of a frustration just this entire process. And I think that the policy just didn't allow and have doesn't allow for the board to really have any flexibility"},{"start":10256830,"end":10260100,"speaker":"D","text":"in being able to move forward in"},{"start":10260100,"end":10317040,"speaker":"E","text":"that, you know, the it allows, it gives Dr. Baker or the superintendent, doesn't matter who it is, the naming power. And then if the board rejects that, we have to restart the entire name process. It still baffles me why the board can't just a motion to approve a different name or couldn't have in previous meetings, especially considering that the board previously rejected current name that we're proposing. The other is just thoughts that I've had over the last week. I did email the board, but I wanted to also address those who are speaking tonight. There are also are a part of our community. I think that while it's really important to bring together our community as a Spanish immersion school, we have to to focus on the fact that we are naming a Spanish immersion school. And so my question to the board and to the community at large is how"},{"start":10319120,"end":10319520,"speaker":"D","text":"so?"},{"start":10319920,"end":10329400,"speaker":"E","text":"And considering, I guess all of the things that are going on in the world with the voices of black, indigenous"},{"start":10329400,"end":10331840,"speaker":"D","text":"and people of color are finally being heard."},{"start":10332160,"end":10334640,"speaker":"E","text":"And this also echoes the comment that"},{"start":10335120,"end":10337770,"speaker":"D","text":"Mr. Lawson brought up last week, which"},{"start":10337770,"end":10355850,"speaker":"E","text":"is are we really comfortable leaving the name of a wealthy white man who has no significance or a cultural contribution in the name of a Spanish Immersion school that is sought out for its bilingualism and multiculturalism. You know, nationally, we're sort of toppling the remnants of white supremacy, but yet here we are sort of going to"},{"start":10355850,"end":10358450,"speaker":"D","text":"continue with it, I guess."},{"start":10358450,"end":10378830,"speaker":"E","text":"In closing, I've previously said that I would have supported. You know, I would have supported Unidos as a name because my kids and others who I spoke to opened my mind to having a different name. Unidos means united, and not just a representation of our community coming together, but also the unity in our languages. It's also been, you know, in the"},{"start":10378830,"end":10380150,"speaker":"D","text":"top three both times."},{"start":10380950,"end":10396010,"speaker":"E","text":"So, again, thank you. This has nothing to do with the community with which I feel really connected to. It's more about what we really want, to represent our community, not just now, but in the long term."},{"start":10396570,"end":10397210,"speaker":"D","text":"Thank you."},{"start":10400010,"end":10416680,"speaker":"C","text":"Thanks, Michelle. That was perfect timing. Three minutes on the dot. So that concludes the speaker cards I have for this item. I don't know if the board has any discussion. I do have just some thoughts I'd like to share, but I like to let you go first if you would like to."},{"start":10419240,"end":10419640,"speaker":"D","text":"No."},{"start":10421080,"end":10513960,"speaker":"C","text":"Okay. So I. I'm not going to repeat what I shared at last week's board meeting regarding the name Selby. I think the video is online, so anybody who wants to see it can go ahead and see what I had to say. I do want to make a couple of comments that, you know, we've been told that the board policy didn't give enough direction. And while I can understand that feeling initially, the policy we adopted did come from csba, the California School Boards Association. So, you know, maybe it needs to be looked at again, reworked to be a little more specific. I did check the policies from a number of our neighboring districts, and I do want to point out that many of them, actually, the policy indicates that the school board gets to choose the name. There's no committee required, no outreach required. It's just whatever the school board wants. So while I feel like I understand that maybe there wasn't enough clear direction to begin with, I feel like the board, when we rejected the name Adelante Selby, we gave very clear direction, and that was that they should not include the name Adelante or Selby. And unfortunately, that's the name that came back to us. And so I feel like the direction the board gave was not followed. And for that reason, I feel like I can't in good conscience approve this name. So if there are no other comments or questions, it's an action item, so we would need a motion to approve."},{"start":10516280,"end":10519320,"speaker":"A","text":"So I'D this is Dennis. I'd move approval."},{"start":10519560,"end":10521720,"speaker":"C","text":"Okay. Is there a second?"},{"start":10527620,"end":10528420,"speaker":"E","text":"I'll second it."},{"start":10528660,"end":10532820,"speaker":"C","text":"Okay, Alisa, we need a roll call vote, please."},{"start":10533860,"end":10534580,"speaker":"D","text":"McBride."},{"start":10534900,"end":10535380,"speaker":"A","text":"Aye."},{"start":10535940,"end":10543540,"speaker":"D","text":"Trissy Marquez. Aye. Trustee D Asilcum? Aye. Vice President McAvoy?"},{"start":10544340,"end":10544900,"speaker":"F","text":"Aye."},{"start":10545380,"end":10547460,"speaker":"D","text":"President Lawson? I'm a no."},{"start":10548470,"end":10566350,"speaker":"C","text":"Thank you. Thanks for sticking through that. I know the Avalante Selby community. I wanted to move your item up earlier so you didn't have to sit around as late as you did. But I wanted to make sure that all of our board members had a chance to be here to vote on that. So that allows you to go forward and order your uniforms and everything you"},{"start":10566350,"end":10567750,"speaker":"D","text":"guys have been looking forward to doing."},{"start":10569350,"end":10571990,"speaker":"C","text":"So I think that's the last item on our agenda."},{"start":10573520,"end":10574080,"speaker":"A","text":"It is."},{"start":10574960,"end":10577600,"speaker":"C","text":"Do we have a motion to adjourn?"},{"start":10579520,"end":10581040,"speaker":"A","text":"So moved. Dennis."},{"start":10582800,"end":10583200,"speaker":"D","text":"Second."},{"start":10583840,"end":10599360,"speaker":"C","text":"Maria, can we just say. All those in favor say aye. All right, thank you. We will hopefully see some of you tomorrow night. Our webinar. That's at 6 o', clock, right?"},{"start":10599730,"end":10600410,"speaker":"B","text":"It's at 6 o'."},{"start":10600410,"end":10600610,"speaker":"D","text":"Clock."},{"start":10600610,"end":10604530,"speaker":"B","text":"And Jorge has pushed it out, so everybody should. Should have it."},{"start":10604690,"end":10613010,"speaker":"C","text":"And then we have the next or our next public board meeting regular session on June 24th at 7:00pm, correct."},{"start":10613090,"end":10622010,"speaker":"A","text":"So, Janet, I know the meeting's officially over, but could we thank Itzel and Gonzalo for all their great translation? It's really hard. They're doing a wonderful job."},{"start":10622010,"end":10633250,"speaker":"C","text":"I know, and I actually. I was going to email them earlier today and I didn't get around to it, so. So I'm sorry, but thank you. I know you guys are here and I think the audience can't see you, but thanks so much for all the work you guys are doing behind the scenes."},{"start":10634290,"end":10637810,"speaker":"A","text":"Yes, yes, yes. Great."},{"start":10637810,"end":10638370,"speaker":"C","text":"All right."},{"start":10638530,"end":10639650,"speaker":"B","text":"Okay, perfect."},{"start":10639890,"end":10659220,"speaker":"C","text":"I'm gonna. I wanna try to copy the chat before we close out so that I have some of the comments that came in. I've been having trouble with copying chat lately, though. No, see, I can only get one line. Elisa, are you able to do it?"}]}