{"date":"2022-11-09","type":"Board Meeting","videoId":"18bH59uzfNA","audioDuration":5855,"speakers":{"A":{"name":"Alisa MacAvoy","role":"Board President (per roll call response and context)"},"B":{"name":"María Díaz-Slocum","role":"Board Vice President (running the meeting as President per roll call 'President Diaz')"},"C":{"name":"John Baker","role":"Superintendent (per context of superintendent reports and staff role)"}},"utterances":[{"start":51220,"end":51460,"speaker":"A","text":"It."},{"start":287790,"end":311320,"speaker":"B","text":"Okay, let's get the starter, And we'll try again. Okay. Evelyn, Roll call, please. Trustee McAvoy. Present. Trustee Walts."},{"start":311320,"end":311640,"speaker":"C","text":"Here."},{"start":311720,"end":386610,"speaker":"B","text":"Trustee Lawson. Here. Vice President Marquez. Here. President Diaz. Welcome. Present. Welcome, everybody, to our board meeting this evening. We always love to hear from our community. So if you're at home, you can fill out a speaker's card on the Google form. If you're here, you can complete a form and give it to Evelyn. Okay. If you want to speak to the board or any of the items that are on the consent calendar, please let us know because we will have to pull those items. They get voted all at once. And with that, do we have any changes to the agenda?"},{"start":389900,"end":409020,"speaker":"C","text":"If there's nothing to discuss about them and no comments, I'd propose we move the second readings to the consent agenda. So that's 8.1, 8.2, and 8.3. And I also think we should. Again, if there's discussion, we should move the Measure U addendum application to consent as well. That's 8.4."},{"start":410220,"end":414790,"speaker":"B","text":"Okay. We're all in agreement. Okay. Huh?"},{"start":417110,"end":424630,"speaker":"C","text":"I'd like to pull item 7.6 from consent items. We'll bring that back at a future meeting."},{"start":430390,"end":434710,"speaker":"B","text":"If there are no further changes, can I have a motion to approve the agenda?"},{"start":436710,"end":437510,"speaker":"A","text":"So moved."},{"start":438950,"end":439350,"speaker":"C","text":"Second."},{"start":440350,"end":465630,"speaker":"B","text":"All in favor? Aye. Do we have oral communication, Evelyn? Yes. Okay. Please call the ones that are here in person first. Everyone gets three minutes unless we have tons of speakers, which doesn't look like that's tonight, and then the ones at home as well."},{"start":474540,"end":485500,"speaker":"C","text":"Do you want to do your Z. Who did. Oh, he was incorrect. No, you're fine. You're fine. You're. You're actually going to present, so."},{"start":485580,"end":530210,"speaker":"B","text":"Okay, you're fine. No, speak your comment. Okay. And we have none online either. No more. No. No other speaker cards. Then let's move on to the item 6 bond program consent items. Can I have a motion to move these Items with item 6.6 being removed and coming back next time? Sorry, that correction had my finger on it."},{"start":531570,"end":533170,"speaker":"C","text":"Yeah, I'll move to approve."},{"start":534770,"end":537730,"speaker":"B","text":"Second. All in favor? Aye."},{"start":539330,"end":546610,"speaker":"C","text":"Before we go, someone just submitted online a speaker's card. That's Bri, who has her hand up. So do you want to go back?"},{"start":549390,"end":555150,"speaker":"B","text":"Okay, so let's go back to item five for a moment, and then we'll continue on to seven."},{"start":567710,"end":590440,"speaker":"C","text":"Bri, you need to unmute. There you go. Go ahead. She needs to mute because it's her. It's on her end. Bri, if you would unmute."},{"start":594280,"end":594760,"speaker":"B","text":"Hello."},{"start":595160,"end":596040,"speaker":"C","text":"There you go."},{"start":597560,"end":598760,"speaker":"B","text":"You know what? I'm right outside."},{"start":598840,"end":600680,"speaker":"A","text":"Let me grab my notes and come right on in."},{"start":603070,"end":603470,"speaker":"C","text":"Okay."},{"start":603550,"end":604350,"speaker":"B","text":"Be right in."},{"start":656610,"end":663730,"speaker":"C","text":"Come up to the podium and turn the mic on. Turn. That's the button. The right. The button on the right hand side."},{"start":664450,"end":665090,"speaker":"B","text":"Okay."},{"start":669250,"end":669970,"speaker":"C","text":"There you go."},{"start":670210,"end":670690,"speaker":"B","text":"Perfect."},{"start":671010,"end":671570,"speaker":"A","text":"Good enough."},{"start":672210,"end":672690,"speaker":"C","text":"Yes."},{"start":673090,"end":673570,"speaker":"A","text":"Hey."},{"start":673570,"end":677650,"speaker":"B","text":"Good evening. Gotta catch my breath."},{"start":677820,"end":678140,"speaker":"A","text":"Brie."},{"start":678380,"end":787870,"speaker":"B","text":"I'm Bri Hanney. Thank you for serving the Redwood City students. I appreciate you. My hope tonight is to start an ongoing conversation with you, the school board, a conversation I've already started at my school site. I've just returned to the district since the pandemic and I have a concern to address tonight. Recently, our third graders listened to the book True you, A Gender Journey. A teacher selected the book and three middle school GSA students read it aloud to the third grade classes. I encourage you all to read the book yourself if you haven't yet. One offensive part of this decision is our students are being presented theory as fact, a controversial theory, and obviously theory is not fact, adding further offense. This theory, gender theory, seeks to challenge, if not disrupt their identity. Some pages from True you, A Gender Journey read It is fun to be a girl sometimes and sometimes a boy. It's up to you. Who decided there should be words like boy and girl anyway? Sometimes in the morning I feel like a she, and later the same day I feel like a he. People might think your body is a clue to who you are. It is what you think that matters. As you grow older, you might change how you feel about who you are."},{"start":787870,"end":789230,"speaker":"A","text":"I'm gonna read faster because I know"},{"start":789230,"end":880140,"speaker":"B","text":"I got three minutes. I support books that reflect realities. It is great for a teacher, counselor, or librarian to have a list of books on hand in the event that a family reaches out looking for such books. But to read this particular book, True you, A Gender Journey to a Whole Class is the opposite of helpful. It makes light of a serious mental problem of gender dysphoria. It encourages the thought to physically alter a perfectly healthy body of a minor. Not an adult, but a minor who hasn't yet begun puberty. I turn now to my questions Some what are the specific values our schools intend to impart on our children, and how are they already showcasing those values? How can we create transparency so parents don't learn by chance that their children are learning controversial theory as fact, but are made aware of it prior to enrollment? I suggest we work together so parents aren't taken aback by the school's value system while casually reading through the school newsletter, which was the case for me. So I thank you for listening to me. And I sincerely look forward to being in touch for ongoing conversations. Thank you for your time. Do I hit the button again?"},{"start":883020,"end":883660,"speaker":"C","text":"Thank you."},{"start":883820,"end":888140,"speaker":"B","text":"Thank you. Thank you for coming and for sharing your concerns."},{"start":892470,"end":893510,"speaker":"C","text":"Right, right."},{"start":900950,"end":912310,"speaker":"B","text":"Okay. Now moving on to the consent Items on item 7 without 7.6, can I have a motion to move set items?"},{"start":912710,"end":913350,"speaker":"C","text":"So move."},{"start":917040,"end":926000,"speaker":"B","text":"Second. All in favor? Aye. And I think that was it."},{"start":930160,"end":931759,"speaker":"C","text":"Yes. Board reports."},{"start":932640,"end":938160,"speaker":"B","text":"Elise, What's that?"},{"start":938160,"end":939440,"speaker":"C","text":"I was saying don't forget to write."},{"start":940000,"end":1127950,"speaker":"B","text":"Yeah. Okay, let's see. So we all went to the Orion ribbon cutting. I'll let somebody else talk about that because that was a very special day. I was able to go to the Dia de los Muertos at Adelante Selby, and my guess is a few of you made it there as well. Really wonderful just to see the turnout. And I know at every school, any event they're doing right now, they're getting the biggest turnout they've had just because people are so excited to get together. And it was pretty clear that was the case for this one. I went to the Orion after that. They had a. They had a Halloween parade one weekend or Halloween party. And then the next weekend I did go to the author Illustrators Fair as well, which was really nice. And that was really great to have back in action. And they had a lot of the same authors and illustrators there. And I noticed some of the former teachers and other staff were coming in. It was like a homecoming for them. It was very fun to watch. I did talk to an art consultant that's helping, you know, Susie Payton, and there's a group that are working on a feasibility study for a community art center. So they wanted to talk to a, like a school representative. And we knew that John was very busy last week when they needed somebody to talk to him. So I went ahead and talked to them. It was like a 45 minute interview just to get the sense of things from a. From a school district. And, and so that's moving along. And they are going to do a survey. I know they've already done one survey, but they want to do a very pointed survey to like principal leaders and PTO leaders to really kind of dial in more on specific school needs, which I think would be great. Hopefully it won't take very long, but as soon as I get those links, I thought I'd send them to you, Dr. Baker, and then maybe we can get them out. I think they really do, you know, if in fact it goes forward, they want it to be a resource to the Schools, which would be great. You know, looking at things like performing art space. It might be a smaller kind of stage, but it could complement what we have at our school sites. You know, art studios and things that maybe people could go on field trips or use after school or on weekends or whatever. So anyway, and then, let's see. I did go to Peter Fortnaz memorials. Well, Celebration of Life. And I think I had. This is. I'll keep this one, but this is an extra one that I'll just pass around if people want to look at that. Really an amazing ceremony. I know Dennis sent information, too. And yeah, I think there was, you know, 750 or 800 people there. It was truly amazing. And then I forgot the Mandarin immersion program. They put this together. I think they were going to drop one off with you, Dr. Baker, and I'll just pass it around. But it's. They basically started with TK through their fifth graders, and it's just sort of a compilation of work and they wanted to share it with us. It's pretty amazing, of course, to see the characters that they're all writing. Anyway. Okay, so that's it."},{"start":1128430,"end":1130750,"speaker":"C","text":"Yeah. Liz got to sub in one of the classrooms."},{"start":1130830,"end":1148740,"speaker":"B","text":"Oh, you did? I did. My Mandarin wasn't quite a fakar. Well, they probably helped you though, I imagine, right? A little bit. All right, so I'll pass that around as well. We're going to have to get you some support, Liz. Mike."},{"start":1151380,"end":1221600,"speaker":"C","text":"Okay, I. Let's see. I did the. I attended the San Mateo County Chamber Education Committee meeting on Wednesday afternoon. There was quite a bit of discussion from Kevin Mullen's office about state test scores. I went to the cboc, the Citizens Bonds Oversight Committee. That was last week, I think on a Thursday night. We have new committee members that joined. So that was. That was nice to see some new faces there. And then went to the logo redesign meeting, which was the first one, was the kickoff. And I'll tell you my absolute favorite part of it was just hearing from all the staff members who, like, they went to school in RCSD and are now back working here or their kids went to our. I mean, they were fascinating stories that they were sharing and it was just so awesome to hear that sort of deep rooted, like, connection to community that came out from it. It was. That was my favorite part. And Jorge runs a great meeting. He really, like gets everybody engaged and knows how to give people kind of that prompt to be able to participate and get that in. So that was. That was great. He's a great facilitator"},{"start":1225530,"end":1226690,"speaker":"A","text":"I think mine were covered."},{"start":1226690,"end":1244170,"speaker":"B","text":"I went to the Orion ribbon cutting. I was at most of the chamber education committee meeting. And then I don't know if you said, Elisa, we had a policy committee meeting earlier this week with. With Wendy. Yeah. Yep. That's all I have. Yes."},{"start":1244170,"end":1277750,"speaker":"A","text":"So one of the things that Alyssa forgot to mention, her and I were part of the superintendent Advisory Council on Monday. And so Dr. Baker and we had Maeve with the special ed department and Maggie talk to the parents and teachers are part of the committee about special ed. You know how it works. And then also the enrollment process that is taking place now. And Jorge along with his team were here on Saturday registering about 56 families, I believe. And so."},{"start":1279420,"end":1324200,"speaker":"B","text":"And that's it for me. Thank you. Well, all mine were covered, but the Orion ribbon cutting was really special. It was great to see that project finally coming together. And I think from the projects we started way back then to this, it was just really nice to see it. And I think it was also for me seeing the children and the families and how happy they were. And I agree with you, Elisa. They are so, so happy to be back at the school activities. I heard them at Roosevelt. I couldn't make some of the events because I had to work, but I did get to talk to the families that went and they are just loving being back. So,"},{"start":1326120,"end":1416790,"speaker":"C","text":"Dr. Baker, a lot of mine were already mentioned, but I'll mention the ones that you need to be aware of. So I have been working with the county of office of San Mateo in regard to a grant that's coming to the county office and they are the facilitator and it's South San Francisco ourselves. And then the special, the small special ed department that they do have that are participating, it has to do with mental health and it also has to do with a lot of writing. But Liz is not writing this. Ana Paula is, is. Has been very instrumental in working with me on this along with Mary McGrath from the county Office of Ed. And our biggest thrust is the wellness center. As you know, I had spoken about that before and, and we had had a, a meeting a year ago, like towards the end of the school year, I think. And I was kind of thinking that maybe now we couldn't do it, but it looks like it's going to come to fruition. So the county, in what I know as of yesterday in our work with Mary, 40% of the dollars will be coming to us hoping because Mary McGrath said there is a lot of money coming from the state and from the federal government regarding mental health."},{"start":1416950,"end":1417260,"speaker":"A","text":"So."},{"start":1417410,"end":1795840,"speaker":"C","text":"So each year we could continue to utilize it more in a fashion that not only for the wellness center, but also for the community at large. So I'm keeping my fingers crossed. I think, oh, gosh, is it mid December? We have to have it into the county Office of ed. So we'll be working on it for the next few weeks, but I think we are there. Ana Paula and her team did an amazing job at getting the data which we needed. And if we wouldn't have had that data, it would have been difficult for us to move forward. I know South City was kind of looking at something similar, but they're nowhere near where we are. So they decided that 40% of it would definitely, if we get it, go to the Redwood City School District. So I'm very happy about that. We. I also visited Clifford, along with Superintendent McGee from the County Office of Ed to look at the NUA strategies that are being used in some of the classrooms. And so she wants to have a meeting later on with NUA and also myself and some of the other superintendents. And because I chair the superintendent's meeting every month, she says that's something she would like to have put on the agenda. So I'm working with Linda Montes on that and with Simone and one of her other. It's either Robert or, I can't remember Stephanie, to be with her to present to the superintendents. So that. That took place last week. We already mentioned Superintendent's Advisory Council. I did work at work with Northstar last week and helped Sarah out as being, you know, principal with her. And while she did some observations in the classrooms. And then I later on went in to observe with her. And then I was at Cloud yesterday helping Melissa doing the same thing. She could get in the classrooms and I could be doing other things for her in the office. And then I went to some of the classrooms afterwards with her, too. And it was really interesting. I got an email last night from. From a parent at Roy Cloud who her daughter spoke about me coming to visit the classroom and how engaged I was with the kids. And they asked me questions and so I answered the questions and we just talked and we had a really good time. She was so glad you're doing that and you're back to doing things like that again. And Hoover visit was also last week and very telling. And parents are very concerned. You know, we were there to talk about North Star and the testing and the testing for all second graders. And so they brought up some of the concerns. And I Think I've been touched. If you've already met with me this week, I already touched on those concerns. And so later on, I'll be writing a memo to you regarding when I finish with the Bayside concerns and how we can move forward to kind of address some of these. Okay, our meeting will be tomorrow. So I'll share with you tomorrow. Tomorrow. But I think the. I've shared with the other four. So a very good meeting. But a very good meeting. And out of that meeting, I did get two more parents for the advisory council last this. This past week. So that worked. So that worked. And we were gonna try to get them to get onto board meetings, but I don't see anybody logged on. So I'll still keep working on that. And then the last piece is regarding the Hoover shooting that took place the Hoover park, not Hoover School. The Hoover park shooting took place the first week of August. I met with Lt. Conover and Don Matt Matai or Mati from the county of San Mateo to look at, number one, what can we do that can better provide safety at Hoover? So, number one, what the lieutenant required is requesting, and they will do it. The police department is meet with the. With pal, Meet with school staff, and also with the Boys and Girls Club on the issues of lockdowns and to really make sure that everybody's on the same page. The other thing that he is requesting, along with Don, is that there are more walkie talkies at that school site, because Lupe was with me at this meeting, and we were walking around the Hoover campus, the Hoover Park Boys and Girls Club. And the question came up, how many walkie talkies do you have? And she told him, and he says, that is not sufficient for this campus. So what is going to happen is that we are going to do another walk with Lupe and Martin and determine the number of walkie talkies. And the county is going to pay for it through Warren Slocum. The other piece that they said was necessary was those cameras for in the back where you're coming in and you're coming into. To the school and where you're exiting the school and to make sure that those cameras are in place. And Warren said, I just need to get him again the quantity. And the county will pick up that cost for us. And the third. And the final thing is that around the preschool area where there is the fencing. And. And they said either the. To. To cover that fencing with that green mesh or that with those wooden slats. And I talked to Warren about that, and he said, well, let's see what the cost is and maybe they can pick that up, too. So we're moving in a direction of making it more safe. And we have talked to a couple of the parents to let them know that this is in the works. Yes, I wish it would have happened already, but we're moving forward with this and I'm hoping by the time when we're back from winter break, it's done. You know, provided the cameras are available and then the walkie talkies, I think is a. Is an easy thing to do. I think it's real easy just to order them and get them here. But I'll be talking to Martin and to Loop because Lupa was going to give me the number because she wanted to meet with PAL and she wanted to meet with the Boys and Girls Club also to determine the amounts. I think that's it."},{"start":1800240,"end":1817920,"speaker":"B","text":"Moving on to information. 10.1. San Mateo County Office of Ed Review of 202122 Unaudited Actuals of Redwood City School District and Connect KIPP and Rocketship Charter Schools. Do we have any questions or comments? Nope. Okay."},{"start":1819050,"end":1825850,"speaker":"A","text":"I did have one question, So maybe you could just."},{"start":1826330,"end":1854870,"speaker":"B","text":"Oh, yeah, I. I sent Rick one question and I know you responded to me, but I still am a little bit confused. So on the page two of the letter, if you look at that fourth column that's yellow, it says unaudited actuals. What. What is that? Because it's very low. It's not our full amount. So I'm confused. You're correct."},{"start":1854870,"end":1857630,"speaker":"A","text":"I actually took your email as the"},{"start":1857710,"end":1860350,"speaker":"C","text":"two bottom graphs on the side."},{"start":1860350,"end":1871350,"speaker":"B","text":"Oh, okay. That's. That's why the response was. You and I were. We're talking apples and oranges. Okay. So do you see what I mean? Isn't that weird? I think they dropped in the wrong column."},{"start":1871350,"end":1872830,"speaker":"C","text":"Yeah, we'll have them correct that."},{"start":1872830,"end":1917670,"speaker":"B","text":"Okay. That would be terrific. Thank you. Good thing. I thought it was. Yeah. I'm just looking at it. I was like, I don't know who's. Whose budget that is, but I don't think it's our budget. And then it's funny the way I. It was a confusing way I asked. Yeah. Anyway, it was a hard thing to do over email. Okay, thank you. So you'll. You'll follow up with that? I mean, you know, it doesn't necessarily change things because they're just reporting back to us, but I think we reported to them and they looked at. So we know what the numbers are. But I just thought if the public looked at this or something. They might be confused. So great. Thanks. Okay. That's my only question. Now on to empower math and reading teacher presentation. Yes."},{"start":1917909,"end":1923430,"speaker":"C","text":"I'll let you introduce this. I took your thunder last time. Put your mic on."},{"start":1923510,"end":1937840,"speaker":"B","text":"I'm going to share my screen. Okay."},{"start":1938000,"end":1938800,"speaker":"C","text":"In your mic."},{"start":1939120,"end":2251610,"speaker":"B","text":"Oh, thank you. So it brings me great pleasure to bring you part two of our empowered learning professional development series and the information that you received at our last meeting about our framework and our empowered learner Redwood City student framework and how that's looking as Branya and Kathy are. I'd have to take this out of it. Are working with our digital lead learners. And so tonight we have how that looks in working with our content areas. And so we will be talking to you about what our empowered learner professional development looks like working in the content area of math and in reading. And so my friends and team members are here today to talk to you because they are responsible for different content areas and so they will be showing you their slides. But you know, Branya, who was part of our presentation last time, and Laura Pulido was also here and they will be talking about reading. And then we have Kendall and Robin who will be talking about math. And again, they'll say a little bit more about themselves and about what their program looks like. But I. We're so fortunate to have them with us here tonight and I really appreciate their being here. So I just want to say a little bit about how we developed, in addition to the overarching, the framework of the Redwood City profile of our student. We really connected that. I want to make sure that this is pointed out to you to the mission and the vision that was developed in the past couple of years in our taking a look at the safe and supportive and inspirational and rigorous classrooms. And that our mission is that our district is thriving and dynamic and innovative and nurturing. Right. So as we look at how we provide professional development, we want to reflect these values as well. So as we developed our theory of action, we started with the students and we thought about if we want our students to see themselves as successful learners in reading and math and science and social studies. And a little bit later on, we can also talk to you about our science lead learners program that we have as well at their grade level, doing their work at their grade level, and to be able to communicate what they're learning in a variety of ways and working together with each other to explore and to construct their knowledge, then our classrooms need to provide that for them. And the classrooms need to provide multiple Ways for the students to learn, to represent their learning and to reflect on their own learning. Right. That it's not just a one size fits all curriculum or approach to teaching. So in order to provide that in our classroom, then our teachers need to have professional development opportunities that mirror that. Right. So that the teachers are goal setting, that they're choosing their learning methods, they're choosing the ways to show what they have learned and that they reflect on that, because those are the qualities we want to develop in our students. And so in order to develop that in our students, we need to develop that in our teachers so that they have those same experiences as well. And that I put in here, there's nothing about us, without us. You may have heard that it's a very common statement in a lot of advocacy groups in that don't just tell us what to do, right. Don't just make the laws and have us implement them if you haven't involved us in the making of those decisions. And so we are doing as much as we can to involve our teachers and our administrators in the development of these methods and of this way of looking at education and way of looking at what we want to see in our students so that they are bought into the work and that they are helping us design the work as well. We don't have all the knowledge ourselves that it's a shared construction of knowledge. And then of course, related to our equity board policy that is the foundation of this work. And I know there have been some questions about the schools that are involved and the teachers who are involved, but foundational. And our team will talk a little bit about that. Foundational to this work is the development of an equitable practice and a way of looking at students that starts to turn around the historical underrepresentation of students being successful in these subject areas. So again, we've got Kendall and Robin, Kendall Klein, Robin Stone, I didn't say their last names first time. And our literacy learning leaders, Bronya Whipp and Lara Pulido, who will be discussing with you tonight what these programs look like. And again, I just can't thank them enough, not only for being here, but for the hours and hours of time and preparation that go into. Because it's not just here's a curriculum, you know, it's being designed together, and it takes a lot of time to. To really think about it, to plan it, to collaborate, to bring people together to work on it. And these guys have just spent many, many hours working on this. And so we're going to start with The Math Equity empowered learners."},{"start":2257530,"end":2258330,"speaker":"C","text":"There you go."},{"start":2258650,"end":2259290,"speaker":"B","text":"Okay."},{"start":2259450,"end":2260250,"speaker":"A","text":"Is this working?"},{"start":2260970,"end":2263530,"speaker":"B","text":"Yes. Okay, well, I got the clicker."},{"start":2263530,"end":2269370,"speaker":"A","text":"Okay. Hi, I'm Kendall klein. I'm the 6th through 8th grade math teacher on special assignment instructional coach."},{"start":2269930,"end":2279880,"speaker":"B","text":"And I'm Robin Stone, Kendall's math partner and the TK through grade five math instructional coach. All right."},{"start":2279960,"end":2772960,"speaker":"A","text":"So the Math Equity learner group, this is kind of our flow of where, where it came from and where we hope it goes. And so really it started off of the piggybacking of the digital elearner group and seeing what impact they were having on the teacher leadership and collaboration and seeing the excitement that the teachers had. And so prior to the pandemic, really us as a team, looking at the longitudinal math data and those equity gaps that have been identified, they're kind of everywhere. But for us, it shined a light on focusing what our staff development, getting our training and our learning. And so we were given the opportunity to attend Coaching for Equity and a national equity project. And the county also presented pathway to EGRAL math instruction countywide. And that was during the pandemic early on. And so myself, Robin and some of our other teachers were able to participate. And that really spurred some conversation and more questions, as you know, educators often have and leading to the desire to improve the outcomes for our marginalized students based on what our data is showing and what, you know, as a nation and in our state. And so again, kind of learning from some role models for the idea of creating a math equity empower group as well. And so this allowed myself, especially during the pandemic, to create a cross district connection among teachers and through our feedback with other PDs and coaching sessions. That was something that teachers were really missing, was that connection with other teachers and something that's on a bigger topic, specifically what we learned from that county session with Math Equity. So from there, I'm in year three now of the group and you'll see the impact that we've had in terms of the teachers participating, the students and how it's grown, which is step three, where from our learnings on the individual coaching, which is what we also brought some of our learnings from step one into individual coaching and group coachings and just, you know, meeting with math teachers in general, whether they're new, veteran or somewhere in between, then pulling those learnings and experiences into our site, math PLCs as well. So we offered our services and so we have been leading Math PLC's professional learning communities at Hoover and Taft. And so we've done Two, we're going to do three next week at Hoover. And we just started at Taft. And this is with all the teachers TK through 8 and Hoover and then the TKA 5 at Taft. And really the goal of this is kind of getting back to like pre pandemic phase where we were able to meet regularly. And so having our teacher math leaders from the empowered group and from our PLCs, increasing that teacher facilitation and collaboration district wide to get back and focus on a group emphasis on solving, you know, this big question we have on how to eliminate those equity gaps. And so from the learnings across 1, 2 and 3, bringing it together. So our empowered teachers are now empowering other teachers and coming together out of our silos, so to speak. And so that is our ultimate goal, is to bring it all together and get back to that teacher math leadership. And so the purpose of the meal program is to provide the opportunity for teachers to do these three things. What I want to point out is the purpose of our coaching, whether it's with an individual or a group, these are our goals. But what the meal program does is it allows the teachers to actually be the windows and mirrors with each other, to reflect and discuss these topics and push each other in these areas. Not just it coming from, you know, us as a district or me as a coach, it's coming from them. So it's examining actions, beliefs and values around teaching mathematics in a safe and open community of teachers as learners and practitioners. Engage in your own classroom research to set goals and to shift instructional beliefs and practices towards equitable math education that provides access to engaged deep mathematical thinking and learning for our students in the margins. And reflect on individual practices in the classroom and identify next steps in your equitable mathematics journey that will close the equity gap, whether that gaps within your own classroom, at your site or district wide. We have different kind of tiers or levels of how we look at that. All right, so you've learned about the framework of the learner framework. And so these are just some quick snippets of how we are kind of fitting those, those categories. So empower learners with this group. It is an opt in. We, we recruit, we open application and we take all who are interested. And so by choosing, they are seeing the goals that they're saying for themselves through this group. And it's the reflections on equity and intentional shifts of their practice, instructional practice, the knowledge constructors. We are doing it through professional common book studies. It started with a pathway to equitable math instruction which was county and then from there the interest continued. And so creating that empower group we start continued with that. But there was a lot of curiosity and questions still about what culturally responsive pedagogy or teaching is. And so culture Responsive teaching in the brain by Zaretta Hammond was what they came across in that first pathway to equitable math instruction. And they chose the next direction of what they wanted to focus on in that learning group. And so from there the topics that are covered really how do we support, you know, students building community and relationships and leveraging the partnership of learning as well as who's doing the cognitive load, the learning and lifting with the cognition. And from there the building thinking classrooms is our next educational journey as the group. And so that's really focusing on how do we elicit deep, rigorous exploratory thinking in mathematics. And reach and access, provide access for all effective collaborators, honest and safe conversations within this group that again, windows and mirrors, but also help push each other and have a, sometimes a sympathetic ear. Education and teaching is a challenging and rewarding job. And through that pandemic, when they kind of lost that, you know, passing the hall, passing the classroom, checking in with each other, this provided that outlet which came back from a lot of the feedback from my forms and exit surveys and then creative communicators, we kind of started there. But this is step four is really having the teachers as our presenters, the teachers facilitating meetings and future learnings, like helping guide more teachers in this journey as well. We have already brought some of them into supporting, being middle school reps and some representation in the K5 pilot math pilot. And so they, they'll be checking in, they'll do another little mini presentation again with that group through the lens of the equity and looking at data. And so this for this year, it's similar to what we did in the past. This is our professional, professional learning cycle. And so it follows, you know, they have asynchronous work, it's a rigorous time commitment. And so they have asynchronous work that they need to do. It's reading, it's reflecting, it's discussing and it's trying things that are suggested from the literature which are research based. Then we have that meeting, we use the facilitated book study. And this is where they really have those deeper conversations that they don't necessarily get to have in the structure of their, their workday. And so in between meetings they are now trying it, collecting data and implementing some of the practices that are in this text. And then we come back, share experiences, reflect Fine tune what worked, what didn't work, and then tweak it and go back at it, and that cycle kind of continues. And so there's 14 practices. And so we'll get to the book and then hone it in and then by like January ish, it'll be pulling all the pieces together to make it synthesized. And so we'll get to the PLC portion."},{"start":2780370,"end":3009630,"speaker":"B","text":"Right. So building on the work that Kendall has been leading with the meal program, we have been collaborating a tremendous amount in order to bring a unified math vision to the sites and to the teachers. And this vision includes the teachers in constructing their own knowledge and collaborating. And last year I was invited by Edna Cardona at the CDC to facilitate professional learning community in mathematics for the preschool teachers. And so I'm in year two of facilitating a math professional learning community for the preschools. All seven sites, we come together on a regular basis. We do math together, we've been exploring and implementing curriculum together, and we have been learning together. And it's been very powerful for the preschool teachers. Building on that experience and Kendall's experience as the facilitator of the meal group, we have collaborated on site level professional learning communities at two of our priority sites. Hoover K8, Hoover Community School K8 and the Taft Elementary School, which is TK5. I'm sorry, Hoover is a. Well, you know, it's TK as well there. TK8. So in order to facilitate these professional learning communities, Kendall and I do a tremendous amount of planning in advance and then we bring the teachers together for in person, hands on work, where they're working in random groups with teachers from other grade levels. And then we compose for them resources that they can utilize asynchronously in the times between our meetings. And so what I have on this slide here are just the Google classrooms that we have created for each of the professional learning communities. These are robust and dense resource filled digital classrooms that have videos and all sorts of links, hyperlinks and apps and so forth. And we also will create these launch pads for teachers for each session that they attend with us so that they have immediate access to the resources that we present to them on those sessions. And for the child development centers, I've been sending out a regular newsletter for the preschool teachers, showcasing the teachers work with the children in the classrooms so that the teachers are seeing their own work represented, their own work in mathematics with their children represented in their newsletter as well as I've been working with the preschool teachers on implementing a push notification system in Spanish where They can send short video clips to parents to help those parents learn how to engage with math activities with their preschool age children. And we aspire to do something similar to support both the Taft and the Hoover parents with engaging in mathematics at home."},{"start":3013390,"end":3014110,"speaker":"A","text":"And so."},{"start":3014110,"end":3024430,"speaker":"B","text":"Oh no. Well, why don't you comment on. So you comment on spring and then I'll just chime in."},{"start":3024430,"end":3105270,"speaker":"A","text":"So spring is really that carryover from the group that started the, in the San Mateo county office pathway at the Pathway to Mathematics Instruction. And so we had representation from Clifford, Garfield, Hoover, Kennedy, McKinley and a span from 8 4th to 8th grade. Unfortunately, Clifford teacher was new to the district. She left the district and otherwise she said she was going to continue. I have that written in the survey. And then in the next year all those teachers continued minus the Clifford and we gained third grade. So you know, middle school teachers sometimes, you know, they see it advertised for middle school, they think it's not for them. But we were advertising to the lower grades as well. And so we were lucky to get three or two of them from the third grade. And then Garfield six and eighth grade again we added an eighth grade from Garfield and then the same teachers there. And so moving forward we've got a smaller selection of teachers, but they have been with it from the beginning. And so from Garfield, McKinley and North Star. And with that we are, we are kind of have a tiered approach. So we are, we have our empowered learner group who's going deeper into the work with the hope of that step four of bringing it back to district wide and then the site level. We're using what we've learned through these programs to then implement and bring along our sites as well."},{"start":3106470,"end":3185530,"speaker":"B","text":"And what we tried to do for you is quantify the impact of our empowered learner programming in mathematics by sharing with you the, the increase over time of the, the quantity of teachers who've been empowered by our work in the district as well as the increasing quantity of students who have been empowered by their empowered teachers. So here are some empowered teachers engaging in rich math tasks. They are at the Taft Math Professional Learning community. They are working in mixed grade level groups and they are engaged in non permanent vertical surface group work. And these are strategies that come from our Building Thinking Classrooms in Mathematics book. And we wanted to share this with you to so that you could see we're asking teachers to engage with one another and do math in a different way so that they will be empowered to do math in a different way with their students."},{"start":3186330,"end":3239330,"speaker":"A","text":"And there's a common progression theme here of fractions. So we're playing those fraction tasks in through the lens of their planning and their engagement. And so this one, this is a classroom where they are then utilizing the vertical non permanent vertical spaces. Vertical whiteboards but they call it that from our reading and it increases engagement time on task and communication within the teams and the teachers and students. We saw it in both and so turning around and using it with the kids provides a lot of opportunities for thinking and learning and community communication to happen. And so we have a couple of videos from our participants in mail and just wanted to have a moment to share that with you."},{"start":3241490,"end":3243650,"speaker":"C","text":"So how remember what do we have to do?"},{"start":3244370,"end":3245490,"speaker":"A","text":"Oh this has to do. Yeah."},{"start":3245490,"end":3261630,"speaker":"C","text":"Okay. So that we can all hear it. Like a meal or the N group and talk about a few things. I joined the meal group to change. Tired of hearing the change didn't really happen."},{"start":3261630,"end":3264470,"speaker":"A","text":"All about me. Not really see happen."},{"start":3265110,"end":3269350,"speaker":"C","text":"I decided to be more active and in the situation. So I wanted to look."},{"start":3271350,"end":3288960,"speaker":"A","text":"Neal connected me with some amazing educators all over the district and grade levels showed me there was a network that that we work together, we study together, build a really strong relationship and we have a chance to talk kind of"},{"start":3288960,"end":3293920,"speaker":"C","text":"challenge this idea of equity that we face all to be able to grow"},{"start":3293920,"end":3298240,"speaker":"A","text":"and re grow my conviction of why I became a teacher. With the help of the new group"},{"start":3298800,"end":3300680,"speaker":"C","text":"I learned to kind of reassess some"},{"start":3300680,"end":3306120,"speaker":"A","text":"of my more challenging students into their teachers and now know all the scholars they want to learn."},{"start":3306120,"end":3311200,"speaker":"B","text":"All students want to learn. I just need to understand the students the scholars."},{"start":3315280,"end":3315680,"speaker":"A","text":"So"},{"start":3318240,"end":3324000,"speaker":"C","text":"and also shout out to all my members I can't wait to see you personally catch up. And."},{"start":3330010,"end":3332890,"speaker":"A","text":"Right next page."},{"start":3360740,"end":3369380,"speaker":"C","text":"And and then Liz, turn your mic on so maybe the audience could hear it. I don't know if they can hear it or not. There. Oh that one."},{"start":3378580,"end":3525360,"speaker":"A","text":"As we progress to the year. I'm very appreciative of them doing the recordings. You know we don't feel very comfortable recording ourselves so I big shout out to them for doing that and I just took some snippets from the feed feedback with this previous year and there was there was more but two of the stars the takeaway they love the way the book is science based connecting what should be our teaching strategies to have students learn best and how to build a foundation of learning partnership students in collective capacity and creating a culturally responsive community of learning and the one wish and this was because we were still in the transition of like not being able to go to all the sites and all that they they want to meet in each other's rooms and they want to give them a chance to see how we are incorporating strategies, not. Not for critique, but to borrow ideas. So again, to create that empowered learner, the. The communication, the constructing knowledge, and it's from them. And so we aim to do that this year and this one. The final thought from one of our participants, it was amazing. I have been teaching for a long time and I felt this class helped me to look deeper into my practice. I did some things differently that I really feel made a huge difference. Thank you so much for helping me be a better teacher. And that last comment really isn't me. I facilitated, like, I helped them connect and it was them, what they brought to the table, every meeting, what they decided, you know, be vulnerable, to share and to, you know, take risks. And so that came from them. I was just lucky enough to be able to facilitate it. And so I'm excited to see how this next year goes and how we will take that and bring in more and spread the love, I guess. And that's it. So thank you for giving us time to share what we've been doing. Thank you."},{"start":3525680,"end":3526320,"speaker":"B","text":"Thank you."},{"start":3531120,"end":3545040,"speaker":"C","text":"Did you want to be what? Did you want to stop to ask questions regarding the math and then we can start the reading? Or do we want to wait to get. Okay, perfect. All right."},{"start":3552810,"end":4040470,"speaker":"B","text":"And then we have to stand really close to it. It doesn't. Got it. I'm Branya. And I'm Laura. And we started. We don't have as much content because we just started this program. We've had two whole group meetings so far and some small group meetings, but so mostly we're just excited about the path. That's right. So we'll start by sharing a little bit with you about our purpose and how we came to be. We are calling our literacy group the EL3 group. And last year, coming back to full time in person teaching was really exciting. Exciting. We were. We all were glad to be back. It also was a challenging year. Right. We found ourselves in need of some changes because our children came back and they had different needs. Last year, we were approached by several of our reading specialists, several teachers across different sites who had concerns and ideas and suggestions about how to best meet the needs of our upper grade students who were still at the early stages of reading development in some cases. And so we did what we do really well, which is we did a lot of research. Yeah, we did a lot of research. We read a lot of books, we attended webinars, listened to many podcasts and attended trainings ourselves. And then of course, we went out to the various school sites and talked to different teachers to find out what they were seeing in the classroom, what resources they had available and what they felt that they needed. And so that is how this EL3 program program came to be after we discussed it with Liz and she supported us in moving forward. And so here we are. So the next slide tells us a little bit about our vision, which is that this EL3 group is based on the learner framework which you have now heard a lot about. It leverages the research around the science of reading, but it is combined with the research about how multilingual learners learn to read. That is really important to us. And of course, equity is in the forefront. We believe that all our students should learn to become skilled at reading and writing and able to express and communicate their learning in a variety of ways and that they do so in joyful and rich learning experiences in the classroom. So the idea is working together all of the members of our cohort, we're going to craft a plan to finalize rollout and implement this new district literacy vis district literacy vision in a way that also avoids pitfalls that have been experienced by other districts and states who try to make changes to literacy programs in a more top down fashion without really getting a chance to try it in classrooms first and see what feels that it's effective, what feels doable in a timeline. And so we're creating this together and so far the, the enthusiasm and the effort and the dedication has just been really wonderful to see. So we wanted to give you also a little bit of a run through of how the teachers, in addition to what obviously is going to be benefiting for our students. The teachers again are learners. Just like we talked about two weeks ago. The teachers are empowered learners. They're creating their own goals for how they want to approach their learning about literacy instruction and heavy on the iteration and the reflection cycles. And how is this working? They're choosing which modifications to make and what to investigate. Everything has been very collaborative, both in our whole group and also each site based group with the teachers and the reading specialists and the two of us working together. We're multi, we're evaluating multiple sources. We do have a book study that we are just now starting in the meeting that's coming up on Monday. So I am not talking very much about it because we haven't started it yet, but and then just working together to really understand what can we do to help these students learn to read better and Enjoy it while they're doing it. So, you know, there are of course some benefits, as Bronnie already mentioned, to embark on this work with a small group of individuals and staff. One, of course, is that we are learning and practicing what we're learning right away so that we can come back and reflect on how that went, what worked well, what do we need to tweak. And we're doing that with the work that we're doing with crlp, the California Reading Literature Project, which you'll hear about a little bit more in a bit. Another thing that we're doing is that we are choosing the assessments to use, making decisions about which assessments make the most sense and why, and then learning how to evaluate that data to make instructional decisions in the classroom. And right away. So that's a big change. Another major benefit is that together we're crafting this handbook, right? So teachers and specialists are supporting us in how to move forward as we embark on this new vision for our district next year. They, they are collaborating with us. So we're empowering our teachers and our specialists in this collaboration process because ultimately they're going to be the ones in the classroom making these changes and supporting their peers in potentially creating change at their school sites. So we wanted to share with you some of what the teachers and the reading specialists are saying to us about their excitement for being in the group, but also what they really want to see for their students when it comes to literacy. I don't know that we need to read them all to you word for word, but basically what you really see is just wanting to impart a love of reading and the confidence that comes with that love of reading. And again, it's a very new initiative, but already we see so much enthusiasm and so much dedication behind what the teachers are doing. Oh, this is me. So we have a year long program. The first part of the program is more about the learner framework and how do we inject that into literacy practice. And really a lot of time on understanding, assessment, feedback, iteration, reflection for students and for teachers. And then starting in January, the director of the California Reading and Literacy Project is going to be hosting a series of trainings with us on the science of reading and how to implement it in classrooms. Then we'll be integrating some of these new I put integrate new techniques into instruction and iterate in January and May. But we've been going to classrooms for the last two weeks and it's already happening. These, our teachers are already really trying. Let me try some more knowledge construction. Let Me try some more effective collaboration. They're raring to go. And, and we've already talked a little bit about how do we make this more generative, how do we make this more open discussion. You know, you really can talk about phonological sequences in, in class. It doesn't have to all be just a piece of paper in front of you. It's been really exciting. But. So that's our calendar and then in the end we'll be putting it all together in a, in a more comprehensive and systematic way."},{"start":4043590,"end":4043850,"speaker":"A","text":"So."},{"start":4044160,"end":4143919,"speaker":"B","text":"So we have some amazing individuals in our EL3 group. We have 12 teachers and seven specialists across eight of our sites. You can see on the chart that K5 classroom teachers are represented in this group. And this is one of our first grade teachers at Roosevelt. This is Kayla Kamalay and let's listen to her thoughts thoughts about joining this, this group with. We can listen to her. And that's all we have. Thank you. So, comments or questions?"},{"start":4150010,"end":4181750,"speaker":"C","text":"That was awesome. That's just really just so inspiring. I just so glad that you came here and presented that tonight. Kendall, Robin, Laura, Branya, Liz said it at the very beginning. I can't thank you enough. I think I want to echo that statement too. It's really neat to hear all of that. A couple of things that, just to clarify because I know that this is an opt in program and Kendall, you had mentioned that before, but the PLC is everywhere everyone attends, right? At the, at the school?"},{"start":4183510,"end":4183910,"speaker":"B","text":"Yes."},{"start":4183910,"end":4207110,"speaker":"A","text":"All the math teachers that teach math. Yeah, yeah. But Most of that's K5. And then we have the middle school math teachers that come in. And so it is all the teachers and we're walking them through different phases of the learning that are in this instance paralleling the building thinking math classrooms which is what our empowered learners are going to be doing and getting deeper with it to then kind of bring it all together. But yeah, so all the teachers at"},{"start":4207110,"end":4238960,"speaker":"B","text":"Hoover and Taft and I'd like to add that at Hoover we have a unique opportunity to work with the special day class preschool teachers, the TK teachers all the way up through the 8th grade teachers and in the CDC centers I'm working with all the teachers. So the lead teacher in a typical preschool classroom you have a lead teacher and two assistant or associate teachers. So every teacher is participating."},{"start":4240000,"end":4264910,"speaker":"A","text":"And then on that level too we also do some of the one on one coaching being invited in. So I think between us we've hit four or so and one caught us on the way out from a meeting and asked Robin to Come and, you know, check in with her and talk more about the math and some of the learnings and curriculum. So different tiers and levels of working with the teachers."},{"start":4265790,"end":4268590,"speaker":"C","text":"Cool. Yeah, go for it."},{"start":4271070,"end":4299800,"speaker":"B","text":"Yes. Thank you very much to all four of you. Really appreciated the information. So it's kind of a follow up question. I'm just curious, when are they actually? Because I know some, some of the work's happening in the classroom in the regular instructional day, but clearly some of this is happening outside of the day when the students are not there. So could you talk a little bit about when and how often that's happening? Are the teachers getting stipend for that? I'm just curious a little bit more about."},{"start":4300280,"end":4304360,"speaker":"A","text":"So for the plc, it's through their site meeting. So if it's related to that."},{"start":4305720,"end":4321830,"speaker":"B","text":"Tuesdays, yes, we're meeting with, for the site level PLCs. So that's the preschools, the CDC, Hoover and Taft. We're meeting with them once per month during their faculty staff meeting time. Okay."},{"start":4322310,"end":4367540,"speaker":"A","text":"And then coaching along the district. It's they invite and then we work our schedule with them. The empowered learner groups. We stipend by the hour, we calculate the time in terms of meeting time, asynchronous work time, and then the extra coaching that goes along with that. And so that's kind of all calc that it not kind of. It is, we budget it out because that is some of that deeper working that they are doing on their own coming back. And so there's more, there's more depth to that and accountability, so to speak. The PLCs were doing the trainings like a conference or what have you or a meeting and then they take it and try it. And we've had admin that have been able to also watch and so see some of the things that we're doing as well."},{"start":4367700,"end":4403610,"speaker":"B","text":"And I'd like to add that I'm very grateful to Ana Herrera, who at Taft is stipending her teachers to collaborate with me after school on Thursdays. So I have been at Taft almost every Thursday since the beginning of school to support the teachers, specifically in mathematics. It's a priority at Taft school. And so I have been working with grade level teams on very specific mini coaching cycles around trying out specific strategies or meeting the needs of specific learners."},{"start":4404410,"end":4404810,"speaker":"C","text":"Great."},{"start":4405290,"end":4449170,"speaker":"B","text":"Well, yeah, thank you very much because I know time is so precious with educators. And so I was just curious how you're making that all work. So that's wonderful and really kudos to the two of you. And of course, all four of you for really putting this together. And then, you know, another kudos to those teachers who are signing up and really doing this because it is extra work. But I'm sure they see the benefits in their educational practices. So it is really just amazing. Right? I mean, it's, it's. And I, I love that it's teacher driven and individual goal setting. So it's very meaningful for the teachers, you know, where they're at and what they need. And so, yeah, just really amazing. Really great to hear. Thank you."},{"start":4450850,"end":4583780,"speaker":"C","text":"And then the other question I want to ask either John or Liz was like, what, what are, what are, what should we be expecting for the outcomes if we're looking at this, like, if we're looking at this program in a year or two years, like, what are some of the outcomes that we'd expect? We saw a bunch of the leading indicators of the number of teachers infected and the students, students affected by it. But are there other outcomes that we should, that we as a board should be looking for? Well, as a superintendent, what I'm looking for definitely is the difference in instruction and what is happening in the classroom and how that is really changing now. That's, that's one thing, of course, we'll probably see later on down the road. Test scores, of course, will most likely improve. The thing that I wanted to ask, you know, all four of you, it would be as, as we move forward and continue these teachers, it would be great if they become mentors to others in the district, similar to what we're doing with another program with the NUA program where they get a stipend for the year. But there is that piece where they, you know, they are the mentor, they're going in and they're working with the teacher and they're, you know, doing exactly what you're doing. So it'd be great to see it in that fashion because at this point in time, it's really difficult for us to do pd. It's not like in the I'm going to age myself and the days when you had the full days during the year, and I know parents didn't like that, but at least gave us the time to meet with teachers and to do the pd. And now our days are not as plentiful and we are thinking of possibly doing something different, but we don't know yet for next year. But this is just amazing work of getting it out there in this fashion. The training, the pd, working with the teachers. So kudos to all of them and another plug for if we did not have a staff development team because my colleagues do not have this. Every time I talk about it, they say, well, how do you do that? And. And it was a person that started this with us for many eight years ago. Yeah."},{"start":4584660,"end":4599860,"speaker":"B","text":"I was just going to say for the, for the audience or for those who don't know, we've just been really fortunate that we've had some outside funding from individual donors. And then of course, we've used some of our grant money and other sorts of things. You know, one time money and lots"},{"start":4599860,"end":4601710,"speaker":"C","text":"of money in the lcap. Really great."},{"start":4601710,"end":4669060,"speaker":"B","text":"Right. So we've made it a priority as a school district, but we've also had community support, you know, as well, which has been great. Can I add something too in my question? In terms of what we'll see, what we expect to see, it's not so we feel like, like John just said, that there will be an impact on content learning and that of course is a primary goal. But we also think that we'll be seeing additional positive effects in student attendance and student behaviors in classroom climate, you know, in relationships with the teachers and the students and the students among the students. Right. It's all meant to be, you know, what we want to see happen in our classrooms that is nurturing, creative, you know, positive. So that the experience that students have when they come to school is multifaceted and that we believe that this kind of approach, we do this. Again, back to the theory of action. If we're doing this with our teachers, then this will also support that, that kind of impact on the classroom. But this is definitely about developing teacher leadership."},{"start":4669060,"end":4669500,"speaker":"C","text":"Yeah."},{"start":4669500,"end":4699930,"speaker":"B","text":"So we have amazing teacher leadership in our staff development team. But every teacher is a leader. Right. And so every teacher has that opportunity to develop these skills that they can share, whether they are paid to do it or whether we are able to set up more structures where there is more learning time that can happen within the school day, where teachers are released to work together, plan together more frequently, that they're not very much now. Right. And they can share these experiences with each other. So those are things that we're thinking about for next year also."},{"start":4701610,"end":4729050,"speaker":"C","text":"Yeah, that's great. I love hearing about the positive, healthy environment that it can sort of be creating for, for, you know, in the classroom and at the school. That's wonderful. Love the prioritization that's in here too. The within a priority program. But just prioritizing this alone within it, you know, saying, hey, where, where is the. Where is the biggest need? And then trying to go after and address that because we do only have limited resources. So really appreciate hearing that."},{"start":4729050,"end":4729450,"speaker":"B","text":"Yeah."},{"start":4730330,"end":4731290,"speaker":"C","text":"Thank you so much."},{"start":4735540,"end":4809660,"speaker":"B","text":"So I think my questions have been asked already. I just want to thank you, first of all, for the presentation. I think your programs are phenomenal. I want to go back to Liz. What you talked about at the very beginning was our mission, vision and values that, you know, we developed a couple of years ago. And as a board, we were really thoughtful and mindful about when we were putting those together and researching what we wanted to develop into our mission, vision, values and wordsmithing that we spent a lot of time on it. And I think I just want to say I really appreciate how much everyone here has taken those mission, vision and values very seriously. And I see those at work, especially in this presentation. We talked about wanting to create a safe and supportive environment. And I see that very much in the programs that you guys are doing. And I. Kendall, I think it was you that said the teachers are being vulnerable. They're sharing, they're taking risks. That's because you guys have created that safe and supportive environment. So I just want to thank you guys for doing that. And I think this work is super important. So I appreciate that. That's all."},{"start":4814230,"end":4926470,"speaker":"A","text":"And of course, I think we will never get tired of saying thank you. And of course, not just to you, but everybody behind the scenes, all the teachers, like we've said, you know, you guys are leaders and you guys are running the Redwood City School district like we should. And so I do appreciate all the hard work and collaboration that goes in. I had some questions that I don't know whether you guys were the ones that responded or not that I submitted to Liz. And I do appreciate the fact that the teachers are opting in to join and collaborate in this program, are doing a fabulous job. One of the things that I would like to see, just like Dr. Baker mentioned, is I would like to see some of the younger grades starting, especially with literacy. The way I see it is engagement begins when the comprehension is there. And if we don't get the kids early on with the literacy, some of them may not even get the math concepts. That would then just make it harder. And so, you know, I do see one of my emphasis on my questions were on slide 14. And, you know, again, we have third, fourth, sixth, seventh and eighth grade teachers. And I understand time is of essence. And not that every school or, you know, teacher may have the time or they are doing other programs, but again, if we could get the students to be engaged and just up to par with all their other classmates, it would be phenomenal. And obviously we are doing a good job. Don't get me wrong, everybody, just. That's a really good job. I just want to make sure that you guys know that you guys are very appreciated and we do appreciate everything that you guys do."},{"start":4926550,"end":5046040,"speaker":"B","text":"So thank you again. Ditto. I'd like Cecilia said, I think for me, reading has always been at the forefront. If you cannot read that question, you can do the math problem. If you cannot read the instructions, you can't do it. So thank you for all your hard work and for moving us forward. I really like the idea that you are inclusive and that teachers feel that they can join and are. They feel safe, as Janet mentioned. And, you know, we would like to see those results now, but I know it takes time. That's the one thing that's always been hard for me waiting. I want it now, but it will come. So thank you for all your hard work, for getting out there, for giving the teachers the support and for really being willing to do so. Not everybody volunteers. And Liz, I know know you've had a lot to do with this, so thank you for doing that, for getting them. You know, she. She gets the right tools for the right job. Right. And she supports you and Dr. Baker and those thunder that we don't mention, that has been our angel. We have really been really lucky to have that so that we can have this for our teachers. Because being in the classroom can be lonely, frustrating. And especially right now with all the pandemic and all the changes, I think people want to be together. They want to have that support. So thank you again, Dr. Baker."},{"start":5046840,"end":5091150,"speaker":"C","text":"I think everything's been said. I'm so grateful for all of you, for all the staff development. It's just amazing group, an amazing group of what you do with what we have and having to go to the school sites as often as you do your schedules. I was coming out of a school yesterday and here was staff development coming in and they're going to. I'm going to such and such classroom. So thank you so much. Thank you. You're greatly appreciated. You probably don't think that, but. But you are. You very much are very much are. So thank you. And you don't have to stay for the rest of the meeting if you don't want. I know you have a big, you know, tomorrow tomorrow and all that."},{"start":5093630,"end":5094350,"speaker":"A","text":"Thank you."},{"start":5094990,"end":5095550,"speaker":"B","text":"Good night."},{"start":5096270,"end":5117130,"speaker":"C","text":"Good night. Thanks a lot. They're amazing. We do have. I. I got it. I was reading a text from Jorge and Michelle, a parent From Hoover that did want to become. That did want to speak, and she got online late. Will you let me. Okay."},{"start":5117130,"end":5117530,"speaker":"A","text":"Yeah."},{"start":5117690,"end":5119529,"speaker":"B","text":"Go back to oral communication now."},{"start":5119530,"end":5120890,"speaker":"C","text":"Yes. Yeah, for a moment."},{"start":5121370,"end":5122250,"speaker":"B","text":"We have time."},{"start":5122410,"end":5146100,"speaker":"C","text":"So, Jesse, the. It's. She is Liz. And Jesus, if you. If you. Okay. Senora. Si, puedezar. Elizabeth. Her mics. Her mic's on."},{"start":5146420,"end":5146780,"speaker":"B","text":"Off."},{"start":5146780,"end":5287680,"speaker":"C","text":"I mean, on. Senora. Let me see if I can get. Michelle is on. But. But she can go ahead and speak. Senora, sipuel conosotros. I see a little dots are there. All right, let me text real quick back. Says she's there. Yeah, I know she's there, but for. But for some reason, she's not connecting. And I see. Jorge, you're on. So. No, he's telling me that she. She wants to speak. Senor Elizabeth, I don't know what the deal is. Oh, that's right. That's right. Okay, Jorge, if you can. I know you're listening to the meeting. If you could contact Elizabeth and tell her that we tried and if she wants, she can go ahead and send an email to myself and I will then take that. She's trying. She kind of had this problem the other night, too, when we were on the. She had to disconnect and she had to come back in. We'll ask her to come in person to the next meeting. Okay. All right. Okay, Jorge, thank you."},{"start":5290560,"end":5293760,"speaker":"A","text":"No, she's not able to log up."},{"start":5293760,"end":5298000,"speaker":"B","text":"Log back in a minute or two. Try it again."},{"start":5325130,"end":5341430,"speaker":"C","text":"Michelle says she'll call her and interpret for her. Okay. Unmute. Michelle, can you unmute Michelle? Ramon? All right, Michelle."},{"start":5342470,"end":5343030,"speaker":"B","text":"All right."},{"start":5343190,"end":5346150,"speaker":"A","text":"Please be so kind to give me a minute."},{"start":5346790,"end":5347510,"speaker":"C","text":"Will do."},{"start":5382740,"end":5644290,"speaker":"A","text":"Okay. Good night. My name is lizbeth estrada. I'm a mom from hoover school. I have two students, one in kindergarten and the other one in the special day class in preschool. The reason why I'm reaching out to you is because I would like a safety guard or safety measures for that area that. The preschool area in the back of Hoover where there have been some incidents. As a mom, I am super worried for the students and the staff at Hoover for their safety. So the reason why I'm reaching out to you is to ask for a safety guard while the school is on session so this person could guard the area that is by the park and next to the Boys and Girls Club. So I. From the bottom of my heart, I ask to you to keep this in consideration. We really ask for the. For the safety of Hoover for the students and the staff and everyone who is inside. I know you will listen to me. And I want to thank Dr. John. She means Dr. Baker, because he's really active. He has listened to her regarding the security cameras, and she thanks you in advance for all the support you can provide to Hoover School. She wants to thank you all for listening to her, to paying attention to this matter. She thinks Dr. Baker. She thanks myself and she appreciates being here and she bless you all. Thank you."},{"start":5647730,"end":5688920,"speaker":"B","text":"Thank you, Michelle. Gracias, senora. Moving on to 11.1 correspondence. We had emails from Bree Hennings, who we heard from today, Chris roble and Megan O'Reilly. Any others? Yeah, there's also. We're hearing from another community member about questions about the CBOC. And I know that Dr. Baker's working on that. Those as well. I think those were mainly."},{"start":5690680,"end":5691240,"speaker":"C","text":"Yeah."},{"start":5694120,"end":5708120,"speaker":"B","text":"So 12.1. Possible other business suggestion items for future agendas. None. Okay. Board meeting calendar. Do we have any changes there?"},{"start":5710440,"end":5727960,"speaker":"C","text":"There are no changes. It's just that next week we are really focusing on the SPSAs. And I know Ms. Wolf has already sent you a folder with them, and if you're like me, I've been going through them. The principals will be virtually with us also at that meeting."},{"start":5729080,"end":5735480,"speaker":"B","text":"And then I think we have a closed session next week. Right. And is that the workforce housing? Is that. Or what is it?"},{"start":5736220,"end":5737820,"speaker":"C","text":"No, it has to do with hr."},{"start":5737820,"end":5738380,"speaker":"B","text":"Okay."},{"start":5738460,"end":5741660,"speaker":"C","text":"We didn't. Peter hasn't asked me for one for next."},{"start":5741740,"end":5748780,"speaker":"B","text":"Okay. Remember, we put it off the last time. Right. Okay. I know we have a committee meeting."},{"start":5749260,"end":5751020,"speaker":"C","text":"We have a committee meeting tomorrow."},{"start":5751020,"end":5793990,"speaker":"B","text":"And so we'll find out. But I. I just couldn't remember what that. Okay, so that's. It's hr. Gotcha. Yeah. And then I. I want to check, are we all going to be here on December 7th in person? Okay. Can we do a closed session to finalize Dr. Baker's evaluation? Do that before the meeting. Yeah. Okay. Now, I think that won't be anything else. Nope. Then once you go to the meeting, then. And if there's a closed session that needs to happen, you let us know. I know we are going to need"},{"start":5794390,"end":5797910,"speaker":"A","text":"a couple forward, but we'll let you know."},{"start":5797910,"end":5803270,"speaker":"C","text":"Yeah. Because I did. I didn't. I looked back on my notes before this meeting, you know, over the last."},{"start":5810230,"end":5841090,"speaker":"B","text":"Over to 14.1. Adjourning the meeting this evening. I would like to adjourn in memory of two of our parents that were tragically lost to us, Greg and Grace. Amen. Amen. So if I can have a motion to adjourn, then. So moved in honor of our parents or memory of our parents. Thank you."},{"start":5844930,"end":5845570,"speaker":"C","text":"I'll second."},{"start":5846690,"end":5851890,"speaker":"B","text":"All in favor? Aye. Thank you and good night."}]}