{"date":"2020-11-04","type":"Board Meeting","videoId":"lw0ARuWI664","audioDuration":8842,"speakers":{"A":{"name":"Janet Lawson","role":"Board President"},"B":{"name":"Multiple speakers","role":"Dennis McBride (Trustee/President-elect), staff presenters, and others — see note: speaker B is used for multiple voices including Dennis McBride, Wendy Kelly, Liz Wolf, Linda Montes, Ana Herrera, Michelle (induction co-director), Erin (induction co-director), Dominic (facilities consultant), Janet Mueller (legal counsel), and public commenters"}},"utterances":[{"start":1200,"end":2080,"speaker":"A","text":"Trustee McBride."},{"start":2320,"end":2720,"speaker":"B","text":"Here."},{"start":3280,"end":9360,"speaker":"A","text":"Tristan Marcus. Here. Trustee D. Silcom. Vice President McAvoy."},{"start":10640,"end":11040,"speaker":"B","text":"Present."},{"start":11760,"end":65480,"speaker":"A","text":"President Lawson. I'm here. Thank you. So we're on item 4.2, report out on closed session from earlier this evening. The board accepted the recommendation from legal counsel. Welcome, Everybody, to the November 4th Redwood City School Board meeting. I've posted links in the chat for the agenda as well as the comment card, and I will repost those again in just a minute. For those that are joining the meeting just now, if you'd like to speak to the board, please fill out the Google Doc and make sure to include your name so we know who to unmute when the time comes. If the item you wish to address is not on the agenda, you'll be called on during oral communication. If the item is on the agenda, you'll be called on when that item is being addressed. And public comments will have be limited to three minutes per speaker. With that said, are there any changes to the agenda?"},{"start":75480,"end":77800,"speaker":"B","text":"I'll make a motion to approve the agenda."},{"start":78240,"end":87760,"speaker":"A","text":"Melissa. Thank you. Second. Cecilia. Can we have a roll call vote, please? Trustee McBride."},{"start":88080,"end":88560,"speaker":"B","text":"Aye."},{"start":89440,"end":119350,"speaker":"A","text":"Trustee Marquez. Aye. Trustee D. Silkam. Vice President McAvoy. Aye. President Lawson. Aye. As to oral communication, we do not have any comment cards under this item, so we can move on to the bond consent items. Is there a motion? Who is that? Sorry, Was that Elisa?"},{"start":120390,"end":120830,"speaker":"B","text":"Yeah."},{"start":120830,"end":121070,"speaker":"A","text":"No."},{"start":121070,"end":122710,"speaker":"B","text":"Moved. Dennis. Second."},{"start":123830,"end":136620,"speaker":"A","text":"Can we have a roll call vote, please? Trustee McBride. Aye. Trustee Marquez. Aye. Trustee DaSilco? Vice President McAvoy."},{"start":137740,"end":138220,"speaker":"B","text":"Aye."},{"start":138540,"end":153860,"speaker":"A","text":"President Lawson. Aye. So, thank you. Will I see you here? We have no action items for the bond, so thanks for popping in for the beginning of our meeting. You're welcome."},{"start":153860,"end":154540,"speaker":"B","text":"Thank you, guys."},{"start":156780,"end":218640,"speaker":"A","text":"So we are on 11.1, the beginning teacher Support and Assessment program and induction. So we have, you know, Erin and Michelle are here. Hello, Trustees and Superintendent Baker. Thank you for having us tonight. So we, Michelle and I are currently co directors of the induction program. I am participating through the accreditation that we will go through in just a few weeks, and then my role in the program will be complete. Michelle will be handling all of the programmatic needs. So tonight we're going to give you a quick overview of the program and any updates related to the current state of instruction being distance learning. And then as well, we will update you on the accreditation process where we are in that is it. Presenting. Erin, I can't. We see a blank white screen. I'm not sure what everyone else sees."},{"start":219540,"end":220020,"speaker":"B","text":"That's it."},{"start":220500,"end":221140,"speaker":"A","text":"That's it."},{"start":221380,"end":223380,"speaker":"B","text":"That's what I say is a blank white Screen."},{"start":223620,"end":230020,"speaker":"A","text":"Oh, it says it's still not working."},{"start":230740,"end":231140,"speaker":"B","text":"No."},{"start":236020,"end":242180,"speaker":"A","text":"I don't know. Why don't you just share the one tab you're trying to share?"},{"start":242340,"end":247860,"speaker":"B","text":"Yeah. So, Michelle, it looks like it has a whiteboard that you've put a whiteboard up."},{"start":248370,"end":261890,"speaker":"A","text":"Oops. Okay. Can I put new. I'm sorry. Let me try this. Is that working? Yeah."},{"start":261890,"end":262290,"speaker":"B","text":"Yeah."},{"start":262290,"end":369680,"speaker":"A","text":"Okay, good. I don't know what I did, so sorry. Erin, go ahead. So tonight we're just. Like I said, we'll be updating you on the program. Okay. Michelle, you want to get me. There we go. So just a quick overview. The path to a clear teaching credential in the state of California involves three steps. On the far left you'll see the column titled Preliminary Credential Preparation. That is the teacher prep program that recent or people with a BA or BS Degree participate in. They go through that credential program or teacher prep program and then typically get hired with a district that is that middle section, the professional credential Induction. That is the program that we offer here in the Redwood City School District. That is our two year induction program that supports new teachers while they work to clear their California credential. The last column is the professional clear credential that is earned at the end of our program. So when a new teacher is hired out of a teacher prep program, we spend two years working with them in induction. We offer weekly mentoring. We have a great group of veteran mentors. They are going through an inquiry cycle that involves goal setting, reflection, data collection, and implementation. And it is a really, a really great program and it really works to bridge the skills that they learned and the kind of the pedagogy they learned in their teacher prep program. And this induction program helps them put all of that into place with the guidance of a mentor. So that is the focus of what we do in the induction program here. Next slide, please."},{"start":373920,"end":374560,"speaker":"B","text":"There we go."},{"start":374640,"end":1451510,"speaker":"A","text":"Thank you, Erin. So, good evening, Dr. Baker, members of the board, panelists, and our audience. Thank you for letting Erin and I present this evening. So this is the pathway that our candidates take when they are brought into our district and they've completed their preliminary program. They get hired. Then they complete an eligibility form and it kicks them into the program. And then they sign off on an MoU, which is an agreement that lays out their responsibilities as they are participants in the program. Very quickly they are matched with a mentor. So this matching happens according to both of their credentials, their assignments, and we work hard to match them with someone that is actually at their own school. So that that relationship is even stronger. But that is not always, that is not always an ability that we have. And then our new teachers come in their first day and they receive an orientation, an orientation that gives them an overview of what the program is for them and what they will be experiencing over the two year process. As Erin mentioned, there is a cycle of inquiry that they participate in over two years. It's four times this cycle happens for them. And during this inquiry, the candidates collaborate with their mentors to reflect on their experience. Experiences. They receive input from their site admin, so they have meetings with their site admin. They look at the school goals, they look at their own progress and then they set a professional goal based on their experience, based on the school's goals as well and the input from the admin along the way. They're collecting data and they're engaging in research that is meant to move them towards their goal. And they get, they are observed by their mentors and they are offered time to observe others. They apply their learning from their preliminary program and their experience in the induction to demonstrate growth in an area of the California Standards for the Teaching profession. And each cycle of inquiry is documented through their ilp, their individual learning plan. This learning plan is then submitted to readers and they are provided feedback. And based on that feedback, they make changes. They turn parts of their ILP in four times in the year, October, December, February and April. And so they are given, based on their feedback, they're given time to revamp. And then once all their documents are completed and are passed by the readers over this two year process, they are then ready to apply for their clear credential. So there are goals of course, with our program and these are guides that we follow. We provide support for the candidate the teacher knew so that they are developing, assessing, reflecting on their professional goals. And this goal is written within this the first 60 days of when they begin the program or the first 60 days within their year. Two we provide, the mentors provide just in time teaching. This is coaching that is related to the support that the candidate is needing or is requesting as they move through their school year. It happens that the mentors and the candidates meet at least once a week. The guidance is so that they are applying their knowledge and skills that they acquired in their pre service program, that they're developing the habits of mind. This inquiry cycle, this inquiry cycle that has reflection is incorporating feedback. So they are adapting and changing their practices as they go through and improving their skill in their teaching profession. Above all, this is all so that they're meeting the needs of their students, and we are hoping and working towards teacher retention. So this, these are our numbers that we have participants this year. On the left hand column, we have years 1920 and 2021. So you see in the first box up there, it says induction candidates. In the 1920 school year, we had 18 candidates. This year we are up to 34. The yellow section shows you the number of candidates and mentors that we have, and it's divided up by the school. So you can see, for instance, that Selby has three induction candidates, whereas Roosevelt has eight. We try hard to match our mentors with the candidates at the school, but that is not always how it goes. So we have mentor sports spread out throughout the district. We currently have 20 mentors that are providing support for our candidates. And some of our mentors have up to four candidates, while others have one to two. Then we have four teachers that are in the special ed candidate induction program. We do not provide this program for our candidates in our district. We actually have an agreement with the San Mateo County Office of Ed. And our candidates experience their induction program through the San Mateo County Office of Ed. And then we also have candidates that receive some. Well, they're interns or probe zeros receive some support. We match them up with a mentor or provider at their school site to be their buddy, to be their guide throughout their year as an intern or a probe Zero. So they have someone that they can go to that provide support. It's not as formal as the induction program, but it is this additional layer that they have to give them some guidance through their year. So some highlights to the program. Just to point out, we have some coaching that I've offered our candidates. It's beyond the mentor. If they'd like me to come in to just observe a class or provide some additional support, I am always there for them. So far, no one has taken me up on this offer, but I'm there if they need it. I will also provide feedback if at any point in time they need some guidance. We have really great relationships. I'm going in to observe the candidates and and the mentors in their meetings. And I'm seeing some really strong relationships and guidance for our candidates. I do. And I'm observing at least two sessions in the year. Fill out some self assessments so that we can look at both where they want to grow themselves, but also how we can grow the support for our mentors and our candidates in our program. I have office hours where it's just an open time that candidates and mentors can drop in. They can ask any questions, like about their individual learning plans or any topic that they would like some guidance on. There are PD opportunities that we put in for our candidates that they choose whatever PD they would like for. They have to meet this at least 4 hour requirement through the year. And then it can be reading articles, it can be taking a class, it can be observing videos. I've put together some options for them that they can choose or they can do. They can determine their own PD that they would like and then they just write up what they've learned, a reflection about how it went, how they're applying it. We are doing some book studies that combines both the candidates and the mentors. This is totally optional. We just finished our first round. We read a book called Encomunidad, which is raising the voices of our Latinx students. And it's around equity. And it was a great combination of theory with practical lessons and things that they could do in their classrooms. And there's an equity focus that Erin brought into our individual learning plan. And so our teachers are asked to answer the question, how does your work in this area explicitly interrupt and proactively lead to more equitable outcomes for students? This is the first year of the implementation of this focus. So we are. There's been a lot of questions, a lot of inquiry about what this should look like. So we are also in the process of determining some model answers that we can provide as guidance for our candidates and our mentors in the future. And then I'm also producing a weekly newsletter for our mentors and our candidates to, to keep them up to date, to provide them with relevant information, with a calendar of what's coming up with a focus on equity and just another level of communication to keep in connection. Okay. So with the induction program, we are required to do from the state several data points or surveys throughout the year. So we work with an outside group called the Sinclair group to get this done. And they provide us with the results of the survey and the reports that take us through the results and what this means for our program. So what we're going to see in the next couple slides is some of these data points from last year's surveys because they are now available to us. We did go over this with our induction leadership committee and had some really great conversations and I'll reference that. What's interesting to note on this slide is the way the Sinclair group presents their findings. They use a color coded system. So if you have a data point that exceeded Expectations, they highlight that in green. And if you have a data point that is a growth area, they highlight it in red. White is your average response. So what's interesting to see here is that we do not have any areas that are indicated that have a red indication, which means we met or exceeded the average. For Sinclair works with many districts throughout the state. So we met or exceeded the average response that Sinclair saw. So on the next slide, we will look specifically at these green data points. Okay, so you see listed on the left are the areas that we exceeded the expectation or we exceeded the average. And this particular survey is asking the candidates to reflect on their time with their mentor and how effective their mentors were in helping them grow and develop throughout the year. So this really speaks to. These highlights, really speak to the strengths of our mentor team and the group of veteran teachers that we have providing the support for our new teachers. Since we didn't have any red indications, we took a look at our lowest scoring response. And even though it was still in the average category, there's always room for improvement. And so our identified growth area is. You'll see it on the right. And it is. My mentor used our time together effectively, focusing on my needs and not being unduly hurried. And with our induction leadership committee, we kind of unpacked this a little bit, and we came to a couple really interesting conclusions. The first thing that came up was this question is really asking two different questions. That the time was used effectively and that the meeting was not, or that the mentorship was not unduly hurried. So we're going to reach out to Sinclair and try to tease out this language, to make this question little bit more explicit and really target what is. Really identify the target that this question is trying to hit and see if we can refine that a little bit. I'm gonna let Michelle share some of the next steps that we have. We have some ideas on how to address this. Thank you, Erin. So I have shared this with our mentors earlier in the year, and we. We talked about structuring the meetings that they have with their candidates so that they're providing time for their mentors to. They're providing time for their candidates at the beginning of the meeting to just talk about what's going on with them, how they're feeling so they can become grounded in the work that they have to do with. We were looking at possibly developing. This was something that Erin and I talked about developing a check in protocol with some guiding questions to address this area. In particular, I've Checked in with the candidates one time already this year, but I'm planning to check in with them just to see how things are going, just to see how things are progressing for them. I'm trying to not only develop a relationship with the mentors, but also a relationship with the candidates so I can be there for all of them. And then if concerns arise, that we will discuss and plan next steps with the mentors and candidates. That's what we had thought about. But today at our meeting, as Erin said, we got more direction and more information on how we want to pursue this. The next data piece we're going to look at is, Sorry, I'll speak up if I need to. I see a comment that I might be speaking too softly. The next data point, we're a different survey. And in this survey, program completers are asked to rank themselves on all of the California standards for the teaching profession. What you see on this slide are two different years of data. So on the left is the 2018-19 data and on the right is the 1920 data. What's interesting here is both years, our program completers identified the same two standards for the teaching profession that they are the least confident in. So when they're finishing the induction program, they are now over two years consistently identifying that in self assessment, goal setting and monitoring progress and CSTB 6.5, engaging local communities in support of the instructional program are areas where they are not feeling as confident and areas of growth. So we looked at this in our induction leadership committee, and we all agree that these two standards are really asking and really addressing a very interesting skill set that even veteran teachers sometimes might have a hard time with. And we recognize that our new teachers are identifying these two areas as the areas where they're least confident. So we have some pretty good ideas going forward on how we can address this within induction, but possibly also outside of induction. So the next slide is going to take you through some of those and I'm going to go ahead and let Michelle speak to that. Thank you, Erin. So we shared this with, as Erin said, with our induction leadership team today, and we thought about it through the lens only of our mentors and our candidates. And today kind of the. Our members broaden that to really, really begin to work with our administrators as well at the site."},{"start":1451510,"end":1452190,"speaker":"B","text":"Michelle?"},{"start":1452190,"end":1452670,"speaker":"A","text":"Yes?"},{"start":1452750,"end":1454990,"speaker":"B","text":"Excuse me. It's really hard to hear you."},{"start":1455310,"end":1457870,"speaker":"A","text":"Oh, I'm sorry. Is this better? Dennis?"},{"start":1458190,"end":1459230,"speaker":"B","text":"Yes, thank you."},{"start":1459390,"end":1797090,"speaker":"A","text":"Thank you. Sorry. So we, we were broaden, but they asked us to broaden our perspective a little bit and involve Our admins at the sites to talk about how engage our candidates in this, in these CSTPs as well. So we were thinking about bringing in our mentor group to generate some ideas to incorporate this work, for instance in CSTP 5.5 into their ILPs. What does it look like to bring our students in so that they are involved in their own assessments, their self assessments, they're setting their own goals, they're involved in the process of monitoring their progress. This is a very sophisticated level of working with our students. So we are hoping that we can bring in more than just our induction candidates and our mentors to work with us on this and then the engaging local communities. This is another area that was brought up even with one of our leadership partners today that they talked about being an admin and how they actually view this and how hard it is in the evaluation process about these two, this standard and both these standards and what it looks like. And so really working to collaborate possibly to communities, having schools creating their list of the different communities and partners that they work with so that the teachers know who they can go to to bring in resources, to bring in the value of those that, that are in the community into the classroom, into the instructional program. So we actually think that these two standards are going to take some time, but possibly not get done this year, but we will continue to work on them in the future. So we do have an induction leadership team. And we had our, we were scheduled to do our first meeting last week, but if you all remember, we had a little bit of a blackout problem so we rescheduled for today. And so you can see that we have. Thank you, Janet. She's our board member that's on the committee. We have Anastasia, Melissa. They are both not only teachers, they are mentors and they are lead mentors in our program. And we have Pati, she's also a teacher. Maureen, Leslie and Tiffany are our admins on the team. And we brought in actually Trish Girardi. She is our connection to a university and she is working with these, with the student teachers at the university. And we are really thankful to have her perspective and her connection. And so the team oversees the program and our goals and they are the oversight to keep us moving. They help to analyze our data, to inform our practices, they review our budget. Then they are also the guardians of the knowledge. They know what we're working on, they know what we're doing, they know the purpose of the program. And so we meet with them twice a year to talk about where we're going in the year and then talk about where we've been and where we want to go next. Okay. In terms of the accreditation, we are in year six of the seven year accreditation cycle. This is the year of our site visit. And when I updated the school board last year, we compare the site visit to a small wedding that involved hotel accommodations and catering. And we're in a different. We're in a different state of the world right now and we are now coordinating a small virtual wedding because we will have a completely virtual site visit. We are one of the first districts in California to have a completely virtual site visit, meaning our pre visit was virtual as well as our site visit. So that's going to November 16th through the 18th, just in a few weeks. We have been working with our rep from the CTC to make sure everything is coordinated and everything is ready to go. When we're feeling very confident, we are ready to finalize our visit tomorrow. We will finish all the little details in our schedule and then we will see on the 18th we'll get started, will get an update. The possible scenarios are that we are completely accredited or we could be accredited with stipulations. Meaning in year seven we would have just some follow up and some additional conversations with our site visit team if they recommend that we implement anything that we don't currently have or if we need to change anything within our practice. But we're excited to get this going. We have been working really hard with the CTC to make sure that being the first in California to do a completely virtual site visit, that everything goes really smoothly. This, I believe, concludes the presentation. Does the board or any, any panelists have any questions for us? I can't see everyone, so if you have questions, can you."},{"start":1800530,"end":1831120,"speaker":"B","text":"Yeah, I had. This is Dennis. I had a few. Go ahead first. Thank you. This is a great report. I really like the format. Secondly, what a great leadership committee. I spent six years on this committee and it was one of them. And I look at the group of people, it's really a fabulous group. So please thank them for all they're doing in the past. Before COVID we used to have an end of the year where all the teachers would come together and kind of showcase their work and discuss things. Did you have anything like that this year or"},{"start":1834570,"end":1843290,"speaker":"A","text":"didn't do the colloquium via Zoom. We recognized the mentors and candidates at a school board meeting and then sent their certificates to them in the mail."},{"start":1843770,"end":1862580,"speaker":"B","text":"Okay, thank you. And I think you should be very proud of the ratings. In the county. Program or how the county program's doing is actually the question. Like do the county, the teachers that go to the county, do they actually fill out a form like this?"},{"start":1863140,"end":1877860,"speaker":"A","text":"So they do, but that, that survey goes to the, that's linked to the county program. So we don't get, we don't have access to those results. I'm sure if we reached out to the county, they would be happy to share, but it's not directly shared with us."},{"start":1878020,"end":1891060,"speaker":"B","text":"Okay. I think it would be a good idea just to make sure that our special ed teachers are getting the same high quality teaching. Again, thank you for a great job and all you guys do day in and day out on this. That's all I had."},{"start":1891780,"end":1899620,"speaker":"A","text":"Thank you. Dennis, Cecilia, Maria or Lisa, do you have any."},{"start":1904980,"end":1906660,"speaker":"B","text":"I'll just say thank."},{"start":1907380,"end":1929400,"speaker":"A","text":"Go ahead, Cecilia. I don't have any questions, but I also want to say thank you to the team for such great presentation and for working really hard to retain our teachers and the district. So I really appreciate everybody's help with this. Thank you. Go ahead, Elisa."},{"start":1929400,"end":1930400,"speaker":"B","text":"Yeah, I wanted to say."},{"start":1930720,"end":1932280,"speaker":"A","text":"Yeah, just thank you very much."},{"start":1932280,"end":1939400,"speaker":"B","text":"I know the program has been a really great program for years and I love that you're in constant improvement mode."},{"start":1939400,"end":1941760,"speaker":"A","text":"Even where we're doing really well, you're"},{"start":1941760,"end":2010390,"speaker":"B","text":"looking to how we can improve and equity focus. I think that's certainly where our district has been going for the last couple of years and I think it's wonderful that we're bringing in our new teachers as well into the equity concept. And then, you know, thanks for working on the. Particularly the one where we help students with their own self assessment and really bring them into the learning process. I, I think back to my children when they were in the district and I just think how much they would have really more of that. We had a lot of conversations around the dinner table of, you know, their self interest and learning and all of that. So I individualized learning plan for every kid in a way that they really have a say in and commitment and I think it'll really help move our district forward. So thanks so much for all doing. It's really great to see and I agree with Dennis, what a rock star team you have. I'm jealous. I'm not the board. So Janet, you're the lucky one. All right, thank you."},{"start":2012230,"end":2015670,"speaker":"A","text":"And I would also look forward to"},{"start":2016310,"end":2021830,"speaker":"B","text":"the evaluation and thank you guys for being the pioneers of doing this all virtually."},{"start":2022390,"end":2027240,"speaker":"A","text":"You guys have put in a lot of work and it's, it's appreciated and"},{"start":2027240,"end":2029320,"speaker":"B","text":"the results will benefit our students."},{"start":2029640,"end":2077890,"speaker":"A","text":"Thank you so I can confirm it is a fantastic group to work with. I really enjoy sitting on the. Today and I asked a bunch of questions there. But I just thank you and Wendy too. I know you've been working on this for years and we've been talking about the accreditation for. For years, probably since I joined the board. And so we're here, we have just a couple weeks left and I know it's been. So thank you everyone who put so much time into that. I know it's a, it's been a fantastic program that our teachers have really enjoyed and it's been one that keeps, you know, teachers in our district and I think it's fantastic. So thank you."},{"start":2082060,"end":2085580,"speaker":"B","text":"We should give a hearty shout out and thank you to all the mentors."},{"start":2085900,"end":2169940,"speaker":"A","text":"Yeah, yeah. So today's actually national coaching day and we consider our mentors coaches. So a special thank you to them today. Oh yeah, go ahead, Wendy. Oh, thank you. I just really want to thank and appreciate Michelle and Erin for the hard work on this presentation. But more importantly, the day to day interactions with the coaches, the relationship building with our coaches and our candidates. We know that new teachers of coaching but they also stay in the profession because of great relationships. Part of that process and the focus on the CSTPs and equity is just so important for them to understand are of the profession. And this is a great way to with people side by side at their site working through some of these similar things. So I appreciate your leadership. You're very responsive and open minded and caring for what our new teachers are going through. So I do want to thank you for that and I especially want to thank Erin for all of her hard work on the accreditation. She also helped last year while she was on maternity leave, I might mention. And so her dedication is really shining and I can't wait to see how successful we're going to be in a couple of weeks. So thank you for your hard work."},{"start":2171540,"end":2250030,"speaker":"B","text":"And Janet, if I could just say something in regard to this program, not only the wonderful work that everyone has done in making it positive and rewarding, but also need to give kudos to the board. Many of you were on the board at times when we were doing budget reductions years ago, year after year after year. And you supported this program all those times. So thank you to the board for allowing us to continue and have the induction program here within the Redwood City school district. Because many of our neighboring school districts do not have this program, they send their teachers to the county office of Ed. So with the greatness that is Happening with this program and mentoring our teachers. I just wanted a shout out to the board because there were years I can remember it was really close. But no, you held firm. No, we have to keep this program. We need to support our teachers. And we used to call it the Cadillac model at one time years ago. I don't know if some of you remember. And through the different directions program, the last accreditation that we had, it was. It was intense. It was intense."},{"start":2257070,"end":2277080,"speaker":"A","text":"Thank you, Michelle and Erin for being with us. I'm going to stop sharing. Yay. Do. What are we. We're on 12.1 discussion on COVID 19."},{"start":2281080,"end":2315680,"speaker":"B","text":"What we are going to do is we're going to start out with a presentation. We'd like to share with you our learning hubs and our pilot program. And then I'll have some time on one of the last slides to. First, I'd like to read a statement to get us going on this time frame that we're going on before winter break. But I'm going to start with Liz Wolf and Linda Montes who are going to start with a presentation with. Remember, these are our learning hubs. They're not the pods. These are learning hubs. And then our pilot program."},{"start":2318160,"end":2324770,"speaker":"A","text":"Okay. Good evening, members of the board and superintendent Baker and all of the panelists. We're here."},{"start":2324850,"end":2327570,"speaker":"B","text":"It's white. It's white."},{"start":2327730,"end":2338530,"speaker":"A","text":"It's white. I can see it. Could I, Liz? But it's white. Why did it do that? Wait a minute."},{"start":2338610,"end":2339010,"speaker":"B","text":"No."},{"start":2342770,"end":2343730,"speaker":"A","text":"Can you see it now?"},{"start":2344050,"end":2345490,"speaker":"B","text":"Yep. Yep."},{"start":2345970,"end":3053290,"speaker":"A","text":"Michelle's faulting. Anyway, good evening, everybody. Then we'll start all over again. So Linda and I are going to be talking to you a little bit about our hubs and our pilots and we're very excited to share this information with you. It just started this week. Although the hubs have been going on for a while, sponsored by other entities. We have our own Redwood City hubs now. And so we'll be talking to you about what we're seeing and kind of where we're going to go from here. So Linda, let me know. Good evening everyone and thank you. So I think you heard a little bit about this. The last session, I believe Dr. Baker introduced the hub programs. But just to remind everyone the purpose of the hub program is to provide a safe space for our students to the wi fi or their technology devices. Time, you know, with wi Fi connectivity issues their devices we targeted students who perhaps were newcomer students who needed the most support. And so we have a hub leader who that they are progressing through with their classroom teacher so what it looks like is a group of students 12 to 15 in the classroom who are accessing their lessons to their classroom teacher. So it's virtually they're learning. It just happens to be a space for students to have that extra support for those who might need it. So the next one is please. So modeling the hub program after a those that were already established with the boys and girls club, the reach program, et cetera. We knew that there were certain procedures or protocols that were in place. So these are very similar across our hubs to ensure the safety of all of our students and the hub leaders, we follow the same protocols of our temperature taking upon arrival, wearing their mask six foot distance in the classroom. They have optional Covid tests. And this is for students whom parents permission. It's not required, but it is an option for them. And our hub leaders are also receiving COVID testing every two weeks as well. So we were very fortunate. I interviewed a large number of great selection of people who wanted to be hub leaders. There are people from our community and during the interview they just thought that this was a great idea to offer these hubs for our students. Many of them had their own siblings or cousins or new people who were learning online and knew this would be really important. So it's great having the hub leaders that we do have. The next one is we currently starting this week we had of our own hub, right? These are, those are district sponsored hubs. We have two classrooms at Garfield and two at Hoover. We have a third. And so just a little bit ago actually principal Carranza and I met with a group of migrant ed students. So we hope at Hoover to start another hub that will be specifically for students who are in the migrant education program who have difficulty with access and etc. So that will be really exciting. Then pending starting on Monday we have two classes at Kennedy and one at Roosevelt and we are pending the Henry Ford one. We're hoping to make sure all of their paperwork is done, etc. But so that's the one pending at Henry Ford. And since this was developed, we have other schools who are coming forward because they were requesting hubs as well. And so we're hoping to be able to provide additional hubs as soon as we have the personnel slated. So we're very excited. And the next one, I think I might have added some photos here. So these are a couple of. So one, these two are actually at Hoover. One is the third through fifth grade and one the middle school. And the first day, you know, the students were nervous coming in and I spoke with Principal Carranza just a little while ago. Definitely the students are feeling much happier to be there. They're excited to just be seeing people and it's really important. When I walk to the classrooms, I noticed, you know, there's just such a need students not able to access because they don't know the language. So as well. So I mean, I'm really thankful and grateful that our district is able to do this. It is absolutely essential for many of the students to those that are kind of school dependent, that means they really need our support. It's fantastic to be able to offer this as an opportunity. And then the Migrant Ed meeting this afternoon, we had parents who are very thankful and wanting that to start as well. So I think that's it for that. Okay, thanks, Linda. Now we're going to talk a little bit about the pilot program that also began on Monday. So in preparation for the beginning of the pilot, we needed to produce quite a bit of documentation for the San Mateo County Office of Ed and the San Mateo County Health Department, ensuring that our students were being brought back to school in a very safe environment, our students and our faculty. And so this document is on our website and was approved after a variety of revisions to ensure that we had a lot of information about the ingress and egress of our students as well as the areas for play, the areas for temperature taking, the areas in case someone needed to be isolated, as well as a lot of the signage. And I have some pictures of some of these for you. But what we really wanted to ensure that the community and our county office was aware of is that this really was a pilot program that was based on our focus on equity. And that just as with the hubs, we were really reaching out to the students who were having greater need in the area of connectivity, of support, of keeping to a schedule, of having an adult available to answer their questions. And so we've called out document as well as you'll see at the sites where the pilot program is taking place. So this is the information. To do the pilot program as well as the number of students in each of the class. In light blue are the special ed classrooms. And so summer special day, I believe we have one RSP class that's going to be coming up and starting next week. The large number of our classes are at Taft School. With her family and her staff and really did a pitch in making sure that students had access to coming back to in person programs. But in addition to that, we also have quite a bit of Our special ed programs that are, as you see, there may even just be one class at a school site. But the teachers felt very strongly that their students were not being successful in a distance learning environment without the opportunity to come in person. So we have a number of classrooms taking place this week and then we have a number of classrooms that are beginning next week. We're learning a lot from them in terms of their program design as well. Not only in the health and safety and the development of all of those protocols, but we're also learning about what is working to bring students back while maintaining distance learning because all of of these classrooms had some children who were not returning. So you can see by the numbers that these were the numbers of in person students. And so we are running an AM PM model at these sites where students are either in class in the morning or in the afternoon and the remainder of their classrooms are being served by their same classroom teacher in a distance learning environment. These are some pictures from Taft School to show you the kinds of signage that. And we really want to thank Martine and the facilities department who has spent a tremendous amount of time working with each of the schools that has in person instruction taking place to draw the lines on the playground for the different zones for the recess, to ensure the signage is available in the bathrooms and the cleaning checklists and all of the available protocols to ensure that the students are and the faculty are operating in a very safe and secure manner. So this is from Taft. This also is a picture of a classroom where the teacher is preparing for her students to come in in the morning. And so you can see how they are. The desks are distant in this room as well as the reminder right outside the door for the students to wear their masks, which they all were. And here they were lining up first. This is their first day back of school and. And they were class members to show up and stay in line and walk to the class safely. This is Henry Ford kindergarten where there were more students in class. And we're going to show you a video in a second that was taken, I believe, by Jorge Quintana, who shows the Henry Ford practice, which is also taking place at Taft in one of the classrooms where the large screen is being used. You see this in the background where the teachers at certain periods of the day have a connection with the students who are in distance learning and the students who are in their classroom. And they have some opportunities to bring all the students together. They don't do this full time because it's kind of hard to manage A group in front of you and a group behind you on the screen. But they found some ways to read stories and do some morning practice so that all the students have the chance to be together during this time. We'll show you that in a second. But this is the students outside having their snack. And so this was just amazing as well. And so here were the kindergarten students sitting on their little line and eating their snack. They had their mask on all day and they were able to take their mask off to eat. And as soon as they finished eating and threw away their little muffin bag, they put their mask back on and they had some outdoor time. Then they went back into their class again. Very, very much following the protocols and all the safety procedures that the teachers were continuing to remind them of. And they were not having a problem with that. And I'm now going to show you just like a two minute video of one of the kindergarten teachers at Henry Ford who is reading a story. You see the students in the background who are participating online. And then there are students in front of her who are actually in person. See how she manages that. How about Claire? Where do you like to go?"},{"start":3055290,"end":3057130,"speaker":"B","text":"To my grammy's house."},{"start":3057450,"end":3062250,"speaker":"A","text":"That's right. Grammy's house. I bet all of you like to go to your grammy's house. Your grandma's house."},{"start":3062250,"end":3063130,"speaker":"B","text":"Your grandma's house."},{"start":3064090,"end":3080690,"speaker":"A","text":"Giselle, big loud voice for me. Where do you. Giselle likes to go to the park. Marco, where do you like to go? I want to go to a hotel. So you like to stay at the hotel? Do you like to go to the hotel?"},{"start":3080690,"end":3081410,"speaker":"B","text":"Hotels are fun."},{"start":3081410,"end":3082090,"speaker":"A","text":"They have pool."},{"start":3082890,"end":3083450,"speaker":"B","text":"Yeah."},{"start":3083610,"end":3084410,"speaker":"A","text":"And zoo."},{"start":3084650,"end":3086410,"speaker":"B","text":"And zoos. You like to go to the zoo?"},{"start":3086650,"end":3090290,"speaker":"A","text":"Yeah. With cars. Awesome. How about."},{"start":3090290,"end":3091850,"speaker":"B","text":"Who is that Devin up in the corner?"},{"start":3091930,"end":3102980,"speaker":"A","text":"Here's Devin. Boys and girls, You like to go to Hawaii? So does Mrs. Barstadt. One of my favorite places."},{"start":3103700,"end":3110100,"speaker":"B","text":"When you hear this sound, that means it's time to turn the page."},{"start":3110180,"end":3112540,"speaker":"A","text":"All right, there's our title page right now."},{"start":3112540,"end":3133460,"speaker":"B","text":"Let's begin. Necklaces by Holly Innes Melton. Listen to. I need a necklace with nuts."},{"start":3154670,"end":3163710,"speaker":"A","text":"Idea of how great it is for the students to be able to be back in classroom. And so this is one last component here. And so, Dr. Baker, were you going to talk about this? Is this."},{"start":3163790,"end":4192300,"speaker":"B","text":"Yeah, I have something to say prior to this. But, you know, before we go on to this with the next steps, I just want to, number one, thank Linda doing the interviewing and giving the personnel for the learning hubs. Those are the Redwood City School District learning hubs. They're not the pods that are associated with our partners like Boys and Girls, YMCA and so forth. These learning hubs are Redwood City. They're Redwood City employees. They're receiving some training and some staff development from our staff development department from Dr. Montesquieu. So Alisa sent us some candidates along the way, which was great. So thank you, Alisa, for getting the word out that we were looking for some great leaders to help us out and then with the pilot program. Truly thank those teachers and administrators who came forth and really brought this together. For many of our students who do need it, I would say go out and visit, but, you know, you're not able to go out and visit as we're not supposed to have, you know, outside people coming in for a period of time. So we have to follow that, that model. But I'm really grateful for what it looked like I was at. Coming in, someone coming in one direction because they were walking. Others were coming in because they were coming in their cars, but they followed the rules, had their health sheet done, taking their temperature and then walking right in. They got hand sanitizer before walking in, clean their hands and then went to their line and it was great. It was great. So thank you all very much for moving forward with that. Really appreciate it. A Survey and Next Steps First, I want to what I'd like to do is to acknowledge several parents that I have had conversations with over the last couple days of their understanding of the survey and also talking to. Additional information for me to have. But before I go into the slide with Wendy Kelly, I'd like to read give you some background of where we are at this point in time. So I want to update you on the latest work our staff has been doing regarding the staff and parent surveys that we sent out recently. Principals are analyzing results and we'll be discussing these results over the course of the next week or so. I appreciate everyone who has responded and if you have not already, please do so. The office staff is starting to call families who have not responded to these. There are still some questions from parents because of the parents that I have spoken to and then also questions from parents that were at my Superintendent's Advisory Council meeting on Monday. And so we're going to work through that process of when we get a schedule at a school and what teachers will be there, what program will they choose and have more information at that time. But first I want to reiterate that we have a major priority and a goal in mind, and this is to bring back students to bring them back in person. I believe it's the right thing to do. We believe that it is what is best for our kids. The pilot classrooms and the hub classrooms that started this week show that students are engaged and happy to be around their peers and to be on campus again. And I'm grateful for the ones that are going to start next week at a couple school sites. But we have a real problem in front of us. I'm very concerned about the teacher staffing at this point. We have not yet started the surveys for classified staff. We have only sent out the credentialed Teacher Survey Survey that was sent out reflected that 71 out of our 400 teachers are concerned about returning to in person medical conditions and 21 teachers stated that would take a leave rather than return in person with students. We specifically asked the teachers if they would return in person or not and then whether or not they needed to work with HR to enter into Americans Disability act and Federal Employment and Housing act process called the Interactive Process. This process is a streamlined process used to determine what reasonable accommodations the district can provide those who are concerned about their medical health. So HR can learn about any restrictions an employee may have in completing the essential functions for their then HR meets with the employee to discuss these restrictions. 71 stated that they have a medical condition that put them at the high risk of exposure to be around people which definitely are children and other staff and a reasonable accommodation to prevent the exposure could be working remotely off site to reduce the exposure exposure when there is one or more or many people on site. The district has an obligation to determine if remote work could be reasonable accommodation for the 20 to 2020-21 school year. These decisions are made strictly based on information provided by a medical doctor. We will not be able to replace 92 teachers with varying credentials, experiences and specialized backgrounds to meet the needs of our school of choice programs and bilingual programs within this district. Of their own children or they have to care for another medically fragile person at home or they want to take unpaid leave rather than return in person with students. Per the law and the RCTA Master Contract, teachers have the right to family medical leave or an unpaid leave. With these numbers in mind, we will need to closely examine additional alternatives. School programs also offer complexities in scheduling only single subject credentials that lead to difficulties in matching courses with teachers mid year and potential increase of contacts of students. All of these items lead to a problem of how to manage the enrollment requests from families and staff on the survey. So to bridge the problem between wanting as many Kids on campus with adults, the desire to keep students with their current teacher and to manage the staffing concerns. A proposal I would like to discuss with you tonight. Construct or provide a learning hub option of supervision with cohorts of students. Teachers would be provided a stipend to return in person and either teach or supervise the learning of students in a single grade or perhaps a multi age setting. This would require either a hybrid schedule Ms. Wolf just spoke about, or it would be the other hybrid that we came up with months ago when we thought we were going to start school in August. In a hybrid model, which was a week on campus, three days, you'd come for two days, there would be that Wednesday and then the next cohort would come another two days. You actually only get two days of instruction where you're three days at home doing asynchronous work. And that's the hybrid model that we came up with, I want to say during the summer and showed it to you board members and also to the public teachers who need to remain, who need to remain distance teaching could continue with their students. Around the county, all districts are concerned about staffing issues. And that's a big issue right now. Up and down the counties, the school district, county of San Mateo, all of the superintendents at our last meeting, and I'm speaking right now, superintendents who have K8 schools, I'm not speaking the high school, the K8 schools, majority of them are coming back on January 19th. But then there's still this concern of making sure that they can have some in person, some distant learning because of the needs of staff. Working around the staffing issue. We need all of our staff and want them to be part of the Redwood City School District and to remain part of the city school district. We also do not have an option to hire additional 90 some new teachers or substitutes to help us out during this point in time. So with this new information that I'm bringing to you this, this evening and. Almost every day, I would like to discuss this option with you tonight so we can move towards meeting our goal of bringing teachers back on campus and bringing and also bringing our staff concerns forward. So when you're looking at this timeline that's up here right now, so the week of November 2nd, what we did is we sent surveys to parents and to staff. And at this point in time, what is happening, which I previously stated, is that office staff is calling families who have not returned the survey starting on Monday. Until today, I have been meeting with principals so they have the information of what Teachers have indicated they would like to to return. They also have information about what teachers would write. As I previously said in the statement, we cannot accommodate everyone to take a leave. So we need to start thinking a bit differently and working closely with Wendy and working closely with the principals. We know that we're going to to definitely need to have teachers. My desires to have teachers on site, but also have teachers that do distance learning. So it'd be a combination of both. So at our meeting today with the principals, they know that they need to work with their individual teachers at their school sites to determine where they are in coming back. Once we have that true indication of who would do what, another survey would go out to parents indicating what they would desire, knowing what their own classroom teacher would be doing. With that being said, numbers could still not match evenly. So what I'm looking for is also the learning hub possibility. That learning hub seems to be quite essential for our students who are having difficulties at home, maybe because of second language, maybe because both parents are having to return back to work and there's no one to assist them. Maybe they're working with an older sibling and the older sibling is also doing distance learning that's at the high school level and they're not getting as much attention. So what we're trying to do also at the same time is to attract others to come and take on those positions of learning hubs. With that being said, I would need to have classroom space to do that so that those teachers that definitely feel that they cannot be at the school site, we could start to use their classrooms for the learning hubs so that we could get some additional students back into the classroom if their teacher is not returning and if their parent is not comfortable with the distance learning for whatever reason we may have at home. With all of that being said and we come back to in person learning, that one pilot plan that Liz shared with you, you all have a copy of it, you've read it. We have to do that 12 times. And we must make sure we adhere the four pillars. We must adhere that we're doing everything around the safety. We must adhere to the COVID test. So my task in front of you tonight, in front of our principals who are online, our teachers who are online right now, also, is to make some semblance of this coming back in person. We know we're going to have to enter into an MOU with our unions to come back to in person learning. We entered into an MoU for the pilot program and also for our hub guest teachers. Are in that mou. So we need to do that. We're coming back in January. With that being said, the principals, once we have the data that is needed for each school site, each school site is different, they will then in turn send indicating which choice they would like, knowing where their child's teacher is going to be. I know we're saying that principals need to be communicating this on the week of November 30th. This timeline is a little longer than I hoped, but we have this holiday coming up next week or Wednesday, and that Wednesday where there's Tuesday as a day for preparation, because Wednesday is a holiday. So that kind of takes out two days. But we can, you know, work with staff. So I believe on the week of November 30th, when we communicate with families of where each school site is, then we have the determination of what teachers will be returning. What teachers still feel very uncomfortable and should be distance learning and understanding that their classroom could be used for a learning hub to bring back students. The final plan from each school site to us, the district office, is December 14th. That gives us time to review it before the winter break and then to send it to the district office on, I believe, January 4th, and then start, I guess, the conversation of what needs, what needed, what we can take away, what can be redone, but to have things in place by January 19th. With that said, I know Wendy wanted to elaborate a bit about the MoU and also the timeline in place at this point that you see in front of you."},{"start":4193180,"end":4306780,"speaker":"A","text":"Yes. Thank you, John. So I do want to appreciate our work with rcta. They have been an amazing group to process through this difficult time, and it does really show our good relationships with our union. So I appreciate that. But as John mentioned, there's quite a lot of work to do. We do already have all of our negotiation dates on the calendar, starting with November 13th. And so we're hoping that we can come together quickly and talk through any obstacles we might have or plans or concerns that the union might have and bridge that quickly. We were able to do that very well with the pilot mou, which I spoke about last time, which outlined essentially all of the aspects that would require the entire staff to return in terms of health protocols, the four pillars, all of the PPE needed, etc. So we do have a background in place for that to occur. I also met with csea, our classified staff, yesterday. We are in continued negotiations with an mou, and CSEA and the district are working very closely about outlining the four pillars and so forth. In the MoU as well. So I'm hoping we'll have closure on that topic by the end of the month. So at this time we are available for questions and any comments from the board in regards to this information. As John mentioned in the timeline that's in front of you, it is a lot of work to do and with conferences and grades and so forth in the middle of it, I know we're all going to be stretched thin. But it is important for us to make sure that we have all these things in place certainly before winter break and hopefully we can all relax over winter break and take a deep breath so we come back rejuvenated. So thank you."},{"start":4307340,"end":4430790,"speaker":"B","text":"One other thing that I just wanted to emphasize is when working with both of the middle schools, the two true middle schools we have, which is Kennedy and also mit, the complexity of us creating a schedule for students that definitely would return and making sure that there's the right credential with the right class, it's impossible to do. So with that being said, I know that both of our true two middle schools definitely feel that for them it's in the direction of going total distance learning with learning hubs or I know the principals have been talking with staff members of the possibility of if the staff member is there in the classroom doing distance learning and have a few students that are having difficulties be there so they. And matching the credentials with what is being taught and rearranging students schedules, it's a nightmare. So it's most likely going in the direction of distance learning for the middle schools. Now that could also be the same type of scenario for our middle schools at the K8. Their scheduling is not as good as grand as the other two, but it does. And each of those principals need to work with their middle school staffs to determine what would be best for them. So now myself and staff would be would be willing to entertain questions from the board."},{"start":4434070,"end":4434870,"speaker":"A","text":"Any questions?"},{"start":4442060,"end":4629060,"speaker":"B","text":"I can start with a couple of questions. And Elisa, you were at the meeting the other night with me. Yeah, yeah. And you know we've been hearing from parents and teachers well all along the way since March, but specifically the last couple weeks sort of with the stage for one of the questions. I know. Well, first of all I just want to say, you know, thanks so much for the, I think the thoughtfulness around sort of with each step we take we realize sort of the more we need to do to try to accommodate all the various needs because I think one thing that we keep hearing as board members through a lot of the emails that we're getting are kind of the unique requests or needs that, you know, different families and teachers have. And part of it is sort of putting the puzzle piece together that we've talked about before. So I know in the past when we did the family surveys, now this is going back several months ago when we were in a purple zone or a red zone and, you know, there was more virus in our community and that sort of thing. And I don't think as much was known about what it would look like to come back. We were looking at maybe 30 to 40% of our families saying they'd like to keep their students, they plan to keep their students home until there was a vaccine or at least through the school year. And I know we're still getting the results. We don't have those results yet. Those would be less. But I know we've already been hearing both tonight in the chat as well as through emails that there are some families who, you know, they're going to be keeping their students home to do distant learning. So I think through this process, what the board at least, or my, I should say my understanding was, and I think it was the board's understanding that part of the process we're going through is also to sort of match up sort of the needs of students who want to do distant learning, students who want, in person or, you know, families who want that for their students. And then also we have, as you just said, we've got some teachers for a variety of reasons, some health related for themselves, some health related for maybe those around them or child care needs or whatever. So I don't know if you could speak a little bit to the, I guess that matching process, part of that's going to be happening on a school by school basis, if I understand that. So that's sort of what you were getting at. I know we're still waiting for all the results of what families want, but it does feel like a little bit of a chicken and egg thing. And I guess part of it is a question if you can speak to it. But part of it is just sort of an acknowledgement to the audience and us that it is sort of putting this together. And there is going to be a little bit of back and forth like surveys and conversation and principals in conjunction with their staff trying to put together schedules that work for their school site. Right. So every. Everybody has a place to land and hopefully everybody has a place to land where they want to be. Right. Is that correct?"},{"start":4629060,"end":4630060,"speaker":"A","text":"Or maybe you can speak a little bit."},{"start":4630060,"end":4632420,"speaker":"B","text":"You are correct. Dr. A Very correct, you know,"},{"start":4635940,"end":4636380,"speaker":"A","text":"spoke"},{"start":4636380,"end":4852300,"speaker":"B","text":"with the principal but it is correct. Each and each school community is different and the needs are different at each school. It's just like when we came up when we're doing the pilot. Those schools that are doing the pilot had teachers went in a certain direction and they wanted to try it to see how it would work. What we need to accomplish to bring back some children on January 19th is to definitely indicate those teachers who will do the in person learning. Whether it be that, you know, you're there four days on Monday and Tuesday and you're going to be in person and then the PM part is for the kids that are doing distance learning or whether it's in some other manner or it's the other hybrid, which I don't know if that's as popular started. But what the principals are doing as time is meeting with their staff, with their teachers to determine what it's going to look like. Once that is done, then what I and staff want to do is look at, look at that and then develop the survey that goes. Survey in which parents need to indicate for the remainder of this 20, 21 school year this is what's going to look like. Yes, I know we're in orange, but even if we go to yellow, they're not letting us all come back. You're still going to have to distance learn. And also the other pieces with the gatherings and so forth part about washing your hands and having the proper ppe, we've got that lit, we've got that lift that we have going for us. The piece that is not going for us is that we don't have an abundance of classrooms where we can bring, you know, where you could bring back 30 and maybe half the class being one and the other half the other. And we get some additional staff to help us out, maybe we could make it work. That's not reality, that's not going to happen. Number one, staff's not available. Number two, the classroom is not available. So there is going to have to be some type of a cohort model that's going to have to exist. Does that help to answer that question? So it's the school that are each coming up with looking at their staffs and then each school will determine what that looks like and share with us at the district office. And then we will help create the survey that will go out to the parents and the parents will decide what are they going to do. And that's for the remainder of the school year. And then the other piece is the learning hubs, that's the other piece to that that will be incorporated. If I can find some additional people to help me with that. If you can send us some other candidates our way, we'd be very grateful. Linda has plenty, but I mean, we could really use them. Or even our, you know, our community could send applicants our way to edjoin.org and that's where the apps are. We'd be happy to interview people."},{"start":4855020,"end":4857810,"speaker":"A","text":"Other questions? Yes."},{"start":4858130,"end":4978170,"speaker":"B","text":"It's not clear to me. If a parent doesn't want to send their child to school, why they would send their child to a learning hub. Why wouldn't they just go to school? That's true. That's true. And why would a parent send their child to a learning hub? Maybe their teacher does not want to do. Maybe the teacher is interested in coming and doing in person. Okay. And no, let me rephrase that again, because the learning hub child is a child that is home with distance learning, does not have the opportunity to come back because their teacher just chose not to do so. So they're going to continue with distance learning. Oh, okay. Learning from his teacher, but is still having a difficult time because maybe there's no one at home to assist. Maybe older brother, sister is doing it at the same time they're doing distance learning at the hospital. Thank you. That connected the dots. Thank you. And then the other piece that is that I'm also, I tasked Antonia with this is, you know, our partners. Our partners in to see if they can help us out also, because parents are going to need, for example, if you're doing the a.m, p.m. piece, my child comes in the a.m. but I'm still at work. I can't leave work. So I need some child care. At one time, remember we had our reach program that was there after school, engage them in conversation to see if they can continue to do that with us also. So, Janet, we kind of went by Liz's presentation, so I just like to make a comment on that, if I could."},{"start":4978250,"end":4978810,"speaker":"A","text":"Go ahead."},{"start":4979290,"end":5017450,"speaker":"B","text":"Thank you. So I just would like to acknowledge and thank Liz, the administrators and the teachers and staff who are going to do the pilot. I think that's huge. I think we're going to learn a lot and that's going to benefit all the teachers and staff that come back in January. So thank you so much to all the teachers, administrators and Liz for putting it all together. And then thank you to Linda for the hubs that's going to have such an impact. And last, it was so cool to see a video of students. It's literally been like February since we've been in person with kids. So that was just really inspiring and really exciting. So thank you everybody."},{"start":5022090,"end":5026010,"speaker":"A","text":"Anybody else? Yes. I would also like"},{"start":5029690,"end":5035850,"speaker":"B","text":"work that's gone into putting together the hubs, the groups"},{"start":5035850,"end":5037530,"speaker":"A","text":"and the in person class"},{"start":5040970,"end":5041530,"speaker":"B","text":"needed."},{"start":5041530,"end":5044050,"speaker":"A","text":"This is really important and I know"},{"start":5044050,"end":5045770,"speaker":"B","text":"that you guys have a lot to do."},{"start":5045770,"end":5049600,"speaker":"A","text":"This staff really want to say thank"},{"start":5049600,"end":5072670,"speaker":"B","text":"you to all of you and to the teachers for going back and for being willing to take that risk where others are not. So thank you very much. So with that being said, there is a lot of work. I'm sorry, Cecilia."},{"start":5073940,"end":5094660,"speaker":"A","text":"Yeah, no, that's okay. So again, I know this is not a one size fits all and it's unfortunate. The only thing though is at this point because we still don't have all the parents. I get the results from the survey from the parents. We don't know at this time how many parents are willing to send their kids back to the classroom. Correct."},{"start":5096980,"end":5155090,"speaker":"B","text":"We have some of that information site by site, site by site and we haven't disaggregated it yet and they're still receiving more surveys. So with that, once we know that, that will give us another number. But then what's really important is for us to understand what our teachers are going to be doing when they come back on January 19th. Remember, school starts on January. That's distance learning. We're still doing distance learning January 5th, but our in person time starts January 19th. But you are correct, we do not have all that information yet and we're still gathering it. Once the principals have that information along with the information from their staff, put that together. And then there's one more survey that is tailored for each school in the district that will go out."},{"start":5158290,"end":5196240,"speaker":"A","text":"Because I think what I find a little hard is to understand how teachers are actually going to again perhaps change their mind if they want to come back to in person, whether they want to do a hub and help out that way. Hybrid model they're going to be using, whether it's going to be the a.m. pM, the Monday, Tuesday, Friday. Correct. So I actually think that we may still have a little bit more information that we need in order for all the puzzle pieces to come together."},{"start":5199920,"end":5327910,"speaker":"B","text":"There is still information that's needed to put the puzzle together. You are correct. This is just a small piece of. There's more that's needed to put the puzzle together for each school site. For example, I'm going to use Kennedy. Word is a distance learning. Because of the complexity of the periods, each kid has six periods, and then the periods are delineated by the teacher with their credential and to create some in person, some distance learning. It's not going to work. It will not work. So that's why I alluded to the point of saying that it's going to most likely be necessary for the two true middle schools to stay distance learning and myself and, and I know Sabrina, she brought this schedule and we were, we were tinkering around with. There was no way we could make it work. I mean, it's, it's very difficult at the middle school level. So with that being said, that puzzle may already be made. So what we would need to learn from the two middle schools is, is there a middle school? Are there some middle school teachers, teachers that are willing to have maybe a few kids in their class kind of monitor while they're doing the distance learning? You know, that they can monitor and be paid a stipend while they're doing that? Those are the kids that, number one, are not connecting for whatever reason. D's and F's that needs more support. Of these public leaders that would be able to come into some of our school sites and help those students too. Does that help, Bet?"},{"start":5329030,"end":5334790,"speaker":"A","text":"Yes, of course. My son is in middle school and I even thought to myself, there was"},{"start":5334790,"end":5336870,"speaker":"B","text":"no way that he only gets his"},{"start":5336870,"end":5390950,"speaker":"A","text":"math teacher one day out of the week and they try to work on his own for the other four days, you know, because he would be doing the asynchronous, well, three days out of the week, but because of the schedule that is set up at Kennedy, then he would see his, you know, his teachers once a week instead of two days out of the week. So which would make it a lot harder. And then I do think that of course, we do need to make sure that all, all those kids that need that extra support get help, you know, top priority to come back to those hubs or, and hopefully again, teachers will be a little bit more motivated if, again, feeling safe, number one. And then perhaps they'll be able to bring in a few kids rather than the 14, 15 that we were thinking of, of in person."},{"start":5394550,"end":5395590,"speaker":"B","text":"Any other comments?"},{"start":5396870,"end":5429910,"speaker":"A","text":"Yeah, I just wanted to say I know Amy Barstad and Debbie Figueroa are in the audience. Those are the two teachers we saw in the video. So I just wanted to acknowledge them and thank them for bringing those kids back, kids through distance learning as well as in your classroom. And I just, I saw a few comments in the chat box, encouraged and excited to see how we can come back Safely for even the young kiddos. So I know this has been a ton of work for everybody."},{"start":5430870,"end":5437830,"speaker":"B","text":"Denise Gill is here. Also some Taft teachers who are also."},{"start":5438470,"end":5459650,"speaker":"A","text":"And I definitely appreciate all the different school sites helping to figure this out because each school is really so different and their needs are so different. So it became very clear that we needed some more help from the specific school sites to work out what was going to work for their families. So that's been good to see. I do have a couple of comment cards."},{"start":5460210,"end":5601610,"speaker":"B","text":"So Janet, I had one more question. Sorry. I've been getting questions from parents where as well, if I stay on distance, do I get four days with my teacher? And if I go in person, I only get two days with my teacher and then I'm going to have three days with no teacher contact. So is there a way we could like make some sort of matrix that explains it simply and what, what will happen if you are in person for two days? What happens on the Thursday, Friday, if you're a Monday, Tuesday? Is there a way to do that? So parent, it's clear to parents what their choices are and what I know it's going to change. It'll be different by school versus hybrid versus am, pm, but at a higher level. Is there a way to express that? And maybe there's not. Are you asking Dennis, if a school were to go with that hybrid model that we have something more explicit that would go out to that schools communities? Is that what you're asking? Yeah. So like, yes, like an example maybe we've talked about having the teacher do a 15 minute check in or different things. But our parents, are they signing up for if they come back that their child's going to have the question? I guess, am I signing up for having three days of having my child having no contact with a teacher? If it's that hybrid model, I'll turn this over to Liz. It is that you're there with your teacher for two full days. The Wednesday is the teacher preparation day and then Thursday, Friday is the other class. Right, exactly. So it would be asynchronous. No, I understand that. I'm just saying I think a lot of parents are confused when they hear the words on campus. They're thinking it's much more than two days. So I think we just have to figure out a way to have it be really clear for those schools who are choosing to go in that direction. Yes, that's what you're saying. Okay. Because not everybody is going to go. You know, we have 12. Well, I'm going to say 10. It'll go a different manner. Yeah. Liz, did you want to."},{"start":5601610,"end":5670670,"speaker":"A","text":"Yeah, I just want to add. So it seems like there's, there's been a bit more energy now around the AM PM model because students can be in class four days a week. And so that's what most, if not all of our pilot classes are trying out to see what that looks like. It provides the teachers with the opportunity of not having to create full days of in class instruction and full days of distance learning for the students who are not in class at that time time so that they can do the, you know, a morning and an afternoon of in class instruction with maybe a 45 minute assignment or something else that the students need to do either in the morning or in the PM when they're not in class in order to make up their minimum number of instructional minutes. And so that's one of the things that we're really looking forward to finding out through this pilot is if that model really is the model that we would recommend going forward rather than a two day on and then the three day off model, which is still an option. It's one of our options, but the AMPM one seems to be one that more of our pilot teachers are trying out instead."},{"start":5671550,"end":5715720,"speaker":"B","text":"Yeah. Just as one board member, I think the AMPM would serve. And also Ana Herrera is in the audience and maybe we can. Can you allow her to speak for a second? She also with her what she told us this afternoon that one of her teachers was trying. And remember we had thought about this, that maybe you could be in the classroom with the kids and at the same time do distance learning. And so the teacher has tried it on Monday and Tuesday. She goes, I can't do it, it's too hard. It's too hard. And I don't know if we can get."},{"start":5716120,"end":5716840,"speaker":"A","text":"I'm on."},{"start":5717080,"end":5717680,"speaker":"B","text":"You're on."},{"start":5717680,"end":5718120,"speaker":"A","text":"Thank you."},{"start":5718120,"end":5748120,"speaker":"B","text":"Anna, would you like to. Because you know, I got that question from a couple parents when I was talking to them and I used an example of school district that's north of Sacramento that tried that was going in that direction. But then the teacher said it was just too hard and they have to stop. And so the school did stop doing it and went back to just a total distance learning model. So if you give the board kind of a taste of what that was like."},{"start":5748920,"end":5906270,"speaker":"A","text":"So what she has, she is a. She has a combination class. And so she wanted to try to do an AM PM model with live learning at the same time. So kids on the camera, her actually teaching. So she's had two days of it, and she's, you know, it's. It's definitely very difficult when you have one teacher trying to manage both of them throughout. In the morning block she has. What she's finding is it's hard because the kids that are. You can't answer the questions for the kids who are online because you have the people live in front of the students are in front of you. So she's working with those kids in front of her, and she's trying to engage the kids that are at home as well. The kids are getting the lessons and being engaged in those lessons, but it's just very difficult to monitor. So in her class, she's having a lot of difficulty with that and trying to figure out how do I manage it. She's trying to get into a routine. It's only been two days. And one of the things I told her is if we had another person in there, an aide who can monitor that, that would be one way to help, because I have another teacher in the SDC who's doing that, who has an aide who's monitoring the add distant learning students. And so it's easier to manage because she becomes the voice of what the questions are asking to help support. So the live. Having someone there live at the same time, I mean, in person and having distant. It becomes very complex because you can't really do small group instruction. You can't really attend to the. To the kids that are at distant learning as well as the ones that are in front of you. So it becomes a management issue. And so she's just been struggling with trying to figure out how to make it work to see how she can manage it and provide students opportunities to talk as well as how do I do them into small, you know, work with them in the groupings that she was doing in distant learning. So it's definitely. She loves the AM PM model. She loves having kids in front of her in the morning because she has. She's able to address the third graders in the afternoon and work with the second graders in the morning. So for her combination class, she's loving having students in her class to be able to address each grade level, specifically because it is a combination class, adds one more layer to just doing distant learning where we have other teachers who have just the one grade level, so they're only working with that one grade level in the morning, and then they do distant learning in the afternoon. So the complexity of having a combination class just adds one more layer to the distant learning model."},{"start":5908510,"end":5909550,"speaker":"B","text":"Thank You Ana,"},{"start":5912190,"end":5930120,"speaker":"A","text":"I do have a couple of speaker cards on this item. Do you want to take those now? Okay, so I'll go ahead and share my screen with my timer. Just a reminder that comment public speakers get three minutes for their comments. So we're going to take Catherine Stewart followed by Indra Hernandez."},{"start":5936920,"end":5938280,"speaker":"B","text":"Hi, can you hear me okay?"},{"start":5938280,"end":5939480,"speaker":"A","text":"Yes, go ahead, Kathryn."},{"start":5939560,"end":5953330,"speaker":"B","text":"Okay, so I'm mostly concerned tonight we're definitely going to do full distance learning and vaccine staying at home. But I'm concerned because I keep hearing that for the Mandarin immersion program at Orion, I keep hearing rumors that if"},{"start":5953330,"end":5956610,"speaker":"A","text":"you choose to do distance learning and"},{"start":5956610,"end":6003290,"speaker":"B","text":"continue the way we've been doing it now, that you won't get Mandarin instruction or you won't get live interactive synchronous online instruction, that instead you will get pre recorded videos or you will get only English instruction and you won't get any Mandarin instruction. So I'd like to have somebody definitely tell me that that's just an ugly rumor and that in fact you're definitely committed to the Mandarin immersion program and that you will definitely make sure that if somebody wants to stay home and do distance learning for the next semester that they will still get interactive Mandarin immersion teaching. It's really important to us. We don't care if we get our Mandarin immersion teaching in the morning, which"},{"start":6003290,"end":6005170,"speaker":"A","text":"we'd love, or if we have to"},{"start":6005170,"end":6009730,"speaker":"B","text":"do it in the afternoon or Mondays, Tuesdays, Wednesdays, whatever days you want is fine."},{"start":6010130,"end":6012290,"speaker":"A","text":"We just are willing to accommodate that."},{"start":6012290,"end":6019850,"speaker":"B","text":"But we'd really like to have it live interactive Mandarin Immersion teaching. Our teacher is really great and we'd"},{"start":6019850,"end":6021610,"speaker":"A","text":"love to keep her but we know"},{"start":6021610,"end":6029250,"speaker":"B","text":"there are other very good Mandarin immersion teachers also. So please address this and that would be really helpful."},{"start":6029250,"end":6029610,"speaker":"A","text":"Thank you."},{"start":6029610,"end":6031330,"speaker":"B","text":"I'll give my time to whoever else wants to talk."},{"start":6031810,"end":6041970,"speaker":"A","text":"Thank you. Thanks Katherine. I don't know if do we direct Catherine to the principal on that one."},{"start":6042530,"end":6069030,"speaker":"B","text":"So Janet, what we would need to do is we would now definitely Catherine and her staff are going to work on this type of concern and see how it can be handled. As of right now, we still do not have all the survey math and what parents have indicated that they would like to do. So looking at that data and then speaking to staff and see how what we come up with."},{"start":6070230,"end":6087360,"speaker":"A","text":"Okay, thank you. Indra Hernandez. Kyle, do you have Indra?"},{"start":6089280,"end":6095760,"speaker":"B","text":"Yes, I have her. I've hit the ask to unmute a couple of times."},{"start":6096320,"end":6111050,"speaker":"A","text":"Oh, okay. Indra, are you here? I don't have my list in front of me. I can't see So I don't know."},{"start":6111770,"end":6113290,"speaker":"B","text":"What do you. Who are you looking for?"},{"start":6113290,"end":6115290,"speaker":"A","text":"Indra Hernandez. Is she unmuted?"},{"start":6115770,"end":6121530,"speaker":"B","text":"Let me see. I've hit the ask to unmute."},{"start":6123690,"end":6131060,"speaker":"A","text":"Oh. Oh, I see. So she may not be with us right now. Okay, well, this is our."},{"start":6131620,"end":6141860,"speaker":"B","text":"I don't see her. I don't even see. She should be at the top of the list. She's at the top. She's at the top. So it says she needs to unmute. Right."},{"start":6143060,"end":6153540,"speaker":"A","text":"Okay. And this is our last comment card. So I can't move on to somebody else unless Shade in the chat anywhere."},{"start":6155800,"end":6158200,"speaker":"B","text":"No, I don't see her in the chat anywhere."},{"start":6161720,"end":6181970,"speaker":"A","text":"Okay, I guess we will move on if. Sounds like Indra may not be at her computer or something right now. Okay, so we will have an action item on this a little bit. Well, after consent. Was that everything, Dr. Baker, you wanted to go over?"},{"start":6182130,"end":6196370,"speaker":"B","text":"Yes, just that we'll be keeping you abreast at each board meeting. And then as I meet with you individually or together, you know how I do that every week. I'll keep you definitely in tune with what's happening at each of the school sites."},{"start":6198610,"end":6229240,"speaker":"A","text":"Great. Thank you. Okay, so that brings us to consent. Is there a motion to approve? I heard. Maria. Cecilia, was that a second from you? Yes. Okay. The audio was a little funny. Okay, so Maria. Chrissy McBride."},{"start":6229640,"end":6230200,"speaker":"B","text":"Aye."},{"start":6230440,"end":6232490,"speaker":"A","text":"Christy Marquez. Aye."},{"start":6234490,"end":6234970,"speaker":"B","text":"Aye."},{"start":6235770,"end":6249770,"speaker":"A","text":"Vice President McAvoy. Aye. President Lawson. Aye. So, thank you. Item 14.1, the approval of return to in person teaching and learning with a staggered start."},{"start":6251610,"end":6278150,"speaker":"B","text":"And when we're talking about staggered start. Staggered start is a requirement from the county office of Ed and also of the county health department. So, for example, at say we district wide, we did TK K and 1 and then grade 2 on January 19th. And if I'm not mistaken, Liz, they didn't say we have to space it out X amount of days. Is that correct?"},{"start":6278470,"end":6280470,"speaker":"A","text":"That's correct. It just has to be staggered."},{"start":6280710,"end":6302570,"speaker":"B","text":"Staggered so we can. Right. So we could wait a couple days and start the next group and so forth. But that's what they're talking about when it says it has to be standard. Any questions on this in person return date, which is January 19th?"},{"start":6304730,"end":6318500,"speaker":"A","text":"I think we've been over this plenty, so I'm not sure there's any questions. Let's see. Dennis, where are you? Oh, there you are. Okay, I don't see any questions. Is there a motion to approve?"},{"start":6322100,"end":6322980,"speaker":"B","text":"So moved."},{"start":6323780,"end":6329460,"speaker":"A","text":"Second. Second. Dennis, was that. Who was that? Elisa?"},{"start":6330100,"end":6331060,"speaker":"B","text":"No, it's Maria."},{"start":6331060,"end":6335220,"speaker":"A","text":"Maria. Okay. And Maria McBride."},{"start":6335540,"end":6336100,"speaker":"B","text":"Aye."},{"start":6336420,"end":6338490,"speaker":"A","text":"Christy Marquez. Aye."},{"start":6340330,"end":6340810,"speaker":"B","text":"Aye."},{"start":6341370,"end":6342890,"speaker":"A","text":"Vice President McAvoy."},{"start":6344490,"end":6344970,"speaker":"B","text":"Aye."},{"start":6345610,"end":6357770,"speaker":"A","text":"President Lawson. Hi. Thank you. 14.2, adoption of Resolution 13, declaring intent to lease surplus property. And I see we have Dominic here with us."},{"start":6357770,"end":6399220,"speaker":"B","text":"Yeah, we have both, Dominic. We have Janet Mueller. Welcome to both of you. As you know, we had entered into an agreement previously with a private school to rent our Granger site, the former Adelante, but it has not gone in that direction. So I have Janet here and also Dominic. Janet, to really address the rationale for the resolution and Dominic to give us an update of where we are, which is good news that you sent us earlier today. And I'll let you share that with the board once Janet gives the overview of the resolution. Thank you, Janet."},{"start":6400180,"end":6410980,"speaker":"A","text":"Okay. Well, good evening, everybody. So this is an update on where we are in terms of the adelante. Looking for a lessee for the Adelante site."},{"start":6411220,"end":6417140,"speaker":"B","text":"As you will recall, earlier in the pandemic and in the springtime, we"},{"start":6419190,"end":6425430,"speaker":"A","text":"ended up having to terminate the lease transaction that we had entered with a particular school."},{"start":6426390,"end":6431910,"speaker":"B","text":"And since that time spent a lot of time invested a lot of time. Actually, Dominic could tell you about that"},{"start":6431910,"end":6439110,"speaker":"A","text":"further in pursuing a use and occupancy permit from the city to help cut"},{"start":6439190,"end":6451760,"speaker":"B","text":"short the time and effort that it would take for a future tenant to. To pursue that kind of a use entitlement from the city in the meantime. Now we actually have received that permit,"},{"start":6452160,"end":6455560,"speaker":"A","text":"actually as of today, received that permit"},{"start":6455560,"end":6457920,"speaker":"B","text":"and wanted to bring an action forward"},{"start":6457920,"end":6464000,"speaker":"A","text":"to you to start an RFP process again. And that's primarily because under the law,"},{"start":6464480,"end":6473340,"speaker":"B","text":"even though we got the waiver from the state to go with a more, to not have to go through a more restrictive competitive bid process, we did"},{"start":6473340,"end":6475300,"speaker":"A","text":"still need to go through an RFP process."},{"start":6475300,"end":6476860,"speaker":"B","text":"And when we did this last time,"},{"start":6476860,"end":6478580,"speaker":"A","text":"and then it didn't consummate in a"},{"start":6478580,"end":6482620,"speaker":"B","text":"transaction that worked for us in terms of a long term lease, there's really"},{"start":6482620,"end":6499340,"speaker":"A","text":"no relief provided by the Education Code. We don't get to shortcut the process the next time around. We really need to kind of go back through the process again. So that is what we are bringing forward forward tonight, which is essentially meeting the requirements of the Education Code to"},{"start":6499340,"end":6501260,"speaker":"B","text":"tell the public that we are going"},{"start":6501260,"end":6503460,"speaker":"A","text":"to commence that process and also notify"},{"start":6503460,"end":6505660,"speaker":"B","text":"the public when we would expect the"},{"start":6505660,"end":6509420,"speaker":"A","text":"board to review proposals received and then"},{"start":6509420,"end":6512340,"speaker":"B","text":"to provide additional direction to staff so"},{"start":6512340,"end":6517620,"speaker":"A","text":"the resolution you have meets those requirements. We were looking at issuing this rfp."},{"start":6517620,"end":6524090,"speaker":"B","text":"It's an, I think a good form ready to go as soon as tomorrow if that's the board's direction."},{"start":6524810,"end":6530770,"speaker":"A","text":"And then we'd be looking to consider proposals in either the December meeting, if"},{"start":6530770,"end":6541690,"speaker":"B","text":"that's not enough time, or we haven't had sufficient proposals to delay that until January. So that's essentially what this resolution is having you do and providing for some"},{"start":6541690,"end":6544330,"speaker":"A","text":"notice requirements to the public as well."},{"start":6550660,"end":6555820,"speaker":"B","text":"Dominic, do you want to catch up the group on where we are in"},{"start":6555820,"end":6561220,"speaker":"A","text":"terms of both the permit activity as well as your thoughts about the RFP process itself?"},{"start":6561780,"end":6843420,"speaker":"B","text":"Sure, sure. Thank you very much. So, as you may remember, Board, what you last authorized was us to move forward. We hired an architectural firm to help us through with the various architectural plans and such that we needed for submitting for the application for zoning administrative permit. We also had hired Hexacon Hexagon, which is a traffic consultant, come up with what's called a TDM plan, a Transportation Demand Management plan. Because as you may remember, that was one of Historically that was one of the biggest challenges, at least from the perspective of the neighbors of the format school. There was traffic access to the school. So as a function of that we were able to submit an application. It's been a number of months, as you know. In the meantime, we also had two community meetings, obviously zoom meetings with the neighborhood leaders, where we also had the city senior planner, Ryan was on the line. And then at one point we also had Jessica Manzi who was at IS the city senior transportation coordinator along with Hexagon representative and along with our architect and such. So we'd be available. So we had what were about hour, hour and a half meetings with two different meetings with the neighborhood to answer their questions. We then had the third meeting which was the official meeting with the zoning administrator at the city. Again, zoom meeting at the city. There were a number of neighbors who were present for that meeting, made comment. Again, mostly focused on traffic. I should note that Hexagon came up with what I think is a very elegant design. What they effectively did is we were able to, you know, work with the city to phase the improvement so that in essentially between year two and year three, because there's phased enrollment, it goes up over time. They're not going to immediately. Somebody using the site wouldn't have all 400 or so students there day one, so they'd phase in. So we were able to work with the city who's very supportive and effectively have a new drop off pickup design that essentially extends a thousand feet into the site and comes back around and therefore takes all of the pressure off of the Granger because they can cycle through. And then in addition there, there are a number of different transportation demand management systems that would have to have in place. All of which were effectively modeled on a kind of a Pre K to 5th grade type of enrollment. So when we had that meeting, the zoning administrator after hearing all the comments noted that she, she wanted to take it under advisement. She did. She promised to get us back to us within five days. And as you've heard, we just literally, I think it was yesterday, if not today, received the approval. So that's great news. We have an actual use permit that is not only referenced in the RFP that would go out, but it will be actually attached to the rfp. So everybody understands exactly what is approved for the site. If there were a school that were different in terms of its use, they'd have to get a different use permit. But so anyway, that is where we are at. We did seek a secondary proposal from Stratford. They came back, but they're essentially significantly under what they had previously proposed. And so it was deemed that we wanted to go to the board and get your council as to and direction to go forth with the RFP to see what sort of other potential uses there would be for the site. I should note that obviously going back Stratford had an approval lease terminated that because of COVID that happened earlier this year. And what we are trying to do is by getting the use permit is allow a school. That's why we want to get the RFP out. Allow an entity to actually start next August, if not July, so that we can start getting rent and payment for the district as quickly as possible. If you remember, Stratford was trying to when they canceled their lease and came back initially wanted us to have them start in August of 2022. So we're trying to get someone in there August 2021. So with that superintendent, should I turn it back to you or board member? Board president Lawson."},{"start":6845660,"end":6861790,"speaker":"A","text":"Just if there are any questions or comments from the board. I guess there was a question in the chat and it's a good question. Does this mean that we have to go back to the 711 committee? No, we don't. At process is complete."},{"start":6861790,"end":6874670,"speaker":"B","text":"The 711 committee made the recommendation to declare it surplus. And at that point the regular kind of education code consideration of proposals process kicked in."},{"start":6875550,"end":6882950,"speaker":"A","text":"So unless the board wanted to reconvene that committee for some reason related to"},{"start":6882950,"end":6887650,"speaker":"B","text":"consideration of further proposals, it wouldn't be okay."},{"start":6887650,"end":6888090,"speaker":"A","text":"Thank you."},{"start":6889290,"end":6904170,"speaker":"B","text":"So I had one question. Does this mean Dr. Baker has to go to Sacramento again? Hopefully we're done with with CDE on this. So hopefully this is only now with the board, and then we'll get some"},{"start":6904410,"end":6908250,"speaker":"A","text":"interesting and productive proposals in this go round."},{"start":6909130,"end":6966210,"speaker":"B","text":"Okay. The other comment would be, I hope we're not going to set such a short timeline that that precludes us from getting better offers. I mean, you're the expert, Dominic, so hopefully you'll measure that or weigh that. Yeah, I would have the same concern. I think as much as, you know, there's an imperative to try to get somebody into there and give them time to do whatever sort of improvements they might need to do in advance of August 2021, I do think that likely we'll have it out there for at least 30, 45 days, maybe even 60, just so that we can make sure that it's appropriately vetted. I'll be working diligently on it through November, December, January, that sort of thing. And then when I think that we've kind of reached the apex of the number of proposals that we're going to receive, then I'll certainly talk to Superintendent Baker and make a decision then to come back to. To the bone of the world we have. Thank you."},{"start":6970050,"end":6978170,"speaker":"A","text":"Anybody else? Okay, so it's an action item."},{"start":6978170,"end":6981090,"speaker":"B","text":"Oh, just real quick, Janet."},{"start":6981250,"end":6982290,"speaker":"A","text":"Yeah, go ahead."},{"start":6982450,"end":7112160,"speaker":"B","text":"Yeah, so I just want to say. So I'm. I'm fine moving forward with this. And Dominic and Janet, thank you for all your work on it. I know that been a lot of work and we should thank our city partners as well, because I know that they've put a lot of work into it as well. So I think it's a good idea. I think, you know, we are seeing a few comments in the chat, and I know it's something that I talked to Dr. Baker a little bit about is, you know, as we. I think we can move forward with this, but also we need to be doing our thinking about the highest use for that site. I think for the last couple of years, the highest use has been we need to lease that out because we need the money in our budget and we've got in our budget for next year moving forward. Right. That actually helps us serve students in our district if we can lease that out and bring money back into the district. But we also know that in the last year we've been having more serious conversations about possible workforce housing at the location. Well, sort of combining it with the Sobrato site. But it basically could mean that we would not have a district office site. And so, you know, we just need to be cognizant of how quickly might we need that property. So I think originally we had talked about possibly leasing that for 10 years because you get a better rate if you do that. But we might want to be thinking about something less than that. And I know that that can be part of the rfp and I don't know exactly what that's going to look like, but I just want to encourage us to think about if there's other uses we may have at this point given sort of where we're at. And I know some of the things in the chat was given Covid and this could be around for the next. Not only this school year, but next school year are there needs that we have with that balancing the need for revenue into our district, but then also just sort of the district office. Anything that might happen there could be. And not to say that the district office would be at the Granger Way site, but it could be that there could be movement of something else to put the district office on another site that we have. That would probably be at least, what, three to five years down the road? Because all of this takes a long time."},{"start":7112160,"end":7114360,"speaker":"A","text":"But mostly, I know you're aware of it."},{"start":7114360,"end":7135730,"speaker":"B","text":"I just want to make sure that I publicly state that once again, like everything that we do, it's complicated and there's a lot of different pieces to the puzzle that we're working on. So anyway, I am for moving forward with it, but certainly before we entered any kind of final contract, I think we just need to make sure that that's the highest use for us at this point."},{"start":7135730,"end":7136090,"speaker":"A","text":"Right."},{"start":7136330,"end":7162920,"speaker":"B","text":"Does that make sense? And just to note, we did revise the RFP to include a lease term of 5 to 10 years. So we didn't ask just for 10. So. And that would. So that will give us some spectrum, what's out there and what's available. And I think really this whole RFP process is to really give the board an opportunity to see, you know, what are the diversity of potential interests in the property and then let you as a board decide how you'd like to proceed."},{"start":7164760,"end":7165080,"speaker":"A","text":"Right."},{"start":7165080,"end":7179480,"speaker":"B","text":"And it, you know, makes a big difference if at the end of the day it's a million dollars versus five million dollars. Right. I mean, so that's why it is important to go through the process and see. See what, what comes of it. So. So yeah, so I'm for it. Thank you."},{"start":7181640,"end":7189880,"speaker":"A","text":"And I do want to say thank you, Dominic, too, for keeping the neighborhood engaged too, because I know that's really important in that community. So thanks for."},{"start":7189880,"end":7192520,"speaker":"B","text":"I've become good friends with, with all of them."},{"start":7194120,"end":7202690,"speaker":"A","text":"I'm sure you have. Is there anything else from. Not. Is there a motion to approve?"},{"start":7206210,"end":7207170,"speaker":"B","text":"So moved."},{"start":7208050,"end":7219890,"speaker":"A","text":"That's Maria. We have a second. Second. Cecilia, we have a roll call vote, please. McBride."},{"start":7220210,"end":7220770,"speaker":"B","text":"Aye."},{"start":7221330,"end":7225410,"speaker":"A","text":"Trustee Marquez. Aye. Christy Dilcom."},{"start":7225490,"end":7225970,"speaker":"B","text":"Aye."},{"start":7226700,"end":7228060,"speaker":"A","text":"Vice President McAvoy."},{"start":7229660,"end":7230140,"speaker":"B","text":"Aye."},{"start":7230620,"end":7232620,"speaker":"A","text":"President Lawson. Aye."},{"start":7234700,"end":7273110,"speaker":"B","text":"Board member Lawson. Just before I leave, I just wanted to note that if the board does get an opportunity to express their appreciation to City Manager Melissa Diaz and their Transportation manager, the fire marshal and Ryan, the senior plan. I know you'll remember all that, but, you know, a lot of times we'd go through this for months. Working with the city. They're really jumping through hoops for us. Did a really fantastic job. Really were very flexible. And so, you know, if you get an opportunity, just shoot them an email or a phone call, I think. Appreciation. I really appreciate it. They were fantastic to work with."},{"start":7273990,"end":7275910,"speaker":"A","text":"Great. That's great to hear. Thank you, Dominic."},{"start":7275990,"end":7280800,"speaker":"B","text":"Thank you. Thank you both. Thank you."},{"start":7280880,"end":7283360,"speaker":"A","text":"Bye bye now for being here this evening."},{"start":7283920,"end":7285040,"speaker":"B","text":"Of course. Thank you."},{"start":7287600,"end":7418870,"speaker":"A","text":"So we are on 14.3 approval of personnel changes. Yes. Thank you. Tonight I am bringing to you information in this anticipation of returning that we are looking to have campus supervisors, which really fill the role of supervision and supervision of students throughout the day, assisting with all of the ingress and egress considerations that we have moving forward. They could also be available for a variety of tasks to assist site administrators for having more people on campus. And so what we are looking for is really one per site for location, and we're expecting the majority to start in January. But as we see needs for campus supervisors to be more present, especially if the learning hubs that Dr. Baker is implementing over the next couple months increase dramatically at school sites, we would need to implement that sooner than January. We also do have Kennedy that has a campus supervisor request immediately. So over the course of the next two months, we're expecting these positions to be filled, and so this amount would come out of the general fund. Are there any questions? I see none. I cannot find Maria or Sarah. Cecilia. There's Maria. Oh, there's Cecilia right next to her. Okay, looks like no questions then. Do we have a motion to approve? Second. I think that was Elisa and then Maria. Roll call vote, please. Justin Marquez. Aye. Mr. Diaz. Locum. Aye. President McAvoy. Aye. President Lawson."},{"start":7419750,"end":7420230,"speaker":"B","text":"Aye."},{"start":7421590,"end":7431590,"speaker":"A","text":"Okay, thank you. We are moving right along to report from board members and Superintendent, it is 9 o'. Clock. I'm assuming we can just power through and finish the agenda without a break."},{"start":7431590,"end":7432070,"speaker":"B","text":"Okay."},{"start":7433350,"end":7434830,"speaker":"A","text":"Does anybody have anything to Report out"},{"start":7434830,"end":7502960,"speaker":"B","text":"on none for me. Yeah, I have a few things. So I attended by Zoom, as everything is last week, a presentation to the parents called Garfield Modernization, and it was done by the architects and Lupe Torres, Kalil and Lupe just did a great job in the architecture. Did a great job. And the questions the parents had were all answered and they seemed very pleased with the presentation and the diagram. So a great job. And then we had the KEN Awards where Kennedy got a KEN Award on Friday, which was really exciting. And then Wendy, Elisa, Dr. Baker and myself had a workforce housing meeting working on the survey for the teachers and staff. And then last night I was in an event with Congresswoman Spear and Assembly Member Mullen. And I got a chance to thank them for all they do to support us. And so they. I think they appreciate it. That's all I had."},{"start":7507600,"end":7511840,"speaker":"A","text":"Anybody else? Lisa, did you have anything or."},{"start":7513930,"end":7537450,"speaker":"B","text":"Yeah, so let's see. I had a couple things in addition, what Dennis already reported on. Let's say we did have another superintendent coffee and those are really good. We definitely hear from parents in terms of what, you know, what's on their mind and good questions and comments and all of that. And. Can you still hear me because you're all freezing up."},{"start":7537850,"end":7538430,"speaker":"A","text":"Yeah, I can hear."},{"start":7540500,"end":7580100,"speaker":"B","text":"Okay, I put you on my phone. So I think I see the Zoom is freezing up, but you can still hear me. Good. And then the other thing is we did have a Superintendent's Advisory committee meeting on Monday night that Dr. Baker led, and that again was really good. I really appreciate the parents and the teachers and staff who attend that and I think just help provide guidance from the community in terms of what we're doing and bring up really good questions and comments and things we ought to be thinking about. So that was good to hear about. And I think that's it. Oh, actually, I guess we had a policy committee meeting as well. Janet and Wendy and I did."},{"start":7584100,"end":7641500,"speaker":"A","text":"Go ahead, Cecilia. So I know something that Dennis forgot because I was at the same meeting he was. I attended the County Committee on School district organization on Monday and it was there's a lot of information that I learned and basically the only thing that I recall that was going to be really important as they did talk about once the Senate. Once this information comes out, we're going to have to reevaluate how and maybe Dennis can help me out to put it in better words. But I guess even though we already went to by trustee area based on the census information, then it's just we're going to have to again, reevaluate how we are, I guess, divided. I don't know if that's. If I'm saying it correctly. Dennis."},{"start":7643190,"end":7682750,"speaker":"B","text":"Yeah, so. So every 10 years, the census comes out. And when it comes out, school districts have to go back and look at their districts to make sure they're. They're all fairly equal, plus or minus 5%. And the census will come out this summer. School districts will have till March of 22, March 1st. And if you don't do that step, the group that Cecilia talked about will be obligated to do that step for you, and they'll have to be done by the end of April. So they'll have two months to do it where you have nine months to do it. So the answer is you want to do it. Obviously,"},{"start":7691070,"end":7704920,"speaker":"A","text":"That's it from Cecilia. Yeah, so I just, I same things, I guess, the coffees in the policy committee and then the induction leadership committee meeting that you guys heard about that we had today. Dr. Baker."},{"start":7706760,"end":7736130,"speaker":"B","text":"A lot of the same, with the exception of one that Dennis forgot. The pta, the PTA chapter that we went to on was Monday. It's right before Superintendent's Advisory Council, where Dennis is laughing. Where county superintendents were there from San Mateo county and gave a little overview of where we are at this point in time with distance learning and handling. Covid,"},{"start":7738690,"end":7741490,"speaker":"A","text":"was that. Sorry, was that the 17th district thing?"},{"start":7741570,"end":7753620,"speaker":"B","text":"Yes, it was on Monday. And Dr. Baker did a great job and he actually followed the rules and kept to his two minutes. And some people took as long as 15 to 20."},{"start":7761060,"end":8057160,"speaker":"A","text":"Okay, we can move along to 16. 1 see information regarding the teacher residency program for special ed teachers. Thank you. So I'm bringing to you tonight a unique opportunity for our district to participate in the San Mateo County Office of Education has been really working hard on how to increase the number of special ed teachers and hopefully soon to be bilingual teachers in the pool of applicants within San Mateo County. And so last year brought to our attention an opportunity to have two teacher residents be a part of our district. And so this has been in the works for a while in terms of the research and starting this opportunity and making it available to various districts to participate in. There are going to be approximately six districts within San Mateo county office of San Mateo county that will participate in it. But what's great about it, and the idea is that we're really growing from our own community. We would be seeking teacher residents who are candidates that would participate in a credential and master's program concurrently to earn their special ED credential that would be run through the San Mateo County Office of Education in conjunction with the Alder Graduate School of Education. And so it is a rigorous program, it's quite remarkable actually, in which a resident teacher would be working with a Redwood City school district identified mentor in the classroom every single day. And typically we have this type of experience with student teachers, but this would run the course of an entire year and for four days a week they would be working with a teacher with the students being part of the instructional program, learning from the mentor, similar to a student teacher. But then one day a week would be attending classes at the San Mateo County Office of Education through Alder Graduate School. And so what that would allow for is the teacher resident to have this opportunity to take classes, complete coursework and homework after school hours, but then to really have a hands on learning experience with the ultimate intention of hiring these folks when they are completed, if all works out. That's really what our intention is. And so another portion to this is that the mentor that is selected would receive a stipend for his or her contribution and then also be a part of a mentor training program through San Mateo County Office of Education run through Alder Graduate School. So we're not the first county to participate in something like this. Teacher residency is not a new idea, but it would be a new program brought to our district. And so another big benefit to this is that in the fact that the teacher resident is able to participate in the class experience, can also participate at the having a site experience. So participate in the staff meetings, IEPs, potentially, things like that, so that when they graduate from their program, they're prepared to walk into a special ed classroom and be the teacher of record that following year. So with that comes a contribution from the district to participate in the program. And it would be a total of 21,000. The Alder graduate School, in conjunction with San Mateo County Office of Education, received a grant in order to supplement living costs for the resident, the teacher resident. So the contribution that I'm proposing tonight would be for the difference to make up that amount of total living cost. So 5,000 for each resident teacher and for a total of three teachers. We want to start small. We also have to identify well seasoned mentors that want to participate. And this is specifically special ed only at this point. And then of course a $6,000 stipend, meaning 2,000 each for each of the teacher mentors. So this is a contract through the San Mateo County Office of Education that will eventually come to you should we choose to participate. But I did put this as an information item tonight to just talk through any questions that you might have and open up a discussion and then in a subsequent board meeting would bring you an approval proposal along with an MOU at that time. So are there any questions about this proposal?"},{"start":8062690,"end":8069170,"speaker":"B","text":"I had one quick question. How. How long has Alder been in existence? I went on Google and I couldn't find it."},{"start":8070290,"end":8081490,"speaker":"A","text":"They have been in existence for, I want to say at least. At least five years within this context. I'd have to go and research the exact number."},{"start":8081490,"end":8085180,"speaker":"B","text":"That's fine. I just. It's interesting. They're actually in Redwood Cities."},{"start":8085580,"end":8086060,"speaker":"A","text":"Yes."},{"start":8086380,"end":8086860,"speaker":"B","text":"Yeah."},{"start":8086860,"end":8087420,"speaker":"A","text":"Thank you."},{"start":8087500,"end":8088860,"speaker":"B","text":"I think it's a great idea."},{"start":8090860,"end":8194050,"speaker":"A","text":"I do have one question. How would you do the advertisement to actually get some of those people interested in participating? That's a great question. And that is something that we discussed as a. As a consortium essentially, that is working through this up and down the peninsula with the six districts that will be participating. Because you're gut inclination is to advertise this to our instructional assistants because it's similar work and that is a possibility. We of course want to grow our own. We would love it if instructional assistants, or really any classification is interested in other types of educational careers. So that is an option. Although the dedication and the work requirement would require them to resign in their current position, of course, because of the required work. So what San Mateo County Office of Education and Alder has recommended through experiences in other districts is to really advertise within the community. So it would be an opportunity for Jorge to assist us with advertising. We would host information meetings to draw people from the community to come in and learn about this opportunity. Opportunity. And then of course, like I mentioned, talk to our current employees. So it'd be quite a bit of advertising. And they do help with that. They have someone on site that actually works with our HR department to host these sessions. So we're not inventing these items. It's a. It's a tried and trusted type of advertising opportunity with a streamlined approach with deadlines and so forth so that people learn a lot of information, can make a decision. Great, thank you."},{"start":8195010,"end":8231830,"speaker":"B","text":"So Wendy, can you talk about. It looks like it's $19,000 a year and how. And you have to have an undergraduate degree. So I know Sequoia was doing a program where they were giving stipends to instructional aides to go get their VA and then they could get their credential. So when you take the county subsidy and you take what we're Going to pay. How much are students having to actually come up with in terms of cash or loans or whatever?"},{"start":8232150,"end":8232870,"speaker":"A","text":"18,000."},{"start":8234550,"end":8237510,"speaker":"B","text":"So that's after the county gives them."},{"start":8237670,"end":8257510,"speaker":"A","text":"18,000 is the price tag for a teacher resident to participate one year program. So that would be the cost of the program. What they anticipate is a contribution of 19,000 for living expenses. So for each teacher there would be a district contribution of 5,000."},{"start":8257909,"end":8258310,"speaker":"B","text":"Right."},{"start":8258630,"end":8261750,"speaker":"A","text":"And 14,000 contribution from a grant."},{"start":8262710,"end":8266710,"speaker":"B","text":"Okay. So it's cost neutral too, if you live in the area."},{"start":8268160,"end":8290320,"speaker":"A","text":"Right. As long as you could support yourself. Thanks. It's plus the tuition, so to speak. But the beauty of it, assuming one is very determined because it's quite an aggressive schedule, is you would have a master's and a credential within one year and that is 12 month period. So it would include summer coursework as well."},{"start":8290960,"end":8291920,"speaker":"B","text":"Right. Thank you."},{"start":8295849,"end":8331270,"speaker":"A","text":"There are questions, so I just wanted to summarize by saying I will bring more information to you certainly within the form of an MoU in the future once we have that settled. But I know one of our board goals is to attract and retain teachers. And so we're hoping that we can build this program over time to grow and certainly include our bilingual teachers. That's always a desired credential. Both special ed and bilingual are certainly a desired credential because of the specialized programs that we have. So thank you for your input. Thank you, Wendy."},{"start":8331590,"end":8331950,"speaker":"B","text":"Yeah."},{"start":8331950,"end":8333390,"speaker":"A","text":"And then I also just want to"},{"start":8333390,"end":8380240,"speaker":"B","text":"add, I mean, I'm very supportive of the program. And I think it's also an opportunity as we think about the selection, well, both the announcement and, you know, getting the one out to the community, as well as the selection process. It's an opportunity to think about our equity goals as well, around hiring a diverse workforce, hiring a workforce that looks like our students, you know, kind of growing our own within our own community. And we've been so successful at having those, those teachers and staff that come back to us that grew up in our community and in our schools and they do wind up staying with us because they're committed to our district. So I know you'll be thinking about that as you go through the process, but I'm just hopeful that the three candidates that we choose can kind of meet those goals as well."},{"start":8381280,"end":8449950,"speaker":"A","text":"Yes, I agree. Thank you very much for that reminder, Elisa. And that is in the upcoming board policy on equity that we'll be bringing to you for an action item on November 18th. It does include language in there about selecting personnel to reflect our diverse communities. So that would be along those lines. Thank you for that. Anybody else? Thanks, Wendy. Okay, we'll move on to 16 2. The information contract update information and credit card summary. Any questions or comments? None. Okay, 163 the unaudited actuals for where are we connect Kip and Rocketship Questions? Comments? None. Okay. Correspondence. Lots of emails again."},{"start":8450990,"end":8455790,"speaker":"B","text":"Actually maybe not lots compared to the only get hundreds but some emails."},{"start":8457150,"end":8472590,"speaker":"A","text":"Yeah, I was going to say I've been getting some emails specifically about the parent surveys and whether or not they're binding. So that's about it. Nothing. Okay. Other business suggested items for future agenda."},{"start":8474110,"end":8504360,"speaker":"B","text":"I had one. It would be actually a fun one. And President Lawson and I talked about this. We all got the email from the vice principal at Kennedy about Sports Buddy providing a thousand face masks for Kennedy students. And it was Betty Tsai from Palo Alto High School senior and Dylan Chang, a senior at Carmont. And I think it would be great if we could invite them to a meeting and acknowledge their contribution to Kennedy because that's pretty cool as high school students to do that."},{"start":8505400,"end":8525960,"speaker":"A","text":"Yeah, I think that's a great idea. Anything else? Okay. Changes to the board agenda schedule. So Dr. Baker, I think do we know if we need to add one more meeting in December?"},{"start":8527650,"end":8601850,"speaker":"B","text":"They didn't get back to him Gay. We need to find out. And I don't know if the board recalls the memo that came out from John Meyer in regard to the sitting of new board members on the board. So the memo does indicate that we have this time frame that we have to do that and it doesn't coincide with our December 9th board meeting. And my question to our council was we could do it the following week and be within the timeline. But that following week is Hanukkah. I'm not mistaken, right, Ellie? I think it was Hanukkah. And so and then right after that is, you know, it's winter break. So I wanted to know if there was any stipulation that I could work myself around that day. But it doesn't seem so. So we may have to have a short meeting that Hanukkah. There's no way of avoiding it. Not unless we were to do something the week of winter break."},{"start":8603530,"end":8619580,"speaker":"A","text":"And just to clarify for the members of the audience, that's too seat our new board member that in December. That's Mike Wells who is in the audience. I know he's here. So Mike will be in touch with you about a potential extra December meeting."},{"start":8619580,"end":8641520,"speaker":"B","text":"Also, I know that they were both counselors that I both attorneys that I left message with Were both in court today, so maybe that's why they knew that. So, Dr. Baker, I wonder if there isn't another question and ask it. And that's. Can you do the swearing in without it being a board meeting? That's a good question. Yeah."},{"start":8641920,"end":8649120,"speaker":"A","text":"No. And we can take this. He's already sworn in."},{"start":8649680,"end":8650800,"speaker":"B","text":"No, he's actually not."},{"start":8651520,"end":8653080,"speaker":"A","text":"You have to do it in order to file."},{"start":8653080,"end":8657840,"speaker":"B","text":"If you read the letter carefully, the filing doesn't count. I did not count."},{"start":8658160,"end":8658800,"speaker":"A","text":"Okay."},{"start":8660730,"end":8663850,"speaker":"B","text":"It specifically covered it. It used to, but now it doesn't."},{"start":8664090,"end":8669050,"speaker":"A","text":"Okay, got it. Okay. So we'll have to figure that one out. Yeah, I would say."},{"start":8669050,"end":8693940,"speaker":"B","text":"I would say definitely look into that, because I prefer not having a meeting unless we need one. I mean, I'm happy to have one if we need one, but we do have a lot of meetings, so. And I also want to be cognizant of staff time, too, because, you know, it's extra work for everybody and all of that. And I would also say if we do have to have one, I do not think we should have it on Hanukkah. So we'd have to pick another day, I think, to do it. Don't you think?"},{"start":8694500,"end":8696900,"speaker":"A","text":"Anyway, it's that whole week, so."},{"start":8697300,"end":8712100,"speaker":"B","text":"That whole week. Good point. Good point. So there's the week of spring, but you could do it Friday the 11th. That is true. We could do Friday the 11th. Right. So we. The window you have is"},{"start":8714770,"end":8715810,"speaker":"A","text":"11 to the 25th."},{"start":8715810,"end":8730770,"speaker":"B","text":"Okay. So we have done something like a quick, you know, Friday morning meeting or something like that. So, anyway, I guess Janet and John, you guys will chat it over and figure out. Okay, thanks."},{"start":8731250,"end":8740210,"speaker":"A","text":"Okay, that brings us to the end of our agenda. 09:26. Do we have a motion to adjourn?"},{"start":8742120,"end":8758120,"speaker":"B","text":"Could we adjourn in honor of Tom Moore? He spent over 60 years in San Mateo county having an impact on students, adults. He's been a mentor to many school board members, and he's had just a fabulous career. And he passed away this morning."},{"start":8759560,"end":8760040,"speaker":"A","text":"Yes."},{"start":8761560,"end":8778800,"speaker":"B","text":"Yeah. And I would just like to add that he was always such a friend to our school district in particular. Whenever we needed him, he was there for us, advocating behind the scenes, in front of the scenes. And he was a mentor to many of us. So he will be missed. And what a legend."},{"start":8779840,"end":8782560,"speaker":"A","text":"That's a big loss for our community, I'll say that for sure."},{"start":8785040,"end":8792880,"speaker":"B","text":"I will send you the email that went out to the community college district, and it'll really encapsulate all of Tom's qualities."},{"start":8793430,"end":8796790,"speaker":"A","text":"I actually got that email. Maybe the board did."},{"start":8797510,"end":8798310,"speaker":"B","text":"I'm sorry, what?"},{"start":8798390,"end":8799510,"speaker":"A","text":"I did get that email."},{"start":8799830,"end":8800550,"speaker":"B","text":"Oh, you did?"},{"start":8800630,"end":8801190,"speaker":"A","text":"Yeah."},{"start":8801590,"end":8802150,"speaker":"B","text":"Okay."},{"start":8802390,"end":8803910,"speaker":"A","text":"Just in case others didn't get it."},{"start":8804550,"end":8805110,"speaker":"B","text":"Okay."},{"start":8805750,"end":8814910,"speaker":"A","text":"Liz, did you want to say something? Oh, no, I would just like to have that. I was very. Of him. I didn't know that he had passed away. So. Yeah, I would like to."},{"start":8814910,"end":8818390,"speaker":"B","text":"Yes, thank you. Yeah, I got it. I can forward it to you."},{"start":8819360,"end":8830320,"speaker":"A","text":"Okay. Okay. So, Dennis, that was a motion. Was there a second? Second. Maria, all those in favor?"}]}