{"date":"2021-02-12","type":"Retreat (Offsite)","videoId":"6AuZGY-4NGU","audioDuration":6295,"speakers":{"A":{"name":"Linda (presenter/staff)","role":"District staff / NUA equity committee lead presenter; also reads roll call"},"B":{"name":"Alisa MacAvoy","role":"Vice President (acting as presiding officer)"},"C":{"name":"Cecilia I. Márquez","role":"Trustee"},"D":{"name":"María Díaz-Slocum","role":"Clerk"},"E":{"name":"Mike Wells / Robert Price","role":"Trustee Wells (roll call responses) / Robert Price NUA mentor (later in meeting)"},"F":{"name":"John Baker","role":"Superintendent"}},"utterances":[{"start":160,"end":238390,"speaker":"A","text":"Firmly believes in these three pillars, right? So intelligence is modifiable. And so as I read these, it seems as if they're just words. But I want you to know what truly what this means. If we truly believe this in fact is happening and believe in this work. So the idea that intelligence is modifiable, that intelligence is not fixed, it's not just measured at one time, but that we as educators, if we're gifting our students, students with these high operational practices, can help modify, can help determine students ongoing intelligence development. Intelligence that the second pillar in blue, that all students benefit from a focus on high intellectual performance. That all that when we provide students with high level activities, we can increase their intellectual development. That we know that if we continue to help develop and master this high intellectual performance, we can achieve that for all of our students. This is such a basic level understanding, foundational belief. But again, if we truly believe this, it changes what we do. And then finally that the learning is influenced by the interaction of culture, language and cognition and the culture of which is the students that we serve, the families, a school culture, our district culture, because it is through that culture and understanding of who our students are, who our district is, that allows us to use that common language where we can reach all of our families, that we can use that language in the development of the learning that happens. And it's our understanding, our cognition of how students learn that's going to ultimately affect learning. And so this, the fact that these are the pillars I get so excited about because truly if we believe this, we can make incredible things happen. So as part of our committee, Dr. Jackson led us through a series of articles. Everything that she does is based on our interaction with text, our interaction with deep thought about race, implicit bias, racism, stereotypes, etc. And so we began a lot of work with a diverse group of families, parents, community members, teachers, administrators, cabinet who were involved in this work. And we were exposed to many opportunities to read about, talk about, discuss, collaborate on these understandings. All the members at the table kind of do reflect a diverse group and also academic background. And so a lot of the strategies that she used in her presentations were for us as a committee to develop our group understanding of these elements. And so we learned that our misperceptions of students. This is really an interesting piece, this other tethered self perceptions, because what we learned also in our committee was this misperception that students who are underachieving to their potential and when we believe that, we lead the students to think that about themselves. So if we think Less about the students, they think less about themselves. And then we perpetuate this feeling of them feeling insecure and not comfortable in the school. And it is how we change that frame of reference for the student that can help them achieve. Right. Because they're learning about who they are as individuals based on what we as adults and those around them help determine who they are. So breaking that cycle is essential to the work. And so we did this activity that talked about impermissibles, what we were not going to allow to happen in our district. And this is after a lot of conversations and reading. So Elisa and Janet, you're welcome. Anytime you can, please jump in. And all those who have participated, those impermissibles that we as a district decided we were not going to continue to have in our. In our district. And so in our group work, we did an activity about those do's and don'ts. So what we would."},{"start":238390,"end":270910,"speaker":"B","text":"Linda, Linda, I'm sorry, can I interrupt us real quick? I'm getting a text from Eliana, who has reminded me that I needed to actually open up this session and have rolled. I know. You know, it's so different virtually because normally in our retreat we'd just be continuing. So I'm sorry. Everybody pause for a minute. Let's do the administrative part of this, and then we'll jump back into your presentation. Okay, so I'm going to call the open session to order. Roll call, please. Eliana."},{"start":273470,"end":274590,"speaker":"C","text":"Trustee Wells."},{"start":274990,"end":279150,"speaker":"A","text":"Here. Trustee Lawson. Here. Trustee Marquez."},{"start":279550,"end":279950,"speaker":"C","text":"Here."},{"start":280510,"end":282190,"speaker":"A","text":"Vice President Diaz slocum."},{"start":282430,"end":282830,"speaker":"D","text":"Here."},{"start":283230,"end":284430,"speaker":"A","text":"President McAvoy."},{"start":284910,"end":348190,"speaker":"B","text":"Present. Thank you. Okay, so oral communication on closed session items. We basically covered budget negotiations update and workforce housing update, and we basically talked with staff and gave some direction and let's see. Welcome, everybody. Nice to have all of you here. Janet, at this point, do we just have our partners in the room, is that right? Yes. We have Maria and Robert from nua, and we have Antonio Perez. Great. Welcome. Very much. Nua, always good to have you in the house. And welcome Antonio and everybody else. I'll dispense with the normal lengthy welcome since we're all friends here. Okay, let's see. Change agenda. Any changes to the agenda, I'll make a motion to approve the agenda second. Okay. Janet and Mike, roll call."},{"start":348590,"end":349710,"speaker":"A","text":"Trustee Wells."},{"start":350270,"end":350750,"speaker":"E","text":"Aye."},{"start":350910,"end":351870,"speaker":"A","text":"Trustee Lawson."},{"start":352030,"end":352510,"speaker":"B","text":"Aye."},{"start":352910,"end":354030,"speaker":"A","text":"Trustee Marquez."},{"start":354350,"end":354830,"speaker":"C","text":"Aye."},{"start":355230,"end":356310,"speaker":"B","text":"Vice President Diaz."},{"start":356310,"end":356910,"speaker":"A","text":"Locum."},{"start":356990,"end":357470,"speaker":"D","text":"Aye."},{"start":357870,"end":359150,"speaker":"A","text":"President McAvoy."},{"start":359550,"end":390530,"speaker":"B","text":"Aye. And I don't think we had any public comment unless something's coming in the last couple minutes, which doubtful, since we just have three attendees. All right, so now we're officially into the Equity Network update. So thank you, team, for keeping me on track. Keeping us on track. I appreciate it. All right, Linda, go ahead. And I guess, Kyle, if you want to record this, you can. We missed the first little part. Oh, you already started recording. Perfect."},{"start":390530,"end":396250,"speaker":"F","text":"Yeah, I started recording, but I kind of got tripped up a little bit because the roll call. So I missed about a minute and a half."},{"start":396700,"end":397020,"speaker":"B","text":"All right."},{"start":398140,"end":398540,"speaker":"C","text":"Earlier."},{"start":399820,"end":417580,"speaker":"B","text":"Great. So for those watching the recording, if somebody watches it in the future, just know that we just started the meeting now, I guess, with everything. So sorry about that. All right. We'll have minutes that'll look good. Okay, Linda, Sorry for the interruption. No problem."},{"start":417660,"end":441160,"speaker":"A","text":"Thank you. All right, so in our small group work, one of the activities was to determine what we would not want to see in our district. So it would be. Don't have. And what would we do? And so we had 12 different groups working at this time. So these are some samples of what we would not want to see. Right. So I don't know, how about just participation? Would anybody like to read some of these out loud? You're welcome to unmute, please. Just go ahead and share those out."},{"start":445880,"end":458400,"speaker":"F","text":"Anybody? I'll go. Don't use low or unmotivated when talking about kids. Don't restrict access to any curriculum. Don't have one curricular pathway for all kids."},{"start":459040,"end":462480,"speaker":"A","text":"Thank you, Dr. Baker. Anyone else want to read one other one?"},{"start":466800,"end":474720,"speaker":"C","text":"I'll go. Don't assume race is fixed and biological. Don't use labels. Don't make assumption on what someone is capable of."},{"start":476560,"end":790530,"speaker":"A","text":"So many of our groups working in groups came up with very similar items of what they didn't want to see. And again, represented of our parents, community partners, teachers, et cetera, this became our work. Then in thinking about if this is not what we want, then what is it that does cause these things to happen? Dr. Jackson led us through what are some myths. It's the myths about who our students are that can lead to what we just saw that we didn't necessarily want to see happening. So it's that other eyes. So putting populations, whole groups of students into categories, otherizing, whether that being a whole group of middle schools does this, or Latino groups or etc. Marginalizing our communities so students feel as if they don't belong at school by some of the practices that we have, having parents feel or community members feel disenfranchised because we don't necessarily value what they bring to our schools, and then making people feel invisible, having the students feel invisible as if their voices don't matter and in some cases, because they don't speak the English language, they can easily become invisible if we don't bring out and use strategies that will allow all to participate. So I will say we've had many, many hard conversations and I just want to acknowledge the work of the school board and Dr. Baker in your courageous leadership because these are hard conversations. And I noticed at the board meeting we had people come in saying what was equitable and inequitable. Well, yes, having conversations like this does bring to light what people perceive as what's happening. And so I just want to acknowledge that this is, these are not easy conversations. And as a board, I know that you are leading this work and I know that it's hard. So what we see when we have some of these practices, what that looks like in schools are where we have students tracked because of whatever they're typically a test score indicates. We have this belief that we're calling groups of students minority groups or subgroups or low achievers or low and etc. Those exact same don'ts that we didn't want to see in our, in our district. So all that does is affect the student emotionally, cognitively, academically because it leads to trauma right in the students if they're continuing to feel these things. And so a little bit later we'll talk about student voice in this one other activity was, I think it was really powerful activity that Dr. Jackson led us through as a committee is to look at well, what would we want to see if we're going to cultivate equity consciousness in our school. She purposely calls it, by the way, equity consciousness because it's ongoing path. It's not just one set definition, but rather it's a collective thought about what is equity and having an equity consciousness about our practice and our work and everything that we do. So she intentionally calls it equity consciousness. So we looked at evidence by groups where we wanted to think about what are five strong examples of what we would want to see as examples of equity consciousness. And then what we then had to do is if these are what we want to have in place, what would need to be, what would we need to do to get to that? And so here's just one example of what one group said. So on the right hand side, ultimately increase in family participation processes exist to enact equity consciousness at different levels. RCSD staff members to be able to identify strengths for every student and stakeholders feel safety and urgency in making these decisions. And then on the left hand side, well to get that what we need is to be able to analyze equity consciousness in every department to continue at equity committees schools incorporate every staff member in a school wide drive to build relationships and ongoing learning, long term training. And so I just wanted to let you know this is exactly, this is just one example. But many of them shared very similar thoughts in this. We did many opportunities, had many opportunities to determine what is the difference between equality and equity. And this is just one. And we also watched a little video which I'm not going to show but I'll show you where you can access for those who have not been able to participate in all the sessions, all of the recordings of the sessions that is open to you to view. But in this example we asked just use a strategy, powerful question. So from this, what do you see? So one question that I would have is why is the student who's sitting in the wheelchair at the top part of the frame of the image? Why is she not or he not in the same direction going in the same direction as all others on that top part? So the idea is for somebody ask a question. So Wendy, can you please ask a question regarding this image?"},{"start":794850,"end":803970,"speaker":"C","text":"Sorry, I'm getting my mute button ready here. I would like to know why not all individuals are on a bike."},{"start":806710,"end":809990,"speaker":"A","text":"Can you call on someone to ask a question? Yes, Cecilia,"},{"start":818070,"end":819150,"speaker":"C","text":"I'm looking. I'm like."},{"start":819150,"end":819670,"speaker":"A","text":"I guess."},{"start":821590,"end":838380,"speaker":"C","text":"Wow. I don't. Maybe. Why not have. Excuse me, the bite be more like. Like the guy is hunching, but. Right. So maybe more appropriate bike."},{"start":839180,"end":843660,"speaker":"A","text":"Great, thank you. Can you call on one other person, Janet?"},{"start":847980,"end":854780,"speaker":"B","text":"I would ask why is the, the one at the very head of the bikes unable to reach the seat?"},{"start":856150,"end":861110,"speaker":"A","text":"Great. So we did the exact same. Anybody want to add one? I don't want to interrupt anybody."},{"start":861110,"end":905020,"speaker":"B","text":"You know, I do because I was in the conversations that we had and I loved hearing all the questions because people had questions I hadn't even thought of. So it's a great exercise and no matter what we do. But one of the questions that or one of the comments that wasn't said and I thought of it later is in the top one with the equality. It's actually really dangerous except for the one person who has the bike that's the right size. And for anybody who's biked, if you're not on a bike that fits properly, it's really dangerous and there's no way you can perform at your optimum. If anything, you're going to fall and hurt yourself. Seriously. So I just think it's really telling about having the right equipment to be able to do the work, right?"},{"start":905260,"end":1006720,"speaker":"A","text":"That's right, yeah. Thank you so much for sharing. Thank you so much. So we use the exact same image for the committee as well as for another committee that we formed with the native Spanish speaking families that I'll share about. So again, all of these led to a deeper understanding of the difference of what is equity, what would that look like? And so all these were great. Thank you so much for sharing. Then we moved to an activity where we developed a common language. Because what we heard actually in response to the committee members is they wanted to have, as you noticed, not labels. We didn't want to label students. We want to be very careful the language that we use. And so one of our NUA mentors, Stephanie Roan, led us through an activity about how can we be conscious of the language that we use and how can we choose the language that deliberately engages and supports this work in our community. So we need to be careful about the terminology so that we can continue to develop in our understandings. And so she took us through an activity where in smaller groups we were able to take, well, first think about on our own what these terms meant and then get on. Get into groups that talked about what, what this meant. And she led us through an activity that talked about examples and non examples, definitions, et cetera. So it is this exact same time that I was on the phone with Linda Darlingham and trying to get her to come into the Zoom because we were having so many different. She was having some issues getting into our zoom. So in this particular one, I was not able to participate in a group. So would anybody who was present like to share out conversation that they had or something that was interesting in their group session?"},{"start":1010640,"end":1061000,"speaker":"B","text":"You know, in our group, what I'll say is I thought this was some of the most meaningful conversation that we had. So we broke up into small groups and we had each chosen one of these to talk about. And you know, there was some really heartfelt stories around because we were supposed to internalize one of these terms and really talk about it from a personal basis, like how it's impacted us and what we were going to do about it. And I really felt like I got to know some of my fellow breakout session partners and they were some of the staff and parents in our district. So for me, I really appreciated this particular exercise. I learned a lot from that that I feel like I can bring into my everyday life as well as the work we do in the district together."},{"start":1061800,"end":1078440,"speaker":"A","text":"I remember one parent sharing at the end of this how important this was for her, it was a very profound moment for her and to have this safe space to talk about some of these terms. I remember her saying that to the larger group. Any others add to that?"},{"start":1082370,"end":1118670,"speaker":"D","text":"Well, I wasn't at any of these, but to me, throughout my time in the school board, this really brings home some of the observations that I've had and how it impacts our families and our students and the things that, that we need to just say and admit and what needs to change. So I'm really happy to see this."},{"start":1120110,"end":1529210,"speaker":"A","text":"I think it has inspired definitely the committee members because I felt like every session, every minute our conversations got deeper into acknowledging what's in place for some of our families. Then we had an opportunity to come together in groups again to talk about, well, how, if we have the intention of having truly an equity consciousness perspective in everything that we do, what would be our intention? What commitment would we make? And so I pulled some words to create this portal. But I'm going to share with you one example and again I'll give you links to all of these so you can see all of them. But here's one. So the prompt was. We are committed to cultivating equity consciousness and RCSD because, and this is one example, as members of the educational community, we see the value, potential, commitment, innocence and fearlessness of young people and the importance of their seeing those qualities too. We want all members of every community to understand their worth and their importance to the rest of the community. We do not want them to feel limited, especially not by external forces. An individual's sense of value to the whole needs to be cultivated. We have an obligation to engender equity consciousness because it benefits not only the young people enrolled in our schools, but everyone providing access to voice, opportunity and power across the board benefits all members of the community, not only now, but in the future. Ultimately, cultivating equity consciousness is a necessity. We should not view it as optional. And this isn't like a 15 minute or less time, but I think it's so heartfelt. And all the work that we were doing to lead to this, to get to these statements was powerful. And again, this is just one example, but almost every group had a very similar response. I want to also share with you that we did these very similar activities with other families, with the native Spanish speaking families as well. So not just those families who were able to participate because of the hour, but we did these in the evenings. And I want to thank Michelle Raymond, Antonio Perez and Nimfa Suno who came with me to develop what these sessions were Going to be. I had a comment that I found interesting was why aren't we doing the exact same same activities with the Spanish speaking population as with the community right members, the committee, and is that really equitable? And I found that interesting and I actually didn't at the time respond. And I will say now though, I have to make sure I just speak up sometimes as we all feel a little hesitancy. But I will say the reason is A part of Dr. Jackson's work was acknowledging that racism exists and that we in our lived experiences may or may not see that depending on from where we stand. I felt like I didn't need to share with the Spanish speaking population that racism exists. So some of the activities weren't about developing an understanding of racism or stereotypes, et cetera. I believe that they lived that. And so we now will say consciously, Mrs. Uno, Ms. Raymond and Mr. Perez came to a decision about the activities that we would have and what we would do to lead the parents Spanish speaking populations through this work. So their context was different and so the activities were different, but similar as we could. One of the activities that we did, which we've done by the way, with most teachers in our district, I think, and with the principals, is this activity which you can't see the image well, but what would you like to see in a Redwood City School district graduate? Right. What would we want to see? We heard from the families very similar things of what we would have said as administrators. We did say as administrators. They said that they want their children to know that they have values, that they should show respect for themselves and others, that they should set goals and know that they have parental support to achieve that. They want the students to be prepared academically for high school. They want to have them be prepared academically not just for grade level standards, but to meet above grade level standards. They want them to develop life skills, let them know how to move on if they confront obstacles and show them that they can pursue their dreams even if it is hard. They wanted the committee to know that parents and teachers together can motivate students. And we have to all be willing to support the work. We should all be working together. And then finally they would like better communication. They don't not to hear their child is kind, sweet, which is okay, but they also don't want in the same sentence to hear, but they are low. One family mentioned they were told that their child was low and the parent said to me, but directora, my child is trilingual or becoming trilingual. They are not low. These were very powerful statements from the parents. What they did not want to see, we did the same exercise. What they did not want to see, what they do want to see. We don't want people to assume that all students have the same needs. We don't want them to have. We. We want every student to meet the same goals. We want to eliminate discrimination. We want to not see discrimination by ethnic groups who are our racial groups. We don't want to see people in the office not be friendly or not serve us. We want to be able to eliminate that our children, for some of them, only learning on the computer. We don't want to limit their access to sports and. Or their motivation to learn, etc. We have tons of information. Again, I will give you all this so you can see it. It's in our page. I'm going to show you that Robert Price from NUA developed for us. But you'll have all this information as well."},{"start":1529690,"end":1530970,"speaker":"D","text":"Linda, I have a question."},{"start":1531370,"end":1531850,"speaker":"A","text":"Yes."},{"start":1533130,"end":1593960,"speaker":"D","text":"When you talked about the difference in the two presentations, one of the things that I personally experience and have seen is that even though we are all Spanish speakers, there's discrimination within that and it's in the treatment of the families. So I think that I would be interested to know if you guys addressed any of that because I heard it in when that the ladies in the office need to treat us and it just, it will happen if you are dressed in a certain way and then another person you can come, you'd be the same person and they're treated totally different. And I'm sure Michelle Ramon can probably tell you more about what it's like in Latin America and in Spanish speaking countries there is that racism, right?"},{"start":1595400,"end":1691690,"speaker":"A","text":"Yeah. The darker the skin, etc. Right. So we did an activity also. It's not here, but there was another activity that we did where we talked about the same piece, intelligence being modifiable. We talked about the brain research. We talked about how does it matter color of your skin. My Senor Azuno led this part beautifully. Where we did have opportunities to talk about this. We did talk about in small groups. What would you. What have you felt in the school? Right. This is where this came out. And in our small groups we did. We heard that exact same thing from the community that even in. Within our own cultural groups we sense that, we feel it. And so that. That was very interesting and profound. There was also a lot of conversation about. Well, it just is, right. Racism, discrimination toward us. It just is. And so that was troubling to Me and I remember in our planning sessions, Michelle spoke about this and I said then we're not doing enough educating our families if it just is accepted that it just is. And so that's troubled me since that night when we were planning for this, because I think that it shouldn't just be. That is. And we're accepting it. Right. So thank you for sharing that. More work to be done."},{"start":1692010,"end":1700300,"speaker":"D","text":"Yeah. And when you talked about it just is. One of the things that I personally found different was the."},{"start":1700530,"end":1700770,"speaker":"A","text":"That"},{"start":1702770,"end":1757810,"speaker":"D","text":"I learned about people who look like me, who were like me, and the great achievements that they have achieved. And one of the things I'm really proud to have in our district is people like yourself, people like Dr. Baker, so that the children can see themselves and as well and in you. They need those role models and the achievements of. Of our past that we, you know, we're not just, as one lady said, noto dos homos mensos, not all dummies. You know, there were lots of things that we were good at. And I think that may be part of what we're not. The students aren't feeling."},{"start":1760050,"end":2170270,"speaker":"A","text":"I agree and I. That's part of our work with systematically looking at or systemically looking at how we can counteract some of these inequitable practices. And one of the articles we read is about how students is important for them to also see themselves in the leaders, so their teachers and principals, etc. And so. Yes, thank you. So what comes to this, because this is exactly who we're talking about as our students. They need to see themselves reflected in the classrooms and the leadership. And so we had this wonderful opportunity through NUA with the leadership of Robert Price was an NUA mentor to lead some students in very similar activities. Because we never know who's going to be in our classrooms. Right. Which students are in a classroom. Everybody has this potential. Every single student. And so getting to that is really important. And Robert has done an incredible job of leading I don't know how many students. He said more than 30 students. I believe it. Because we worked with different classrooms after school across the district with different groups. We asked the students to develop a survey of which other students completed the survey. There was close to 400 responses. These questions came from them. And this represents the grade levels of students who completed it. Fourth grade, smallest percentage. We believe it's because maybe they didn't necessarily know how to look at their email. But we had stronger fifth, sixth, seventh and eighth grade responses. But questions is, how does virtual school affect how you feel? And we gave him a scale low, sad, overwhelmed. I'm getting lazier. Had some distract issues, good, fine and one in person. So I actually wanted to acknowledge Whitney Eakin, one of our NUA coaches, strong leader in this work in our district. She created these graphs for us and showed it with the students. So it was a way to have the students easily access the information. But 62 out of the students felt that they were lonely, sad. 72 students out of the total said that they were overwhelmed, challenged. Some were exhibiting kind of some health issues, being lazy, distracted at home, having lack of motivation. So 17%, 47% that they were fine. And definitely there was a percentage who said they wanted in person. So 12L said I definitely want in person school. So it was very interesting to see this. And then again we had from this, actually I shared some of these. Actually I shared all of these with the principals because this particular group, Dr. Baker and I, when we reviewed this, wanted them to know immediately who these students were. And so we shared this information with the principals and Antonio Perez. And then so the question is, are you learning more in school? Again, one through five where they felt that they're not to. Yes, they are. So we had a varying degree, but most of them felt that it was for them from their perspective as students, kind of the same. So it's interesting and this one was interesting. If you could tell your teachers anything about online learning, what would you tell them? There were many 115 responses where it showed appreciation and support for the teachers. There was 102 suggestions for improvement. 41 learning this way is hard and difficult. And 29 out of the 30, 390 said doesn't like and they want to be back in school. So this one says, I don't like online. It's fun to do school at home, but I think for the people who can't really focus and have missing work, they should be the ones to go back to school. This one says, I will say that I need a little more help. I really need help even though I don't ask for help. Oh, that was an interesting comment. This one, please have more patience with me and act kinder and just please, oh my gosh, don't be weird. So and then this one, if I could tell my teacher anything about online learning, I would tell them they are stars. I don't know how they put up with this. Kids spamming the chat box with emojis, kids unmuting and breathing into their mic, kids not turning in work. I know it's hard to teach in person, but it must be really hard online. And I think they are doing as much as possible to teach us. Thank you, teachers. So it was great to see the students when they saw these results because you could see how proud they were that they got the response that they got students, other students to respond to their surveys. And then we had a question, how do you feel people treat you at school? We just created a wordle from what the responses are, but then we asked them, why do you think this or this is from the survey students? And I will say, when Robert led them through these conversations, they were conversations about racism, stereotypes, social justice, et cetera. And so that's why some of these questions were evolved from that work. So this one, why do they think they're being treated like this? One student says, because I'm black and they're racist to me. I love their culture, but they can't respect mine. And the punishment is super low, in my opinion. And they need to rise up because they'll never learn if you baby them, no matter how serious you are. Some says, I think because of my accent, accent, some people are not good with me. And someone says, I think this because whenever I am playing sports at recess, everybody respects me. So again, you'll be able to see all the responses. I took out the student names, of course, but it is very interesting, very telling, important work that we're doing. I will say, and then as a youth leader. So this is what we're doing is developing youth leaders. So this is the work. Robert's working with our students and developing youth leaders. We would say, as a youth leader, what would you tell the equity committee in Redwood City? And there was a lot of it, like, tell not to be racist to make sure people respect each other. Stay determined, stay positive. Share that out loud. So we asked the student to say out loud, what do you mean by that? She felt that if she was developing as a youth leader, she needed to model respect, show respect so that she could receive respect and that she would want our teachers to do the same. It was so exciting. I can just tell you I was. So we had one parent. I both share. We had one parent who has been in these meetings with us. At first we thought, oh, maybe he thinks we're, you know, doing something inappropriate or whatever. But in this last session we had. He was almost in tears, literally thanking us for the work of what we were doing. So anyway, I just wanted to share that this is work that we should continue, I will say. So then we had an opportunity Can"},{"start":2170270,"end":2170950,"speaker":"B","text":"I ask a question?"},{"start":2170950,"end":2171430,"speaker":"A","text":"Yes."},{"start":2171860,"end":2179220,"speaker":"B","text":"So all this student voice, student feedback, is that going to. And these were middle school students, right?"},{"start":2179460,"end":2180740,"speaker":"A","text":"Fourth through eighth grade."},{"start":2180740,"end":2187540,"speaker":"B","text":"Oh, right. I'm sorry. That's right. I knew that. Fourth through eighth grade. So will this information also go out to their teachers?"},{"start":2190020,"end":2201290,"speaker":"A","text":"Let's see. That's a good question. I gave that. I asked the principals for. To share without student names to their school."},{"start":2201770,"end":2223210,"speaker":"B","text":"Actually, let me clarify that. I don't actually mean to. I mean just as a whole, like the data, like. Like what you're sharing with us, if that go out to the teachers, because I do think it's powerful. Not that they need to know individual students and teachers because I think that actually might be inappropriate. Yes. No more. I just mean this data because I do think it's really important for them to hear this."},{"start":2223840,"end":2224160,"speaker":"F","text":"Yes."},{"start":2224480,"end":2230880,"speaker":"B","text":"And they in turn could think about are there opportunities for them to do the same sort of thing with their own classes? Right."},{"start":2231040,"end":2288860,"speaker":"A","text":"Yes. I would love a more formal opportunity to be able to do that. Right now what we did was put it in the newsletter for today. So they have a link to kind of the same information. It's also in. And I'll share it with you in just a little bit. Where we linked it to the newsletter, the main RCSD NUA webpage that Robert has developed for us that has all this information documented of our work and it includes that in there and yes, just by school level. And there's more graph that I'm not showing you here just for lack of time, but there's more information in there. I'll show you. Then we had a guest speaker come and share with us a tool that we were going to use in our groups. And I'm just going to share about six minutes of this because it introduces this tool because I'm not. Because not everybody was there to listen to it. I think it was very powerful to have her there with us. So I'm just going to see if I can get it. Is this it? No, this is. This one."},{"start":2292620,"end":2298260,"speaker":"C","text":"I would just start by saying, you know, the goal here is to think about equity systemically."},{"start":2298260,"end":2298620,"speaker":"F","text":"Right."},{"start":2298620,"end":2316760,"speaker":"C","text":"We all experience aspects of equity and aspects of inequality in our different. Different places in a school district. But we sort of focus in on a small piece when we do that without necessarily unlocking all of the other"},{"start":2316760,"end":2317880,"speaker":"F","text":"things that need to happen."},{"start":2322120,"end":2324280,"speaker":"B","text":"Linda, can you turn the volume up on your computer?"},{"start":2324520,"end":2324920,"speaker":"A","text":"Sorry."},{"start":2324920,"end":2326520,"speaker":"B","text":"I think that'll help us hear it better."},{"start":2327400,"end":2374780,"speaker":"C","text":"If you think back to the no Child Left behind era, you know, a lot of the focus was on the individual school. So you have individual schools that might be serving very high need kids, often in states and districts that were not allocating sufficient resources to those schools, given the needs of the kids. And we know we have very inequitable school finance in most states across the country, and we did in California until lcff. There's still further work to be done there. And then districts have handled schools differently. So trying to fix inequality only at the level of the classroom or the school, if you don't have that broader frame, doesn't end up solving all the problems."},{"start":2374780,"end":2375100,"speaker":"A","text":"Right."},{"start":2375820,"end":2849210,"speaker":"C","text":"So we wanted to think about the system that would provide truly equitable education. And of course, student success is at the center of the graphic here. And we start with on the upper right hand quadrant, a clear, ambitious vision for district wide racial equity. And how is that articulated? What are the ways in which one is striving for it? The second part of that is the access to rich, deeper learning, culturally responsive programs, curriculum and practices. And you know, you can think about the fact that curriculum historically has been inequitably distributed for a really long time. We, you know, inherited a system from the 1900s which was, you know, heavily tracked. And you put kids into their places in the tracks that are meant to put them on the factory assembly line to their presumed future in life. Kids who have had more opportunity prior to getting to school are also already, you know, placed in a part of the assembly line that, you know, moves them faster. Research shows that kids who are sort of the same place in any domain of learning and track one of them up and one of them down, the one who gets tracked out will learn more because the curriculum is richer and because they are getting more access to meaningful knowledge and because they also are internalizing the message that I am smart, somebody has decided that I am capable. And, you know, that also then influences achievement. It's also true that we typically have assigned the more experienced and expert teachers to teach in the higher tracks, right? So all of those things about access to curriculum, both by school and by track, within school, make a difference. And then what kids ultimately learn and those as we use the tool, you know, part of that is decisions that are made inside of school, but part of it is decisions that are made at the district about what kind of curriculum to make available in a school and to whom within a school. The next slice of the wheel is the safe, healthy and inclusive school environments. And that means both psychologically safe as well as physically safe and inclusive for all groups. That again, gets to how do we put kids together to be together, but also how do we create the social and emotional supports that I know you've worked on so hard in Redwood City, such that every student feels like they are identity safe, that they are seen as capable and acknowledged as competence, that they're not experiencing stereotype threats, social identity threat that you know exists in the world around them and the world outside of school. So you have to proactively, you know, work against the racism and other social identity threats that kids experience. Experience based on language, based on immigrant status, based on gender identity, and a variety of other things that may be going on for them in that inclusive school environment. Teaching all the kids to engage in a way that is productive and healthy and inclusive. Students with disabilities as well experience that kind of stigma if there's not a proactive way of addressing that. The next slice is the financial, human and material resources that are sufficient, appropriate, and allocated equitably. That's not only dollars, but it is the quality and qualifications of teachers and how teachers are assigned to students and who teaches which students. And how do we develop staff as well, so that every. So we're not making Sophie's Channel choice when we assign kids to classrooms, but we're in fact developing every teacher to be highly competent and highly qualified so that every student will be well served in every classroom. And how is that then allocated equitably? So obviously part of equity is not just distributing scarce resources more fairly. It is making those scarce resources sources more plentiful by investing in the capacity of every school, every teacher, every school principal, etc. Rather than allocating the best to some kids and the less good to others. The next slice is the meaningful partnerships across community members. And of course, you have so many productive and thoughtful community partnerships in Redwood City. And thinking about how that plays out for different schools, different parts of the community, and reinforcing where there may be needs for that, for more engagement, and then systems for gathering, communicating, using data to drive progress. So not only looking at student outcomes, but looking at the inputs that are available to them, who gets access to what kinds of curriculum, to what qualities of teachers and staff, what kinds of extracurricular programs, et cetera, et cetera. So that's the framework, and you're looking at it systemically. And then every year trying to figure out how to make progress on those at both the school level and a district level is part of the process that we envision people using the DARE tool for. And the next slide. I just wanted to. I had added A couple of slides last night. Obviously the vision for district wide racial equity, which is not only the vision of the mission statements, but the strategy for how to make that pervasive and infused in everything that people are doing. And that being sort of parnigu a through line, if you will. And then the next slide, I think gets us to some of the work you've been doing at the National Urban alliance, the access to rich, deeper learning and culturally responsive curriculum practices. And we have typically reserved the most intellectually challenging, critical thinking, complex problem solving curriculum for a small minority of students. Because when our schools were Invented, you know, 100 years ago, the idea was that most kids were going to be prepared for sort of, you know, factory and farm work and a small number of kids would be prepared for. And we still have that embedded in our systems for the most part in this country. We still have only some kids in those, you know, advanced and honors courses or gifted and talented programs that then bill themselves as helping kids learn critical thinking and problem solving, when in fact all kids need that critical thinking and problem solving and need to see themselves as having gifts, talents, capacities and that curriculum, then being able to engage them from the starting point of their own experiences and cultural knowledge base that they bring in the funds of knowledge that they bring with them. So that's, I think, a lot of what you've been working on with nua, and I think that this will resonate with what you're working. So I'll stop there and just see if there's any conversation or questions people want to have."},{"start":2849770,"end":2871260,"speaker":"A","text":"So there were a number of questions. And so again, I'm going to not be able to play all of it. However, again through this website, I'll be able to share with you. But I wanted to share with you one final question that was, I thought was pertinent to. As you're thinking about our work next year, what are some of your recommendations"},{"start":2871340,"end":3005760,"speaker":"C","text":"about how the district can support the reentry in a way that really is addressing sort of social emotional needs, equity needs. COVID 19 yeah, I think there's a couple of things. One is, of course, you already said it, you know, prioritizing the social, emotional. What we most need to have happen when kids come back in person is for them to feel excited, engaged, loved, trusted. One of the things I fear the most is that because people are sometimes so worried about learning loss that there may be a tendency to say, let's test everybody and decide who's above and who's below. And then, you know, put some Kids into. I've even heard some people say, let's hold back a whole bunch of kids or put them in a remediation that's going to destroy those kids, you know, if they, if they get the message when they come back that I am less than I am behind, I am stigmatized, I doing drill and kill, you know, trying to get my scores up or something, instead of coming back in a way that is, you know, supported. Build that community. Do a lot of enabling kids to get back in touch with each other in positive and productive ways. Some kids are going to be a little unruly too. I'm watching my grandchildren. And you know, that structure that we have in school is going to be retaught that, you know, there are things that we do together, we do them in certain ways. And it's not quite the same being on the zoom as it is being in the classroom. And then, you know, engaging in really interesting and engaging inquiry projects and project based learning, you know, getting kids reading and writing and thinking and counting and talking and communicating and collaborating will do a lot to get the scores up, et cetera, in the long run. But we have to resist the urge to sort of say, okay, we're going to, you know, double down on, you know, a kind of remediation that is both stigmatizing and that is, you know, uninviting and unexciting."},{"start":3006720,"end":3260080,"speaker":"A","text":"So I would love to share more, but I know running out of time here, but I wanted to let you know that first of all, she was so kind to just respond in an email like few days before, a couple days before, saying, can you come in and share with us this tool? Which she did. And it was so hard to get her in and out of these meetings, but she had to leave her own meeting to come. So I just want to thank her publicly for her work with us. And it was so connected to the work that we're already doing toward equity practices. And so our next work was given that same tool that Linda Darling Hammond introduced. We used this tool that lays out specific questions of what to look for in each of our departments. And then given the work that we already had done as a committee, we put the people into groups. And this is just an example. Everyone right now has each of the departments represented with at least five or six members. We try to have parents, community members, you know, principals, teachers. So there's a range of participants in each of the committees, but they're responding to the prompts from the DARE tool that says, for example, does every student have access to curriculum assessments that are rigorous, authentic, relevant and well rounded. And the tool then says specifically what evidence are you looking for to see if that actually exists? Because then that evidence, based on our lived experiences as teachers or as family, parents or directors or whoever were writing this information, we're providing some suggestions and some questions to consider. And it is through this work of suggestions and questions to consider that leads to the next steps of taking this back to directors as the leadership here at the district level to then come up with some specific ARs for each of those departments. And so that's the work that we're doing right now. And we ran out of time and so we added one more session in two weeks, the 29th or something on a Friday. I'll have the date here. But that's our next level of work in addition. Right, because it's again, it's all levels. Looking at this, we continue to work with teachers. And again, I want to shout out to Robert Price for developing this site for us that I believe he shared with you at one of our last sessions together. But basically it's all the work that we have been doing with our work with nua, with the students, with the teachers through our equity committees. Here's the. So more video. If you want to see the full video from Linda Darling Hammond, specifically looking at the tool that our groups are using. Again, this is all vision. Robert Price is amazing, whom he's right here, if you don't know. This is the equity committee. Some of our work. So each of our sessions have been recorded with Dr. Linda Darling Hammond. So you'll be able to see those there. And then just we had a presentation with the in collaboration with Sequoia Healthcare Venture. So that's listed there, our second session, et cetera. Okay, so you'll see, oh, there's a hub that was created. So that's a district resource for teachers that has lessons that have been created, et cetera, and all different samples. So anyway, I want to let you know that that's there and you'll have access to that because it kind of holds all of our work that we have been the evidence that collects all of it. And then finally I just want to share with the video I had a couple of days ago, I think I shared with Dr. Baker this really incredible meeting with teachers whom have been working with nua. And I wanted you just to hear what they had to say. I just found it so inspiring and I said, can you just please let me record? And so they wouldn't want me to Record it then and there. So they went back with Katie and recorded a different session. So this is when we were all together, when I was there with them. And then at a different time, they agreed to come together. And so I'm going to play something so. So you can hear what they had to say about their."},{"start":3265130,"end":3366560,"speaker":"C","text":"Hi, I'm here with the fourth and fifth grade team from Clifford School who is doing a lot of NUA work. Would you like to introduce yourselves real quick? Hi, I'm. I teach fourth grade. Hi, I'm Shanna Cody. I'm fourth grade with Stephanie. Hi, I'm Katrina Zach. I teach fifth grade. I'm Kristana Capel Curtis, also teaching fifth grade. So would you mind sharing a little bit about how your team decided to go about pursuing this work with NUA and doing the strategies in your classrooms? Working with our mentors. Well, we really value teamwork and our four or five team has been working closely together for over a decade now. And when we were first introduced to to nua, it was the end of last year and it was a bit overwhelming having the distance learning being so fresh and new and getting a grip on the technology piece. We felt that same way at the beginning of the year, just starting a school year in distance learning. And now that we're in the groove and we feel like we have things down on the tech side, we really see a great opportunity here to get together and dig deeper into the NUA strategies that were introduced to us. We have this great opportunity because we're able to go into each other's classrooms easily and combine classes possibly in the future and do some work with seeing each other teach when we might not have those same opportunities when we're in the classroom."},{"start":3368010,"end":3368250,"speaker":"A","text":"Right."},{"start":3368730,"end":3486940,"speaker":"C","text":"To kind of piggyback off of that. One of the great things that we've seen with NUA is just the student level of student engagement. We see the students very receptive to the strategies that we've implemented so far. We also see not only will it be beneficial in distance learning, but we also see being able to apply these strategies when we move back into the traditional classroom setting. One of the biggest impacts I see with NUA is just ability to tap into different backgrounds and different experiences the students have and incorporate that into our learning. Additionally, it can also be used throughout different subject areas. It's not just exploring exclusive to English Language Arts. We can use it in science, social studies, and we can use it in math as well. So it's very applicable in all subject areas. And the students really, really love the strategies, Any other sort of. How does this work, sort of complement what you're already doing or challenge what you had already been doing? Well, I think like Katrina said, we can use it across all disciplines and it's, it's strategies, we can incorporate the current curriculum and I think that's been fantastic. And so it's not like we're trying to do all this with whole new curriculums, but we're bringing in the strategies and using it with a lot of the curriculum we already know. And like Katrina was just saying, just the student engagement and been so interesting to teach lessons that I've taught in the past, but with using these strategies and just see a higher level of just comprehension, understanding and overall engagement."},{"start":3487660,"end":3487980,"speaker":"A","text":"Yeah."},{"start":3487980,"end":3544610,"speaker":"C","text":"And on that note, we've been able to using the high operational practices and really pushing the enrichment with this. And I've seen a lot of my students collaborating better in this format and being able to communicate in a way that's very valuable. And another thing too is with the planning out lessons, the structure of the using the pedagogical flow map, being able to work with the priming and the processing, and we've learned a lot about that. We've been asking a lot of more detailed questions in regards to those steps. And we're getting to a place with the retaining for understanding where we're able to take it up a notch. And that's why we decided we wanted to really work more with Mr. Price."},{"start":3545810,"end":3552610,"speaker":"A","text":"I'm going to actually stop there because again, I know we're running out of time, but again, you'll be able to see more of that in our,"},{"start":3554320,"end":3554440,"speaker":"B","text":"in"},{"start":3554440,"end":3728370,"speaker":"A","text":"that webpage that Robert Price created for us. But I just want to acknowledge that the teachers were so excited to have this opportunity where they now could feel they're ready for it, whereas it was very frustrating to try to do everything at once. And so I just wanted to give that feedback to Dr. Baker and acknowledge that they appreciate what you're offering them. So shout out to Dr. Baker because I know it's a big commitment. And when you hear like, oh gosh, is it really working? I want you to know that it's working with veteran teachers with all levels. But when you experience something like this with veteran teachers who feel like even though they've been teaching for more than 10 years, they can still learn something from it and they see a difference from lessons that they've already taught in the past and now with new strategies, that to me is impactful. So I don't, I won't Go into this because I know, you know, this managing complex change. We had an opportunity to attend a training last year and what we found was that if all of these aren't in place, then no matter how hard we try something, it won't sustain. And so having that vision, having a clear plan, developing the skills, providing the resources, motivating people along the way, and finding a way to assess whether it's going to work is so powerful needed. This is like kind of lifelong lessons anyway. These things I should have. I wish I would have known way from the beginning. And then I am starting to develop a firmer understanding of each of these things because, you know, could just take off. But I do want to say that I hear today you're continuing with this work with vision and mission. If that's not there and nothing else is possible. So I want you to know that at this level, you know, we're developing this. I know today there's a sample letter how at school sites this is happening. But I will let you know that at school sites it can be limited if there's not also the work that you're doing at the district level. So I just want to say thank you so much because again, your leadership is needed. Next steps. February 23rd. They're meeting with Dr. Jackson, these are the directors, to look at sample policies, administrative regulations, really focus on equity consciousness. I put a question mark there because this is Dr. Yvette, who. I mean Dr. Jackson, who's going to be here, limited time. If you would like to work with her that's at a cabinet level or district level, board level, please let me know. She just loves working with Dr. Baker and we'll do whatever you need. February 26th, our final group session with by departments. Week of March 1st. I'm meeting with the directors one on one as we continue to develop those. And then of course, our continued work at the district, the site levels with nua. I'm going to stop there because I know I'm running out of time. So thank you so much. Sorry. Any questions? Stop sharing."},{"start":3728850,"end":3738230,"speaker":"F","text":"So I'm really pleased with the work that's going on with the committee. My question is, and I'm glad that Robert's still on here, right?"},{"start":3740070,"end":3741430,"speaker":"A","text":"I believe so, yeah, he's here."},{"start":3741750,"end":3766660,"speaker":"F","text":"Both he and Marie are still here. So, Robert, I hear the teachers, not only the Clifford teachers, but other teachers, are very much complimentary of all your support and guidance that you've given them. And they've asked for additional support. So does. Does your schedule allow that to occur? I know you're really working with us."},{"start":3767220,"end":3771020,"speaker":"B","text":"I think this is like board meetings where they're not able to unmute or anything. Kyle would have to bring them over."},{"start":3771020,"end":3774740,"speaker":"F","text":"Kyle, can you unmute him? Thank you. He did."},{"start":3776100,"end":3777300,"speaker":"E","text":"I think I'm here now."},{"start":3777380,"end":3779060,"speaker":"F","text":"Yes, you are. Did you hear me?"},{"start":3779300,"end":3804600,"speaker":"E","text":"Yes, I did. So first I'd like to thank the professionalism of everybody involved. That first and foremost is what makes it happen. Collaboration. And I can't say enough or if we're just watching the coach and the teachers and the coach that even led that group before Brania, just Linda, Maria and everybody in the district. Yes, I see it working and I'm going to make time work on it. Absolutely."},{"start":3806040,"end":3808920,"speaker":"F","text":"It was probably a lot easier when you lived across the bay, right?"},{"start":3810440,"end":3814440,"speaker":"E","text":"No, actually I was in the Southern California region, but the other California."},{"start":3816370,"end":3850720,"speaker":"F","text":"But I guess now it doesn't matter since we're zooming in and zooming out. So I guess it doesn't make a big difference. But with that being said and talking to Linda and then also talking to the site principal and you're working in the group that's asking for additional time with you. Have you been able to. To work with any of the grade levels? And I'm speaking this specific site which is Clifford at the middle school."},{"start":3852000,"end":3897850,"speaker":"E","text":"Great question, because Jude and I just had an excellent meeting where. And I had. And I was in rooms of some of the middle school teachers. We're pulling them together as a group now. So that's the goal. And then there was a lower grade group. So the 45 are creating a model of the consummate professionals and they're pulling together their strengths in being the creative professionals they are. At the same time, the goal now is to get other pods to be pulled along with them. So yes, and the answer to that, in fact I had a member discussing with one of the teachers in middle school, won't reference which one just said, wow, I really, you know, they really respect the four or five team. But yes, I want to try to make our team work too. And they will because there's such skill there."},{"start":3898730,"end":3900250,"speaker":"F","text":"They need to make their teamwork."},{"start":3900810,"end":3901450,"speaker":"E","text":"That's right."},{"start":3901610,"end":3973420,"speaker":"F","text":"I'm concerned about the matter and how they, as we move in the direction of equity, how they. The vocabulary that they use and when a child walks through the door, being an English language learner, being a special ed student, being a student that's low, that needs to change. And so I am very appreciative of the four or five group. I've always thought they'd been outstanding to begin with. And I'm sure some of my colleagues and even a parent can attest to that. And Janet, I know she hasn't had the experience with that 4, 5 group, but something needs to change this middle school. And I think we really need your help there. And whatever help that myself as an administrator can give you to get that change, I'd really appreciate it because I believe that we really need to go in that direction. So I know that we're seeking some funding for the additional help. And I do have it. I do have it. But I really want you to work at the middle school too, please."},{"start":3974220,"end":4014680,"speaker":"E","text":"I look forward to that. And I'll speak in one piece that Linda was sharing student voice. When we hear amplifying student voice, it's coming in from like another entry door where the students start pushing on it and they're showing that they're gracious, but yet they want to have the best education possible. So that has played a huge role. And that can play a much larger role as well, because then that model's using same methodologies, same belief system working. Maybe it's on a discussion on social justice or what it be, but those are the same practices that could be used in any room. And like, I can't remember which teacher shared across any discipline. It wouldn't matter if it was the choir teacher. The tools work."},{"start":4016040,"end":4050340,"speaker":"F","text":"That's great. And I'm glad you were able to do the student voice. I never got to do it. Remember Linda? We were going to do it. Oh, gosh. So thank you so much for doing that. And it's. I know if I don't know if the board members have seen or read the responses, they're really going to choke you up, some of them. This is going on in our district, which is sad. Which is very sad. And do all the board members, you know where to go to get what Linda said? Well, she was pointing to as far as to look at the information."},{"start":4052030,"end":4069870,"speaker":"A","text":"So the it's called. It's if actually just put redwoodcity.nuatc.org I'm going to put it in the chat for you. You'll be able to see and preview all those other videos that we've or that Robert has compiled from our sessions that we've had."},{"start":4070910,"end":4081680,"speaker":"E","text":"Is it okay to the video that you just showed of the four or five Clifford teachers and Katie the coach. Is that okay to post that? Because I have it that I could put it up there if that's okay to post it."},{"start":4081840,"end":4083120,"speaker":"A","text":"Let me ask them to be sure."},{"start":4083600,"end":4085520,"speaker":"E","text":"Well, that's why I asked. I always do that."},{"start":4087360,"end":4090080,"speaker":"A","text":"I did say that I was sharing it with the board today."},{"start":4090480,"end":4090920,"speaker":"F","text":"Okay."},{"start":4090920,"end":4095760,"speaker":"E","text":"Most of my friends are in the arts, and so we always go to the artists first."},{"start":4096560,"end":4098720,"speaker":"A","text":"I will definitely ask them. Thank you."},{"start":4098720,"end":4112810,"speaker":"E","text":"I'll post it as soon as you let me know. And thank you to everybody in the district. Is an extraordinary project and it's. Well, yes, that is an exceptional team, but I'm seeing it in so many places where exceptional is happening."},{"start":4114410,"end":4123850,"speaker":"F","text":"Great. Thanks a lot, Robert. Maria, I know you're on, and she has her hand up, so. Kyle, can you unmute her, please?"},{"start":4128820,"end":4131900,"speaker":"A","text":"Hello, everyone. First of all, I would just like"},{"start":4131900,"end":4136820,"speaker":"F","text":"to say it's such an honor to work with your district and your board."},{"start":4138980,"end":4140700,"speaker":"A","text":"It's just. It's exceptional."},{"start":4140700,"end":4144020,"speaker":"F","text":"That's all I can say. Your commitment is just."},{"start":4144020,"end":4147620,"speaker":"A","text":"Is just wonderful to see. I just have loved this whole session"},{"start":4147620,"end":4161910,"speaker":"B","text":"and Linda's work and working with all of you has been amazing. Well, what I'd like to share on a technical side is all the videos of the Redwood City children on the. On the webpage that Robert has created for."},{"start":4162230,"end":4163510,"speaker":"A","text":"For your district."},{"start":4163670,"end":4168710,"speaker":"B","text":"Those are password protected, and Linda has that password, so she can share that with you."},{"start":4168950,"end":4171430,"speaker":"C","text":"Obviously share it here, so."},{"start":4171830,"end":4174309,"speaker":"B","text":"So that you can hear the children."},{"start":4174310,"end":4174710,"speaker":"A","text":"And."},{"start":4174870,"end":4186179,"speaker":"B","text":"And so, Robert, if we get Linda, please tell the teachers we'll password protect that video for them also so that it's available to, you know, the board and those that once."},{"start":4186499,"end":4187619,"speaker":"C","text":"To the world at large."},{"start":4187699,"end":4191059,"speaker":"B","text":"So I just want to share that so that. So that you."},{"start":4191059,"end":4194259,"speaker":"F","text":"That you know that that's. That's protected."},{"start":4197299,"end":4198219,"speaker":"A","text":"Thank you, Maria."},{"start":4198219,"end":4199379,"speaker":"C","text":"Thank you, Robert."},{"start":4199379,"end":4207779,"speaker":"B","text":"I just want to publicly thank you. You know, I've gotten to know you a little bit through this process, and really, we're so grateful for your support of our school district."},{"start":4209059,"end":4216080,"speaker":"E","text":"Thank you for having me part of it. It's. Thank you. I don't know how to say it. It's extraordinary what's happening there. And these are what life's about."},{"start":4219040,"end":4223440,"speaker":"B","text":"Yeah. So, Linda, thank you. Oh, no, go ahead, Cecilia."},{"start":4224080,"end":4252590,"speaker":"C","text":"I also wanted to say that I think Maria just said that our district is exceptional, but I also think that it comes hand in hand. So if the people from NUA have this great attitude and are actually showing our teachers and, you know, and staff everything that they need to learn to work with our kids again, it goes hand in hand. And so I do want to say also thank you to all the great"},{"start":4252590,"end":4254270,"speaker":"A","text":"work that you guys are doing for our district."},{"start":4258190,"end":4296390,"speaker":"D","text":"And I would also add my thanks for me Personally, I know that this is hard work and it's through your leadership. And Linda, thank you very much for finding them because we've tried several different approaches in the past and the most important relationship in learning is that between the student and the teacher. And to have the teachers really hear the students and the students be part of it, I think it's really powerful."},{"start":4297030,"end":4297430,"speaker":"C","text":"And"},{"start":4299670,"end":4318070,"speaker":"D","text":"I know that we will see the impact more and more as the training and they continue to do this work. So thank you very much to everybody. I'm really excited and emotional to know that this is. Is happening. So thank you."},{"start":4320950,"end":4329350,"speaker":"A","text":"Thanks to Maria Sudeth, who invited me to a conference to hear Dr. Jackson. And I was immediately inspired and spoke to what our work here is."},{"start":4333750,"end":4412380,"speaker":"B","text":"All right, well, that was a great update. Thank you, Linda. Really appreciate it. And you know, one of the things that's come up that we don't need to decide today, Board, but I will tell you that a lot of the people that have particip participated in this committee, which, I don't know, is there about 68 of us or something, it's a mix of staff, parents and community members. And actually that doesn't even include the Spanish speaking group. So it's bigger. There's just a lot of interest. So I think when we're done with our administrative regulations, I think there's still. And we'll continue with professional development, but there's still maybe an opportunity for an equity committee ongoing or some additional, you know, education and capacity building with parents and staff and community members together. I think the conversations that have gone on in this group are really meaningful and I think will be impactful for our district and community. So we'll just have to think about that. I realize it's a staffing issue and a money issue and that sort of thing, but I just wanted to let people know that several of the parents and actually many of the parents and teachers have all expressed that desire. All right, well, this leads nicely into our next session, right, John? Unless there's other things you wanted to cover here."},{"start":4414140,"end":4562850,"speaker":"F","text":"No, you're correct. You're correct. So into the next session we have, and I sent you a copy of what we have now presently that are the board goals, the missions and the beliefs. And these are old. You know, we reviewed them when I became the superintendent and we really didn't change them. We decided just to remain with them. But as I've stated previously, since we started the work with NUA a couple years back, now as administrators, I do realize that the mission, the goals and then these beliefs, if we're going to go in this direction, they need to be changed to reflect the equity work. I know that we have the policy in place and the ars and I know that each of the department leads are meeting one on one with Linda. They've all met and had their own committees and how to make sure that equity is part of this department. But now what we need to do is make sure that equity is part of our mission, part of our belief and part of our goals. If that's the manner in which we all agree that we have to have, which I think we do, because if we do not change these, nothing is going to change. And we've had these for. Since the last superintendent was with us, and we haven't changed them since, not one thing. So I sent you these, I scanned them and I sent you the board goals, the missions, the beliefs, and for us to look at them. And it's not. There's probably not enough time for us to. To definitely come up with new ones today, but I think we need to start the work. The work needs to start. So when we start, you know, in the fall, or even if we start, you know, in the late spring, maybe our mission is different. Our beliefs need to change because they're definitely. How would I term them? Bland, for lack of a better term. I could say something else, but it wouldn't be appropriate. They're bland."},{"start":4564130,"end":4569490,"speaker":"D","text":"Well, you gotta remember that these were done trying to."},{"start":4570690,"end":4571810,"speaker":"F","text":"You said it the other day."},{"start":4571890,"end":4572370,"speaker":"D","text":"Yeah,"},{"start":4574850,"end":4576290,"speaker":"F","text":"say it here, say it."},{"start":4576370,"end":4597979,"speaker":"D","text":"I mean, you know, we were trying to accommodate all these sentences and it really needs to change. They're not reflective of what we need to do in a lot of areas, so. Especially in the equity one, I believe."},{"start":4597979,"end":4649739,"speaker":"F","text":"And Linda gave me a resource to look at, which I looked at over the weekend in regard to schools that have their mission, their goals and their beliefs and who are really working on equity. And they're quite good. I really did like San Francisco. I would take some of those pieces out, but I really did like San Francisco a lot. And by massaging it and putting in our own language of what we have learned as. Not only as board members and administrators, but as the equity committee itself, using the work they have done and created in that fashion. So I. Let me see if I can. I do have San Francisco one up on my website. Let me see if I can get it. I'm going to try to."},{"start":4649820,"end":4682870,"speaker":"D","text":"Only thing I would add to that, John, is that our mission statement needs to say, why are we here? And it needs to be something that, like you said, needs to change and it needs to be reflective across the district. It doesn't matter if I'm the bus driver, the teacher, the office manager. Why are we here? Needs to speak to each of them so it can't be too long because they won't remember it. That was my only thing."},{"start":4683670,"end":4692000,"speaker":"F","text":"That's true. That's true. I'm trying to see if I can have. Maybe San Francisco's down here, you know,"},{"start":4692560,"end":4760110,"speaker":"B","text":"as you're looking for that, John, maybe the board could just have a little discussion, because I do. I totally agree that we need to update our vision mission, come up with an equity statement, given all of our good work and beliefs. And I think you're right. Like, over the years, I sort of looked at other schools, districts, and I think there's a lot of good ones out there. I know that some school districts actually have used a consultant to help them go through the process because there is a system to this. Some school districts have done it on their own. And I think you're right. We're not going to come up with it today because we'd also want to get, I think, broader input than just people who are in the room today. So one thing we could talk about is maybe just what kind of process we want to go through. Whether it's, you know, you collecting good examples and sharing them with us, or us hiring a consultant or if we want to have, you know, a study session where there's community involvement or a survey, you know, whatever. So maybe that's a place to start. Just if. If that's okay. Unless you've got. Or if you have a specific recommendation for us, you could also share that with us."},{"start":4760270,"end":4793890,"speaker":"F","text":"I don't. I did draft, but that was real draft. And I would rather us do it as a group as opposed to an individual. And I wouldn't mind putting together a committee that would work on this. And I was even going to. I know Maria is very busy and so is Dr. Jackson. Yvette. I'd like to have an Eyvette part of it, but I know she's really, really busy and probably be hard to get."},{"start":4795170,"end":4806530,"speaker":"A","text":"We have two dates on our calendar that are already committed just because I know how hard it is. So it was either to work with the directors or. So we can look at those two dates and see how you'd like to use that time."},{"start":4806690,"end":4843710,"speaker":"F","text":"But I would really like to take the work that we have done now, Linda, because the folder that you shared with me I gleaned through Each of the items over the last weekend. And there are a lot. The vocabulary and the wording that is used using the mission statement. It was created by the committee. I mean, all that work was. All that was created by the committee. And some pieces I would like to grab and talk about and say maybe we use this."},{"start":4844270,"end":4844670,"speaker":"A","text":"Sure."},{"start":4845470,"end":4860750,"speaker":"F","text":"And. But. But again, we'd all have to be in agreement. And I probably want to get some of those committee members, too, because it's the work that they created. Okay, so if we could have one of those. When are the next dates with Yvette?"},{"start":4862750,"end":4884620,"speaker":"A","text":"Let's. Let me go back to my presentation here. So she's with us on February 23rd, and then we have her also February 26th. And that was a couple hours, actually, to meet with you, I believe, on February 26th. So we could actually use both of those blocks. Perhaps. I don't know. It's a quick turnaround, I'm sure."},{"start":4884860,"end":4887980,"speaker":"F","text":"On February 23rd. What's her time frame?"},{"start":4889180,"end":4892300,"speaker":"A","text":"I think it was 9 to 11 or something with the."},{"start":4895190,"end":4902150,"speaker":"F","text":"Well, that. If we could definitely use some of that time. Elisa, maybe you can come in on that because that's our regular meeting time anyway."},{"start":4902550,"end":4903670,"speaker":"A","text":"9 to 11:30."},{"start":4904550,"end":4927860,"speaker":"F","text":"We go from 9 to 23rd. Okay. So if we could. Elisa, are you free with that? Are you okay with that, Elisa? You should be. That's our regular time. That's why I'm asking you. We're gonna have to probably be some additional time because that'll be getting ready for the board meeting that we have on Wednesday night. Does that work?"},{"start":4928900,"end":4948280,"speaker":"B","text":"Yeah, I mean, I could do 9 to 11. You know, one thinking is. I do totally agree we ought to get some NUA input, but we might want to think about. So maybe that's an opportunity to get some input from them. But I do think there's value in a. In a broader process than just a small group coming up with an equity statement that we adopt."},{"start":4949640,"end":4950600,"speaker":"F","text":"What I was thinking."},{"start":4951480,"end":4952200,"speaker":"B","text":"Yeah, go ahead."},{"start":4952600,"end":4969640,"speaker":"F","text":"What I was thinking is coming up with what would. With the work that has been done with the committee coming up with a process to utilize what was done to create. So that's where Yvette can really help us."},{"start":4969960,"end":4974490,"speaker":"B","text":"Okay. So be more. Again, it's just kind of a strategy session for setting us up. Okay, good."},{"start":4974640,"end":4976160,"speaker":"F","text":"But I better understand it."},{"start":4978000,"end":4987600,"speaker":"B","text":"Let's get some input maybe from some of the other board members real quick. Or. John, were you done? I'm sorry, I don't know if you were done."},{"start":4988640,"end":4991280,"speaker":"F","text":"No, I'm done with that part. That part? Yeah."},{"start":4993040,"end":4994000,"speaker":"B","text":"Go Ahead, Maria."},{"start":4994240,"end":5035550,"speaker":"D","text":"I like that idea. One of the things I would caution us against is to have a process where you invite the community and they think they're going to tell you what your mission is, because that doesn't go too well. So if you can have some of this work that's already been done, I think it would really help us, not only in the long run, but to speed it up as well, and it would also validate the participation of the people that have already participated in the process."},{"start":5035950,"end":5038750,"speaker":"C","text":"So I agree with you."},{"start":5039310,"end":5077600,"speaker":"B","text":"Just to add to that real quick, you know, there's a whole lot of education that happened with the group. Right. That's done the equity work to the state. So you're right. There's a certain knowledge base you need before you can input. Right. So that's a good point. Okay. Someone else was next. Janet? No, I was just going to agree with Maria, especially about, you know, not wanting to go out to a broad community and them thinking they're writing it for us. I think it would be a good idea to come up with something together and then seek feedback on. From. From the school community and not just ask them to come together and write something."},{"start":5080890,"end":5108660,"speaker":"D","text":"Yeah, because if you remember, John, we had some members during that time that were really against what the board wanted to have as our mission statement. They were adamant that it was what they wanted, needed to be up there, not what the board was deciding. And because we had opened it up and it was a public meeting meeting, they felt that they have the right to tell us what it should be."},{"start":5109860,"end":5155130,"speaker":"F","text":"That's true, Mike. And then Cecilia. So are you looking for process, feedback? Is that the question here? Because, I mean, I think that what you're talking about here for setting it up, along with Maria's concerns, sounds right to me. You know, in terms of content, I don't know if we're getting into content or not for what would be in the mission. And no, we're just talking process. Talking process right now, because. Yeah, yeah. I think Maria raises good concerns from experience, I'm sure. And so I think that the approach that's being suggested sounds right. And. Cecilia,"},{"start":5157940,"end":5185390,"speaker":"C","text":"can you guys hear me? Yeah, sorry. I guess my connection's a little on the bad side. I agree with what Maria said. I think, I want to say even the superintendent Advisory committee at one point had a little bit of a problem with some of their input that, you know, you didn't bring forward as a recommendation. And so just to avoid that piece, again, I agree with what everybody has said up to this Point."},{"start":5186830,"end":5211070,"speaker":"F","text":"Good. So then we'll start with yvette on the 23rd. And Elisa. That's the time that I meet with Elisa. But we could also have one more board member be on that committee in that session with us. If one would like to attend, it'd be from 9. We said 9 to about 11. Linda. Is that what. She's with us 9 to 11?"},{"start":5211790,"end":5219470,"speaker":"A","text":"She's booked from 9:00 clock to 11:30, but you can use any time. And then, I mean, we could also work with the directors or whatever you'd like. We can plan that out."},{"start":5220750,"end":5226990,"speaker":"B","text":"I definitely only have to a little bit before 11 because I have a hard stop with another meeting I'm actually leading. So"},{"start":5228990,"end":5231390,"speaker":"F","text":"is there another board member that would like to attend?"},{"start":5231630,"end":5239960,"speaker":"B","text":"Well, I'd like to be there, but I was going to leave that. See what you guys say, too. Cecilia, what were you saying?"},{"start":5240600,"end":5243800,"speaker":"C","text":"No, I was gonna say I will be happy to join as well, so."},{"start":5244360,"end":5246040,"speaker":"B","text":"Okay, why don't you go ahead then?"},{"start":5247560,"end":5248120,"speaker":"A","text":"Okay."},{"start":5255960,"end":5256640,"speaker":"B","text":"Can you hear me?"},{"start":5256640,"end":5259240,"speaker":"F","text":"Okay, now I can. Yeah, Now I can."},{"start":5259240,"end":5292940,"speaker":"B","text":"Oh, how weird. How I haven't moved. Yeah. So maybe what we can do is talk to her a little bit about process and she could help us think. You're right. We have a whole bulk of work. But I definitely then want to circle back quickly with the rest of the board because I do want to value everyone's input. So. Yeah, so that sounds like. It sounds like people are okay with that then. And then we could have another session where maybe we bring some recommendations from all the work we've done to at least as a starting point to reflect on. Is that okay with folks?"},{"start":5294060,"end":5294620,"speaker":"F","text":"Okay."},{"start":5296860,"end":5298460,"speaker":"B","text":"All right, perfect."},{"start":5299100,"end":5299500,"speaker":"F","text":"Good."},{"start":5300620,"end":5335270,"speaker":"B","text":"And actually, just the one other thing I'll say is that, you know, I think we should all feel free to poke around on some other websites and school districts. My guess is school districts like San Francisco, Oakland, Louisiana. Unified, you know, all of these bigger districts have gone through some of this or are going through it. So I bet we could glean some interesting information. I know the San Mateo County Office of Ed. They went through a whole process, and I've looked a little bit at their equity work and mission and vision. So if we all do that, then that'll also, I think, help inform what we do. We may as well learn from our neighboring friends."},{"start":5336710,"end":5345480,"speaker":"F","text":"So, Linda, do you want to send the board the. The part. The piece that you sent me was the folder. Well, there was a lot in there."},{"start":5345480,"end":5346080,"speaker":"A","text":"Oh, sure."},{"start":5346240,"end":5357040,"speaker":"F","text":"One piece that. Where I was looking at policies, I was looking at resolutions and Send it to Liz and Wendy and Priscilla also have it."},{"start":5360480,"end":5360960,"speaker":"D","text":"Yes."},{"start":5365920,"end":5384960,"speaker":"F","text":"And, Linda, will we get the feedback from the Equity Committee that was talking about what they want, the group that was talking about what they want their students to become when they graduate, how they. What they want from that? Because I think that really can inform. Help inform what our mission ought to be and maybe where our goals should be set."},{"start":5386000,"end":5389120,"speaker":"A","text":"Yeah, I have to translate all that, but I can definitely do that."},{"start":5389120,"end":5392160,"speaker":"F","text":"Yes, I think that's a good point, Mike."},{"start":5392480,"end":5438310,"speaker":"B","text":"Actually, there were some really amazing comments coming out of that group that I think were really telling. And they were actually in line with, I think, what we want as well. So. Yeah. Okay. Any other thoughts on this particular area? And I do think that, you know, maybe after the mission Vision Equity statement, we can also think about the goals because they definitely need to be updated. And particularly I was listening to Linda Darling Hammond and all the social, emotional connection, trust and everything. Our goals are so much about testing and, you know, anyway, which is important, but there's all this other stuff that we haven't really captured very well."},{"start":5439030,"end":5446870,"speaker":"F","text":"I wish we would have had. If she would have been here, I would've said, make sure you get that waiver to the Fed so we don't have to give the S back. Make sure we get that waiver."},{"start":5448560,"end":5458880,"speaker":"B","text":"Well, yeah, there's so much to say that the first thing you. When kids come back, you don't want to just be testing them and then telling them they're either doing well or not well after we've had the year we've had."},{"start":5459920,"end":5525980,"speaker":"F","text":"Yeah, because that's crazy, you know, that we're supposed to give it, but the waiver is. They haven't. They haven't said yay or nay to us. The waiver's there. They've got it. But I think it's because the Education Department is still not solidified yet. So maybe that's the reason. But I'm hoping they come and say, we don't have to do it, because I know Liz was telling me, no, you have to. We're gonna have to do it. If we don't get it, it's a portion of whatever they want us to do. Just like the alpac. Just like they're making us get the alpac now. That's stupid. You know, and watching how there. There is there, I forget what I was reading, what social media I was on, and it showed an adult giving the L pack, and they were all, you know, with their masks and they had the Plexiglass and the Poor little kid is like, why? Why, why now? Why now? I don't get it. You talk and as Antonio said, you got to do it, you know, and don't get it. But what can I say?"},{"start":5528300,"end":5532780,"speaker":"B","text":"All right, so let's see, in terms of our agenda, then, it sounds like we've come up with a plan."},{"start":5533100,"end":5604890,"speaker":"F","text":"This particular agenda item, and Elisa, what I want to do, because since Maria's here, we probably should book another two days for number one, Priscilla, the budget. I know the governor already gave his piece, but the revise again comes again in May. That's number one. And then for two, when we go through and start. She does. She did her assumptions and what we discussed this morning about the LCAP moving those dollars back out of it, we should probably have another meeting regarding that piece, the budget. And then the other piece would be that we would definitely look at. I think we probably have some drafts of mission and hopefully vision by that time. So if we could do one date and then the last date probably in some time. The revise is May 15, isn't it? Is that what it is, Priscilla? Is it May 15 or early?"},{"start":5605370,"end":5607690,"speaker":"C","text":"May 15 is the May revised budget."},{"start":5608250,"end":5619130,"speaker":"F","text":"But you normally get it earlier, right? You get it, don't you? Normally earlier. So if we did something because of Maria's schedule, if we could do something in."},{"start":5624650,"end":5628670,"speaker":"D","text":"May 12th is okay, but we want to do it before that."},{"start":5629550,"end":5632830,"speaker":"F","text":"Well, if May 12th is one day, but we need one."},{"start":5632830,"end":5633790,"speaker":"A","text":"The 23rd."},{"start":5634670,"end":5698230,"speaker":"F","text":"The 23rd. Well, let's start with the one that we're definitely going to work on, the mission and the vision. So that sometime I'm hoping that we can have a meeting where we will be at the place where we would now want to decide. Yes, this is the direction we want to go after possibly. And Elisa and the rest of the board will have to talk about in open session, have some dialogue about. These are some that we've come up with and discuss them in open session and then come to an off site where you're wordsmithing them for the last time. And this is what we would take for approval. So I am thinking if we could meet sometime the winter. The. I'm looking at my calendar for the breaks. When do we have any breaks?"},{"start":5700630,"end":5701430,"speaker":"B","text":"Spring break."},{"start":5703110,"end":5703830,"speaker":"F","text":"Spring break."},{"start":5704150,"end":5705590,"speaker":"B","text":"Cecilia probably know it."},{"start":5705990,"end":5706550,"speaker":"C","text":"Free break."},{"start":5706550,"end":5717680,"speaker":"F","text":"It's so nice. Yeah. The 29th through the March 29th through the 2nd of April. So Maria is. What does April 9th look like for you?"},{"start":5719040,"end":5720800,"speaker":"D","text":"Let me see here."},{"start":5723759,"end":5724480,"speaker":"B","text":"So you know what?"},{"start":5724480,"end":5725680,"speaker":"C","text":"It's not good for me."},{"start":5726000,"end":5726480,"speaker":"B","text":"Sorry."},{"start":5726880,"end":5727760,"speaker":"F","text":"It's not good for You."},{"start":5727840,"end":5731440,"speaker":"B","text":"For me, I'm. Generally Fridays are okay, but that particular one, I'm."},{"start":5731920,"end":5734530,"speaker":"F","text":"Yeah, I can't do March 26th."},{"start":5734530,"end":5737210,"speaker":"D","text":"If you wanted it before, would that."},{"start":5737210,"end":5741290,"speaker":"F","text":"I think that'll give. That could give us enough time. March 26,"},{"start":5744250,"end":5749210,"speaker":"D","text":"we can put it on the books and then revise it if it doesn't work,"},{"start":5751050,"end":5753050,"speaker":"B","text":"March 26th is okay for me."},{"start":5753290,"end":5754050,"speaker":"F","text":"How about the rest?"},{"start":5754050,"end":5755210,"speaker":"B","text":"Okay for the rest of you?"},{"start":5757130,"end":5758570,"speaker":"F","text":"I can make that work. Yeah."},{"start":5758980,"end":5760180,"speaker":"C","text":"Yeah, I can make the workout."},{"start":5760260,"end":5761980,"speaker":"B","text":"Okay. That's fine for me."},{"start":5761980,"end":5774660,"speaker":"F","text":"Also March 6th, and you said April 9th was not good. So the next one would be April 23rd, right, Maria? I think that would be your next day."},{"start":5775540,"end":5776020,"speaker":"C","text":"Yes."},{"start":5777380,"end":5783700,"speaker":"F","text":"So if we can lock down those two among yourselves, that would be great. And then."},{"start":5784100,"end":5785780,"speaker":"B","text":"I'm sorry, what was the other date?"},{"start":5786440,"end":5788040,"speaker":"F","text":"April 23rd. It's a Friday."},{"start":5797000,"end":5802080,"speaker":"B","text":"I don't think I can do that day. I think I'm in charge of something else that day."},{"start":5802080,"end":5803560,"speaker":"A","text":"Yeah, sorry."},{"start":5803960,"end":5813250,"speaker":"F","text":"All right, so. The next one."},{"start":5814050,"end":5823650,"speaker":"B","text":"Well, one thing I could do is. Let me see. I know I'm in charge of an event. That's how It's a three day event. I don't know if I might be able to break away for like three hours or something. I just don't know yet."},{"start":5825730,"end":5829010,"speaker":"F","text":"So what if you pencil that in for the 23rd?"},{"start":5829410,"end":5829970,"speaker":"B","text":"Okay."},{"start":5831490,"end":5847410,"speaker":"F","text":"We'll all pencil it in. And then if it doesn't work out, Elisa, then I think then we can choose another date. Another date in May. Choose one in May. And Maria, what's the first day in May first Friday in May that you have all."},{"start":5848690,"end":5854770,"speaker":"D","text":"Let me see here. I think it's May 7th."},{"start":5857170,"end":5860530,"speaker":"B","text":"My calendar says that's a. With no school."},{"start":5860610,"end":5861010,"speaker":"C","text":"Right?"},{"start":5861410,"end":5862250,"speaker":"F","text":"No school day."},{"start":5862250,"end":5863250,"speaker":"D","text":"Yeah, I was gonna say."},{"start":5863250,"end":5864210,"speaker":"C","text":"Don't we have something."},{"start":5865260,"end":5875100,"speaker":"F","text":"It's no school day. It's a school. It's that CSCA day, right, Wendy? That's what it is. Yeah. What? I didn't hear you."},{"start":5875820,"end":5877660,"speaker":"B","text":"I think Pint Awards is that day."},{"start":5877900,"end":5878700,"speaker":"F","text":"You think what?"},{"start":5879260,"end":5885020,"speaker":"B","text":"I think Pint Awards is going to be that day. But that's, you know, kind of an optional thing. That's later in the day, usually."},{"start":5885340,"end":5886860,"speaker":"F","text":"That's later. Yeah. Yeah."},{"start":5887340,"end":5888860,"speaker":"D","text":"So we can do it earlier then."},{"start":5889180,"end":5892060,"speaker":"F","text":"Oh, so let's just put that one down too. If you just to hold them."},{"start":5892060,"end":5892540,"speaker":"D","text":"Okay."},{"start":5892620,"end":5918690,"speaker":"F","text":"Definitely the March 2nd is a go. Okay, that's definitely a go. And March and April 23 and May 7 are placeholders right now. Okay. Could you just. Which day in March? March 26th. 26. Okay. I thought you said March 2nd for a second but the 26th. Okay, cool. Maybe I did. March. March 26th."},{"start":5920210,"end":5922290,"speaker":"D","text":"The 26th, right."},{"start":5924050,"end":5931170,"speaker":"F","text":"What happened to the. All right, I think we did it."},{"start":5934770,"end":5939090,"speaker":"B","text":"All right. And we're done early because we put a bunch of stuff off for another day."},{"start":5941250,"end":5948320,"speaker":"F","text":"Fifteen minutes already, I think. Isn't that what it. No, no, we're actually. Yeah, we're done almost on time. We said 3:30."},{"start":5949280,"end":5950480,"speaker":"B","text":"It's only 2:30."},{"start":5951520,"end":5954000,"speaker":"F","text":"Oh, that's right. It is. 2:30. My watch is."},{"start":5955520,"end":5964480,"speaker":"B","text":"You have a gift of time, John. All right, well, I think, gosh, we covered a lot today in our closed session and then here in the open session."},{"start":5964560,"end":5964960,"speaker":"F","text":"So"},{"start":5967600,"end":5969840,"speaker":"B","text":"hopefully, staff, you got what you needed to move forward."},{"start":5970720,"end":5985800,"speaker":"F","text":"We have what we need to move forward. It's just the work to get it in the place where it needs to be. Right, everybody? Yes, yes. Now comes the fun part. Now comes the fun part."},{"start":5987480,"end":5990920,"speaker":"B","text":"All right, anything else from board members before we close?"},{"start":5993960,"end":6007090,"speaker":"D","text":"Just a big thank you to everybody for all the work that you guys are doing. Liz and Ileana and Kyle and Priscilla, everybody, we appreciate what you do."},{"start":6009010,"end":6020730,"speaker":"F","text":"Thank you. You're welcome. Yeah, ditto. Yeah, same thing. Spending the day today with everyone was. Was. Was great. Thanks for the time today. So ditto to Maria."},{"start":6020730,"end":6021170,"speaker":"A","text":"Thanks."},{"start":6023010,"end":6023490,"speaker":"F","text":"Perfect."},{"start":6024290,"end":6034140,"speaker":"B","text":"I echo Maria's comments too. I know it takes a lot of staff time just preparing for these board off sites, so I appreciate all that you guys have done to get us to where we are."},{"start":6035180,"end":6073320,"speaker":"F","text":"So while we were working on the budget with Priscilla, there was an email that came through from one of my colleagues, Beth Polito, who is in Los Lamitas. She said there were some vaccines scenes opening up on the 12th, the 15th, and the 16th. How she got that information, I don't know, but she was letting us know. Just like this thing just changes every day, every day. So I don't know. She sent it to just those of us that, you know, the core of us that just work together."},{"start":6073880,"end":6078040,"speaker":"D","text":"So I said, yeah, it depends on the vaccine and when it arrives."},{"start":6078490,"end":6078730,"speaker":"F","text":"So."},{"start":6079050,"end":6091690,"speaker":"D","text":"And I also wanted to say thank you to Elisa. I think that you're mastering this thing quite well. Janet did an awesome job and you're right there with her. So thank you for running this meeting."},{"start":6091690,"end":6092010,"speaker":"C","text":"Thank you."},{"start":6092010,"end":6107580,"speaker":"B","text":"And it's teamwork. I appreciate the text when I forget something or something's going awry, so. Yeah, good. Well, thanks, everyone. You know, it's always easier to do it in person, but I think we got through. We're getting through what we need to do."},{"start":6107820,"end":6132260,"speaker":"F","text":"Just so you know that we're sending that survey out to staff. It was sent out already. I alluded to it on Wednesday night in regard to items on there. You get the vaccine. Are you coming back? Are you interested about summer school and then also returning in the fall? I think that was another. Is that correct, Wendy?"},{"start":6133060,"end":6137140,"speaker":"A","text":"Yes. And we have it scheduled to go to teachers only at this point."},{"start":6137940,"end":6175730,"speaker":"F","text":"At this point. And Stanford did help us out and thank you to Amy Gerstein and her group. She said just send it over and let us look at it and help you out. So that'll give us information that will really help us. Number one for are my hope of doing some more reopening of classrooms in the spring. Number two, for those people who are really interested in working in a summer school program. Number two and number three, we're opening up in the fall. You have your vaccine. Are you coming back? Are you not coming back?"},{"start":6176690,"end":6177810,"speaker":"A","text":"And an mou."},{"start":6178050,"end":6195180,"speaker":"F","text":"And an mou. So I thank Stanford very much for doing that and I have to keep reminding myself we have them, we must use them. Amy says we're here. Use us. So we need to Stanford."},{"start":6197340,"end":6211030,"speaker":"B","text":"All right. Well I think that was okay to talk about under the agenda because it was all goals of ours to reopen. So I was just sort of trying to. Yeah. Just to be cognizant of that because one of our main goals is to keep on. Keep on reopening."},{"start":6212230,"end":6212790,"speaker":"F","text":"Yeah."},{"start":6213990,"end":6221270,"speaker":"B","text":"All right. Well it's Friday. I think it's a three day weekend, right? Oh no, I guess it's the whole week off for the school district."},{"start":6221270,"end":6221590,"speaker":"C","text":"Right."},{"start":6221590,"end":6224950,"speaker":"B","text":"I don't have kids in the district. So kids."},{"start":6225750,"end":6259080,"speaker":"F","text":"Principals will be back. Will work. You know, because the principals really don't get it. That's not that. That's not. But they're. Because they've been working so hard. I said take two of the days and you know, don't do anything. Just take two days. Just let us know what two days. So for those of us that are in and out, you know, we need to get a hold of you. We know yes we can or no we can't. And then for those of us here at the district office it's Monday. And then some of us are taking vacation. I'm taking the Thursday and Friday as a vacation day and then Wednesday."},{"start":6259080,"end":6261640,"speaker":"B","text":"All right, well I hope you guys get a little breathing room."},{"start":6263190,"end":6274870,"speaker":"F","text":"It'll be a little breather. I think we all need a little breather right now. A little breather. And then Lynn, Wendy and Linda will determine what days you want to take. And Priscilla."},{"start":6276390,"end":6276870,"speaker":"B","text":"Yes."},{"start":6277110,"end":6287270,"speaker":"F","text":"And Michelle, Ramon, thank you for being with us. We didn't have any. You didn't have to interpret. I'm sorry. But thank you for being with us, just in case someone did pop in. So I really appreciate it."},{"start":6288080,"end":6291520,"speaker":"B","text":"Thank you, Michelle. All right, everyone. Well, have a nice weekend."}]}