{"date":"2021-04-21","type":"Board Meeting","videoId":"CJFM_ZJtleg","audioDuration":5650,"speakers":{"A":{"name":"Alisa MacAvoy","role":"Vice President (acting as presiding officer)"},"B":{"name":"Eliana (staff)","role":"District staff / secretary conducting roll call"},"C":{"name":"Multiple speakers (María Díaz-Slocum, Cecilia I. Márquez, Dr. Baker/Superintendent, others)","role":"Clerk/Trustee/Superintendent — C label is shared across multiple speakers in ASR"},"D":{"name":"Multiple speakers (Mike Wells, Nick/MIT Principal, Sarah Rosenblum, others)","role":"Trustee/Presenter — D label is shared across multiple speakers in ASR"}},"utterances":[{"start":720,"end":8960,"speaker":"A","text":"All right, welcome, everyone, to our board meeting tonight. Here we are again. And we'll start with roll call, please."},{"start":10400,"end":11440,"speaker":"B","text":"Trustee Wells."},{"start":11760,"end":12160,"speaker":"C","text":"Here."},{"start":12480,"end":15600,"speaker":"B","text":"Trustee Lawson. Here. Trustee Marquez."},{"start":16160,"end":16560,"speaker":"C","text":"Here."},{"start":16960,"end":19120,"speaker":"B","text":"Vice President Di Silko. Here."},{"start":19600,"end":20800,"speaker":"C","text":"President McAvoy."},{"start":21600,"end":46720,"speaker":"A","text":"Present. All right, I did want to welcome everyone. So happy you're here. And in just a moment, I'll put some information in the chat box. I need to get that together. But let's see. Bienvenidos. Si. Necesita interpretacion, por favor. Well, let me. I've gotta widen my welcome."},{"start":48640,"end":49520,"speaker":"C","text":"Por favor."},{"start":49680,"end":142190,"speaker":"A","text":"Por yame nueve, siete ocho nueva, nueva, nuev0cinco. Uno, tres, siete y prescione. Oche tres, siete, siete. Cerro cuatro uno pound paralla contra senye. All right, so welcome. Thank you, everyone, for being here. If you'd like to address the board, I will put in a minute how to fill out a speaker card. I know that many of you know how to do that, but I'll put that in the chat in a moment. And it looks like you'll get three minutes tonight on the subject matter. If your agenda item is not listed on the agenda, we'll cover that in oral communication. And then as a reminder, the meeting is for board business, and we do have an opportunity for public comment, and we certainly welcome that. And let's see. And as a reminder, because we're meeting virtually, we'll do all of our votes by roll call. Okay. And then I wanted to report out on our closed session from last week's meeting. We had started before our meeting, but then we finished after our regular meeting. And so those were items the CSEA negotiations and the RCTA negotiations update. And the staff updated the board, and we gave them some direction to staff."},{"start":143870,"end":145150,"speaker":"C","text":"We gave direction to staff."},{"start":145550,"end":150670,"speaker":"A","text":"All right, so changes to the agenda. That's the next item on the agenda."},{"start":153870,"end":159390,"speaker":"C","text":"Can you please poll item 8.1?"},{"start":161070,"end":181640,"speaker":"A","text":"Yes, I do want to mention that that's at no fault of the bond committee. We were trying to see if we could collapse two meetings because we do have the bond report next week, but there really wasn't enough time. So we will have our meeting next week. So thank you, Will, for trying to make an effort. I know you guys did, but you were asked at the very last minute if you could."},{"start":183880,"end":185080,"speaker":"C","text":"Thank you. Thank you."},{"start":185160,"end":212260,"speaker":"A","text":"Yeah. Well, thank you for all that. You do really appreciate it. So we'll pull 8.1, and then I also wanted to add a 6 point. So, after the McKinley Institute of Technology showcase, we'd like to have a quick video from The Kennedy School. And maybe Sabrina's online as well. This will just showcase a musical that's coming up, so we'll get to see a video for that, if that's."},{"start":216260,"end":216900,"speaker":"B","text":"All right."},{"start":217300,"end":223120,"speaker":"A","text":"Do I have a motion to approve? So moved."},{"start":223520,"end":223920,"speaker":"C","text":"Second,"},{"start":225920,"end":235680,"speaker":"A","text":"let's see. That was Maria. And didn't see who it was. Was it Janet or Cecilia? Cecilia. Okay, roll call vote, please."},{"start":236400,"end":237440,"speaker":"B","text":"Trustee Wells."},{"start":237440,"end":237920,"speaker":"D","text":"Aye."},{"start":238160,"end":241360,"speaker":"B","text":"Trustee Lawson. Aye. Trustee Marquez."},{"start":241760,"end":242240,"speaker":"C","text":"Aye."},{"start":242720,"end":246640,"speaker":"B","text":"Vice President. DM Slocum. Aye. President McAvoy."},{"start":247040,"end":257840,"speaker":"A","text":"Aye. All right, well, communication. Eliana, I didn't have a chance to look at the speakers in the last hour. Did you see anything come in?"},{"start":257840,"end":259560,"speaker":"C","text":"I checked right before the meeting, and"},{"start":259560,"end":261120,"speaker":"B","text":"we do not have any speakers cards."},{"start":261520,"end":271420,"speaker":"A","text":"Okay, great. So nothing for oral communication. If you wanted to say anything, you can also put in the chat and I could get the speaker card out, but I think."},{"start":271490,"end":272290,"speaker":"C","text":"I think we're okay."},{"start":273490,"end":297750,"speaker":"A","text":"All right, all right. No oral communications. So wonderful. We're onto our favorite part of the agenda every meeting. We have our wonderful principal from MIT here. Nick, welcome. And would you like to give a little introduction or. I don't know if you have a video. If you're going through. I think you're going through a PowerPoint. Actually, I have, like."},{"start":297750,"end":301430,"speaker":"D","text":"I'll be. I got five minutes. I'll be done real quick. Oh, yeah."},{"start":301430,"end":302030,"speaker":"B","text":"No, no, no."},{"start":302030,"end":311030,"speaker":"A","text":"I'm not rushing you. Welcome. We're always so happy to hear from our school sites and what's going on, so take it away. Thank you for being here."},{"start":311190,"end":371680,"speaker":"D","text":"Got it. Good evening. Thank you, Dr. Baker, Board of trustees and members of the cabinet for your time tonight. I'm very pleased to show off some amazing work being done by our students and staff here at mit. The work we are now doing has been cultivated, developed over the past six years with the support of district and community. I've always said our RPD department and R. Steve is one of the best. Cullen, James, Klein, et cetera. Thank you very much. We've also been very fortunate to have a very flexible understanding staff. Thank you. Teachers. Rocking. Administrative assistants now with Dr. Puerto and administrative soundboard, Ms. Shackle over at Northstar. Being a smaller middle school, we have the ability to adjust quickly and make changes, to schedule educational programs and to experiment with a wide range of different learning tools and approaches. I don't think we've had back to back years with the same bell schedule. So if any of my staff are listening right here. Expect changes again next year. As a community, we believe this helped us pivot this past year as we've had a smooth transition through each phase of this Covid experience. And this will show in the work you're about to see. If we can go to slide two, Mr. Brahma."},{"start":374000,"end":376000,"speaker":"C","text":"Slide. Thank you."},{"start":376240,"end":616200,"speaker":"D","text":"I want to briefly highlight some of the instructional focuses developed here at MIT leading us to the present example of student work at mit. We've had our county recognized family student literacy classes that have been adopted by other schools. I see you, Kennedy Zadler, School Wide Writing spearheaded by our awesome teacher, Ms. Coyle. If board has time to click on you only do it right now but school Wide Writing Norms. That's a website developed by MIT teachers, developed by MIT teachers to train MIT teachers on a writing alignment. So it's just really awesome. And what we're going to be sharing today is our ITC project alignment and assignments. So what is it? Slide three please. It's the inter. It's. Oh, slide three. Yeah. So it's the International Society of Technology and Education. And how did McKinley get to focus on it? So it started about five, five and a half years ago. We got a grant from CZI in early 2016 with a focus on closing the digital divide and we've been able to extend its focus and adapt it to fit our current needs. The core of our work with staff was and is integrating the tech into curriculum. MIT staff, myself included, wanted to validate some of the work already being done. Additionally, it was to encourage staff to push for assignments and projects that allow for students to create, express themselves, give peers feedback, and become productive digital citizens. ITSI touches all that, but it's just the tip of the iceberg. They incorporate a lot of transferable skills and concepts that support content area instruction, which I think is the key area to focus on where we are. I received training last June and we have bi yearly projects in December and May. We're up for round two right now, so I'll have another website at the end of May showing our May projects. Our next steps is training staff this summer and we continue to refine these projects and assignments assignments as well because certain content areas the it's a line more for assignments than projects with some of our ELA teachers, which you'll see in the video if you go to slide 4. Mr. For the past two years we've created showcase websites to show off students and staff work and to chronicle our journey. If you're home, hold up your phone. Those QR codes should work. Cross your fingers. It'll take you to our 1920 webpage showing off student work and our 2021 one. Once again, we have a 2:1 start in May and we were able so we're able to make a short trailer of the work we've done. So when you watch this short video it's some of it is the work in these webpages. However, I want you to focus on a couple of things. You'll see a sixth grade you'll see a sixth grade science assignment from a student and then his seventh grade assignment. One being done in person, one being done with distance learning and how we try to incorporate the same things in during distance learning as we did in person. And then also picture next year when this student has an 8th grade science assignment and we'll have a flow as a school to see how what standards we're hitting, what standards might miss. It's very powerful as a school if you can have standard aligned projects in one area for all three years. So we'll have that next year which we're really excited about. The other piece is none of these are elective classes. So electives are an awesome thing for students. It's really enjoyable. At McKinley, we've actually used electives as a place to test applications to test activities. Example, there's a fun app I enjoy called Pixen which create comp books. We push that out as an elective. Kids sign up for it because they want it and it's a less elective class. Are not grading isn't pushed. So kids can experiment with this application and then we meet with staff on how they can incorporate in their core content so they learn the app in a safe environment that's not necessarily judged. And then they push it into a content area where now the student can express themselves how they wish. So those are sort of the two things to see in the videos. And be happy to take any questions after the video or now"},{"start":618200,"end":619160,"speaker":"C","text":"let's see if it works."},{"start":619480,"end":620200,"speaker":"A","text":"Oh yes,"},{"start":637100,"end":637340,"speaker":"D","text":"Foreign."},{"start":643260,"end":648380,"speaker":"B","text":"My name is Luis Salaya. I am an 8th grade student at McKinley. I would like to share some of"},{"start":648380,"end":652460,"speaker":"C","text":"the fun projects we have been working on this year in my social studies class."},{"start":653420,"end":655700,"speaker":"B","text":"One of my projects involved picking out"},{"start":655700,"end":658220,"speaker":"C","text":"a Supreme Court case and deciding whether"},{"start":658220,"end":660700,"speaker":"B","text":"it is constitutional or unconstitutional."},{"start":661100,"end":663820,"speaker":"C","text":"I picked Heller versus District of Columbia."},{"start":664720,"end":667000,"speaker":"B","text":"I believed it was constitutional that Headland"},{"start":667000,"end":670960,"speaker":"C","text":"wanted the right to own a firearm for reasons unconnected to a militia."},{"start":671040,"end":672840,"speaker":"B","text":"You can view my full perspective on this."},{"start":672840,"end":690800,"speaker":"C","text":"In Flipgrid, we had another project based around the Indian Removal Act. I had the opportunity to create a comic which shows and explains how the native Indians were removed from their land from 1831 to 1870. Seven by Andrew Jackson. I enjoy learning history through projects. It's better than reading a boring textbook."},{"start":691680,"end":694120,"speaker":"B","text":"My name is Elliot Young. I'm a sixth grader."},{"start":694120,"end":702520,"speaker":"C","text":"I would like to share with you my Cool ist project using Minecraft. Take a look. I actually did two projects."},{"start":702520,"end":705360,"speaker":"A","text":"I did the Pyramid and I did the Hanging Gardens."},{"start":705440,"end":713960,"speaker":"C","text":"But the Hanging Gardens was mostly my friend. I just helped him out with some of the stuff. But as you can see, it has"},{"start":713960,"end":716040,"speaker":"A","text":"some really nice pillars. I'm not going to talk too much"},{"start":716040,"end":724000,"speaker":"C","text":"about it because I really feel more accomplished from the pyramids, which is what"},{"start":724000,"end":725160,"speaker":"A","text":"I'm going to get to in a second."},{"start":725160,"end":730120,"speaker":"C","text":"And it has the waterfalls and everything. I had a lot of fun making this."},{"start":730920,"end":733920,"speaker":"A","text":"Hello, my name is Alejandra Santoyo and"},{"start":733920,"end":743160,"speaker":"B","text":"I am a seventh grader at mit. Take a look at some of the science work I have done the past two years. Last year we dissected a pig's heart"},{"start":743240,"end":745400,"speaker":"C","text":"and we had to document how we did it."},{"start":745800,"end":766920,"speaker":"B","text":"We use Book Creator. Take a look. And this year in science we learned about volcanoes and then we were able to build one."},{"start":774370,"end":794930,"speaker":"C","text":"My name is Yale Castro and I am an 8th grader at MIT and I wanted to share to you some of the work I have done in my science class the last couple of years. We use book Creator for our science journal, which you can see here. We also now are using Adobe Spark for a fun debate on animal products in 8th grade science. Take a look."},{"start":820980,"end":822340,"speaker":"B","text":"My name is Daily Rojas."},{"start":822340,"end":831230,"speaker":"C","text":"I am a seventh grader at MIT and I want to share with you some of the work I have done in math, science and social studies class this year."},{"start":831710,"end":833470,"speaker":"B","text":"First, we take vocabulary Different."},{"start":833470,"end":835790,"speaker":"C","text":"In math class we use Book Creator."},{"start":836110,"end":841550,"speaker":"B","text":"We have a book called Our Geometry Book and which we put all the"},{"start":841550,"end":844190,"speaker":"C","text":"important things for each lesson so we"},{"start":844190,"end":846150,"speaker":"B","text":"could easily access it and remember what"},{"start":846150,"end":851390,"speaker":"C","text":"we learned for every lesson. For science we did a volcano."},{"start":851550,"end":853510,"speaker":"B","text":"We watched the erupt, which I think"},{"start":853510,"end":855640,"speaker":"C","text":"it was pretty cool because we gotta."},{"start":857480,"end":860000,"speaker":"B","text":"We got to see what happens to"},{"start":860000,"end":863000,"speaker":"C","text":"a volcano when it erupts."},{"start":863400,"end":879000,"speaker":"B","text":"And for a social studies class, I got to build a castle for our Middle Ages unit. Take a look. Hi, my name is Nathan Nunes and"},{"start":879000,"end":880560,"speaker":"C","text":"I would like to talk today about"},{"start":880560,"end":884120,"speaker":"B","text":"the writing process as an 8th grader in Ms. Spicer's class."},{"start":884680,"end":886540,"speaker":"C","text":"So basically the first step is to"},{"start":886540,"end":890540,"speaker":"B","text":"contribute ideas with Ms. Spicer. She helps us a lot with ideas"},{"start":890540,"end":892020,"speaker":"C","text":"to contribute to our essays."},{"start":892340,"end":933230,"speaker":"B","text":"After we contribute to our essays, we write our essays and we give them back to students here at McKinley to help us edit and review the essay after they review it, they give us feedback on what could help improve the essay. After I, we, after we do those changes, then we give it back to Ms. Spicer for feedback. And after she gives us feedback for the essay, then it'll help us more contribute to our essay to make it better. I really like her classroom a lot because she helps you with a lot of your essays and she could help with a lot of things. Thank you. I'm an eighth grader here. I'm McKinley."},{"start":951470,"end":951950,"speaker":"D","text":"Thank you."},{"start":955470,"end":956670,"speaker":"C","text":"That's amazing."},{"start":958350,"end":964670,"speaker":"A","text":"That was fantastic. So you were giving us little snippets of their work from those files that you told us about, Right."},{"start":965150,"end":974320,"speaker":"D","text":"Most of it. Some of the volcano ones I'm not added yet. They were just completed. But most of that work was on those webpages. Not all. I would say 80, 70% of it."},{"start":975920,"end":978400,"speaker":"A","text":"And that's all work that was completed this past year."},{"start":978960,"end":992480,"speaker":"D","text":"That was except for those two science assignments that I was trying to show the flow because I'm picturing next year I'll have three years of work along. Like I'm going to go to the science student and say, what did you do in sixth, seventh and eighth grade? I'm going to see that flow. So there was a couple that were from last year."},{"start":992560,"end":995440,"speaker":"A","text":"Those kids were having so much more fun in middle school than I had."},{"start":996810,"end":1003610,"speaker":"D","text":"No, I think it's fun for the educators as well because if we have fun together, we learn together and we grow together."},{"start":1004250,"end":1006570,"speaker":"C","text":"Hey, Nick, they're learning."},{"start":1007290,"end":1008650,"speaker":"A","text":"Yeah, yeah."},{"start":1009370,"end":1013049,"speaker":"C","text":"Nick, can you mention the Minecraft piece? Because I think that's something different."},{"start":1013290,"end":1060970,"speaker":"D","text":"The Minecraft piece is brand new. Kyle and his team helped us out this. We were the first school. We're piloting it in November and it's not an easy plugin. But we piloted this year in our sixth grade and we rolled it out in our sixth and seventh and our teachers at sixth grade social studies. Because I first started with the idea of how can we incorporate these computer science tech standards? And Minecraft just added a plugin for Chromebooks. That was the big change. It happened like within the last six months. So we now can incorporate Minecraft into our, into our daily curriculum and, and with social studies, I think it's pretty seamless. You can create, build things depending on your subjects. You're incorporating computer science with content standards. It's just a blend of everything. So it's like that blend, which is the powerful place."},{"start":1061530,"end":1077850,"speaker":"C","text":"Yeah. And it's good for girls too, which I love. And Nick, I think you had a sixth grade student that was Lobbying for Minecraft, the educational one. I had a lot lobbying for it. So I've been trying to get it for years."},{"start":1077850,"end":1081120,"speaker":"D","text":"It's just there was a piece they only worked on certain processors."},{"start":1081270,"end":1082710,"speaker":"C","text":"So when we finally figured out a"},{"start":1082710,"end":1096390,"speaker":"D","text":"way to get it done, it's a couple hiccups. And I think it's a positive step for a lot of schools. But once again, I think the place for it is within the content. Specifically, there's a couple contexts where it lines perfectly, and especially sixth grade."},{"start":1096390,"end":1097590,"speaker":"C","text":"Sixth grade is a great year."},{"start":1099190,"end":1101630,"speaker":"D","text":"They come to middle school. This is a great opportunity for us"},{"start":1101630,"end":1102870,"speaker":"C","text":"to point them in the direction that"},{"start":1102870,"end":1108750,"speaker":"D","text":"we want to go to as a school. And our sixth graders went crazy. They were having fun with it, and"},{"start":1108750,"end":1109870,"speaker":"C","text":"then the teacher was able to align"},{"start":1109870,"end":1111650,"speaker":"D","text":"it, and the teacher was learning. Not everybody."},{"start":1111650,"end":1112650,"speaker":"C","text":"I don't know Minecraft."},{"start":1112970,"end":1123730,"speaker":"D","text":"So we had a student give me a quick little, quick little tutorial. Sammy just gave me a tutorial. Nick. Mr. App, you gotta go here. I'm like, hey, man, just show them"},{"start":1123730,"end":1180270,"speaker":"C","text":"how to do it. That's great. And the other thing, Nick, I want to compliment you on is that for board members that were with us, you know, several years back, the first time that czi, the Chan Zuckerberg Initiative, came to us was to really talk about technology. And I explained to them the gap that there is between making sure that our students have the technology and the expertise when they get to the high school. So they said, what about the 101 program, which I had shared with them, that was taking place on the east coast, and it was supported by Verizon. And so we looked at that, brought it over to Mr. Nick, and he said, yeah, he would definitely, if we could get the grant. And we got that grant for two years. So fantastic. You took it and ran away with it, and then it was copied over at Kennedy. So thanks."},{"start":1180270,"end":1188830,"speaker":"D","text":"And I would say, thank you, sir, and it was really helpful. But I would say the best compliment we can give is we're able to run it now without that grant money. So that's like the biggest. That's."},{"start":1190030,"end":1197990,"speaker":"C","text":"That's what they love. Here's the seed money. Let's see what you can do with it. But they want to see you continue once the seed money is gone and"},{"start":1197990,"end":1201870,"speaker":"D","text":"it's the staff on campus, they've got their bandwidth, so I'm going to them. So it's great."},{"start":1202830,"end":1229980,"speaker":"A","text":"Well, I also just think, you know, a school like mit, you were so set up for the past year that we've had because you'd been Doing all this digital creative work and schoolwork and all of that sort of thing. Right. So amazing. And then the other thing I was thinking is, you know, these kids are really learning all these career like skills with all of these different projects. So they will be well on their way by the time they get to high school and college and career."},{"start":1230700,"end":1240860,"speaker":"D","text":"And a lot of the good work we've been doing this year around NUA is around student voice. This is just a tool that can help students amplify that voice. So a lot of. There's a lot of overlap in a lot of these great trainings we received this year."},{"start":1243510,"end":1249910,"speaker":"A","text":"Terrific. And please do look at the chat. We're getting a lot of kudos for you and your team at mit."},{"start":1250310,"end":1250950,"speaker":"C","text":"Thank you."},{"start":1252150,"end":1255110,"speaker":"A","text":"All right, well, thank you very much. Any other board members want to say anything?"},{"start":1256630,"end":1264870,"speaker":"B","text":"I don't think that. I don't think the presentation is attached to the agenda. Are we able to get that so that we can go back and click on the links and stuff?"},{"start":1267110,"end":1270310,"speaker":"A","text":"Yeah, I thought it was, but is it not right now?"},{"start":1272050,"end":1273090,"speaker":"D","text":"I can always email you."},{"start":1273890,"end":1278450,"speaker":"A","text":"Oh, you know what, it's possible that I was sent it separately because sometimes I get them ahead of time."},{"start":1278450,"end":1281970,"speaker":"B","text":"No, it's actually within the memo part. It's not in the attachments. I see it now."},{"start":1282210,"end":1327480,"speaker":"A","text":"Thanks. All right, well, thank you very much. So we had an add on. Yeah, lots of typing. Thank you so much. We're going to see a quick video from Kennedy and it's a teaser for the Little Mermaid musical that's coming up. So why don't we go ahead and show that and then Sabrina, we could bring you on if you want to say anything or if you could put in the chat how we get tickets, that would be helpful. And then we can copy it and send it out to all the attendees as well. Oh, great. There we go. Okay. So Kyle, are you ready with the Whoops."},{"start":1332360,"end":1356910,"speaker":"B","text":"Redwood city school district's kennedy middle school presents the little mermaid jr. Virtually. The sea is better than anything they got up there. Wonderful stuff that human stuff. Can't get enough of human stuff."},{"start":1357150,"end":1361950,"speaker":"C","text":"And we are the authorities with it for us to bluff because we're great"},{"start":1361950,"end":1375280,"speaker":"B","text":"at explanation human stuff. Enjoy all your favorite Disney characters from the comfort of your home is on our own."},{"start":1378400,"end":1381360,"speaker":"D","text":"You are unfortunate."},{"start":1392240,"end":1402270,"speaker":"B","text":"I have missed one. Tickets on sale now for performances May 1 and May 2."},{"start":1402910,"end":1403630,"speaker":"C","text":"See you there."},{"start":1408270,"end":1429080,"speaker":"A","text":"That is such a great teaser. I'm so excited for it. So I believe. Kyle, could you bring over Sarah Rosenbloom, one of our teachers at. Oh, I think She's a teacher at Kennedy. Anyway, she wanted to say a few things real quick. Oh, oh. Creator of the musical. There we go."},{"start":1433080,"end":1433600,"speaker":"D","text":"Okay."},{"start":1433600,"end":1436200,"speaker":"C","text":"She has speaking privileges."},{"start":1436840,"end":1533740,"speaker":"B","text":"Hi, Dr. Baker, Board of trustees, member of the cabinet. Thank you so much for your time. My name is Sarah Rosenblum. I am the drama teacher over at Kennedy and also really pushed for us to do a virtual musical this year. In a year that's so different, it seemed like a really good opportunity for us to take the initiative and learn a new skill with all the kids. We always do a spring musical, and this year it was fully virtual. So everything you just saw was recorded on Zoom. They've had rehearsals on Zoom, edited, not on Zoom. And that's just a quick minute teaser of the incredible work that these kids have done. And we are so excited to present this show to you and the community. And it's doubly exciting because we are actually one of the few programs across the country that did a virtual musical this year. So we're really, really, really proud of that. And the kids got a chance to learn not just about performing and confidence and all of the same wonderful things that they get from the arts usually, but they also had the opportunity to learn about their frames and how to do acting for the camera. And so we kind of did a wonderful pivot and allowed them to learn a new skill that they wouldn't have learned in a different year. And I'm just so proud of them and the work that they've done. And we're so happy to share this with you, and we're looking forward to hopefully getting the word out and having a lot of people have a chance to see this incredible show from these incredible students. Thank you so much for your time."},{"start":1534620,"end":1538940,"speaker":"A","text":"Thank you. And I think there was one other teacher that you worked with, if you want to mention his name."},{"start":1540250,"end":1571740,"speaker":"B","text":"Yes, Julia Federico Youngs has been an amazing help in producing it. She's been a great. She's been wonderful working with the parents and making sure all the logistics are helping are happening as well. And she's here as well. I believe she's putting in the chat how we can get, how you guys can access tickets. And actually, as a fast, fun fact, Mike Wells daughter Nadine is actually flounder in our musical this year."},{"start":1574460,"end":1596540,"speaker":"A","text":"Excellent. Well, that's even more reason to see it. Well, thank you very much, Ms. Rosenblum. Really appreciate it. Thanks to everybody who's been involved. And I was not able to cut and paste the directions that are being put into the panelists, so if Another one of our panelists can send it out to the attendees. That would be great because I'm sure there's other folks."},{"start":1597450,"end":1601370,"speaker":"B","text":"Yeah, I can't cut and paste it, but I did get the link to the tickets in there."},{"start":1601450,"end":1628770,"speaker":"A","text":"Okay. So if you want to send that on. All right, well, thank you very much. This is exciting. I do love musicals. It's one of my passions in life. So I will be there. All right, thank you. Okay, so let's see. Let me look at the agenda. Onto the boat. Bond program action. No, sorry. Bond program consent items. I need a motion to approve."},{"start":1631810,"end":1632690,"speaker":"C","text":"So moved."},{"start":1633490,"end":1633890,"speaker":"B","text":"Second,"},{"start":1635730,"end":1637730,"speaker":"A","text":"Maria and Janet, roll call, please."},{"start":1638450,"end":1639570,"speaker":"B","text":"Trustee Wells."},{"start":1639810,"end":1640290,"speaker":"D","text":"Aye."},{"start":1640850,"end":1642770,"speaker":"B","text":"Trustee Lawson. Aye."},{"start":1643090,"end":1645090,"speaker":"C","text":"Trustee Marquez. Aye."},{"start":1645570,"end":1647170,"speaker":"B","text":"Vice President Dasloca."},{"start":1647410,"end":1647970,"speaker":"C","text":"Aye."},{"start":1648540,"end":1649500,"speaker":"B","text":"President McAvoy."},{"start":1650220,"end":1654140,"speaker":"A","text":"Aye. All right, thank you, bond team. Thanks, Will."},{"start":1654620,"end":1655420,"speaker":"C","text":"Thank you, guys."},{"start":1656860,"end":1661740,"speaker":"A","text":"Alrighty. Okay, and it looks like there's more information now in the chat on the"},{"start":1661740,"end":1663180,"speaker":"C","text":"musical, if anyone's interested."},{"start":1663660,"end":1671940,"speaker":"A","text":"Okay, so we pulled 8.1. So we're on to 9.1. Dr. Baker."},{"start":1671940,"end":2472420,"speaker":"C","text":"And teams, we will begin. I believe Kyle has the slide presentation. Thank you so much, Kyle, for presenting this, for going through the slides with me. So we're going to talk a little bit. We're going to talk about screen expansion and year end assessments. And then my last slide before questions will be also about the 2122 school year, which we are all excited about, because, you know, we are coming back full blown for the 2122 school year. We'll get into that a bit later on the slide. So if we can go to the next slide, please, Kyle. So some of this you can see tonight is we shared last week also, but the transition to 3ft. So that transition to 3ft has already started at some of our schools. Next slide, please, Kyle. So schools. So school principals have been communicating with families and discussing potential scheduling changes with teachers at some of our school sites. Some of these changes are going to take place next week on Monday and then others on the following Monday, which is, I believe, May 3rd. So based on schedules based on parent choice, students have been added to in person instruction that have wanted to come back to in person instruction. Next slide, Kyle. So these updates from the California Department of Public Health, from the governor's office, you viewed some of these last week, and there are a couple. Next slide, Kyle. So you all know that on June 15, the California Bull blueprint for Safer economy will end. So everything that we were paying particular attention to will come to an end. As Governor Newsom voiced several weeks ago, things that will still be intact will be masking we will still have to continue with the masking inside our classrooms. And when all of us are either in your workspace at a school or in an office within school district, masking can still be in place. All California schools will reopen in 2122. That is directive that Governor Newsom and the California Legislature is pushing and making sure that it happens at all school districts within the state of California. Next slide, Kyle updates from CDPH we talked about the 3ft between students in the classroom. Our maintenance department, spearheaded by Martin Cervantes and his staff goes out on Wednesdays and on weekends to make sure that we can accommodate the 3ft distance between students in the classroom. He creates a classroom setup and gives that information back to the school site principal where they can see what it will look like if they so desire to go down the path of bringing more students back that can adhere to the schedules that the teachers are putting in place. Screening for symptoms and exposure for all students and staff before entering the school campus is continuing to occur at this point in time. Next slide. Fully vaccinated individuals are not required to test or quarantine before or after domestic travel unless they have symptoms. Fully vaccinated individuals need to complete a COVID 19 test after international travel. So this is something that we want to make sure that everyone is aware that this are guidelines from CDPH which San Mateo County Department of Public Health is also adhering to and which is also in our county Office of Education pandemic framework. We now can plan for modified graduation following the CDPH health guidance. I will be meeting with principals Tomorrow along with Ms. Wolf to go over those guidelines. And that also includes for our students who are in the fifth grade who will be promoting will be promoted to the sixth grade. So the principals from the K5s will also be there to listen to this information. We need to pay strict attention to those guidelines because these guidelines were created with the help of all the superintendents within not the superintendents, but the county superintendents and the county departments of health throughout the Bay Area to look at what the CDPH was recommending and how we could implement them so that we could have graduations and promotion ceremonies this school year. So tomorrow is the day to review those guidelines and then principals, along with their staff and probably parent communities will be putting together what their promotions and graduations will look like in June. Next slide please. Health protocols Next slide please. So the four pillars, the health and the hygiene this school year School district we continued with morning temperature that's continuing throughout the spring. We Are making sure that the sharing of materials continues to be limited and possibly that will stay still be part of one of our protocols for the fall. When we start the 2122 school year, we will continue as we are right now, cleaning and disinfecting on a daily basis. And we will continue as we are now with the frequent hand washing that is required and will continue on in the next week. Next slide, Kyle. Face covering, physical distancing and limited gatherings. Masking, as I said previously, is expected to be a requirement far into the future. The 3ft distance between students and 6ft between students and adults will be maintained indoors. There is a chance that this will be changed when we are indoors. For example, teachers in classrooms with their students that the 3ft distance between students will not be adhered to. That has not come out yet as a guideline, but it's a possibility. The 6ft distancing will still be required, especially when students are eating in the cafeteria, when they're drinking, taking off their mask and eating, and when they're drinking water so that we know it's in effect now. It will stay in effect in the fall. Students right now will remain in their cohort for instruction and free time indoors. I mean outdoors. But this also may change for the 2122 school year where we do not have to maintain the cohort status. Large meetings continue virtually due to space constraints with the 6ft guidance for adults. We know as superintendents in San Mateo county all want to go back to our regular types of board meetings, but still with some type of a virtual nature so that we can continue to engage the community in our meetings and our discussions. Right now, I believe our district office can hold 75 people. Right now, everyone has to be six feet apart. It would be very difficult with board members and cabinet members and then members of the public would be very, very limited to get members of the public in the district office. So what we are doing as Superintendents within the 23 school districts are sharing ideas at this point in time how to have a virtual and a somewhat attended meeting by the public. But we're all at different places right now. One school district was trying to have, for example, the superintendent, the president, like in the boardroom and cabinet members in different offices. And then depending on the amount of space that was left in the boardroom, they were inviting public members to come in and chief deputy counsel said, absolutely not. There are no reservations. If it's open, it needs to be open. So you have to find a different way to do it. So we're all working with this right now and I'll be working with you more with this for the next school year. Definitely we want to keep the virtual peace open, but we also want to be able, if we can, to invite the community in. And knowing that we have limited space, what will those guidelines be and will those guidelines be in adherence to what legal counsel is fair and we can do? As she's pointed out, this is new territory for everyone. Normally what you would do is, you know, you just have your meetings and if you have an event where there's something really hot topic on the agenda item for a board meeting, many of you, like we have, go to a different venue, go to McKinley where we can have many, many people. But at this point in time, she is really concerned about us going back to what we did previously and with those of us that have small boardrooms where the 6ft guidance would be a limitation for us. So that's where we are with that. And there's a question. I don't know the answer to the question. That's just what we're being told at this point in time. As I find out information, I will bring it back to the board as we determine how we have our board meetings in the fall. I understand that we do want to keep them virtually and I've heard that from all board members. So there we will work on doing that so that we can make sure that our community is well informed about decisions, discussions that are being taken at the board meetings. Any questions on that piece itself? More information will be coming. We keep asking because it's something that community members in all districts are asking about what our board meeting is going to look like in the future. The next slide, Kyle. So this is going to go into testing. So I'm going to turn this piece over to Wendy Kelly. Good evening, board."},{"start":2472420,"end":3383190,"speaker":"B","text":"So last week I brought this table to you as a reminder of the changes that are happening with testing and the requirements for testing in California. We have followed these guidelines, like all guidelines, very closely. And so I wanted to reiterate that we have moved into the orange for a few weeks now. I think we just missed the yellow band recently, but it's heading in that direction. From my understanding, however, we are in the orange and so we are beginning the implementation of changes as we have all throughout this time period, to move to symptomatic and response testing rather than surveillance testing, which is what the term is that we're currently doing. Notice in the red. We have been testing every two weeks for all staff and Students. But moving into Orange, the county has this new process of simply testing for symptomatic and response testing. So with that, Kyle, could you go to the next slide please? We're moving ahead to May 3, which is in a couple weeks. So effective May 3, we're going to be implementing this way of testing. We still want to ensure that there are testing opportunities. However, it's not just simply on the shoulders of the school district to provide. We do have resources in our community that already are in existence to assist with, with testing for students that families want to participate in. So effective May 3, RCSD will test students, which are always optional, and staff on site via curative tests. At most of our sites we are doing that regularly at this point. But actually as of May 3rd, we are only testing if somebody is symptomatic or close contact. So we're moving away from the surveillance testing. And as I mentioned, families are also always able to go to community testing sites in Redwood City, which are these locations or their healthcare provider. Next slide please, Kyle. So as you recall, Henry Ford and Taft are part of a pilot. This pilot was signed a few months back and it provides twice a week testing using antigen antigen testing. Pilot students, of course, are optional. Staff are required. We do need to honor this commitment through June. However, once the last school day in June occurs, we will no longer be participating for antigen testing into the summer months. So for summer school students and staff will test on site via our curative tests that, that we're experiencing at all of our sites if they are symptomatic or close contact only. And then of course, we will continue in this pathway unless the governor changes direction. So we will follow the guidelines as it is laid out. And currently the guidelines say, state that we can move into this different type of testing which is for symptomatic or close contacts on site. So next slide please. All right, I will turn this over to Liz Wolf. Thanks, Wendy. So, good evening, members of the board, Dr. Baker, community members, I'm going to talk to you a little bit about our plans for year end assessment. First, I want to thank Michelle Ramon, who I know this afternoon was doing her best to fit the Spanish translation onto the slide. And I apologize for putting too many words in here. Next time I'll do a better job of leaving enough space for the translation to go on this slide. So there's been a lot of questioning of our state board of the cde, the California Department of Ed, about what would happen this spring with testing. As you know, last year testing was suspended and so we haven't administered a year end assessment for a couple of years. There's been a lot of pushback and questioning around the validity of a high stakes assessment at the end of a year like we've had. And so in March, the State Board directed the California Department of Ed to prepare for a waiver from the federal government to allow for testing flexibility for districts as long as districts were doing something to assess students at the end of the year based on their local context that met this criteria. Right. So the assessments, if we were to use something other than the California assessment, the CASP that we have been using these past several years, we had to make sure that the assessment that we chose was aligned with the Common Core Standards in Language Arts and math. And we could assess every child in grades three through eight, which is of course, the CASP practice, and 11th grade, but we don't have 11th grade that they're uniformly administered so that we're standardizing the way we give this assessment across each school within our district and that we're able to provide results to the parents about individual students as well as to our public, to our board, to our public, and to the state in terms of our student information that is disaggregated by student group, as the CASP has been done in the past on the California Dashboard. Next slide. So In April, the U.S. department of Ed formally approved the relief from certain testing in California, which I'll talk about in a second. And they stated that the California Department of Ed did not actually need to produce this waiver because they said that all of their school districts will be administering the CASP if it is the most viable option. And those are very important words to all of us as well as across the state of California, because each school district right now is determining whether the administration of the CASP is a viable option. And if it's not a viable option for our district, then we can report using a local assessment that meets the criteria that were on the prior slide. And so the way they define a viable option is that we would need to do an assessment if each student, whether in class or at home, had access to secure browsers. This is one of the things that we know right now is very challenging because the LPAC assessment that's being given to our English learners requires a secure browser. And it's been very problematic in many of the households of our students that have had to download secure browsers without much help, although we've tried to help them remotely. And so, in fact, some students have had to bring in their computers into the school in order to download a secure browser with the help of a person in person. And so we know that this is an issue for the CASP as well. Access to stable broadband where they're not dropping on and off the assessment as they're taking it, and adequate bandwidth. And while that has improved, we know that the CASP would require quite a bit of bandwidth for each child. There are also challenges of non managed devices capacity for proctoring monitoring. We found this out of course, in giving not a high stakes assessment like the iReady, the proctoring and the monitoring, although it has gotten a lot better, it's still for a high stakes assessment like the casp, we would question a lot of our practices around that as well as they said to take a look at how much time you've actually been in person. So with all of these criteria that were available for us to do an assessment of our viability for actually giving the casp, we are recommending that we not give it and then in fact we stay with the I ready assessment, which I'll talk about on the next slide. Kyle, if you could forward the slide please. So what we're recommending is that we once again use our local diagnostic assessment that we have been giving for this entire year, the iReady for our year end assessment. And we're recommending that for a number of reasons. One is that not only can we give it to grades three through eight, but we would be able to give it to grades one through eight as we have done in the past. This would be our third, our third use of this assessment. It is available in language arts and math. We are also recommending that our kindergarten students consider our kindergarten teachers consider giving it to their kindergarten students who are in person. We know that there are mixed feelings about this assessment for kindergarten. At this point in the game with students who have just returned to in person instruction, many kindergarten teachers are unwilling to ask them to sit down and take an online assessment. However, we believe that if there are teachers who would like to give the assessment to their students, there is some learning that could happen. And we had a conversation with our principals about this today and there are a couple of sites that are really considering bringing their kindergarten teachers together and having this conversation about giving the assessment this spring. But we've said that it's optional for them and that our other recommendation in terms of the assessment practice is that wherever possible to give the assessment in person. This is an assessment that isn't meant to take more than an hour for language arts and an hour for math. And the recommendation from IREADY is that the assessment is broken into two sessions. So the students take two days to take the language arts assessment and two days to take math. And of course that ended up being two days, that being more like 30 minutes on each of those days. And that when it's in person, we know that many of the challenges that we faced even in February in terms of proctoring, students dropping off, some of the challenges of taking it on the iPad and all the things that we faced would go away because the students would be in person, the teachers would be proctoring, they'd be able to use the devices right there on site. So and in addition to it being an assessment that the students are already familiar with, it would be an assessment that we would be able to show progress over the year rather than something that's completely different. We know that it's aligned with the standards, all of those other criteria that were on the other slide. And we just feel that in terms of our viability, this is the better option. We would be able to share the results. We know that the I Ready produces parent letters that gives information about student progress. And the letters that the parents received in February would be similar to the letters that they would receive in June, only they would get information over the whole year trajectory. So they would be able to see their student progress from September through June. And we would be able to present those results to you publicly, as we did in the past. In February we would be able to provide you the information for language arts and math, the progress of the students over time, as well as their year end scores. And we would be able to divide that up by subgroup. We presented it to you in February. This information for the English learners and special education students disaggregated. But we also know that we are able to disaggregate further ethnicities from the data. And so we would be able to present that to you, same as in the California Dashboard next slide. So what our plans are as today we met with the administrators to discuss this. We are having professional development with our IREADY professional development provider, Paul, who has met with us many times over this past year. He's coming one last time this year to talk to our site administrators about on site administration of this exam. Because again, that's a little bit different. It's going to be quite a bit easier. But we want to make sure that the administrators have any question about the on site exam, have an iratey person to speak with and then there will be that professional development for the kindergarten teachers who are interested in delivering this instruction, this assessment this spring. We have asked that the schedules be submitted by the end of April. The month of May is the testing month and they need to be completed with their testing by May 28, which is Memorial Day weekend, so that we can and send home the results with the report cards and then present that information to you. The special ed students will be taking this exam as well if they are in RSP or in mild to moderate special day classes. The students who are in moderate to severe or medically fragile will not be taking the iready exam and they will also do not need to take the California Alternative exam this year either. That's one of the exceptions that has was provided in the waiver. Let's see. And then as I said, the results will be reported to the board and to the public at the June 23 board meeting. I think. Is that my last. Kyla oh, thanks. One more slide. And so in thinking about the purposes of why we're giving the exam is not only do we have to give some exam for accountability for state and federal requirements, but we also know that because I ready is going to be giving us information about how the students have done over time because this is the third diagnostic assessment that we have provided in the same platform, we can really measure growth. Again, not perfectly because we know that there were some challenges with the administration being remote the first couple of times, but we did get information and we know that this administration on site will give us pretty much more reliable information, but it will also help us determine what are some of the needs across our system in serving all of our students. And this was something that we talked about last time, is that what we're seeing in the information are system needs, not just individual student group needs or school needs, but these are areas of need that we need to to develop supports and structures. And this is a lot of the work of our LCAP where we're looking at the larger systems approach towards making change into providing professional development, providing resources, providing additional supports at our school sites. And those are the conversations that we're having in our small groups. But we'll be bringing that as we bring the data on June 23. You will also be seeing the"},{"start":3385750,"end":3386070,"speaker":"A","text":"public"},{"start":3386070,"end":3400070,"speaker":"B","text":"hearing for the lcap. And so you'll see how the response in our LCAP is aligned to our system needs that we're deriving from looking at our data. And I think that was it."},{"start":3400310,"end":3401030,"speaker":"C","text":"That's it."},{"start":3401590,"end":3403430,"speaker":"B","text":"And we can talk later if you have some questions."},{"start":3406230,"end":3784380,"speaker":"C","text":"Okay, Kyle, the next next slide, please. So school will fully reopen in August. So the first day of School is August 18th. For the first day of instruction for students. It's a regular full school day, five days a week of instruction. And then we'll need to talk about program options for 21, 22. And Redwood City School district will follow all San Mateo county health guidelines that will be outlined in August. Those guys, as I said previously when I was going through some of the health protocols, some of those may change, but they have not changed yet. When they do, we will follow them next slide. So when we reopen fully in August, I know we have some families that have decided that they are not returning to school due to the fact that their child will not have had a vaccination yet. So we have decided not to pursue our initial idea of a virtual academy. That's going to be my recommendation to the board. And in listening to the discussions at the state level, state leaders really want the school districts to have all school, all students return in person to their school campuses. The state has really taken note that full on learning, full online learning, does not work for children. Our option for parents who do not feel comfortable coming back is independent study. And that independent study will be different than what takes place right now. We will for next year only hire teachers who will be in charge of independent study and they will work with students. Not every day of the week, but you know, there is an independent study. There's work given, and then after the work is completed, the child meets with the teacher. A true independent study is normally done no more, for no more than 20 days per school year. This will be different. If parents do not feel comfortable sending their child back to school in the fall, then they can sign up for independent study for the year. Our board policy already addresses that. Independent study for this school year was for one full year, and we are going to move that forward for the next school year. I will continue to monitor the discussions and the decisions at the state level. And at this time, our plan is for the 202122 school year to no longer include a virtual academy. You'll see that we need to keep in person instruction. Definitely. For those bilingual programs that are Garfield, Hoover and Taft. It's really not feasible to do an independent study in a bilingual program or in a Mandarin immersion program or a program like North Star Academy or the Orion alternative parent participation program and not the Spanish immersion program that is Adelante Selby and at Kemperdy. So please Be aware of this. We will in the near future be sending out information to parents to get back to us. If your desire is not to come back to school in August in person. I believe this is my last slide for this portion of the board meeting. So now we can open it up for questions and discussion. And I know Wendy's been answering some of the questions in the chat because she has the pandemic framework with her. I'm at home and I normally carry that thing with me every day, but I don't have it with me. So she's taking language right from the framework and answering some of the questions. There was a question in regard to lunch being outside and that is something that we have been talking about with principals when we come back in August or even right now. For some of our sites that have the children there through lunch, there is an opportunity to use the lunch areas that are covered, that are outside that most every school has. There also is the possibility because we bought different tents early on to utilize those tents at school sites for lunch and use a 6ft distancing. That's great when we have great weather, even though it's a little cool right now. But a few days ago it was really, really warm. You know how it's going to change in a few more days again. So we do have that opportunity to use the outside area for lunches and I will definitely reinforce that with our site administrators that that can be done. Gordon Arista, you. I think a lot of the questions Wendy did take and she put the responses online in the chat. I'm sorry, but do you have questions or do you want to discuss any specific piece of this presentation?"},{"start":3794220,"end":3803140,"speaker":"A","text":"Okay, I've got a couple of questions, but. But I can wait. Board members, do you have any questions or comments on what we heard tonight?"},{"start":3810180,"end":3831480,"speaker":"B","text":"I think just one because it's in the chat and I don't think that you addressed it today, but I think you mentioned this before, Dr. Baker. If a student is attending one of the schools that doesn't offer independent studies, so you know, North Star Mandarin Immersion or one of those, if they take a year to do independent study next year, do they lose their spot at that school?"},{"start":3831880,"end":4029540,"speaker":"C","text":"No, they don't. No, they don't. For next year? No, we had agreed upon that already. Thank you. On that. Going back to three feet, like the numbers that were shared when we first started in April, some of the sites were, you know, low 40s return. Some, some sites were in high 70s to 80s. Is it. Are people coming back? Are they choosing like, what's, what's the take rate? And then I think last week you were talking about prioritizing the K through two classrooms. Is that still the priority plan? Or is there. Is there. Like, how are you prioritizing sites in classrooms again? So we definitely wanted to go the K2 route. And so what I'm going to send you board members is what the principals put together for myself and other cabinet members as far as working with their communities and where that lands right now. And as a Friday, you'll get that and it'll give you information for each school and what each community did. I'm going to use Taft as an example. Taft definitely had done all that legwork previously and nothing changed. But a couple kids, Garfield, the same thing, did all that legwork previously. And there have been, I think, another four that have come back to Garfield. Hoover is in kind of a different space right now where he's trying to look at grade levels. And Martin, his staff has already come in and done the guidance on three feet. Did you saw two classrooms that had that kind of. That mock classroom set up? And so he's still working with a couple of his grade levels to bring additional students back. And then it varies school by school. But what I was hoping for and which some of our sites did do, and you'll notice in that spreadsheet that I'll give you on Friday, so it should be totally complete. You will see that it ranges across the district where you have students coming back and spending a whole day or students coming back and spending a half a day. The range is different at each school site. So you'll notice that when you get that spreadsheet, it's actually Google Doc and it's done in several cases. So you're going to get that on Friday. We talked about it previously with principals and most of them have it all done at this point in time. But I'm just waiting for a couple. There's a couple school site councils that are meeting next week that they wanted to process with them first. And you'll note it, you'll see that noted on the response. And so that means a lot of places will stay hybrid or will they find other ways to deal with. A lot of places are still hybrid. Okay. Okay. On the assessments, I wanted to make sure I understood we have to give an assessment. Right. Like the question is, does it have to be the cast, which is like five days, lots of prep time, things like that, or I ready, which you're saying is an hour in each subject."},{"start":4030660,"end":4052360,"speaker":"B","text":"So we have to give the exam grades three through eight as part of our state accountability. The CASP has been shortened. It's not as long as it has been in the past, but it is still a high stakes test that needs to be given with a secure browser and has some other components to it that make it a more difficult test to administer than the IREADY and will I ready."},{"start":4052360,"end":4066900,"speaker":"C","text":"I know CAASPP was used before for, you know, middle school math placement, sometimes even later. Is any of that going to happen? We talked about this before with the midterm iReady. I wasn't sure what's the state of how the assessments are going to be used."},{"start":4067780,"end":4091030,"speaker":"B","text":"So we'll be using them for our own internal use in terms of some decision making for next year in terms of services and allocations of resources and maybe some professional development supports. But the placement for students in high school has already been made and so those decisions were made with the past information as well as additional assessments that the high school gave us to give to our 8th graders."},{"start":4092870,"end":4097510,"speaker":"C","text":"And is that true for the middle school placement or is that done at a different time?"},{"start":4098070,"end":4137260,"speaker":"B","text":"So the only middle school placement that is a little bit different than just moving in from fifth grade into sixth grade is the students who take the Accelerated Math Pathway exam. And that will be taking place this spring. The students will still be using the MDTP and the MARS exam and there will be some use of the iReady. We're not sure exactly at what scoring level that the students will be looking at, but it'll be a three pronged kind of data set of data points to make that decision."},{"start":4138620,"end":4146519,"speaker":"C","text":"Okay, I can't remember, does teacher input go into that too or is it really just the assessment?"},{"start":4147319,"end":4191760,"speaker":"B","text":"So that's. I would need to check with Kendall about that because this is my first time doing that and so I know that the teachers are involved in the administering and the scoring of the exam. Wendy, maybe you can answer that. Do the teachers make a recommendation in terms of having input into the placement as well? So it's highly dependent upon test scores, at least it has been in the past. But the teachers do mark a form that states based on test scores and it's essentially a formula where the placement would be. So they have narrowed it down so it's much more objective rather than subjective. The recommendation itself."},{"start":4194160,"end":4203960,"speaker":"C","text":"And at Kennedy there are recommendation, teacher recommendation. Sorry, I didn't hear. But that was that last comment. Dr. Baker. Kennedy there are no recommendations."},{"start":4206520,"end":4211720,"speaker":"B","text":"John, do you want me to say something about how we're adding Accelerated math to the other schools. Do you want me to say something about that now or."},{"start":4212200,"end":4218600,"speaker":"C","text":"I was hoping to do that in a future board meeting. But. But they all know. They all know because I meet with them every week. So they all."},{"start":4218760,"end":4225090,"speaker":"B","text":"Ok. So yes you do or no you don't."},{"start":4225570,"end":4233810,"speaker":"C","text":"Why don't we wait until we at a future board meeting that we're going to perfect what it's going to look like next year and the different positions that are coming."},{"start":4234050,"end":4234610,"speaker":"B","text":"Okay."},{"start":4235410,"end":4244130,"speaker":"C","text":"So the families can all hear about that. I know a lot of them have heard in school site council what's taking place, but if you're not on the school site council, you may not have heard yet."},{"start":4249020,"end":4251900,"speaker":"B","text":"I do have one question. Liz, thank you for the presentation."},{"start":4252860,"end":4257140,"speaker":"C","text":"Speaking of assessment, I know that the last time you spoke about the Iready"},{"start":4257140,"end":4262140,"speaker":"B","text":"and how the Adelante Spanish immersion kids"},{"start":4262140,"end":4263980,"speaker":"C","text":"get the option to take the exam"},{"start":4264140,"end":4269420,"speaker":"B","text":"in Spanish, I wanted to know what about the English learners."},{"start":4269420,"end":4272450,"speaker":"C","text":"I know that I had asked the question before and then maybe I just want to make sure that."},{"start":4272600,"end":4275240,"speaker":"B","text":"That maybe that you understood what I"},{"start":4275240,"end":4275960,"speaker":"C","text":"was trying to say."},{"start":4276520,"end":4285480,"speaker":"B","text":"If we're going to give the test to third through eighth grade and they're coming from another country, they may already"},{"start":4286680,"end":4288360,"speaker":"C","text":"know how to read and in fact"},{"start":4289320,"end":4293720,"speaker":"B","text":"taking the test and they're. I mean, I'm going to say Spanish, but again, it could be people from"},{"start":4293720,"end":4294600,"speaker":"C","text":"all over the world."},{"start":4295560,"end":4297040,"speaker":"B","text":"It might just make it easier for"},{"start":4297040,"end":4299020,"speaker":"C","text":"those students to get a better test grade."},{"start":4299020,"end":4311740,"speaker":"B","text":"I know I was an English learner myself and had I been able to take the test in Spanish, I'm sure I would have gotten a better grade than when I did take it in English. So is that going to be an"},{"start":4311740,"end":4316540,"speaker":"C","text":"option for this test? Would that be an option? Would that be a possibility?"},{"start":4316540,"end":4319140,"speaker":"B","text":"I know that Ms. Guzman over at"},{"start":4319140,"end":4321660,"speaker":"C","text":"Garfield did say that they do give"},{"start":4321660,"end":4323620,"speaker":"B","text":"those kids, I think the option, but"},{"start":4323620,"end":4325930,"speaker":"C","text":"I don't know what the other school school sites do."},{"start":4326170,"end":4330930,"speaker":"B","text":"So just to be equitable and for equitable purposes, I think that would be"},{"start":4330930,"end":4335210,"speaker":"C","text":"something that would be good if that is what we are able to do with our students."},{"start":4336890,"end":4418730,"speaker":"B","text":"So grades three through eight will have to take it in English because that's comparable to taking the CASP in English. So they could take it additionally in their primary language, but they will have to take it in English. But one of the things that has happened in the past couple of months is Ninfa Zuno, who is now our. Our Tosa on special assignment working with Newcomer students, has given all Newcomer students the IPT in Spanish. And so Information about their abilities in the primary language has been documented and shared with every school site. So we do have that information in terms of reading and writing and listening and speaking in Spanish for the students. But in terms of this particular assessment, grades three through eight need to take it in English. They can take it again. And it would be different if they took it again in Spanish. I don't know. Just today we had a conversation with the principals about that and I've asked all of them what it is that they would like to do, particularly in grades one and two, where there is the option. But in the upper grades, I don't know if they want to give it to the students twice, but we're looking into that. So question with that. Thank you for the response. If they were to, of course they have to take it in English, but if they were to be given the"},{"start":4418730,"end":4421770,"speaker":"C","text":"option, and obviously parents would have to be notified as well."},{"start":4421770,"end":4437100,"speaker":"B","text":"Right. Then what would happen if a student takes the test in English but decides to take the test again in another language, let's say Spanish, and they get a better grade in Spanish, how would we. Is there going to be a."},{"start":4438860,"end":4440060,"speaker":"C","text":"How would that be graded?"},{"start":4441020,"end":4525410,"speaker":"B","text":"So it's not used for a grade. Right. It's used to give us information about what the students have learned and what they know. And so this is information, year end information that will be shared that the teachers will be able to see, of course, but it will be shared with the parents in terms of the learning, growth and progress over the year. We're not using it for placement. We're not using it. When we present the information to you, it will be presented in a way that we're looking at trends and we're looking at some basic information in terms of successes and some areas of need. But the only place that it was used in terms of a placement decision was it was one of some criteria that the high schools used in placement for the eighth graders moving into ninth grade. And that was their February assessment score. It'll be a part of a series of criteria that will be used in terms of potentially putting students into an accelerated math pathway at Kennedy next year. But otherwise we're not using it for placement. I'm not sure if that's your question, Cecilia. It's more to give us information about the success of our instructional program. Yeah, I think I just used the wrong terminology, but yeah, like an evaluation. Right. You just want to know where they're"},{"start":4525410,"end":4526930,"speaker":"C","text":"at with the test."},{"start":4527330,"end":4530610,"speaker":"B","text":"Right, right. And. And what, what we need to do better."},{"start":4531890,"end":4532770,"speaker":"C","text":"Okay, great."},{"start":4533490,"end":4541890,"speaker":"B","text":"Thank you. I Think."},{"start":4542450,"end":4547630,"speaker":"A","text":"Maria, did you have anything? No, I."},{"start":4548510,"end":4550670,"speaker":"C","text":"My questions have been answered. Thank you."},{"start":4551550,"end":4568510,"speaker":"A","text":"Okay, so let's see. I had a. One question I did have is, do we have. Does the board have to make a formal approval of the test we're taking, or is that really just up to the district? We just decide and do it right."},{"start":4568590,"end":4570440,"speaker":"C","text":"The board does not have to make that decision."},{"start":4570760,"end":4679890,"speaker":"A","text":"Okay. Okay. With that said, I do want to say that I support the Iready proposal that you made tonight. I do think it makes a lot of sense for our district, and I think at the end of the day, it's better for students. And I also think it'll be more useful information for our teachers and staff as we move forward together. So thank you for proposing that. I also did want to suggest kind of following up on what Cecilia said. You know, we don't want to over test the kids, but particularly for our staff, native Spanish speakers, the newcomers, and also those that are, you know, kind of still learning the language, there is an opportunity to see both the Spanish and the English. And those I know as a board member, I would be interested in seeing that, just to see if there is a variation or at least if you could just let us know. You know, I think we're making it optional, so we may not. It may be apples and oranges that we're comparing. But I would just say if it does come to a point where there's useful data, could you circle back and share that with the board? I would be. And I imagine the rest of us would be interested as well, just to see. I think it kind of goes back to what Cecilia said is, you know, we don't really have that data regularly that the board sees, but our gut tells us that the kids would do better if they were able to test in their primary language. Right. That they're actually getting the material. It's just hard to express that in the language that they're still learning. I think you understand my comment on that. I did want to say, you know, back to the protocol testing for Covid. I also am very supportive of the idea that you proposed tonight. I think that makes a lot of sense. And just for. I think the board knows this, but for the audience, the extra testing that we've been doing, particularly around students. What did you say, Dr. Baker? We spent in the last month, since"},{"start":4679890,"end":4683490,"speaker":"C","text":"we've been taking, since we started, it's about $200,000."},{"start":4683890,"end":4747660,"speaker":"A","text":"Yeah. So it's a lot of money that could be going directly for students. And although it was important, when the Virus was more rampant in the community. There's a lot more protocols in place at our school sites, and we can move to the symptomatic. So I just want to say thank you again for proposing that as well. And I know other school districts in San Mateo county are also moving in that direction because I've had some conversations with other board members. And there's also the downside of false positives that have shut down some classrooms when in fact the COVID test was a false positive instead of a real positive. Right. And then, let's see. Oh, I did have a question on independent study. So our board policy, I didn't get a chance to look at it yet, and I can do that. But you had said that it allows us to do it for a year. And I did have a question. Is that. Is there any issue with the state not allowing us to do that, or you think that that'll still go forward?"},{"start":4748060,"end":4770240,"speaker":"C","text":"It'll still go forward. According to Claire Cunningham, it will still go forward as long as you have the policy. She says keep your policy in place. And then I spoke to Wendy, because Wendy works with the policies now, and she said it was for this school year. And then we're going to go back and revisit it. So I think we're going to be fine. Great."},{"start":4771200,"end":4796110,"speaker":"A","text":"All right. Those were my only questions or comments. So thank you very much for everything that you're doing. Really appreciate it. And I know we're getting emails and phone calls from various parents saying how happy they are to have their kids back and forth person. And for those that are doing distant learning, that seems to still be working for them as well, for those that made that choice. So anyway, thank you very much for all that you guys are doing."},{"start":4796510,"end":4818360,"speaker":"C","text":"So at the next board meeting, we'll just be talking about the next school year and then the positions that we are, you know, moving forward with. So you all know about these positions and you all have the spreadsheets. So now I want to share them with the community so that everybody's on board in the direction in which the district is going for the next couple of years."},{"start":4821160,"end":4853130,"speaker":"A","text":"Okay. All right, So I think we are done there. All right. And thank you, Wendy, for answering a lot of those chats. I think we got to most of them or all of them. All right, so we are on to. Let's see. See, there's no consent items, no action items. So we're on to board and superintendent reports. Anybody have anything"},{"start":4855050,"end":4876220,"speaker":"C","text":"I can go? Oh, sorry, Janet. I attended the Courageous Conversations meeting for The Mandarin Immersion and Orion and just listen to the parents and you guys"},{"start":4876220,"end":4878300,"speaker":"B","text":"should be getting the video."},{"start":4878380,"end":4880700,"speaker":"C","text":"I think it's only being shared with the board."},{"start":4881820,"end":4882220,"speaker":"B","text":"So"},{"start":4884140,"end":4950890,"speaker":"C","text":"that I also attended the migrant ed meeting. I tried to, whenever possible, at least get there once a year if I can. And Linda and Gina did a wonderful job. There were a lot of questions from the parents that don't belong to our school district. Not that they don't belong, but that don't have children in our school district. And for the audience, our district provides services to migranted families that have children in private schools and in charter schools. We also do the same with special ed for them where we do the testing. So I think that there's still a lot that they don't understand around finances, budgeting. They feel like they're not given the same level of services that our students are getting. And they don't understand"},{"start":4953050,"end":4953970,"speaker":"A","text":"that, you know,"},{"start":4953970,"end":4957290,"speaker":"C","text":"for a lot of it, our school district is paying"},{"start":4959050,"end":4960730,"speaker":"A","text":"for that and that"},{"start":4960730,"end":4964490,"speaker":"C","text":"that money is allocated only for our students."},{"start":4965530,"end":4967530,"speaker":"B","text":"So anyway, they did a good job"},{"start":4968010,"end":4973220,"speaker":"C","text":"and I was happy to see that the parents continued to be engaged. And that's all I have."},{"start":4978810,"end":5042710,"speaker":"B","text":"So Mike and I attended a bond committee meeting followed by the Citizens Bond Oversight Committee last week. Let's see. Elisa and I had a meeting with Andrea Garon around our Wellness Committee. Brief conversation there. And then I attended the RCTA Climate Committee meeting with John and Wendy. And then this morning we had a short Redwood City Together meeting to vote on the new logo as it's changed the name from Redwood City 2020 to Redwood City together. We had a 90% vote towards the one that was chosen. So almost everybody there was in favor of the one that was selected. So John and Elisa, I'm going to send that information to you because the graphic designer is still willing to make some tweaks on it. So I'll let you know which one was chosen and you can email Rafael by. He said by Friday if you have any suggestions for tweaks to go on that one. So I'll send that to you guys tonight. And that's all I have."},{"start":5043030,"end":5046230,"speaker":"A","text":"And I did send my feedback to them. I couldn't make the meeting."},{"start":5047750,"end":5051590,"speaker":"B","text":"Right. And I'm pretty sure one of the ones that you chose was the one that was chosen."},{"start":5051840,"end":5061120,"speaker":"C","text":"So. Janet covered my two the bond committee and the since oversight."},{"start":5066720,"end":5068240,"speaker":"B","text":"Elisa, I forgot one."},{"start":5068880,"end":5102570,"speaker":"C","text":"I also attended the webinar with where Antonio Perez spoke about mental health and the services that we provide to our students and our families. So he did a good job of letting People know all the services that we have available. And I think the most important thing he said was that we're not alone. There's always someone that can help out there. Just keep asking. So thank you for sending Antonio, Dr. Baker."},{"start":5106500,"end":5107620,"speaker":"B","text":"I don't have anything to report."},{"start":5110180,"end":5305060,"speaker":"A","text":"All right, let's see in addition, what other folks said. I did attend a meeting that the city of Redwood City posted with partner agencies, and there was two county health employees on the call, along with Karen Lee from the Sequoia Hospital, Sequoia High School District. I mean, healthcare district. Excuse me, Sequoia Healthcare District. We have the wellness coordinator from the Sequoia Union High School District, and then Andrea Garon from our district, our wellness coordinator, and then Jason from RCF and myself were there. And this was a meeting to talk about. Just to give you a heads up that, as you probably are aware, the city has a approved six retail establishments for cannabis, and they will be getting some money from those on an annual basis that will go to the city for cannabis education and drug prevention and that sort of thing. So they're working with the school partners around what we're already providing and how that money might be best used. And it will be somewhere between 60 and 120,000 a year on an ongoing basis. So we had a very robust discussion and more on that soon. But I really want to say that I appreciate our city partners reaching out to us. I do think that although it's not, you know, a ton of money in the scheme of education, what we need to provide, always something is helpful. And so I do think that there was some good discussions about what we're already doing and what more we could be doing with their support. So we'll be moving forward there. And then when Janet and I met with Andrea, we did talk about the desire for a wellness report. So I talked to Dr. Baker about that, and hopefully we'll have a wellness support. I think we were looking at May or June, depending. We'll work out the calendar and see when we can fit it in there. But that'll give everybody an update because there's been a lot of questions, particularly around counseling and mental health and all of what we're providing. So I think that'll be a good report for us to get. And then I did attend the webinar on broadband that CSBA organized, and I don't know if anyone had a chance to go to that. It basically just talked about the importance of broadband for all Internet, high Internet access for all, which we all know it's something that we've looked at in the next year. I will say that there's a lot of activity with the legislature both looking at a $10 billion bond that would help with getting broadband out to the areas that do not have broadband right now. So rural areas and those pockets in urban areas that do not have good broadband access. So there was a healthy conversation about that as well as a couple of bills that are coming through. So more on that soon. I'm sure there'll be some advocacy that we can do, but I think the conversation is moving in the right direction. And that's a silver lining from COVID Right. That I think it accelerated that conversation in a way that we all knew it needed to happen. But with telehealth and education and everything"},{"start":5305060,"end":5306340,"speaker":"C","text":"else, there's a recognition."},{"start":5307140,"end":5310340,"speaker":"A","text":"All right, that's it for me, Dr. Baker."},{"start":5311780,"end":5312420,"speaker":"D","text":"Item."},{"start":5313300,"end":5439310,"speaker":"C","text":"There was a Redwood City Together meeting for all the executives on that committee and there's heavy discussion on the direction of Redwood City City Together because some of us had to meet in committees. And it just seems that the data that we need to look at has to we have to come to an agreement. What data and what goals are we actually going to work on? Because if you look at the goals that the new executive director is working off of, he's working from three different entities that provide. So as an executive group, we're going to meet and then come back to the leadership group and see what you think, because it's all over the place. It's hard for Redwood City School District to it's our real house is definitely getting students at grade level to read at grade level by third grade. But the whole bit about family, prosperity and so forth is not in our area. So that was one of the goals. And I just said, oh, great, we can't do that. So we're going to be revisiting that again and bringing it back to Leadership Council because there's a lot out there that's being presented. But to grapple with it and then each entity, each organization do something around it. I said we couldn't do it. The education piece is us. The other piece, I'm sorry, that's we don't have staff, we don't have bandwidth and can't. So we're going to come back as a group and then bring it to Leadership Council to look at the goals again. That was this morning. But everything else, I think I was at one of those meetings. Everybody except for the one that I was schools to go to that Anthony went to. So please you went because I was at cboc. I'm glad I went because there's some questions that came up about the school year. That's it for me."},{"start":5440030,"end":5458590,"speaker":"A","text":"All right, thank you. Okay, so under information, there's 13.1, the San Mateo County Investment Fund and the 13.2 quarterly Williams report. Any questions or comments on those? All right, correspondence."},{"start":5463310,"end":5463870,"speaker":"B","text":"Okay."},{"start":5465230,"end":5495790,"speaker":"A","text":"Other business suggested items for future agenda. We did talk about the Wellness Report and board agenda calendar. So I think we did decide. I think a notice went out to board members, but just for the audience. We will not meet on June 3rd, but we will meet the last three Wednesdays in June, correct?"},{"start":5496750,"end":5497310,"speaker":"C","text":"Yeah."},{"start":5498190,"end":5503470,"speaker":"A","text":"And then I think, Dr. Baker. We wanted to also ask the board about."},{"start":5507640,"end":5507880,"speaker":"D","text":"Meeting."},{"start":5508920,"end":5534390,"speaker":"A","text":"So May 7th, we have the board retreat and Dr. Baker has another urgent thing that he needs to go to in the morning. I think it's Stanford, right? Some. Yeah. And so what we were thinking about doing is maybe doing a half day on. Oh, and also it's the Kent Awards from four to six on the seventh. So we were thinking. What were we saying? Maybe we would meet from when to when?"},{"start":5534630,"end":5551110,"speaker":"C","text":"Maybe it'd be a possibility to meet in the morning. And the morning times anywhere from like 11:30. Start about 11:30 and we can go until 1 and stop because of the Kent Awards starting at 4, if I'm not mistaken. Is that what you said, Lisa?"},{"start":5551110,"end":5551590,"speaker":"A","text":"Yeah."},{"start":5551670,"end":5557430,"speaker":"C","text":"And if we could continue on the 21st, which is, you know, two weeks,"},{"start":5562240,"end":5574680,"speaker":"A","text":"And in the 21st, I think I have something in the morning. I'm going to see if I can get out of it. But if not, we could start that day like 10:30 or 11. Right. Is what we talked about. And go for a few hours that day. So kind of split it up in"},{"start":5574680,"end":5577040,"speaker":"C","text":"two days, if that's possible. Correct."},{"start":5580960,"end":5588200,"speaker":"A","text":"Okay. So we'll try to firm up the times and Eliana can send them out to everybody and just make sure they're okay and people can get them on their calendars."},{"start":5589320,"end":5590840,"speaker":"C","text":"Okay, great."},{"start":5591720,"end":5603240,"speaker":"A","text":"Any other changes? We're getting towards the end of the school year. Rapid fire. Okay. All right. So I think that's."},{"start":5603640,"end":5604360,"speaker":"C","text":"That's it."},{"start":5605000,"end":5608280,"speaker":"A","text":"Unless there's anything else, I believe we're at the end of the agenda."},{"start":5609090,"end":5609490,"speaker":"C","text":"Yes."},{"start":5610290,"end":5616490,"speaker":"A","text":"Okay, so next Wednesday we're meeting at 6:00pm Right. For the bond study session. Is it a 6:00'?"},{"start":5616490,"end":5621330,"speaker":"C","text":"Clock? Okay. Yes. Okay, great."},{"start":5622690,"end":5649370,"speaker":"A","text":"Okay. So do I have a motion to adjourn? I'll second Cecilia and Janet. All right. I think we're good. We all say okay. All right, well, thank you. Everyone. Thanks to our audience. Thanks to all of our panelists. Appreciate all of you, and we'll see you next week."}]}