{"date":"2023-04-19","type":"Board Meeting","videoId":"-kyZ0HP3eKE","audioDuration":12197,"speakers":{"A":{"name":"Cecilia I. Márquez","role":"Board President"}},"utterances":[{"start":5520,"end":14080,"speaker":"A","text":"Great. Good evening, everyone. Thank you for joining another school Red City School board. Board meeting tonight. Evelyn. Roll call."},{"start":35130,"end":36250,"speaker":"B","text":"Trustee Weekley."},{"start":36410,"end":36810,"speaker":"C","text":"Present."},{"start":37050,"end":38250,"speaker":"B","text":"Trustee McAvoy."},{"start":39050,"end":40970,"speaker":"A","text":"Present. Trustee Wells."},{"start":40970,"end":41290,"speaker":"C","text":"Here."},{"start":41449,"end":42890,"speaker":"B","text":"Vice President Lawson."},{"start":43050,"end":43450,"speaker":"A","text":"Here."},{"start":43450,"end":45210,"speaker":"B","text":"President Marquez? Here."},{"start":45770,"end":69340,"speaker":"A","text":"Thank you again. Welcome, everyone, to another Rabbit City school district. Glad to see a full house. And reconvening from regular. I'm sorry. From closed session. I'm sorry. I'm reading the agenda and I'm already on. I apologize for that. Are there any changes to the agenda?"},{"start":70620,"end":95910,"speaker":"B","text":"Yes. I would like to ask, given that we have a lot of wonderful teachers, principals, assistant principals, parents, staff, staff members here from our school sites, I was wondering if we'd like to move them up earlier in the agenda so there they can all go home sooner. Yes, I see some clapping back there because we have a lot of them in the audience. So I was wondering if we could"},{"start":95910,"end":99510,"speaker":"A","text":"move nine, the school and community reports"},{"start":101270,"end":118530,"speaker":"B","text":"after seven. So between seven and eight, I guess we're doing the approval of the agenda right now. And that would also include our auditor as well, since I think that'll be on the quicker side. I think that was all I had."},{"start":118770,"end":122170,"speaker":"A","text":"I don't know how the rest of you feel about that, but we try"},{"start":122170,"end":123570,"speaker":"B","text":"to be respectful of our staff."},{"start":125010,"end":131810,"speaker":"C","text":"Yeah, very much. I'll move to approve with the changes suggested. Seconded."},{"start":132940,"end":133180,"speaker":"B","text":"Thank you."},{"start":133180,"end":215430,"speaker":"A","text":"All those in favor? Aye. Great. Thank you. And I did. I'm sorry, I got started without saying. For those that need translation. And if you are in the public, you are encouraged to speak to the board on issues concerned, whether or not the issues are on the agenda. To address the board, please complete a speaker's card if you're here. And if you are online, please go ahead and fill out the Google sheet. If you wish to speak to the board on a subject listed on the agenda, you will be called to the podium at the time the item is being considered by the board. If the item is not on the agenda, you will be called to the podium during oral. Oral communication. Public comments are limited to three minutes per person per topic unless otherwise noted. And again, any electronic devices. If you guys can please sound the. Turn off the sound. Thank you. Do we have any oral communication?"},{"start":215830,"end":220030,"speaker":"B","text":"Yes. So we have. I think the oral communication is going"},{"start":220030,"end":227830,"speaker":"A","text":"to be after nine now, right? Oh, I'm sorry. Because we moved nine, we also have"},{"start":227830,"end":230070,"speaker":"B","text":"one for the calendar."},{"start":230230,"end":231110,"speaker":"D","text":"So I don't know if you want"},{"start":231110,"end":232470,"speaker":"B","text":"to keep that under consent."},{"start":234470,"end":236150,"speaker":"A","text":"What do you mean by that? I'm sorry, we have."},{"start":236150,"end":238110,"speaker":"B","text":"Let's move that off of consent then"},{"start":238110,"end":248520,"speaker":"A","text":"after we should go back to approval of the agenda will move the calendar to action. I guess I didn't understand. So what about."},{"start":248520,"end":252400,"speaker":"B","text":"We have a speaker card for the. What is it?"},{"start":252400,"end":255320,"speaker":"A","text":"Agenda item 10.19."},{"start":256120,"end":260280,"speaker":"B","text":"Yes, 10.19. Thank you. So if we can move that one."},{"start":263400,"end":269640,"speaker":"C","text":"I move that we take consent item 10.19 and move it under action items under section 11."},{"start":273640,"end":274440,"speaker":"B","text":"I'll second that."},{"start":275560,"end":276680,"speaker":"A","text":"All those in favor?"},{"start":276840,"end":277320,"speaker":"D","text":"Aye."},{"start":278440,"end":308690,"speaker":"A","text":"Great. Thank you. Okay, so I did neglect to report out on closed session. And so that was just. We received information from our attorney and no action was taken. And moving along with the agenda because we made those changes. Item 9 is School and Community Reports 9.1. It's information on financial audit report for Redwood City school district for 2021. 2022."},{"start":312610,"end":313370,"speaker":"E","text":"Good afternoon."},{"start":313370,"end":362210,"speaker":"C","text":"Good evening, everybody. My name is Nisha Netherland with Bailey and I have an independent auditor. Yeah, I'll take a. I'll take a microphone. Okay. Am I good to go? Okay. Well, my name is Nathan Edelman with I.D. bailey and I am the independent external auditor. So I. I won't go into all of the details about the report, but just a. A few high level things. You have within the. Within the packet. We've completed the audit of the district's financial statements for the fiscal year end June 30, 2022. Just the scope of the audit."},{"start":362210,"end":362930,"speaker":"F","text":"It's easy to say."},{"start":362930,"end":364490,"speaker":"C","text":"You know, we audit anything and everything."},{"start":365050,"end":366490,"speaker":"D","text":"Really. The scope of the audit on."},{"start":366490,"end":445440,"speaker":"C","text":"On the financial statements is to make sure that those financial statements comply with the governmental accounting rules. It sounds simple, but these rules are very thorough. They apply to all local governments. And our job is just to. Excuse me. Our job is to ask. Ask the questions to. To look at documents, but really just make sure that those financial statements comply with those accounting rules. We also, as part of the audit, there's something called federal and state compliance. There's. It's called a single audit, but you look at not just debits and credits, but is the district using restricted funds consistent with the grant degree? Maybe it. Child nutrition, special education. And then if there's internal control deficiencies that are identified along with this audit findings, those are. Those are required to be reported out. Also within the packet, there's the Proposition 39. Excuse me, Proposition 39, general obligation bond audit. And there's kind of two components to that. One, there's a set of financial statements that is an extract. It's a. It's a portion of the district's accounting records specific to the bond program. Almost as if that bond Program is its own entity, balance sheet, income statement,"},{"start":445760,"end":447520,"speaker":"D","text":"same scope of work there, which is"},{"start":447600,"end":456320,"speaker":"C","text":"do those comply with the accounting rules? And then there's what's called a performance audit. And you can think of that as almost, almost as a compliance audit."},{"start":456320,"end":459320,"speaker":"D","text":"There are procedures that are, I'll call"},{"start":459320,"end":505330,"speaker":"C","text":"them compliance requirements that are published by the state and it tells auditors when you're doing these Prop 39 performance audits, it's one, make that the funds are spent on construction, make sure that they are spent on, on what's called listed projects, projects within the specific ballot for the school district. And then to the extent that there are salaries that are charged to those bond programs, make sure that those have some kind of a nexus, some kind of a connection directly to the bond program. As in you can't charge teachers and school administrators, cannot be funded by, by the bond program. So we go in and you know, that's the purpose, that's the scope of the audit. At the end of the day, excuse me, at the end of the day"},{"start":505330,"end":506890,"speaker":"D","text":"we are just reporting back."},{"start":506890,"end":525889,"speaker":"C","text":"There's a few pages within the report that has the firm letterhead, has what's called our audit opinions, but it is management of the district, it's those on the finance side, those within the bond program that are responsible for ensuring that the, the numbers are correct and that and that funds are used appropriately."},{"start":526849,"end":529729,"speaker":"D","text":"So fast forward end of the audit,"},{"start":530449,"end":573090,"speaker":"C","text":"really what we have is a number of opinions but they're all what we call clean or unmodified audit opinions. Really the opinions on the financial statements. It goes on for a few pages, but somewhere in there financial statements are presented fairly in accordance with governmental accounting standards and there's no, no internal control deficiencies and there were no instances of non compliance with federal or state grants or with respect to the Proposition 39 bond audit. So I can go into it in a lot more detail. That's kind of the high level 10,000 foot conclusion wrap up of the audit."},{"start":573090,"end":575370,"speaker":"D","text":"So with that I just thank district"},{"start":575450,"end":588830,"speaker":"C","text":"staff for putting up with the auditors and supporting the audit and otherwise. I'll turn it over if there's any questions or anything I can elaborate on further. I'm happy to try. Thank you."},{"start":593310,"end":597470,"speaker":"A","text":"Thank you for the information. Are there any questions or comments from board members?"},{"start":599630,"end":674120,"speaker":"C","text":"Yeah, no thanks. Yeah, it looked like a clean audit from the, that there were no findings. I also saw that the finding from last year had been determined resolved. So that was good to see in there. So thank you Rick and the business office and Priscilla before you, who was the audit year there for keeping us all together. It was nice to see the, you know, read through the financial and performance report for the bond and clearly followed the two objectives of whether the expenditures charged were in accordance with the project list approved by the voters and whether when salaries were charged to measure T, they were in support of the bond activity. So thanks for auditing that and seeing that the conclusion was that in all significant respects, the district has a properly accounted for the expenditures. And similarly, you know, for our annual financial report, you know, looking through the federal program internal controls and compliance and state compliance, it was nice to see the. The work that went in there. The description, it's actually a really good resource on school finance as well as a. As a good primer. And so I appreciate the work there and everybody at this district office that was involved in making sure the numbers were right before and the audit went through cleanly."},{"start":678760,"end":690280,"speaker":"B","text":"I'll just say ditto. And I do want to just expressly thank the Rick and the whole budget team because I know it's a lot of work to go through the audit. And then thank you, of course, to our auditor."},{"start":690360,"end":690840,"speaker":"A","text":"I agree."},{"start":690840,"end":693730,"speaker":"B","text":"It was a really wonderful, you know,"},{"start":693730,"end":696290,"speaker":"A","text":"detailed audit and a great explanation of"},{"start":696290,"end":702690,"speaker":"B","text":"how school finance work, which is, which is very different than business finance. Right. So thank you."},{"start":707810,"end":743850,"speaker":"A","text":"Well, with that said, again, thank you very much. It was again, very well explained. And again, you know, not to be repetitive, but thank you, Rick and the business office for all your help and you and your team as an auditor, because you guys are here for like weeks getting all the information. So I appreciate that you guys do that for us. Thank you. So we do have a speaker's card for your item. Chris Rebel."},{"start":751220,"end":829420,"speaker":"D","text":"Hi, good evening. So I did have a couple comment, well, one comment, actually just one on this with respect to salaries. So there is the comment about being able to out to take salaries and apply them against the bond program if they're doing work that's related to the school, the bond program. I realize that there's an opinion, a legal opinion that says that, but that is not a law. The law with respect to Prop 39 bond money says. And so if I didn't bring the right paper, but it essentially says it can be used for school facilities, construction, reconstruction, rehabilitation, restoration of school facilities, including the furnishing and equipping of such facilities. It can be used for that. And then it says it cannot be used for teachers administrator salaries and other school operating expenses. So it's very clear what it can be used for and what it can't be used for that is the California constitution. That's the bargain when, when voters approved Prop 39. If you wanted to spend on anything you can do anyway. So that is not the fact that there's an opinion by somebody does not allow that. And so that four hundred and some thousand dollars, that's for administrator salaries and benefits related to allegedly the bond construction. I submit to you that's a violation of Prop 39."},{"start":832300,"end":845460,"speaker":"A","text":"Thank you. So, moving right along. 9.2 Report on school plans for student achievement for Roseville and Clifford schools."},{"start":853140,"end":854100,"speaker":"C","text":"Hold on one second."},{"start":856100,"end":1260960,"speaker":"A","text":"All right. Good evening, Superintendent Dr. Baker, President Marquez, board members and cabinet members as well. I'd like to introduce the Roosevelt team who's presenting tonight. So I'm Tina Mercer. I'm the principal of Roosevelt. I have with me two assistant principals. I have Dr. Shayna Shayna, Shanna Laney and Felicia McMenamy. And then I also have community school coordinator Veronica Hernandez Lobos and our halftime mtss, Tosa Wendy Brown. So this is the team presenting tonight. So we'll get right into it, shall we? So the agenda is the same as all the other board reports. So our first goal really has to do with the whole child. It really has to do with looking at things from a social, emotional perspective, behavioral, and a lot of the supports that are put in place along those. Along those lines, the data we're going to specifically look at with regard to that is going to be around suspensions and attendance. So I'm going to talk to you a little bit about suspensions. You can see what our target was for this year. We specifically were looking at seventh and eighth grade. We don't have a sixth grade this year. So we're specifically looking at middle school and seventh and eighth grade. And then we also looked at fourth and fifth grade as well. I'm happy to say that right now we're very much on target to below our fourth and fifth grade. We are actually a little above what our original target was for our middle school at the current time. But we do have a lot of different strategies that we're looking at tier one all the way through to tier three. Just want to touch on a few of them because there's a lot of them there and don't want to go through all of it. But specifically we have a social emotional learning curriculum. We're using the one that was adopted by the county or provided for us by the county. Change of perspectives. And that's being done in every classroom. We also have PBIS committee who works very closely with they've got a variety of staff members on that committee. And we look at a school wide incentive program as a group. We're working very closely with sfs which is San Francisco Coalition of Central Small Schools, to do a lot of really good equity work. As we tend to be a school that is predominantly white educators and a school with predominantly students of color, we thought that was really important work that we need to be able to do to address our student needs. And there's some simple things like phone collection, which fourth through eighth grade is done every single day. Then we have some really fun types of activities with friendship week, wellness week and mental health awareness week with a lot of different activities at recess. Talk a little bit more about that later. We have a lot of different counseling services and we'll talk about some of those in tier two. But also in tier one, we work with Alcindor Libertad specifically on alcohol and drug awareness. We're doing a lot of workshops with our fifth through eighth grades on those types of things. We have screen team. We've done presentations on sexual orientation, gender identity and expression with outlet to our middle school. Our middle school teams have actually done retreats very specifically targeted some of the behaviors that our middle schoolers tend to demonstrate. So really looking at that and trying to get to the really meat of what students really need and a lot of goal setting a lot of those types of things in those really important. We have common corners in every single classroom. We have them in our family center. We have them in our reach room reaches our after school partner. And then we have a gender sexuality alliance for our middle school school as well. Tier 2 sort of steps it up just a little bit. We do have a lot of our counselors are actually doing sort of tier 2 social emotional learning activities in the classrooms. We have mental health counseling. We have check ins for students who need it. We also have kids who want to do regular weekly sessions. We have a behavior specialist who's working with specific working to provide supports for specific students and specific classrooms as well. And then a number of us were trained in restorative justice, but we actually are talking about that a little bit later in terms of wanting to extend that across the entire staff as well. Another big piece of it. And I think when we look at the groups that are really involved with students, we have to look at the student, we look at the staff. We also have to look at the parents. So we do parent partnership meetings and we have students who have some concerning behaviors typically or things that we are concerned about tier three, we have a number of students who do have behavior contracts that they need to follow with. Very specifically outlines what they should be doing and the consequence that they don't. But also the rewards for when they do. There are multidisciplinary team meetings that we've had. We have significant mental health counseling for some students who do see the counselor more than once a week. And then threat and risk assessments when that has actually come up as well. Okay, so what seems to be working? So we do have a lot of things that are working. I think the school wide incentive program this year is really working. Kids really enjoy getting those raccoon tickets. The mental health counseling which has been really significant this year has been absolutely vital in terms of what we're doing to make sure our students are coming to class regulated to helping them when they're not. We have lunch bunches on a fairly regular basis for students. Sort of certain kids will come each week and then they get to do some kind of community activity through the family center and with our mental health partners. Huge partnerships with our mental health team. So One Life has been a big partner. El Centro Libertad provides both counseling to students who have been impacted by drug and alcohol, but also those with some anger management. And then Friends for Youth provides some mentorship as well. And then we have lunch support from PE plus which this year is actually phenomenal as well. And definitely the parent partnerships we know because fewer referrals during unstructured time, which seemed to be the predominance of them last year. Our kindergarten through fifth grades have really very strong. Far fewer referrals from them to the office. And then in the Panorama survey the students in third to fifth expressed a higher level of school belonging, safety and engagement and seventh and eighth grade in school safety and belonging the strategies have not necessarily been working. Is the classroom SEL instruction upper elementary and middle. So we're going to work a lot more with that team for next year. So we're considering changing and I just jumped down a little bit because it's actually relevant. First is we've got a very focused middle school SEL program. We do it for the culture that's we're going to work with. We're only going to have eighth grade next year. So that we work with the eighth grade team very specifically. But co taught SEL lessons with the counselors and the classroom teachers is really is really important for us. We've done done some of it in sort of tier two. We're really going to bring that into Sort of Tier one as well next year. And then as I said earlier, the restorative justice professional development and expanding the offering with or encouraging more of our staff be trained through sfs."},{"start":1262000,"end":1262560,"speaker":"C","text":"Okay."},{"start":1263360,"end":1269600,"speaker":"A","text":"And then for chronic absenteeism, I'm going to welcome our MTSS dosa. Good evening."},{"start":1269680,"end":1270560,"speaker":"B","text":"I'm a little nervous."},{"start":1270560,"end":1274680,"speaker":"A","text":"This is the first time I've done this, so bear with me. So I'm going to talk a little"},{"start":1274680,"end":1293500,"speaker":"B","text":"bit about our chronic absenteeism at Roosevelt. Current data from the dashboard shows that about 176 of our students are in this category. And our African American and black students, their attendance rate is about 89%."},{"start":1294140,"end":1302220,"speaker":"A","text":"And our Mexican, South American, Central American population is at about 90%."},{"start":1304100,"end":1309140,"speaker":"B","text":"The strategies for tier one that we are using to support attendance currently is"},{"start":1309140,"end":1310900,"speaker":"A","text":"we are distributing bus passes to those"},{"start":1310900,"end":1315580,"speaker":"B","text":"that need help with transportation. And we are also making a lot"},{"start":1315580,"end":1317540,"speaker":"A","text":"of phone calls to families trying to"},{"start":1317700,"end":1325620,"speaker":"B","text":"figure out what we can do to support them in getting their students to school. Our tier 2 is parent attendance Night,"},{"start":1325620,"end":1327140,"speaker":"A","text":"which we had in February, and I'll"},{"start":1327140,"end":1348590,"speaker":"B","text":"go into that a little further in just a minute. And then offering mental health counseling and then tier three, having an ESS therapist working with students with IEPs who are demonstrating significant school refusal and going through the SARB process. So the strategies that we know for sure are working as Parent Attendance Night."},{"start":1348830,"end":1351070,"speaker":"A","text":"We had a super strong parent turnout."},{"start":1351470,"end":1362370,"speaker":"B","text":"So much more than I anticipated. When I presented this idea to Tina, like, hey, let's try. It can't hurt, right? And it was a stormy, stormy night. And so I'm like, we are not"},{"start":1362370,"end":1367770,"speaker":"A","text":"going to have any parents here because it is horrible outside. And we had a steady stream for"},{"start":1367770,"end":1369970,"speaker":"B","text":"almost an hour of parents coming through the door."},{"start":1370130,"end":1372250,"speaker":"A","text":"I had phone calls and messages from parents."},{"start":1372250,"end":1376410,"speaker":"B","text":"I had emails, I had teachers coming to me. This kid's parent came, they got the"},{"start":1376410,"end":1377970,"speaker":"A","text":"letter from you and they want to talk to you."},{"start":1378610,"end":1397060,"speaker":"B","text":"Parents that I've been leaving messages for for months prior. So it was really actually quite amazing to get such a strong turnout. And based on that, we have started to see kind of a change in the trend of attendance of those kiddos. Looking forward to things that we are"},{"start":1397060,"end":1399619,"speaker":"A","text":"considering changing me going full time next"},{"start":1399619,"end":1404060,"speaker":"B","text":"year so that I will be able to fully address the attendance needs."},{"start":1404060,"end":1406660,"speaker":"A","text":"It's kind of not always had the"},{"start":1406660,"end":1408180,"speaker":"B","text":"attention that it should, but being part"},{"start":1408180,"end":1410380,"speaker":"A","text":"time, it's hard to balance and prioritize"},{"start":1410380,"end":1429650,"speaker":"B","text":"everything that needs to get done. School attendance recognition each trimester. So having, whether it's an assembly or having, you know, on the announcements, just acknowledging those kids that have improved attendance or have just good attendance, doing home visits for those families that are more in the Tier 3 level, needing extra"},{"start":1429650,"end":1432730,"speaker":"A","text":"support, having more regular communication with parents,"},{"start":1432730,"end":1437730,"speaker":"B","text":"including text messages, having the attendance nights"},{"start":1437730,"end":1442860,"speaker":"A","text":"but quarterly and then having providing teachers with attendance data and having them also"},{"start":1442860,"end":1447180,"speaker":"B","text":"reach out to families and try to build those connections."},{"start":1447180,"end":1448180,"speaker":"A","text":"Part of a lot of the work"},{"start":1448180,"end":1454379,"speaker":"B","text":"that I've done this year is actually building the connections with the families. When they hear that I'm calling for"},{"start":1454379,"end":1455820,"speaker":"A","text":"attendance, they're like, oh."},{"start":1456940,"end":1463980,"speaker":"B","text":"They're like, I have to go. And I'm trying really hard to change that mindset for the families and just"},{"start":1463980,"end":1465890,"speaker":"A","text":"offer support and try to figure out"},{"start":1465890,"end":1468970,"speaker":"B","text":"what we can do because ultimately we want their kids in school."},{"start":1469450,"end":1470090,"speaker":"A","text":"Thank you."},{"start":1474730,"end":1475530,"speaker":"B","text":"Good evening."},{"start":1476090,"end":1675570,"speaker":"A","text":"Goal two focuses on supporting our emerging multilinguals who are culturally and linguistically diverse students At Roosevelt. We have about 200 emerging multilingual students and about 48 students who are reclassified who we are currently monitoring when we review our Progress data on Goal 2. The data in our Roosevelt LCAP dashboard shows that over 51% of our students, our emerging multilingual students have increased over 51% and that's on level one ELPAC for the 2122 school year. Our reclassification rates Our reclassification rates. In the spring of 2022, we reclassified 14 students and this year we have doubled that amount already with a total of 27 students. Our reclassification rates for students within five years of enrollment for both the spring of 2022 and the spring of 2023 have increased. In the Roosevelt LCAP. The dashboard progress was shown 5% for the spring of 2022 and as of March 31, 2023, 12%. So you can see we have exceeded our target goals for both 2022 and 2023. Our key Strategies for Tier 1 include integrated ELD across all content areas designated ELD four to five times a week, and we also have purchased some supplemental materials this year, Frames for Fluency for our lower grades and also English 3D for our middle school students. For Tier 2, we have bilingual paraprofessionals for both third to eighth grade and kinder to second grade for our third to eighth grade students. We have support in small groups and we also have classroom support for them. Our Tier three step strategies include an intervention teacher who is specifically focused on literacy and intervention for our third to fifth grade students. And also this year we initiated data discussions with our parents and our students going over their LPAC scores and Helping them understand what they need to do so that they can be reclassified within five years. The strategies that are helping us reach our goals and targets is definitely designated ELD four to five times a week and also are having bilingual professionals to support our newcomers. We know that these strategies are effective because we have seen improvement in our reclassification rates and also students making progress on their annual ELPAC exam for next year. We're considering making the following changes. One of the changes we'll be making is purchasing more supplemental materials. For example, we're considering purchasing language power for our third to fifth graders."},{"start":1676450,"end":1679010,"speaker":"B","text":"We will also be reviewing the California"},{"start":1679010,"end":1723240,"speaker":"A","text":"ELD standards across grade levels. In addition to reviewing the standards, we will be having data discussions and we will review the proficiency levels for our emerging multilingual students and go over progress on the data for goal two. Lastly, one of our newest goals is we will be creating a standardized rubric for our classroom visits for designated and integrated eld. The purpose of this will be as a guideline for the teachers to have a checklist when they're planning. And also when we're administrators or guests are coming in, we can look at which strategies are being used at the time. Thank you."},{"start":1727560,"end":2095640,"speaker":"B","text":"Good evening. So for goal three, we're going to focus on academics and then looking at the iReady and cast scores and then the strategies that we use to address these targets. So for this slide, we look at iready Reading and IREADY Math, where specific groups of students were at or above grade level. And so I actually wanted to share the actual percentages from the growth that students have made from fall 22 to now. So for our Emerge and I Ready Reading for our emerging multilingual students, the target for spring 2023 was 15% and so they're actually at 9%. And then for our students with exceptional abilities, the Target for spring 2023 was 15% and they are at 14%. And then for our students of Mexican, Central or South American origins, the target was 30% and they are at 23%. And then for our white students, the target was 60% and they're at 75%. Then for I Ready math, for emerging multilingual students, the target was 15% and then their actual 7%. For our students with exceptional abilities, the target was 20% and they're actually at 9%. For students of Mexican, Central or South American origins, their target was 25% and their actual is 14%. And for our white students, the target was 55% and the actual 63%. So when we look at the data, we can see that our white students have met their targets. And although our emerging multilingual students and then our students with exceptional abilities and our students of Mexican, Central or South American origins have not made the targets yet, we have seen that they have made a lot of progress and growth. And so what I'm going to address next in the following slides is also the strategies that we've used. So in this slide it shows the percentage of these specific groups of students who have met or exceeded the standards in CAASPP rates, reading and cast math. So the strategies that we've used to address these improvement targets. For Tier one, our staff has had monthly book clubs for K through 8th and it also includes the administrators as well, which we're focusing on literacy. And so we meet in small groups and it's books that people have chosen themselves and so they discuss different literacy strategies and just different parts from the book as well, and different research. We have our K3 integrated units. And then for kindergarten through second grade we adopted a supplemental flyleaf decodables, so that way the teachers can focus more on the phonics and foundational skills and build those as well with the students. We also have our district adopted curriculum in ELA and then also in math for tier two and tier three. Our K2 reading intervention teacher, in August to November she met with 42 students three to five days per week during the school day. And then in December to March she met with 32 students three to five days per week during the school day. Our bilingual paraprofessional has been supporting kindergarten through second grade newcomer students and focusing on early literacy and communication in small groups. And so she started in March and she's going to work through June and work with 39 students three to five days a week. Our third through fifth grade literacy intervention teacher, she started in January and she's been working twice a week with 42 students. And then from April until the end of the school year she'll be working with an additional five students. So a total of 47 students. Our bilingual paraprofessional supporting third through eighth grade newcomer students. And so she we had one who worked up until a couple weeks ago who was working three days a week. And then starting next week until the end of the year we're going to have someone who's working every single day, so full time. So that's great. And then our college advising prep small group math tutoring, they've been working since November with 35 students twice a week during school and then also after school. And then we added an additional 33 students starting in March until the end of the year. And then some of our classroom teachers have also been doing after school intervention as well. So we know that some of the strategies that are helping us. Some of those strategies include the CAT math tutoring that's been providing small group support for a total of 68 students, which we hope to increase next year during school and after school. We also know our third through fifth grade literacy intervention teacher who started in January. And we know this because of, we looked at the data as well where in I Ready Math, 81% of these students that were in Cap Math tutoring rose grade level with an average of 24 points. And then for I Ready Reading, 14 of 37 of the third through fifth grade students moved to grade level in the area of focus in the just the six to seven weeks of intervention. And then we don't seem to have any strategies that aren't working. And then what we're considering changing already. Our third through fifth grade literacy intervention teacher, she's agreed to do three days a week next year. So that's really awesome. And then we'd love to expand CAP tutoring to include students in second to fifth grade, so it's not just third through fifth grade students. And then we also hope with the new math adoption for K5 that this will provide more consistency and also rigor as well. Thank you."},{"start":2099400,"end":2165740,"speaker":"A","text":"Okay, so the next part is actually the nice, pretty fun part that we're talking about all the wonderful things that our school is doing. We have a lot of different school events and they run from sort of PTA sponsored events. So we have a fabulous PTA made up of incredibly involved parents. We have a family dance to start off the year. We have Spooktacular Bingo, which is a fabulous annual event. And then we have a jogathon, which is not only a super fun event, but it's also a huge fundraiser for our school. We have a lot of events planned around PBIS and around mental health. So we have a Wellness Week, Friendship Week. We're coming up to Mental Health Awareness Week as well. We have all different kinds of assemblies. We have assemblies on Kindness on the Roosevelt Way, which is really focusing on a lot of different things that make Roosevelt special. We also have cultural ones, so we did something special for Diros Muertos. And then we also had lion dance troupe come for Chinese New Year, which is super exciting for everyone. We have spirit days and those are actually designated by students in terms of what they want those days to the theme of those days. We've had author visits and a variety of things. That's just a very quick snapshot of some of those things there."},{"start":2170940,"end":2184520,"speaker":"B","text":"The slide that you're seeing is student voice. This year we really have focused on amplifying the student voice through different ways. In partnership with pbis, which we have about eight teachers, the admin and I and the mental health counselor."},{"start":2185160,"end":2187240,"speaker":"A","text":"We have been fostering relationship with students"},{"start":2187240,"end":2259750,"speaker":"B","text":"and making sure that we have a strong foundation to foster that. We've had focus groups, different types of surveys every time we have activities. So based on student surveys, we have had retreats from middle school. We've had more classroom presentations and assemblies in the classroom with the students. Awards buddy classrooms that teachers are doing with other grade levels to expose them to different items. Common corners students have given us feedback so what they would like to see in their common corners in the classroom. And also a lot of students have self referred which is huge for us here at Roosevelt. Becoming a community school, having a family center. Students are learning to navigate resources and self advocate for themselves. Spirit days and we also have some quotations here. Students would like to have more education about mental health, about self awareness and taking care of themselves. They would like to have how to have more safety awareness and how they could have more conflict resolution in the school and really building relationships. We really try to be out there during recess time in partnership with the mental health and the partners and having tables with information stickers, fun events for them to really have a good time at Roosevelt. We want them to leave Roosevelt remembering that they had great experience at Redwood City School District."},{"start":2264230,"end":2345920,"speaker":"A","text":"So we have very active community and family engagement. We have, as I said, we have phenomenal community. We have phenomenal families at Roosevelt. So ways in which we engage parents on a regular basis is through things like coffee with the principal, Cafcito con addirectora. We also encourage a lot of parents to volunteer in the classrooms and on field trips. So we actively try to get as many parents cleared as possible through the process. We do a bi weekly raccoon reporter in both Spanish and English. So through a suggestion of one of our board members, I've actually split it. It used to all be in one, but it's actually now in two separate newsletters with links in both. One of the really exciting we have this year is we do have an ELAC. We've struggled to actually create an ELAC in previous years and thanks to the work of Dr. Laney and Veronica, we've actually had an ELAC this year, which is really amazing to have those voices being heard as well. We have a school site council, School site council that meets monthly like all of our other schools. And tomorrow I'm really excited to actually say we've got our first parent workshop. This is going to be run through our mental health counselors. We want to we heard from parents in terms of what they wanted to hear about. So we're going to really working on that to increase that offering next year as well along with PTA room parents and so forth as well. Oh, I do want to add actually our family center does actually do a survey to our families they work with and they also make welcome calls to every one of our new families when they actually enter Roosevelt. So I want to add that too."},{"start":2348720,"end":2469229,"speaker":"B","text":"The last slide is the Community school update and I wanted to highlight the four pillars of community school. So we have collaborative leadership practices. Two years ago Roosevelt became a community school. So we have been really working hard to bring in everybody at the table so everybody's perspectives and opinions and working together to really support the students and the families. Families we have shared leadership practices this year. We have the biggest group of teachers on the PBS committee. We have leadership teams. We all share the roles and co facilitate and take turns and support each other. We're working with sf. We three of us have coaches and we also meet with our leadership team two hours monthly with them to go over some agenda items and really work on equity lens focused work with families and students. We have integrated student services in partnership with the mental health. We work very closely. We meet weekly to discuss families and strategize how we could support our students inside the classroom and at home. We collect data and we look at the students that we're serving and what other students that we could serve within the school year. We have active family engagement. We have a full time admin secretary that focuses on calling families, getting to know students, building relationships with students, parents and teachers. We have a lot of students this year that are self referring for safety net services, food from Second Harvest and Costco. We send home weekly bags through our parent service but also students could self refer. We have tables that we set up today to have the kids fill out iPad and fill out referrals for them for services during lunchtime. So we want to make sure that we're accessible to them. We have a great extended learning time and opportunity reach has provided excellent services to our students. They've exposed them to marine science, skateboarding, cooking, robotics, art, piano. Our PTA in collaboration has coordinated with us Zumba, Lego and ballet. And we look forward to what's going to happen next year. Thank you."},{"start":2473470,"end":2634500,"speaker":"A","text":"Before I had the concluding comments. I do actually want to just first of all shout out. I know we have a lot of parents on the meeting tonight and we have a lot of staff around the meeting tonight. So I want to just thank them all for being a part of this as well. Because this is not our achievements, it's our achievements as a whole community. So I want to thank everybody who is actually part of this. So in terms of what more do we need from the board or the district office? We really want to ask for continued funding for CAP College Advisory Prep. That has just been a really phenomenal success and our students are providing voice to some of that as well. And just saying how successful they're feeling through that is really important. We have a part time behaviorist who works with our with certain students and focal classrooms and that's been really successful. We would love to see that program continue. We'd love some additional funding for yard duty this year. We provide some of that out of sight funds. We've also had a campus supervisor. We're not going to have campus supervisor next year so we're just asking for that piece as well. Full staffing for our special ed department. We have actually been very. We've had an amazing job actually that's part of what Wendy's been working on for half her job recently. But we've been down to RSP teachers for most of the year and so it's been a challenge. But we've actually successfully made sure we're hitting our timelines. Our students are all getting their services thanks to some guest teachers. So thank you Wendy. But yeah. So full staffing for actually people all year would be really important for us. For those of you don't know, we're about 22% of students at Roosevelt, excluding preschool actually receive special ed services of some kind. So we have a very large percentage. So it's really important that we do have full staffing in that area. We're looking for restorative justice PD for all of our staff. I said we only had some focal staff that received it this year. But I think it's really important in terms of creating that piece. The restorative piece is just so important to prevent future behaviors. One of the big requests when the district right sized a number of schools closed. One of those being haws. So a lot of we picked up a lot of the students who are in the halls, boundary and we find when the things like inclement weather, which this year we've had way more of than previous years. A lot of our students who live east of Hudson street, it's a long walk for them. So we have kids who are like all the way down at El Camino having to walk it's about mile, mile and a half to Roosevelt and that can be very challenging. So it's one of the requests we have. So if there's any way we could touch transportation for any kids who live east of Hudson, that'd be amazing. And then just consideration for an ELD teacher so somebody could work with some students. Some of our teachers are saying they would actually like to have some. A little bit of pull out support as well and even pushing into their classrooms and supporting students in that way. Okay. So thank you very much for your time."},{"start":2635860,"end":2656190,"speaker":"C","text":"You. That's great. Okay. Tinder, can I ask one question on the, on the concluding comments? If you were to pick two, there's a lot here. There's a lot here. And every school asks, and every school asks, what would it be?"},{"start":2657550,"end":2679900,"speaker":"A","text":"I am going to say continued funding for math tutoring is absolutely critical. That's a tough one. Thoughts? I would actually probably say we're getting there with SPED departments. I'm going to leave that one off. Although that would actually definitely be number"},{"start":2679900,"end":2681780,"speaker":"C","text":"one if that's district wide."},{"start":2682740,"end":2687220,"speaker":"A","text":"Yes. So that I'm going to leave that one off for now. I'm going to say restorative justice PD for all of our staff."},{"start":2687220,"end":2688260,"speaker":"C","text":"Got it. Okay."},{"start":2690259,"end":2705950,"speaker":"A","text":"So thank you, John. Great. Thank you again for the presentation. And then just because we've done this in the past with the other school presentations, I'm going to go ahead and leave it for my colleagues to go ahead and ask any questions."},{"start":2711870,"end":2756980,"speaker":"C","text":"I think Dr. Baker asked the hard question. That was good. No, thanks, Tina, Shanna, Felicia, Veronica and Wendy for coming here and presenting. I'm glad that you have staff and parents online too. I didn't look at the participant list, but that's neat. Loved hearing about Roosevelt working backwards. I'm really glad. And maybe this goes to, I don't know who is involved in getting the expanded community schools, that program out there that we have more sites at the district that are doing it. So I love hearing that part of the report. I'm really glad that Roosevelt's one of them. I think there was a real need, particularly with the right sizing and it's just really neat to hear how that program is blossoming. Obviously it was blossoming. How it's just embedding itself in your"},{"start":2756980,"end":2758430,"speaker":"D","text":"school over the last couple years and,"},{"start":2758500,"end":2784180,"speaker":"C","text":"and we'll continue to grow there. So that was a lot of fun hearing mental health counselor we hear it from every school but hearing you say they're vital, it's just a really strong reminder. So much of that's been funded through Covid dollars and I know that we're going to have to look at how we can make sure that that continues because it's just proved to be a real critical part of educating a whole child. And we knew it before the pandemic, but the pandemic's really."},{"start":2784840,"end":2785400,"speaker":"B","text":"Yeah, yeah."},{"start":2785400,"end":2808440,"speaker":"C","text":"Brought it, brought it to light there. So that was neat. Parent attendance night. That was a fun story. Thank you. That was really cool to hear about it and just like how you know, hey, let's try it and, and to see that that the way that it worked and it turns into something quarterly. Maybe not everything that we say hey, let's try it is going to end up that way but, but it's nice to be able to do that. Hey, that let's try it and have that kind of outcome."},{"start":2809560,"end":2811040,"speaker":"D","text":"And it sounds like, you know, I"},{"start":2811040,"end":2838460,"speaker":"C","text":"mean with 51% growth, one level growth for on the LPAC for our EM multilingual students, it sounds like there's good growth there. It sounds like many of the strategies that are working particularly around cap, which you called out at the end and by the way, I don't know how who did the figured that out in the budget to expand the program that we approved a couple, couple board meetings ago. But I just, I love that reinforcement of okay, we're expanding this program and then we're hearing it back at the"},{"start":2838460,"end":2840020,"speaker":"D","text":"SPSAs of how valuable it is and"},{"start":2840020,"end":2861430,"speaker":"C","text":"how much of a difference it's making. So that was really, really important. But also the literacy support and intervention, it sounds like they're effective. Let's do more. Right. And so that was neat that that was actually your number one pick off of the recommended sides there. So that's a good reminder for us as we're looking at ultimately everything's a trade off."},{"start":2861430,"end":2861590,"speaker":"B","text":"Right."},{"start":2861590,"end":2869470,"speaker":"C","text":"So as we're looking at trade offs and where those things are, making sure that we can continue to fund this thing. So thanks, thanks for coming and presenting. I enjoyed hearing about Roosevelt. Thanks."},{"start":2869470,"end":2869800,"speaker":"A","text":"Thank you."},{"start":2869950,"end":2870190,"speaker":"C","text":"You."},{"start":2877470,"end":2879070,"speaker":"A","text":"I don't have any questions but I"},{"start":2879070,"end":2962860,"speaker":"B","text":"wanted to say thank you very much for the presentation. It's always nice to have Roosevelt in the house. And of course Clifford's also in the house, but we love Having hearing from our schools and our staff. So thank you. I, you know, I totally agree with everything that Mike said, so I won't repeat all of it. But, but some things that I really appreciate about Roosevelt and things that you called out is how community oriented you are and that you're really working with your parents and your families. I mean, you listed all sorts of things that you're doing that are working. Right. And I really appreciate that you're continually thinking about what more can we add, you know, the parent workshops and all of that. And we know how important it is to have that continuation of learning and that connection at home. So thank you. I mean, it's. It's super important. And I also really appreciate the work that you're doing with professional development of your staff, particularly around the literacy and the math, and really thinking about what more can we do for students to really get them reading, get them doing the math, which of course we know then helps with all the other things. Right. So. So thank you for all of that. And then I did want to say I really appreciate the list. You know, all the school sites have been very thoughtful about what they're asking the board to think about. And of course we're not going to be able to do everything, but there's some themes there. And I think even as an example with transportation, you know, later tonight we're"},{"start":2962860,"end":2964740,"speaker":"A","text":"hearing from the transportation plan, and it"},{"start":2964740,"end":2986040,"speaker":"B","text":"got me thinking that, you know, if there are a few students, we may be running some buses down there anyway, so that's the kind of thing we need to know about. Right? So maybe we can connect up and, you know, we could talk about that for next year because we are adding some additional transportation. So it might, it might be that we could. Could add some additional bus stops. Who knows? I don't know exactly, but. But I'm glad again that you just,"},{"start":2986040,"end":2987040,"speaker":"A","text":"you know, you're bringing up these things"},{"start":2987040,"end":3023380,"speaker":"B","text":"because of course, for me, the most important thing is getting kids to school, because if they're not at school, they're not learning. Right? So that's where it goes to suspensions, it goes to chronic absenteeism. Really appreciate all the work you're doing there, because we know the other will come, right? The other will come if we can get them at school, if we're having that home connection with their family and we're doing the professional development and we're getting the curriculum with our kids. I mean, it's all, you know, it's all part of the package. So anyway, thank you very much. Really Loved hearing from you. And I did also want to give a shout out to all the people that are joining us virtually. I see a lot of the names of parents and family members and staff members. So thank you."},{"start":3023380,"end":3024019,"speaker":"A","text":"Thank you."},{"start":3029940,"end":3030740,"speaker":"D","text":"Thank you so much."},{"start":3030820,"end":3031340,"speaker":"A","text":"You're welcome."},{"start":3031340,"end":3057590,"speaker":"D","text":"Really appreciate the presentation and all the work behind it. Not just from you presenters, but the teachers and the staff and the parents who are all involved in this educational process. I really love the story about the parent night activity. Getting parents involved in supporting students actively is really high impact. And so I would love to see at kickoff time for the next school"},{"start":3057590,"end":3061750,"speaker":"C","text":"year for there to be student driven plans for their own achievement."},{"start":3061750,"end":3080250,"speaker":"D","text":"So it seems like there's been success with the behavior contracts as an intervention. But the hope would be that every student could go and help build themselves a learning plan with the support of their parent and support of their, their teacher. So I'd love to to see that. Love the aspirate whole school professional development for restorative justice."},{"start":3080250,"end":3081810,"speaker":"C","text":"We've seen in a bunch of the"},{"start":3081810,"end":3083250,"speaker":"D","text":"other schools that that does have very"},{"start":3083250,"end":3088210,"speaker":"C","text":"high impact on not just suspensions but also referrals. Would love to see some of the"},{"start":3088210,"end":3089850,"speaker":"D","text":"numbers around referrals because it looks like"},{"start":3089850,"end":3094130,"speaker":"C","text":"they're going, it was narrated to be going down, down into the right."},{"start":3094370,"end":3095290,"speaker":"A","text":"I'm a numbers guy."},{"start":3095290,"end":3100280,"speaker":"D","text":"I love seeing numbers. That makes me really happy that it's not just that you're, you're taking problems"},{"start":3100280,"end":3103080,"speaker":"C","text":"and keeping them in the classroom, but you're actually resolving the root of the problem."},{"start":3103080,"end":3104960,"speaker":"D","text":"And so that's really wonderful to see."},{"start":3105440,"end":3107560,"speaker":"A","text":"In terms of math, tutoring has been"},{"start":3107560,"end":3123760,"speaker":"D","text":"shown to be very high impact. There's the Bloom's paper, the two sigma problem. So I think more tutoring makes perfect sense to me. There's obviously a big gap between where the students are at in their math level and where they need to be and where they deserve to be."},{"start":3124080,"end":3125680,"speaker":"C","text":"And so I think that we should"},{"start":3125680,"end":3137220,"speaker":"D","text":"definitely look at how we can provide some dollars for that. But also I think we should explore some supplement approaches including perhaps student peer tutoring which has also been shown to be pretty effective. You don't really understand something until you"},{"start":3137220,"end":3138820,"speaker":"C","text":"teach it, which of course you don't"},{"start":3138820,"end":3139820,"speaker":"A","text":"need to tell teachers that."},{"start":3140620,"end":3147540,"speaker":"D","text":"I'm also very excited about the new math curriculum that's going to be rolling out. So I got my fingers crossed for that and I hope that we can"},{"start":3147540,"end":3151580,"speaker":"C","text":"do something similar for English curriculum as well for literacy."},{"start":3151820,"end":3153180,"speaker":"A","text":"So thank you so much for your presentation."},{"start":3153180,"end":3154860,"speaker":"D","text":"I really appreciate all of your hard work."},{"start":3155020,"end":3155500,"speaker":"A","text":"Thank you."},{"start":3155500,"end":3155900,"speaker":"C","text":"Cool."},{"start":3158790,"end":3220700,"speaker":"B","text":"Thank you very Much for your presentation. For everybody that is here tonight and also online, I see a lot of families and teachers and staff from Roosevelt online too. So a lot of ditto. I don't want to repeat everything. One thing. Let's see. Where do I want to start? I guess we'll start with the Iready scores. Thank you for presenting. Also the current scores, too. You know, we do see growth in all of the categories. Unfortunately, only one category met their target, which I think highlights the inequity that we see not just at Roosevelt, it's in our district, everywhere. So there's work to do and I think we all know that. But I appreciate seeing or hearing that there is growth in all of the categories too. I think that's really important. I think the special ed students were off by 1% for their target. So I was, you know, they're almost there. See one."},{"start":3221500,"end":3221940,"speaker":"A","text":"Gosh."},{"start":3221940,"end":3272680,"speaker":"B","text":"There was a quote in the student voice slide. I don't know if people caught it, but one of the students said they want to hear more about the different mental illnesses and that it's normal, which I just think is. Is incredibly mature, even for a middle schooler. So I just. Not just this particular student, but like this generation. Kudos to them because we're hearing them talk about it more. And I think it's really important that we hear that voice and we remind them, yeah, it is normal. Here are the different mental illnesses. Here's how we can help you. Here's how you can help your friends. So it just. That was amazing to see that student point that out. On the transportation piece. Dr. Baker, didn't we have transportation? Did that end."},{"start":3272680,"end":3273360,"speaker":"A","text":"I think that's what."},{"start":3273430,"end":3275110,"speaker":"C","text":"That's the question I was going to ask Tina when."},{"start":3276790,"end":3277750,"speaker":"D","text":"Let me ask you this."},{"start":3277830,"end":3289150,"speaker":"C","text":"So we agreed that the kids, they would get it from. From Hawes, you know, so it's the problem. From what I'm. This is what I'm thinking. It's a problem because they're way down there by El Camino."},{"start":3289150,"end":3289589,"speaker":"B","text":"Yes."},{"start":3290150,"end":3292470,"speaker":"C","text":"So because we said you. We pick up at the school site."},{"start":3292470,"end":3292750,"speaker":"A","text":"Okay."},{"start":3292750,"end":3294310,"speaker":"B","text":"So I'm wondering, can we just have the bus?"},{"start":3294710,"end":3300590,"speaker":"A","text":"But can I also just tell you that that was for the displaced students? So we're now. The displaced students are getting very close to graduating."},{"start":3300590,"end":3301590,"speaker":"B","text":"We touch the boundaries."},{"start":3302380,"end":3313020,"speaker":"A","text":"So how many students right now are in fourth grade up who are receiving those services? So obviously, as we. They graduate out, which is gonna be very soon, I think next year."},{"start":3313740,"end":3326780,"speaker":"C","text":"If they were. If they were. Let me state this. If it were not the Displaced students, Would there still be that problem of getting to Haas? Because that's what we had explained all along. If you're going to."},{"start":3327100,"end":3334570,"speaker":"B","text":"I think it's the new people, it's the new students in that neighborhood now that were not originally displaced, but they would have gone to Haas. But now they're being."},{"start":3334890,"end":3346330,"speaker":"C","text":"So. So that's my question because we always said we're not picking up on the streets, we're picking up at a school site that's we agreed to. So would it still be a problem if they were to be picked up at Hawes?"},{"start":3346570,"end":3378760,"speaker":"A","text":"Be far less of a problem. It's still quite. I mean, we have a lot of families who live very close to El Camino. Our boundary really does stretch a long way there. And we do notice significant absences on days when we have rain or very high wind. And I said this was a very unusual year because we had a lot of them. But yes, we actually saw a lot of absences or a lot of even tardies. So some. Because a lot of parents don't necessarily have cars where they rely on the students walking or they go to work early. So they rely on that kind of piece. So it would definitely alleviate some of it."},{"start":3379880,"end":3406820,"speaker":"C","text":"Because I know when we, when we talked about this when we years ago, when they close. I know especially at one of our schools, we were trying to get the transportation from one site to another site and then we couldn't do it. And then we were trying to get it on a street and we were having problems with the city that I know Linda was helping me with it and Martin also. So we can see what we can do. There's only certain places where we can pick up in the city itself."},{"start":3407780,"end":3416290,"speaker":"A","text":"So because Sam Trans does not have a. The public drop off anywhere near us. Like it's either over there on Jefferson or it's way further down on Alameda."},{"start":3416290,"end":3423690,"speaker":"C","text":"So it doesn't. That's right. Just curious maybe for a separate subcommittee"},{"start":3423690,"end":3425530,"speaker":"D","text":"thing, like how creative we can get"},{"start":3425530,"end":3429050,"speaker":"C","text":"in terms of like bikes, scooters, et cetera."},{"start":3429450,"end":3431330,"speaker":"A","text":"Just in terms of what options are on the table."},{"start":3431330,"end":3440980,"speaker":"C","text":"Might be interesting to explore, but because, I mean, it's. It's 1.6 miles from the school to El Camino. So we're not talking about like five, six miles."},{"start":3441300,"end":3448580,"speaker":"B","text":"So yeah, I think the issue. It's the inclement weather days. Right. So to ride a bike or a scooter in the rain is a lot to ask."},{"start":3448580,"end":3453020,"speaker":"A","text":"I mean, they do it in Europe, they do it in Portland, but they"},{"start":3453020,"end":3458580,"speaker":"B","text":"don't do it around here anyway. I mean no, I. I think your point is taken for like we do"},{"start":3458580,"end":3462860,"speaker":"C","text":"have climate best by government test it's on the side except for the service"},{"start":3462860,"end":3466660,"speaker":"A","text":"one is not there aren't bike pads though either Let me just make that clear. There's no bike pads"},{"start":3468550,"end":3469750,"speaker":"B","text":"safe street to"},{"start":3470150,"end":3479470,"speaker":"A","text":"and I think one thing that we need to keep in mind is that not all parents will allow their kids to walk and bike to school so or you know it was less trying"},{"start":3479470,"end":3481270,"speaker":"D","text":"to be prescriptive about a particular solution"},{"start":3481270,"end":3484870,"speaker":"C","text":"more just asking like what what's on our under our big tent of options"},{"start":3484870,"end":3486870,"speaker":"D","text":"is the only thing school buses that"},{"start":3486950,"end":3491070,"speaker":"C","text":"don't know okay great."},{"start":3491070,"end":3492750,"speaker":"A","text":"I think actually Martin is here because"},{"start":3492750,"end":3494390,"speaker":"B","text":"he's doing the transportation plan so I'm"},{"start":3494390,"end":3497190,"speaker":"A","text":"sure he heard you. I'm talking to you."},{"start":3497190,"end":3498850,"speaker":"C","text":"All right questions."},{"start":3501810,"end":3530680,"speaker":"A","text":"Great. Again thank you very much all five of you and like David said and everyone here to everyone online obviously teachers and classified staff that help our students on a daily basis. So thank you. I don't really have any questions. I guess I do under tier one, the calming corners. Can you just explain that a little bit it to me please? Yeah. Would you like me to or better would you like to. Yeah, go ahead."},{"start":3531160,"end":3565900,"speaker":"B","text":"I think the focus is we want students to stay in the classroom and not be sent to the office or go to mental health services. They could stay in the classroom and help self regulate. There's some things in there that they could still stay in the classroom and still be engaged with the teacher. So maybe they need to stand up or take a break. They could sit in the calming corner and still participate in big group activities or individual activities. So we really Tina and I and PBIS committee and leadership really looked at where we wanted to use some funds and really get got inputs of students what they needed to help self regulate in the classroom. Obviously they could still have check ins but we want to make sure that they could stay in the classroom as long as they can and teachers are able to help support that."},{"start":3566460,"end":3571140,"speaker":"A","text":"So are they just able to walk to the corner? I mean is that something or how does that work? I guess that's what I'm trying to say."},{"start":3571140,"end":3595120,"speaker":"B","text":"It works for different teachers. So like in middle school they may be able to sit in different areas and do work in different areas. Maybe in the classroom if they're teaching the team they put their hand up. Some teachers have like sticks or the student has a has an idea like I need to go there for five minutes and they sign up and they go there and they have A little timer, which the kids could set their own little timer. So the classrooms have timers and then they can get out or say they need another service. So it depends what the teacher has agreed for their classroom."},{"start":3596480,"end":3596880,"speaker":"A","text":"Perfect."},{"start":3596880,"end":3606690,"speaker":"B","text":"And we have one in the mental health room. We have one in the family center. So we also are doing that in the reach and the after school program. So the students that needed to be helped self regulate in the after school program, they have a common corner in the."},{"start":3606840,"end":3711220,"speaker":"A","text":"There. Perfect. Thank you. And then the other thing with the panorama, obviously I really appreciate it seeing that all kids third through fifth and the middle schoolers had the school belonging, you know, sense of school belonging. So that's really great. Obviously seeing less referrals of what's working. And with the absenteeism, of course, the parent attendance night, like everyone said. I think that that's great. Great. The strategies that you guys are using for the els, I appreciate that as well. And then one thing that just was emphasized by Whitney. Right? Yes. Wendy. Wendy, Wendy. It's the exceptional ability students. So rather than referring them to like special ed students. So I think that that was great, you know, to actually use Felicia. Okay, Felicia. Okay, I'm sorry. And so again, no, really. Any questions? The book club, is this optional or is this something that every student in every classroom participates in? It was actually for every teacher. So we had every teacher and all administrators. We selected about five books specifically focused on literacy. And so we gave up one staff meeting a month so that people join a book club so they would choose which of those books they wanted to be in groups of background about three, four staff members. So it was a very intimate kind of book club, really deciding. We're going to read these two chapters and we're going to talk about them. And it's been really beneficial in terms of putting that focus on literacy. So the teachers and then rethinking their practices in terms of what might work in the classroom too. Okay, great. Thank you. And that's it for me. So thank you again for the presentation and keep up the good work. Thank you."},{"start":3712820,"end":3719100,"speaker":"C","text":"So, Tina, with your, your staff that you have here with you, and this is a staff that is your right left hand."},{"start":3719100,"end":3719540,"speaker":"A","text":"Yes."},{"start":3719540,"end":3722380,"speaker":"C","text":"That's great to see. I remember we didn't have that a while back."},{"start":3722380,"end":3723900,"speaker":"A","text":"No. So it's been wonderful."},{"start":3723900,"end":3748230,"speaker":"C","text":"It's. It's great. Wonderful and fantastic teachers. Then I see that there are some online. Wendy, I, I think this would be great if one day we could have her come to a, a site administrator meeting and talk about the parent attendance night or you could talk about it, Tina, but what a great strategy. Where did you pick that up from?"},{"start":3748310,"end":3749910,"speaker":"B","text":"I, I just came to me because"},{"start":3749910,"end":3753590,"speaker":"A","text":"I knew that that part of my responsibility as MTSS Coco was not."},{"start":3753670,"end":3757870,"speaker":"B","text":"I wasn't fulfilling it. And it was kind of weighing on me as more and more teachers are"},{"start":3757870,"end":3761110,"speaker":"A","text":"expressing concerns as I'm looking, looking at the list grow and you know."},{"start":3761190,"end":3761590,"speaker":"C","text":"Right."},{"start":3761590,"end":3764390,"speaker":"A","text":"Leaving messages everywhere, not really connecting with parents."},{"start":3764630,"end":3765830,"speaker":"B","text":"And so I just went to Tina"},{"start":3765830,"end":3767830,"speaker":"A","text":"and I said, hey, like, how can I stop you?"},{"start":3767830,"end":3768270,"speaker":"B","text":"Just for a second."},{"start":3768270,"end":3770230,"speaker":"A","text":"Come in microphone. There we go."},{"start":3772750,"end":3784950,"speaker":"B","text":"So I went to Tina and I asked her, like, how, you know, how feasible is it to do this? Like, do we need to go to the school board and get approval or can we just do it? And she said, just give me a date and you know, we'll figure it out. I gave her a date and I"},{"start":3784950,"end":3788550,"speaker":"A","text":"had a teacher stay after with me. We started right when Reach let out,"},{"start":3788550,"end":3792830,"speaker":"B","text":"the after school program let out and Ms. Laney was there to support me. And it was cool."},{"start":3792830,"end":3794590,"speaker":"A","text":"We just pulled down a cafeteria table"},{"start":3794590,"end":3797190,"speaker":"B","text":"and parents came in and sat down"},{"start":3797190,"end":3798750,"speaker":"A","text":"and just like really opened up and talked."},{"start":3798750,"end":3804570,"speaker":"B","text":"We had parents crying and telling us what was going on in their lives and why they couldn't get their kids to school. A lot of questions."},{"start":3804810,"end":3806970,"speaker":"A","text":"We had a few SST self referrals."},{"start":3807690,"end":3835700,"speaker":"B","text":"I mean, it was really super informative. And I mean the amount of phone calls I think was what was really surprising in the emails more so than parents coming out in a storm. It was probably equal numbers of phone calls and emails as people that attended the parents night because they really wanted to be conscientious that I had sent this letter and that they needed to be there and they could. Oh, no. We were closer, but in total closer to 70."},{"start":3836660,"end":3844260,"speaker":"C","text":"My gosh. Yeah. Well, it'd be great to share that with the other. I really think so. So we may be tapping into."},{"start":3844580,"end":3845140,"speaker":"A","text":"Okay,"},{"start":3847060,"end":3876750,"speaker":"C","text":"thank you, Tina. Great job. I mean, in the, in the amount of time you've been there, it's changed. Roosevelt has changed for the better and we are moving in the right direction. And for your colleagues that are standing next to you and supporting you, thank you so much. Thank you so much. And the teachers, the parents, paraprofessionals that are working at Roosevelt, you're all working together as a team and it's greatly appreciated, let me tell you. Thank you. Thank you. Keep it. Keep it up. Keep it up."},{"start":3876830,"end":3877470,"speaker":"A","text":"Thank you."},{"start":3879390,"end":3880030,"speaker":"C","text":"Thank you."},{"start":3880110,"end":3881150,"speaker":"A","text":"Thank you all very much."},{"start":3882910,"end":3907400,"speaker":"C","text":"You don't have to. You don't have to stick around. Oh, they're gonna now. Oh, they're gonna support. They're gonna. Great. Thank you. Oh, that's great. You're gonna support Clifford. Yeah. Great."},{"start":3918040,"end":3968720,"speaker":"A","text":"Evening board members, Dr. Baker, cabinet members and community. My name is Jude Noyes and I'm the principal of Clifford School. And with me tonight I have my strong leadership team. I have Tiffany Parrish is the assistant principal of Clifford School. And I have Stacy Chilton, the multi role serve person at our school. But she is our currently our literacy specialist and is going to be our full time MTSS coordinator next year, which we're really glad to have her. So they'll be presenting with us tonight. All right, so this is the overview of our presentation and our first goal focuses on suspension and chronic absenteeism and working through the MTSS framework to increase"},{"start":3968960,"end":3969360,"speaker":"C","text":"our"},{"start":3971520,"end":4929350,"speaker":"A","text":"goals in this area, our data points. So what we recognize is the need as we shift as a school and as we are growing and adjusting as a community because our demographics are shifting, we are on the horizon for community school. We're looking at 48% unduplicated student populations. We are shifting and changing community. We are recognizing as our needs are growing. We also are needing to shift as our community shifts. One of those things is our strong dependence on needing a restorative justice framework which helps build community between students and staff, between students and students, and really providing that opportunity for teachers and other staff, like paraprofessionals, to get training and coaching around the restorative justice framework. And so we moved from that in one of our tier one strategies of having our mental health counselor who's like everybody else is saying is vital to our school. She is a dynamic presence in the front of the school in the morning, greeting students, being available to parents right when they arrive, having our NUA engagement strategies for student. We've had a unity day to hopefully improve students. You know, having opportunities to just have discussions with each other to solve problems together to, you know, like when we have kids who are arguing, we're able to bring them back together as a community of two people who are part of a bigger picture of our community, which is part of that too. We have Project Cornerstone. We're working with changing perspective workshops for teachers and staff. So they've come in, they've modeled, they've co taught things together in the classrooms to build empathy. We have character awards. Also for our tier one, we've implemented a middle school, Dolphin Cove. It's a lovely setting with, with soft lighting, couch fidgets for kids with anxiety or having some emotional dysregulation. So that's really wonderful for our students. And it's up in the middle school which we know we needed a strong presence in when we're building our growing as a community and building our community in a stronger effort towards meeting these striving targets. We have academic award assemblies as and for a middle school and elementary buddy classrooms as part of our tier two strategies. And our mental health counselor from, you know, for our. Our full time mental health counselor from Brenwood City and our one life counselor are also doing active social groups together. So that's been really important. The important strategies for tier one, let's keep that's fine. And our tier and I. And so our tier three would be the social group groups. So post pandemic, from the years that I've been there, so this is my ninth year there, I've really recognized a strong need to shift how we dealt with behavior and consequences and moving from a punitive lens to a restorative lens. And I've seen that children are able to, when you give them voice and space to solve problems together and empowers them them as individuals, which then makes them have opportunities for more access to education, more access to the classroom, more access to learning instead of, you know, sending them away. It's, you know, I don't want a punitive model. I don't want compliance demanding on students. I want them to have a voice to seek justice in the appropriate ways to elevate their voice, to get their needs met. So that's something that I noticed. We needed a. We needed a shift in how we respond to conflict between students. And then also when teachers are seeing, you know, things escalating their classroom, an opportunity for them to be empowered to know how to like manage those things within the classroom. So using that restorative justice framework for them as well. So their opportunity for them to have like someone model, you know, with, with them in the classroom to them practice and get feedback. So that has really been really helpful for our school. And then the Dolphin Cove. Obviously we have had restorative conversations with admins. So we have groups of kids sit with us in the Dolphin Cove, which is a setting up in their world, which is our upstairs middle school. We have a downstairs elementary and upstairs middle. And so we call it upstairs. So when we're up there, we're in their world and they need to have a space where they can voice their concerns, where they can talk things out, where they can go when they need to just Check out for a minute. And we all kind of need that. So we wanted to make sure that they have that space so they don't feel that they need to engage in things to escape from school. Like some kids don't want to do the math test, and so they get sent to the office, you know, those kinds of things. So that's really helped. Yeah, a middle school centric Dolphin Depot. So we have two student stores. We have an elementary student store and a middle school student store. And that has really, really helped the students buy into our culture of being respectful, showing character, having empathy. And so they get Dolphin Dolphin tickets and they re redeem these in the elementary store for the littles. And they have, you know, their age level prizes. And then our middle school, Dolphin Depot is their own and they run it and they pick the inventory and it is huge success. So, like, when it's warm out, they get popsicles, but when it's cold out, they've had hot chocolate, you know, so they're really excited about those things. And having a voice and running the store for some of them is like serious business. Like, they own that store and which is fun to watch and it's fun to see them work as a little community together, you know, and sharing ideas. So that's been something that's been wonderful. And the other things that we're doing that I think are really helping is having the classroom restored of circles going, and then also working with changing perspectives and having small student groups working with Sam Drazen and just allowing the students to just vent and share. So that's how we're adjusting to moving away from punitive suspensions to reducing those suspensions in primarily our middle school. And we've seen a definite decline in that. So it says here. So how do we know there's been a sharp decrease from discipline incidents overall, but especially in our middle school grades? Last year in February, there were 30 discipline incidents entered into PowerSchool for grades six through eight. This year there were five by that time. So huge change. And I love watching students engage in dialogue around solving problems together because they are our future and we want them to have strong voices where they get heard and make changes without being shut down. So that's really important to teach that skill to our students. Some of the things that I think might not be working. Oh, our Dolphin Cove is a great space for the students. I said that already to decompress, but it's not been available ongoing because we are pulled, Tiffany and I often all over the school. And so we're not always in there, but when we are in there, there's way less issues going on like in the yard, in the halls, because we're able to see it right in the moment. We see kids like, you know, starting to amp up and we're like, hey guys, you know what's going on? And they're like, oh, hey, you know, so being present has really helped. But if we. So you get the next slide, we'll kind of talk about that next slide. So we're considering changing, having our MTSS Tosa Stacy permanently up there as her office space because this year she has been working as a quasi MTSS coordinator making connections with students, strong connections with our families. She's bilingual, so she's been able to really reach our, our target population on building that community, pulling them into our school and you know, really making those connections. So having Stacy up there full time in her office and we'll be there as much as we can, will be a reliable resource for kids. We want to be as resource rich as possible for them. We're also going to use yonder, which is a phone pouch where students will have their phones in a pouch. And I kind of put it out there to a few people in the community about the, this idea and some felt, and they were non educators, that it was punitive, you know, and whatnot. Others felt it, thought it was a great idea. But at the end of the day my, I'm, I'm very, I. I have a strong intention around instructional time helping that priority of importance. And so I feel like phones are very, they're very like, you know, kids are distracted by them so easily just even their thoughts and I understand that and makes sense. However I, when they're with us, I need them to be with us and I need them to be present and so protecting that instructional time. So that's one of the things that we're going to be changing because kids with their phones are pretty creative and I. And it's hard to compete with them in this classroom with the phone in their hand. So hope that will help, will help bring more presence in front and not using phones to film fights and not using phones to, to text mean things to each other. We had a unity day at our school, a whole day where we had our seventh and eighth graders together in a whole day activity where they learn to identify feelings that they're struggling with, have perspective about others and sort of their experiences in life and recognize that other students might not have all of the amazing things that they do. In their life. And so building empathy for them them. And the intentionality was amazing on how everybody in that in the mub was so present in helping our kids, like work together and communicate and connect. And kids you don't normally see together really listening to one another. And it really made me realize that we need this at the beginning of the year. So that's something that we're going to be changing. Having unity in the beginning of the year and a unity day in the middle of the year. So one will be be community building, connecting. And the one in the middle of the year will be conflict management, solving difficult issues. Because as middle school, the months go, they start to spike in January, March, April, May with behaviors. And so I thought that that time we're doing it two times a year would have two critical impacts. So some of the quotes from Unity Day you can see here, the prompt was three things I learned at Unity Day. And some of them are respect everyone. Don't judge a book by its cover. We all have differences. You never know what someone else is dealing with, and so on and so forth. So they're really recognizing that the people that they see every day and maybe tease or don't know are people just like them. And so building that relational trust with each other was really important. So one of the things that I recognize as our community is growing and changing is the need to have more resources and be resource rich so that our families have another communication line into our school. And that's hiring a family liaison to support our multilingual families. This would work in concert with our MTS Court MTSS coordinator. While Stacy will partner with, you know, really being someone that families feel safe to talk to and can help remove barriers to their student success around attendance, around what's happening in their community and their family that's making, you know, life harder for them, you know, poverty, homelessness, and just provide a resource for our. We have a lot of newcomers for our newcomer families. That's something that we're. We're changing. So one of the things that we recognize is that there were, you know, there was a Covid issues with attendance at one point and to the point where we had to, you know, make kind of get back to business, so to speak, and ensure that our students were engaged in school and coming to school. And so. So one of the strategies that we are working on this year is establish relationships with students and building community. That was one of our big focuses this year. Newsletters to families highlighting attendance is important. I'm giving award certificates to students, the dolphin tickets. We have school wide attendance matters contest coming. They're going to design a logo on a banner. We're doing community circles just so kids can share ideas with each other. I learned from Tina about the, about the attendance night that I'm going to steal. I think it's wonderful. And so I think like learning from each other, being collaborative, being partners is something that I think is really important. And our tier 2 is our MTSS. TOSA will be a context to connect to support families around attendance. More outreach from the liaison, emails, phone calls and then tier three we will be doing. We started this year as we've been doing attendance SSTs where it's not just academic but it's like let's all meet together as a team and let's talk about what's, what you're struggling with around getting to school and how can we help remove those barriers so you can access academics and home visits. So community building, you know, really doing a lot of community outreach. Phone calls, home visits, impromptu meetings out in the front of the school. I know Stacy's done that several times. We had a family who needed a car seat. They drove up and they didn't have one and they had an infant. And so we were able to pull together a car seat that very day with the help of our PTO and Stacy and making that happen for that family, that's really helping. Our attendance data for students that have been targeted for SST meetings have had demonstrated improvement. So we've had improved attendance for those specific targeted students. What doesn't seem to be working is that it's difficult to have regular communication because we really need to find an immediate response when we are doing our weekly attendance. Our teachers need weekly attendance sheets to monitor. We need a ready system. So we're hoping that that with Stacy's work she'll be able to develop a really good attendance monitoring system at our site to start to address it before it becomes chronic. And some of the things we're considering changing is we are going to hire, we hope to hire a bilingual family liaison. Create early warning systems to consistently monitor and respond by the family liaison. Do some home visits, immediate outreach to families concerning attendance, attendance referrals made and to address the tenants concerns like the. The point of that to me is really to identify what are the barriers, ensure them that our school is a safe place to be and that we want them there as partners and that we're not judgmental, you know, we're not judging families and we're not scary Because I think sometimes people hide because they're afraid of being in trouble, but we really just want them to come to school and we'll do what we can to help them be there. So I'm going to put this over to Tiffany for eld."},{"start":4933510,"end":5274130,"speaker":"B","text":"Well, thank you so much for the opportunity to present, and I'm very excited about goal two. I mean, I'm excited about all our goals, but goal two is a little bit special to my heart. So in looking at reclassification for multilingual students over five years, one of the trends we noticed as we're looking, you know, we know that students who are, are continuing to really master their academic English sometimes get stuck as they go into middle school. And that's certainly a trend that we noticed as we were looking at our reclassification rates. And you know, just anecdotally, I think coming out of the pandemic, we noticed that our families who had a difficult time with access to online school or access to the, the space to be able to do it at home, that created a pattern that was really difficult for us to, to break into. And it carried into, you know, LPAC testing for those couple of years. That was really tough. So we knew that this was something we really had to find, we had to focus on, and we needed to focus on it in a, like an a school to family connection sort of way. And, you know, Tina spoke about this at Roosevelt. Elac, historically at Clifford has been really difficult to gather steam around. It's been very hard. So this year was like, okay, this is a focus of ours. We're really going to work to build up a robust elac. You can go to the next screen, Liz. So, you know, along with our strong tier one instruction, you know, we, we've. Our teachers have been just absolutely amazing in their adoption and their use, and they're like, really mastering NUA strategies which help all of our students. It particularly targets our multilingual students really well. It provides them that access point they need and gives them their student voice in that process. So our teachers are doing an amazing job at that tier one instruction. One of the ways that we wanted to step up, step up from a leadership standpoint was that ELAC piece. So this year, I am really happy to report that due to some hard work from our whole team and along with some parents, some strategic parent partnerships, we've gotten this ELAC off the ground. So that's been really, I mean, for us, Tier one, like, having that strong family school connection has been really amazing. And it's allowed us opportunities to build agendas and ELAC meetings around what these. What our families really want to know about. And a lot of that is around reclassification. What does the LPAC test look like, things like that. And so we. Leslie Danieli's been a great partner in that way. She's come and presented to our elac, and we have somebody that we're sending to the DLAC as a representative. So it's been really exciting. So in addition to that, you know, our staff development department has been amazing. Laura and Mariella have done a lot to really come out and work with our teachers on the integrated units. So one of the things that we've noticed, we've got these lovely tier one instructions. You know, we've got these things down really, really well. In looking at our tier two and Tier three, we found that there were some pockets that we can kind of come in and make some adjustments. So we have designated ELD instruction without losing an elective period, because that one's, you know, we want to make sure that kids have access to their electives. That's important. We've had Tk5 staff meetings devoted to ELD instruction. But some of the areas that we can improve that we noticed is our middle school kiddos, they need that extra support. So we were like, how can we kind of. How can we look at this from a systematic point of view? So we're going to rebuild our schedule next year to build in an advisory period that provides us some flexibility so we can build in some extra support for ELD instruction during that time period. So kids, again, are not missing an elective period. They're not missing out on something fun, and they're participating in a period that all the other students will be participating in as well, meeting the needs of everyone kind of where they're at. But it'll provide us that flexibility that we need. So we're excited about that. Yeah. Thanks, Liz. All right. So what continues, you know, what's working? That consistent designated ELD instruction. We're doing walkthroughs to monitor those things. Our ELAC meetings have been pivotal this year. I mean, they've. They've really been. It's. It's changed our practice in our relationships with families, in their buy in their engagement in this process with their students. We've done a lot to engage them in what they want to learn and then delivered that, partnered with the right people to get them what they want to know about, give them access to technology for our younger students at home, so they've signed permission slips to be able to use those things to practice for the LPAC test at home. So that, that's been working really, really well. Our attendance of those meetings has been consistent and it's, it's developed new relationships with these families that have created that partnership that we've really needed to create with our families. It's been, it's been really powerful. Again, we need to restructure our schedules, particularly in middle school, to accommodate that advisory period to really hone in on some, some more powerful designated ELD inst. So that's what we're going to be doing next year, changing that up. Thank you so much. I'll hand it over to Stacy."},{"start":5278370,"end":5605560,"speaker":"A","text":"So just to kind of tie what Jude and Tiffany have shared with what I'm about to share, Clifford is definitely growing and changing for the better. Multilingual learners make up about 25% of our population now. And of that 25%, 28% of those are newcomers. So besides the multilingual learner supports that Tiffany spoke about, we're building on the strengths and meeting the needs of all of our students, including those learners. So just as our school is growing in a positive way, our iReady and CASP data is also showing some positive growth. So for iReady, we broke it down by grade level. So the data for overall change between the IREADY data from fall to winter to our most recent is actually on a different slide. But I can share that. For iReady reading, overall we went up to 54% at or above grade level. And then on the math side of things, we went up to 50% at or above grade level. So we're happy to see that growth in the right direction. The next slide is our CASP numbers and again we broke that down by grade level and we don't have that data for this year yet. As far as what strategies we're using, a lot of it is around building teacher capacity. We are very grateful to have a staff that's very open to learning and continuous learning. So strengthening our Tier 1 and Tier 2 instruction through NUA through many other methods, targeted small group instruction based on very specific domain specific iReady data, using flexible grouping and continuous gathering, interpreting and using of data to drive instruction. When we get to tier 3, we still use that very specific data to target instruction to what our students need. Especially because we have such a changing population, we're finding that using that data is really helping us target where the gaps are and what the students need. As far as math and, and reading instruction. And again, the ongoing data analysis and monitoring, progress monitoring going forward. The next slide shows kind of how we know. So there's our data. So what we're considering changing. We've already started changing. I've been lucky enough to be part of the California Reading and Literacy Project training that we're doing. And so we're using more specific reading assessments to kind of really pin down what the students need and where they're at. And that's helped teachers drive instruction and also helped us meet the needs of the students. And then we're looking at Tier 1K through 2 instruction next year to include explicit whole class phonics and foundational skills instruction. So we are already thinking forward about that and hoping that that continues, the trend continues to show improvement for us. So I just first want to say thank you to my families who are overly generous, loving, kind and welcoming and always available for our school whenever I call them. They're just an amazing, dynamic group of parents and they're partners with us intentionally and literally. And we really appreciate them. So I just want to say thank you to our parent community. So some of the amazing things that our parent community and our staff have participated in is some of these amazing school events. And one of the big ones we had, it was new this year, is a clothing swap. So recognizing that there's a need for some people in our community for access to new jackets, to clothing, to socks, to all kinds of things, all kinds of sizes, even grown ups. So that was a super successful event. We have the Marine Science Institute where they come to school and the students actually get to pet sea life. It's super fun. It's a hit. We have our auction. We have a Move a Thon coming up on the 28th of April. We have several assemblies. We. We did a field trip for our eighth graders to Alcatraz. Thanks to Tiffany, she took the whole crew over the water to Alcatraz and they had a blast. Our seventh and eighth graders went to Academy. Was it sixth grade? I think it was sixth grade. Seventh and eighth graders went to California Academy of Sciences. So we first only were doing one grade level and then the other, the other grade levels like we want to go to. And so we made that happen and they had a wonderful time. We have a school play that we do every year. We're doing. We have field day coming up in May. We do a Halloween, Halloween parade and carnival. Students build a haunted house in our middle school hallway. It's super fun. We have unity day. We have inclusion Week we have the book fair. One of a big hall was our garden beautification. We had a dying, as you can see in some of these earlier, a very sad landscape of dying vegetation. But it was screaming like do something with us."},{"start":5605560,"end":5605960,"speaker":"B","text":"Right?"},{"start":5606280,"end":5896120,"speaker":"A","text":"And I want students to take part of it. I want our family to have a space where we can like grow things and, and do fun community things together. And it was wonderful. It was a Saturday. We have a parent who's leading it. He's going to volunteer working with the classrooms on teaching, teaching sustainability and composting. They repainted the shed. It's fantastic. So that was a big one. We had an anti bullying day. We did Ruby Ridges Walk to school. We were a certified kindness school. We had inclusive schools week. We have Project CornerStone K through 8, move thons and readathons some of our amazing community events. Student voice. So, so you can see here, students engaged in several collaborative activities. We have a gsa. I'm going to a quote here from a student says GSA is a place where I can express all my feelings, have fun and not be judged. And we have our GSA group right there in that big. Right there. And we have a student, a middle school easing, which is a magazine. And these students are absolutely amazing creative writers. I am floored when I read them. One of our. Our ELA teacher leads this magazine and has students throughout the year at different. I think it's monthly. Just create a magazine full of creative stories and I share that with my community. It's anonymous, but I, when I read it, I think I'm reading like a really great short story. So that's really impressive. We also had a student elac, not elac, a student LCAP committee. And this is, this is these three photos over here where instantaneously those students got together as groups and collaborated and some of them didn't even really know each other. They're all different grades. We gave them sort of the vision and the task and they went at it. They're instantaneously accessing and engaging and, and being active. They came up with wonderful ideas. And one of our students who a few years ago was someone who was a newcomer, really struggled with catching up and kind of being, you know, confident in himself. He was up there slapping post it after post it and I was just like, you're amazing. But they have. Their ideas were so deep and rich and meaningful and it was just joyful to see. And then here on the right we have our unity day where we had student leaders, you know, working with Student groups so that we had student leaders working with the other students and so they're leading the beginning of the assembly and creating the norms for it. That's those pictures. I have a bi weekly family newsletter that we send out. We have our monthly site council. We have a monthly pto. We have a monthly ELAC thanks to Tiffany and her team. We do Amaze day like everybody else. We have a TK and kindergarten. We have Art in Action where our parents lead art in the classroom. They're volunteer distance. We have, they have to schedule, make themselves schedules to have classroom helpers. We have tons of parents helping their parents are always available to chaperone, which is great. We have Healthy Cities tutoring conferences. And one of the things that we're going to be changing this year is we are going to do a July, August, August early assessments with Kinders and create goals, parent student teacher goals at the beginning of the year for kindergarten. So that's coming up this year. And our PTO has a Facebook page and here you can see some of our pictures of our auction, our play which was Little Mermaid and they really do a very good job. Kinder play date, clothing swap clothing, pop up pictures, our parent outreach. And so as we grow as a school and we shift into a very inclusive school community, which means that we would have had students who would typically be in self contained classrooms being in general ed classrooms. With that being said, we find that as that grows we really have a need for more instructional assistant support which is I think a district issue. There's just not a lot of people out there. But we would like to get some financial support to be able to hire a full time inclusion instructional assistant to not only help our students with IEPs but to help any student who needs help and create that really robust classroom environment to and you know, to help students be successful and meet the learning, the diverse learning needs in all the classrooms. So we kindly request your financial support to fund this position."},{"start":5903480,"end":5904760,"speaker":"C","text":"Thank you. You're welcome."},{"start":5912840,"end":5923400,"speaker":"A","text":"Thank you again for the presentation and I will go ahead and open up up the floor to my colleagues for questions and comments. Oh wow."},{"start":5923720,"end":5925640,"speaker":"D","text":"I love how much you love this."},{"start":5925640,"end":5930720,"speaker":"C","text":"Like it's just, it's just, it's plain as day and it's really wonderful to"},{"start":5930720,"end":5938240,"speaker":"D","text":"see honestly lots of things in here just really resonate the focus on restorative"},{"start":5938240,"end":5940560,"speaker":"C","text":"justice, place to vent and share."},{"start":5940560,"end":5942040,"speaker":"D","text":"God, I could use that someday."},{"start":5944300,"end":5947940,"speaker":"C","text":"Help me in having the metrics on the discipline incident."},{"start":5947940,"end":5950940,"speaker":"A","text":"So it's not just like, oh, it seems like it's getting better. 30 to 5."},{"start":5951260,"end":5952860,"speaker":"D","text":"Like, love that."},{"start":5952860,"end":5953500,"speaker":"C","text":"Yes. Yeah."},{"start":5953500,"end":5957540,"speaker":"D","text":"So thank you for sharing the numbers and obviously, super awesome job getting those"},{"start":5957540,"end":5958620,"speaker":"C","text":"numbers to go in the right direction."},{"start":5958620,"end":5960740,"speaker":"B","text":"Thank you. Interesting."},{"start":5960740,"end":5966060,"speaker":"D","text":"The approach on a dedicated place versus the Dolphin Cove versus in class."},{"start":5966380,"end":5968140,"speaker":"C","text":"I'm just. I'm be curious."},{"start":5968220,"end":5968500,"speaker":"D","text":"Yeah."},{"start":5968500,"end":6062450,"speaker":"A","text":"So we do also have peace corners, calming corners, and all the classrooms TK through 8th grade. So this is just a space where if a student feels like the in class supports aren't really helping or they're over. We have a lot of neurodivergent students, and so sometimes sensory input becomes a little too much for them, and so they just need to remove themselves from the space versus, like, you know, having a breakdown, crying in class or refusing to do work, or just feeling like, like I don't belong here. It's obvious. Right? So we want to, like, take that away and say, come to this space where we, like, remind you that we care about you, that we love you, that we believe in you, that you're going to be great because you are great and you're okay. Like, you know that that sort of piece that you don't normally get in school is something that I recognize as a student I didn't have. And so I deeply want that for my students to know that they are still capable of amazing things, even if they feel that they don't. They don't fit in right in that moment. So due to that need, or students with anxiety who just need a space for someone to say those things to them, to like close their eyes on a couch, because we have a couch in there and soft lighting and squishmallows and so just a space with fidgets and lighting and, you know, if they need soft music, we'll do that. But we're, you know, we're not undermining the rigor that's needed or the academic importance. But if we're never going to get there, if the students don't feel safe, valid, or heard as an individual, that's important to the entire community. So it's there in different levels on"},{"start":6062450,"end":6066130,"speaker":"C","text":"the yonder phone packages. I was saying there's been a couple"},{"start":6066130,"end":6067810,"speaker":"A","text":"different rollouts of that in the county,"},{"start":6067810,"end":6071050,"speaker":"C","text":"San Mateo High School and Design Tech High School here in Redwood City."},{"start":6071690,"end":6074290,"speaker":"D","text":"And it seems like there's some pros"},{"start":6074290,"end":6075450,"speaker":"C","text":"and some cons, right?"},{"start":6075770,"end":6077770,"speaker":"A","text":"It seems like it does actually work"},{"start":6077770,"end":6080170,"speaker":"D","text":"in terms of increasing focus in academic performance."},{"start":6080250,"end":6091040,"speaker":"C","text":"So. So it's what a school district is all about. So high fives there. But students are not always happy with it. And there was an incident where a couple students got expelled because it's not good."},{"start":6091040,"end":6091480,"speaker":"D","text":"Yeah,"},{"start":6093240,"end":6096360,"speaker":"C","text":"they come with some friction but it seems like you're anticipating that."},{"start":6097160,"end":6101600,"speaker":"A","text":"On page 19, the diagnostic one, diagnostic"},{"start":6101600,"end":6102840,"speaker":"C","text":"two, diagnostic three just."},{"start":6103800,"end":6107910,"speaker":"D","text":"Are there dates for like those are sequential dates for administrations of."},{"start":6107910,"end":6108310,"speaker":"C","text":"Yeah."},{"start":6108310,"end":6110710,"speaker":"A","text":"Diagnostic one is beginning of the year."},{"start":6110710,"end":6111150,"speaker":"D","text":"Yeah."},{"start":6111150,"end":6112550,"speaker":"C","text":"Diagnostic two happens"},{"start":6114950,"end":6118710,"speaker":"A","text":"and then diagnostic three happens before state testing."},{"start":6120630,"end":6126030,"speaker":"C","text":"Got it, got. It'd be helpful to have dates next to that just so I get a sense of sequencing."},{"start":6126030,"end":6131230,"speaker":"A","text":"But holy moly, those numbers are going up in the right pretty steep angle like that is."},{"start":6131230,"end":6137350,"speaker":"D","text":"That is fantastic. Big fan of the call out on intensive K to 2 Focus on phonics and literacy."},{"start":6137430,"end":6146300,"speaker":"C","text":"So excellent evidence. It's really hard to catch up after third grade and so getting everybody literate by end of second, end of third if needed. It's very, very important."},{"start":6147020,"end":6151980,"speaker":"D","text":"FY, the Dolphin Newsletter webpage archive only goes up to February 20th, so it may want to."},{"start":6151980,"end":6160220,"speaker":"A","text":"Well, one of my teachers hasn't updated it. She knows I, I have them there. They just have to be uploaded to her specific website. That's just where they're held."},{"start":6161740,"end":6162580,"speaker":"D","text":"That's just a name."},{"start":6162580,"end":6163020,"speaker":"A","text":"Yeah."},{"start":6163420,"end":6166700,"speaker":"D","text":"And speaking my love language with a parent student teacher."},{"start":6166780,"end":6167660,"speaker":"C","text":"Joint goals."},{"start":6167820,"end":6168700,"speaker":"D","text":"So I feel very."},{"start":6170800,"end":6171280,"speaker":"C","text":"Thank you."},{"start":6172560,"end":6175040,"speaker":"A","text":"And then, and then also just working"},{"start":6175120,"end":6177600,"speaker":"D","text":"to make sure to keep the special"},{"start":6177600,"end":6180360,"speaker":"C","text":"education students in the classroom where that's"},{"start":6180360,"end":6193520,"speaker":"D","text":"able is also very well supported by Evan. So I, I love the, the metrics. I love the metrics are moving in the right direction. I love the evidence based and research based work that's happening here. So, so thank you."},{"start":6193520,"end":6194080,"speaker":"B","text":"Thank you."},{"start":6194160,"end":6195140,"speaker":"A","text":"I appreciate your feedback."},{"start":6195290,"end":6217330,"speaker":"C","text":"Yeah, yeah, I'll go ahead. Yeah, thanks dude. Tiffany and Stacy, I really appreciate the presentation. I did have one question before we kind of drive into that on the suspension strategies. You had a comment in there that like we knew that the physical proximity in our middle school was going to be an immediate need we needed to address. What did you mean by that?"},{"start":6217330,"end":6218090,"speaker":"D","text":"So yeah,"},{"start":6220410,"end":6291440,"speaker":"A","text":"the sort of the geographic setup, you know of the middle school being like upstairs and away in the hills and the elementary being really nestled towards the front of the school. It's easy to forget that they're there. And then every once in a while we'll get this. Like last year we would get calls like from middle school like hey, we're here, we need you. And we're like oh my gosh, that's right. You know and I feel that our elementary community is, is rolling along really well. We don't really have enough evidence to show us that like strong Administrative presence. Presence is needed. And so we recognized, after reflection, hearing back from staff, that our. Our priority needed to be that we're there and to build a community. We have a lot of new middle school, new teachers, but new to our school teachers in middle school. So us sort of leading and modeling the connections, relationship building, you know, watching us be present and being available at any given moment. So we prioritize our time, time upstairs in the middle school. So being right there, you know, with the kids and, you know, the elementary teachers, because our offices are downstairs, had access to us right away."},{"start":6291600,"end":6292040,"speaker":"C","text":"Got it."},{"start":6292040,"end":6303160,"speaker":"A","text":"And, you know, middle school teachers are sort of like up in the hills. And, you know, it wasn't intentional, but it was sort of just because of the. How it's set up. And so we recognize we really needed to be up there more. Cool. And our elementary teachers were very supportive"},{"start":6303160,"end":6307630,"speaker":"C","text":"of it, by the way. Yeah, yeah, yeah. That. That makes a lot of sense. Yeah, yeah."},{"start":6307630,"end":6307910,"speaker":"D","text":"Thanks."},{"start":6307910,"end":6389680,"speaker":"C","text":"Thanks for the presentation again. The Ripples magazine, I've only seen a couple issues of it, but it's great. So that is really neat to see that easing that you all put together there. It's really good. Thanks for talking about the focus on the emerging bilingual students. It does seem like there's probably some growth there for the lpac, growth that we need to kind of focus on. But building out that community that the elac, putting all that stuff in, and particularly as the population is growing at the school there, it was nice to hear about that. Kind of, hey, this is a priority. We know it. We're working on it. And that's neat. And the other thing that was kind of neat is, like, looking at it holistically, like, okay, rearranging the schedule next year, because that's going to be better. Because it's so awesome that you're doing all this direct work with students. But, like, setting up the system is really kind of like the power that administrators have and. And being able to use that to really kind of get leveraged results after that. It's going to be kind of neat to see. Man, those UNITY Day quotes, thank you so much for putting those in there. I read it over the weekend and I was just like, holy cow. You never know what someone is dealing with. You are never alone with the issues you're dealing with. Like, I hope I know that as an adult, you know, but to hear from our students, from your students, you know, from these students, it's just really powerful and it resonates."},{"start":6389920,"end":6401840,"speaker":"A","text":"It was just as powerful to see because you would see kids who typically may be, like, less focused in class or kind of the jokester really like listening to another person, which was wonderful to see, too."},{"start":6402080,"end":6402560,"speaker":"D","text":"Yeah."},{"start":6402640,"end":6432780,"speaker":"C","text":"It just. It was powerful. And we've heard a lot about unity Days and how they're. They're working well and. Yeah. And how more schools want to bring them in. So that's. That's really neat. You know, you didn't talk about. You mentioned NUA strategies and how they're really working there, but, man, the work that you all are doing at the school for adopting and bringing that in, for adopting, demonstrating, and evangelizing, it's getting recognition for the district. It's going out to other schools. We go and look at all of it. It's really amazing."},{"start":6433500,"end":6434300,"speaker":"A","text":"Transformative."},{"start":6434300,"end":6434660,"speaker":"B","text":"Yeah."},{"start":6434660,"end":6461810,"speaker":"C","text":"All that work is just great. And it kind of goes back to how you started off your presentation with the switch from punitive to restorative, and talking about how it enables the student, it empowers them, it gives them their voice, and it lets them access their learning and education, and that's really what we want to be able to see here. So that's. That is really, really cool. And the other thing that I didn't see covered here, but I know it's going on there. I don't know if other schools are doing it, but. Your Justice, Equity, Diversity and inclusion team."},{"start":6462530,"end":6462890,"speaker":"A","text":"Yeah."},{"start":6462890,"end":6472060,"speaker":"C","text":"Your Jedis, I want to call them out, bringing, you know, a very inclusive curriculum to the students, introducing, you know, things that make all of our students"},{"start":6472060,"end":6474700,"speaker":"D","text":"feel like they're heard, they're seen, and they belong."},{"start":6475500,"end":6487260,"speaker":"C","text":"Really important work, particularly, again, you know, coming out of the pandemic, we're such a different world than we were before. They always needed to be heard before, but now that work is there. I didn't see a single slide on it, so I wanted to make sure."},{"start":6487500,"end":6490060,"speaker":"A","text":"Thank you. Yeah, we have the Jedi."},{"start":6490300,"end":6490780,"speaker":"C","text":"Yeah."},{"start":6491020,"end":6492860,"speaker":"A","text":"And I love their name, too. Yeah. Thank you."},{"start":6492940,"end":6500710,"speaker":"B","text":"Thank you. Thank you for being here."},{"start":6500710,"end":6500990,"speaker":"A","text":"And."},{"start":6500990,"end":6607290,"speaker":"B","text":"And all the staff, too. There's a lot of you out in the audience and online, so thanks for being here tonight. Just to piggyback on what Mike said, the. The quotes I wrote down, one of the ones he said, you never know what someone's dealing with. I. I love that. And I mean, as adults, I think we know that we're. Are really not good at putting that in our. The forefront of our brains. So I think that's great that our students are thinking about it. I hope that they continue to hold on to that. So, Jude, you know, as long as I've known you, which I think is almost your whole time here in the district, you have been like really focused on restorative justice. That was kind of the forefront of, of what you wanted to do when it wasn't really the thing to do. And I appreciate seeing that you're continuing that. You're building on that. You're still kind of at the forefront of. You are at the forefront of that and kind of setting an example for our other schools and how it can work. I think when I first came on the board, there was a lot of resistance to that at a lot of the schools that I talked to the staff and the administrators. So thank you for keeping up with that even when it wasn't probably easy to keep that as a focus. Also with student voice and students self advocacy, I think that you've always valued that and I see that on the campus too. I think that Clifford and you and is know this. The staff are doing a fantastic job with NUA and mastering the teaching strategies."},{"start":6607530,"end":6608090,"speaker":"A","text":"Absolutely."},{"start":6608330,"end":6611450,"speaker":"B","text":"So I just want to thank the, the staff that have put the energy into that too."},{"start":6611690,"end":6612330,"speaker":"A","text":"It's them."},{"start":6612650,"end":6617290,"speaker":"B","text":"I, I, all of us have been into the classroom and witnessed it, so it's just phenomenal."},{"start":6617370,"end":6624130,"speaker":"A","text":"It blows my mind. Like as a leader, it's amazing to see other adults grow and become leaders themselves."},{"start":6624130,"end":6668740,"speaker":"B","text":"So yes, it's been learning for me too and, and longtime staff and teachers that, but I not going to call it by name, but might be in the audience that have said, you know, I've been teaching for, I think it was like 24 years or whatever. I see heads turning and still embracing the NUA strategies has made this person a better teacher. So I love that focus on pedagogy and then we'll move on. But I just want to say one of the things that you mentioned, Judy, you were talking about the community and your parents and your. I just want to acknowledge that the Clifford community has dealt with a lot of trauma this year."},{"start":6668740,"end":6669580,"speaker":"A","text":"It has, yes."},{"start":6670060,"end":6700710,"speaker":"B","text":"Some really deep trauma. And I have seen your staff, your families come together, support each other, build each other up. I've seen it on the Facebook page and I just want to say kudos to all of you and to the parents and the staff and just keep that up. I think it's part of the Clifford culture and I'm sorry that we've had to see that happen. But thank you all for supporting each other, of course, this year."},{"start":6700710,"end":6705510,"speaker":"A","text":"Thank you. All right, my turn."},{"start":6707190,"end":6708150,"speaker":"B","text":"Well, thank you so much."},{"start":6708150,"end":6708790,"speaker":"A","text":"Of course, of course."},{"start":6708790,"end":6743890,"speaker":"B","text":"As you know, Clifford's near and dear to my heart. My daughters went there a long time ago and I love seeing some of the teachers that I've known for a long time in the audience and online. And Jude, I've known you since day day one. I can't believe it's been nine years. That's amazing. And thank you, Tiffany and Stacy, for all that you're doing now as part of the leadership team. Really appreciate it. And it's so clear that, you know, you care so much about the students and the families, and I know our teachers and staff do as well. And what an amazing parent community. It continues just to support the whole school."},{"start":6744050,"end":6744690,"speaker":"A","text":"Absolutely."},{"start":6745330,"end":6784350,"speaker":"B","text":"You know, it's always been a parent community that doesn't care about just their own child, but cares about the whole. And that makes a big difference. I know that Clifford is a place where we do have a lot of students who maybe wouldn't feel a sense of belonging elsewhere but do at Clifford. And that has a lot to do with all that you do. You know, really providing that sense of belonging and inclusivity and then designing the classroom and the campus so there's places where students can thrive and continue to be successful at school, whether it's in the classroom or the Dolphin Cove or, you know, in your office or on the playground or wherever chatting with you"},{"start":6784350,"end":6785830,"speaker":"A","text":"and really just trying to keep the"},{"start":6785830,"end":6835410,"speaker":"B","text":"students at school learning and being successful. I really appreciate that. I definitely wanted to call out nua and I see that we have some vermilion amazing partners here. Linda, Stephanie and Whitney, thank you for being here supporting Clifford tonight. And you know, we've talked a lot about. I mean, Clifford is just such a model with the NUA program and how it's really just been integrated into the learning in the classroom and the inspirational stories that we're hearing out of there. And what I've been able to see when I've been out visiting, see, I did talk about. My colleagues have talked about a lot of the other things that I wanted to touch on. And I know it's getting late, so I won't spend a lot more time, but I just wanted to say thank you. I really appreciate everything that you guys do every single day. And that's the collective here."},{"start":6835490,"end":6836050,"speaker":"A","text":"Absolutely."},{"start":6836050,"end":6837089,"speaker":"B","text":"So thank you."},{"start":6837090,"end":6966370,"speaker":"A","text":"Thank you. Well, again, thank you. And like everyone has mentioned, you guys are doing a wonderful job. I don't have too many questions, just more of comments and key words that I heard throughout the presentation. You know, of course, kindness being number one. And obviously your entire community you mentioned during the tier One relationships, school wide community circle. One of the big things is obviously your elect, participation and the partnership. I think that's great. A lot of the times sometimes we don't know. I take it back on a personal level. When my kids used to go to Roosevelt many years ago, my daughter is now 26. So they used to have a bilingual program. They ended up bilingual program. We had an elac. And a lot of the times parents don't know and again, here we go with maybe our culture or the miscommunication or whatever. So that's dear to my heart because again, I was once an English learner in this school district. So I think that's great. And one of the things that we all need to know as a community and I think we all as board members here in cabinet and obviously all the wonderful teachers that we have and staff is that we cannot all succeed when half of us are held back. And I think that's very important for us to know. And I think we as the Redwood City School District are doing wonderful things. And so when a school leadership like you, and obviously this is all the school leaders that we've heard from before and the ones that are coming in the next few weeks, I think we're moving in the right direction. And so under Tier 3, the target instructions with English and math, I mean, obviously there's some schools that struggles more than others. Again, Janet mentioned you guys have been having a lot of trauma. We also have heard from the Bayside schools where they're actually struggling even more. So I think it's just kudos to all of you. I think you guys are doing a wonderful job. And again, just keep it up. Thank you so. Thank you. Thank you."},{"start":6968369,"end":6985740,"speaker":"C","text":"So I'm going to change this a little bit. Number one, Stacy, you are going to be the MTSs. I heard all these wonderful things about you, all these wonderful things about the reading program."},{"start":6985980,"end":6986700,"speaker":"A","text":"Oh, yes."},{"start":6993420,"end":7001300,"speaker":"C","text":"Teachers, parents, administrators, about Stacy and the reading. Stacy and the reading. When I heard that go, okay, we're"},{"start":7001300,"end":7007310,"speaker":"A","text":"ready for that shift, I think so Stacy will have have a role in, you know, guiding that next level."},{"start":7008110,"end":7031800,"speaker":"C","text":"I just wondered. I. Because. And thank you so much for what you've done this year. Yes, really, really amazing. Now we do have some visitors with us that would. I'm going to give them my time. So Dr. Montes and Dr. Baker, come on up. And also, that's another Dr. Baker and Whitney."},{"start":7032520,"end":7290780,"speaker":"A","text":"Oh, boy. So much to say. I scripted myself. I scripted myself because I'm a talker by nature and there's so much to say about this wonderful place. So I bring you greetings on behalf of the National Urban alliance for Effective Education to simply and swiftly say thank you. I want to thank the dedicated members of this board for engaging in thoughtful dialogue around equity and pedagogy and that has carefully guided our work in this district, in the other wonderful schools where we get to work, but specifically in Clifford School. I want to thank Dr. John Baker for the vision and consistent support for this work and this work on behalf of the children of Redwood City School District and the adults who surround them. I want to thank Principal Jude Noyce. You heard what he said this evening, right? I want to thank him. State to stay on script. Sorry. I want to thank Principal Jude Noyes and Clifford School for empowering teachers and staff members. And when I say staff members, I'd like to personally thank Whitney Akin for being what we call the glue. That. The cement that holds it together between the times that we are here. Incredible effort, effort. But I want to thank Principal Noyce for empowering teachers and staff members to engage in meaningful conversations about practice that have led to teacher centered pedagogical support that has prompted partner visitors from Minnesota, New Jersey, interested educational leaders from the state of California to just come and see what is happening in this magical place. I want to thank the dedicated teachers and staff members who. Who have committed to centering all, all, all students, their voices, their academic pursuits, and for working tirelessly to advocate for them to participate in their own professional learning. Teachers who advocate for themselves and the things that they'd like to learn more about which have made remarkable and data supported differences in the academic trajectories of the young people at Clifford School. This evening we would like to publicly thank this committed group of partners for welcoming the beliefs and practices of nua's pedagogy of confidence with a certificate of achievement for each of our partner teachers. I will read one of them just for public record and I'd like to give them all to Mr. Noyes noise this evening to share at the appropriate time. So I'm going to do that right now. I'll just read it so that you can hear what it says. Not all of them, just one. Here we go. It says, the National Urban alliance for Effective Education public proudly recognizes insert teacher name for your outstanding commitment and service to creating a safe and supportive, inspirational and rigorous, joyful and inclusive environment for all learners. Dr. Eric J. Cooper, NUA founder and president. Dr. Stephanie C. Baker, NUA executive director and Dr. Linda Montes, NUA regional director April 21, 2023. In conclusion, we would also like to participate in the public display of our appreciation for exemplary schools. We make it a practice to do so in schools that exemplify the belief systems and practices of the National Urban Alliance. So we'd like to give this banner to the team of dedicated individuals at Clifford School, the students and the teachers and the leaders who you've heard from tonight to simply say that we are indicating that the stakeholders at Clifford School are dedicated to leading and learning that support students in reaching the frontier of their cognition and sailing beyond it. So I want to say thank you to Clifford. Here's what the banner says. Let me get out of the way."},{"start":7292620,"end":7296260,"speaker":"B","text":"Elementary school. And anyway, demonstration school where learning and"},{"start":7296260,"end":7307720,"speaker":"A","text":"teaching for high intellectual performance happens every day. Thank you for your time."},{"start":7309070,"end":7321070,"speaker":"C","text":"Thank you, Stephanie. Thank you so much. Yeah, why don't we get the. Clifford, Dione and Shannon. Come up, Come up so you can take a picture with the sign."},{"start":7322830,"end":7324670,"speaker":"G","text":"Oh, and."},{"start":7324670,"end":7338040,"speaker":"C","text":"And Shannon is one of our mentors. How are you going to do that?"},{"start":7341000,"end":7342200,"speaker":"B","text":"Well, that's like. It's like."},{"start":7342200,"end":7345080,"speaker":"C","text":"Should we move the mat standard in front of you all?"},{"start":7357560,"end":7358280,"speaker":"A","text":"Fair enough."},{"start":7358280,"end":7389330,"speaker":"C","text":"Cancellation. There you go. Perfect. Very good. Thank you."},{"start":7389570,"end":7391090,"speaker":"B","text":"I just want to say thank you all."},{"start":7391090,"end":7404610,"speaker":"A","text":"And these guys do make it happen every single day. And it's just a part of the practice. And like naturally what they're doing, I think, I mean, we take it for granted every day here. It's exceptional."},{"start":7406450,"end":7410530,"speaker":"C","text":"Thank you, Linda. Thank you."},{"start":7411810,"end":7412370,"speaker":"A","text":"Distance."},{"start":7417970,"end":7418450,"speaker":"D","text":"Yeah,"},{"start":7428210,"end":7429970,"speaker":"A","text":"We're going to take just a two minute break."},{"start":7431010,"end":7433170,"speaker":"C","text":"Two minute break. Okay."},{"start":7461830,"end":7490520,"speaker":"B","text":"It. Okay, there we go."},{"start":7491720,"end":7492360,"speaker":"C","text":"Thank you."},{"start":7513230,"end":7902410,"speaker":"A","text":"There. On Redwood City school district bond program. And then right before we have Mr. Chris Robel at the podium, I just want to read a script that before we get started, we need to make sure that our community is aware of the process for this item. Pursuant to education code section 3514 5.5. We have a committee member who has requested to place this item on the board agenda. This education code section expresses the legislature's intent the members of the public be able to place a matter directly related to the school district business on the agenda of school district governing board meetings. The item needs to be directly related to the district business and within the subject matter jurisdiction of the board. Tonight's speaker, Mr. Krizra Bell, wishes to speak regarding the district's month program. The district has the right to make certain procedural decisions regarding the timing and matter of placement on the agenda. As such, the following is the process for this item when these requests are made. A Board must only agendize the item, call the item, and allow the public comment. The board does not need to take action or discuss the item unless the board sees fit to do so. The district is not required to publish this item's background materials as the materials are not produced by the district or endorsed by the district. The materials will not be projected through the use of PowerPoint or other technology, but hard copies may be shared with the members of the public upon request. Next. Mr. Rebel, you may proceed."},{"start":7903370,"end":7903890,"speaker":"C","text":"Thank you."},{"start":7903890,"end":7909930,"speaker":"D","text":"Before my 10 minutes starts, I would just want to see, does anybody need a copy of the handout? Everybody has copies."},{"start":7910490,"end":7914610,"speaker":"C","text":"Okay. Okay. All right. Okay."},{"start":7914610,"end":8007770,"speaker":"D","text":"Thank you for this opportunity. I did want to just start off, to be blunt. I was. I didn't appreciate. And I was disappointed that the title of my presentation was edited. I kind of view this as. Is. It's. It's legally. It's called viewpoint discrimination. And I have an email to John and about this. But it's a violation of the First Amendment. So personal opinion. I mean, obviously it's. That's not the title of my. Of what I did. Okay, so my. I have several topics. So if we just jump to page. Let's go to page three or two. I'm sorry. So my first concern is about insufficient transparency with respect to how bond money is spent. So on January 11th there, you all approved what's called the superintendent subcommittees, which I didn't know anything about at the time. And there are several of them, and most of them comprise two trustee members. And I'll. So there's a workforce construction workforce committee. The one I'm going to talk about is the bond construction committee. And essentially that's comprised of, like I said, two trustees, Mike and Janet and then John. And it's got a vendor, RGM Kramer, two people from there, and some. Some district personnel, Martin and others. So the. The issue with that is, as I understand it, and I. Please correct me if I'm wrong, but it looks like to me, and I did a public records request, there is. There are decisions being made in private. The public, it doesn't. Has no awareness of these agenda items. These. These meetings take place. They're not. They're not."},{"start":8007920,"end":8008120,"speaker":"C","text":"Not."},{"start":8008120,"end":8009920,"speaker":"D","text":"Yeah. The public doesn't know about the agenda."},{"start":8010240,"end":8010600,"speaker":"C","text":"The."},{"start":8010600,"end":8218070,"speaker":"D","text":"The committee makes decisions about how bond money is used, and then there's no report out to anybody. All that subsequently happens is a decision, or if you want to call it a recommendation, but the recommendation goes to the board. But it's not a recommendation because it. All. It shows up is a contract. So if you go to page three, this is an example I pulled where this agenda with the people I mentioned, including RGM Kramer, who's paid. Was already paid 800 over $800,000 to do project management for nine months. He's in this. It looks like he's in this. He is part of this committee. He's organizing the meeting and he sets up this agenda. And one of the agenda items is approving extending his contract for another $400,000. Now, I don't know if he's in this meeting. It looks like he was. Let me know if he's not. I would like to know if he was or was not. But this meeting's in the dark. The public doesn't know about it. And then there's no minutes. So then we go to the next page. That was on December 8th. Then we have on December 14th, it shows up on the board consent calendar. So there's no discussion amongst you trustees. There's no context for it. There's no. Here we want to pay RGM Kramer another $400,001.2 million. There's no discussion of other vendors. Coincidentally or maybe not coincidentally, he donated $30,000 to the campaign to tell voters how great Measure S is going to be. And so he's. And I don't know if it was. There were multiple bids. I have no context for it. That's a clear violation anyway, that speaks for itself, those facts. So everybody's aware of problems in Kenyatta College Community District, and I hope that we don't have similar problems here. But these meetings need to be in the open. The business of the people is the people's business. And these. And the. The openness with the public is important. Page five, Prop 39 compliance. So I have spoken with Nathan, who was here earlier this evening, and obviously Carl Landers. I don't know if Carl's online, but nobody's checking to make sure that there are compliance with Prop 39 laws. So that is not. There's no. Nobody looking to say, hey, is this, you know, Nathan? I mean, I just talked to him afterwards. So there's. That's. That's not something that's specifically there. And neither does Carl. I've been watching all the last several CBOC meetings. The Citizens Bond Oversight Committee, they do not review any expenditures despite. So. And I did look at them and there's 1100 individual payments for district personnel, for salaries, administrators. And I already talked. Spoke about my. What the law says it does not allow school operating expenses and There's a whole bunch of other things. Copier, leases and Bay Area News Group. You know, I don't know how those are related to school construction, termite inspections. So all those things. So I would like to know who is determining Prop 39 compliance up front. So maybe it's the secret bond subcommittee meeting. I don't know who's doing that. But I would like to know maybe Mike or Janet could provide some comments on that at the end. It's. It's not right. It's just wrong. And you guys, the taxpayers deserve better. And then let me. I'll go to the last slide. I have five more minutes. The Citizens Bond Oversight Committee. Appointments."},{"start":8218219,"end":8218539,"speaker":"C","text":"Appointments."},{"start":8218539,"end":8376349,"speaker":"D","text":"Okay. The Redwood City School District has no procedures and no policies regarding how Citizens Bond Oversight committees are appointed. And if you don't have a procedure, you don't have due process. It's a violation of due process. So you make it up. Legally, you are required to have measure TC BoC positions and including three member groups that have been vacant. There's no member from a senior organization, there's no member from a business organization representing the business community, and there's nobody from a local taxpayer organization. Now, I know that somebody thinks that Carolyn Chao, who's on a Palo Alto bond committee, she's Rick's counterpart overseeing a billion dollar bond program in another district doing oversight. I think that's a conflict of interest. I've suggested that she resign because that's not an appropriate position overseeing. When she's overseeing bond money. Is she really going to do oversight on this bond program you've had? And, and Rick had mentioned that there. Despite the lack of outreach from the, the board of trustees or the district to try and recruit these needed required by law vacant positions. I don't see anything that's been done on measure T about to reaching out. But Rick did say there were three or four applicants. I did apply. I'm a retired cfo. And I mean obviously I'm not going to do it now, but I believe you've had other. And I did fill one of those seats and I didn't get the courtesy ever of hey, Chris, we reviewed your application. We're not doing it or any. I don't think either of the other people did either. Somebody else that was here, she's not here, but she applied. She didn't hear back. So there's no. When city council reviews somebody, let's say for the planning commission, whatever, anybody that applies, whether they're qualified or not, those candidates get those applications go up to the. The governing body for review. And this district under John Baker's leadership has never taken those CBOC applications to you to review. That's just not right. He's just said, oh, we're going to roll over measure T to measure S, which again, Measure S hopefully won't even be an issue. But any. For other reasons. But there are no applicants that the measure T is not conforming with the law. It's been more than nine months for those vacancies. And measure S, if you, if it goes forward, Measure S is not even going to comply with the law laws because you're. You still have three vacancies. So call to action is last slide number one. There needs to be a legal bo, legal board subcommittee, not a superintendent subcommittee. Those subcommittees need to be opened up. Like I said, there's no reason that the public shouldn't be able to participate. Subcommittees need to produce a report for the board approval with the context and was there multiple bids and why are we picking this vendor, etc."},{"start":8376420,"end":8376740,"speaker":"C","text":"Etc."},{"start":8376740,"end":8455670,"speaker":"D","text":"And any vendors that are part of these subcommittees in the bond spending need to recuse themselves when appropriate. They should not be part of those meetings. Somebody needs to, you need to clarify who, if anybody. But somebody needs to legally make sure that the expenditures comply with Prop 39. I don't know if that's being done now or not. And you need to develop and follow CBOC appointment procedures, document how you're going to pick people and certainly everybody that gets applied should. There should be a closed loop and the board should be reviewing those applications. And then of course, the board needs to make sure those positions are filled and vacant. Otherwise you should return the money back to the taxpayers, the Measure T bond money. And I, I guess I would. I'm going to hope. And a lot of people told me, don't do this, Chris, because they're not going to say a word. They're going to say everything's fine. And maybe I have one thing wrong, but I don't have all of it wrong. And I want to hear. Don't say everything's great or. And don't say nothing because I really want to hear here. And John promised me that you guys would have 10 minutes of discussion and I really want to hear your feedback because there's always opportunities for improvement. Just like. And, and believe me, I care about this community deeply. I care about the kids in this community. I care more about the teachers and less about the developers and the administrators. And, and so. And I want, I wish this money this bond money would be foregone and use it for a parcel tax. And for teachers."},{"start":8455740,"end":8456140,"speaker":"C","text":"Teachers."},{"start":8456140,"end":8465860,"speaker":"D","text":"It's. It's a. It's a. Anyway, so enough said on that so that we can help. Everything that was highlighted, once again, just like with Taft and Garfield, with these teachers is operating expenses. I heard."},{"start":8465860,"end":8466140,"speaker":"A","text":"Math."},{"start":8466140,"end":8483660,"speaker":"D","text":"I heard. I mean, everything in there, they're not talking about. I need another building. They need stuff inside the classroom. They need smaller, smaller, fewer students. I've talked to teachers that their. Their classes are jammed and they're overworked and they need to be paid more. It's not about. It's not about buildings. It's about people and programs for kids. Thank you."},{"start":8483730,"end":8484130,"speaker":"C","text":"Thank you."},{"start":8484370,"end":8529020,"speaker":"D","text":"And I really want to hear the feedback. Well, I don't want to get. I'm not leaving. I want to hear that we have 10 more minutes for you guys to ask. Please correct me or answer any questions. It's a discussion, So maybe we can start with the first one. I mean, I don't know. Legal. What. What do. What's this deal with the rgm, Kramer running these meetings? And why is the public. I'm not involved. And how did we. How do they. Do they participate in the renewal of their contract? Mike, this is a discussion, right? That's what John said."},{"start":8532860,"end":8533580,"speaker":"C","text":"You're not saying."},{"start":8533580,"end":8534300,"speaker":"H","text":"Exactly."},{"start":8536150,"end":8551910,"speaker":"C","text":"Okay, we were both in this meeting. What I said is within this timeline, the board could have a discussion. Not that they're required to have a discussion. Okay. Okay, agreed."},{"start":8552070,"end":8555510,"speaker":"D","text":"No, well, it was 10 minutes for me presenting and 10 minutes of board discussion on this."},{"start":8555510,"end":8557910,"speaker":"C","text":"So if the board could have a discussion."},{"start":8557910,"end":8561330,"speaker":"D","text":"It was not an if. That's not what you said. But anyway, go ahead. I don't want to take up the time with this."},{"start":8561480,"end":8564840,"speaker":"C","text":"This. So,"},{"start":8573560,"end":8605720,"speaker":"A","text":"I mean, really, again, as I read the. The script, we don't have to have a discussion. One of the things that I want to say, just more of a personal, and I'm sure my colleagues would also agree with me that we as a board do everything that we can possible to make the best for all the Redwood City school kids, including bonds. And I understand that you are talking about tax. What do you call it?"},{"start":8606760,"end":8607720,"speaker":"C","text":"Taxpayers money."},{"start":8608200,"end":8627100,"speaker":"A","text":"Yes. Not the taxpayer money, but a property parcel tax. And of course, that's totally different. And so. So again, we don't have to comment. There is obviously you. You bring up a lot of points, but I just want to make you aware that what we do as a board, it really is to the benefit of all the school."},{"start":8627340,"end":8639500,"speaker":"D","text":"Okay, but I'm talking About. Okay, I understand. So I, but can we, Is there anything specific here you can address? Can we talk about the rgm, Kramer, the secret how are decisions made about bond construction? Who makes them and why is the public not allowed?"},{"start":8639500,"end":8640350,"speaker":"A","text":"I'll just say that."},{"start":8640420,"end":8669110,"speaker":"B","text":"But you know, every decision comes to the board. If you look back from 2015 is when the bond was passed. And if you look at all of our board agendas, we have been approving one thing after another after another after another. And it's all in the public forum. Anybody has like, anybody can come to the meeting, they can join us virtually, they can join us in person, they can caught, they can comment on each agenda item. And so, so I actually, I mean, one of the reasons why maybe not"},{"start":8669110,"end":8670710,"speaker":"A","text":"everybody's talking is I don't really want"},{"start":8670710,"end":8673190,"speaker":"B","text":"to go point by point by all"},{"start":8673190,"end":8674910,"speaker":"A","text":"the different things that you're critical about,"},{"start":8675070,"end":8692390,"speaker":"B","text":"because I actually believe that we do have a lot of internal and external accountability around the bond measure. It's pretty clear you don't like bond measures and I can appreciate that you have a right to not like bond measures. I feel like they're absolutely important in California if we want to keep our"},{"start":8692390,"end":8695110,"speaker":"A","text":"school facilities up and running for students."},{"start":8695350,"end":8721430,"speaker":"B","text":"And in fact, just last week I was reading about some school districts that unfortunately do not have communities that are supportive of bond measures. And so you know what, their school buildings are falling apart. Okay. And kids cannot learn in buildings that are falling apart. And so I am absolutely proud of the work that we've done with measure T. And I actually find it kind of offensive that we have had to"},{"start":8721430,"end":8725760,"speaker":"A","text":"spend so much time answering questions, public action requests."},{"start":8725760,"end":8731280,"speaker":"B","text":"I mean, all this stuff, you've come into the community, what, within the last year and I think you think something"},{"start":8731280,"end":8733160,"speaker":"A","text":"nefarious is going on and."},{"start":8733160,"end":8748320,"speaker":"B","text":"Yeah, exactly. So you, you believe that and you're an individual, you have a right to believe that. But I will tell you that if anybody's wasting taxpayers money right now, it's you. I mean, you have spent. I actually asked for the amount of money. I'd like to know how much money"},{"start":8748320,"end":8751180,"speaker":"A","text":"we've spent on you, giving you all"},{"start":8751180,"end":8762980,"speaker":"B","text":"the information that you've requested. Not only is our staff busy, we've had to hire legal staff to respond to you. Absolutely. And so just, just know that actually you are spending taxpayer money that could"},{"start":8762980,"end":8763780,"speaker":"A","text":"be going to students."},{"start":8764180,"end":8778760,"speaker":"B","text":"Okay. And so anyway, I don't really want to go point by point and all your things. You know, I appreciate you coming here, giving us this information. Certainly we can think about what we're doing and how we can do a better job. But I am proud of the work that we've done."},{"start":8780920,"end":8807320,"speaker":"D","text":"It's not a philosophical issue of our bonds, good or bad. Forget about that. Right? People can disagree on things. That's fine. The issue I'm talking about is how I think everybody, whether you're for or against bonds, the decision about how bonds are, how the bond money is spent. Hundreds of millions of dollars should be out in the open, and it's not. I mean, I just printed this right here. Here, The. The rgm. Did you see page four and three?"},{"start":8807720,"end":8820880,"speaker":"B","text":"If you look at our board agendas, every one of these expenditures are in the board agenda. Look at them. We've got contracts, we've got board memos, we've got MOUs, we've got contracts. It's all in the board agenda."},{"start":8820880,"end":8821640,"speaker":"D","text":"Look at page four."},{"start":8821640,"end":8822760,"speaker":"B","text":"This is, it's all public."},{"start":8822920,"end":8894950,"speaker":"D","text":"I mean, specific. There's no context about why you're hiring RGM Kramer for 1.2 million. There's no context about. It was done in private. He's part of the meeting, apparently, along with. With two of you. And it comes forward for 1.2 million. Why? Why him? Why not another vendor? What's he gonna bring? I mean, there's no context of this. And I'm an equal opportunity fiscal watchdog. The city's just spent $1 million on furniture. Okay, they're. Gonna, they're gonna looking at a new tax as well, right? A million dollars on Furniture for 500 employees. And, and I, I, you know, at least they had a rapport justifying their position. I mean, I disagree with it, but I was, you know, like they did a report and said here's why. And they. And. But there's no report about why this RGM Kramer. Who, who's. Who's, you know, it. It looks to me and I don't. I'm not accusing, but. But based on my public records request, it was not bid out to ultimate multiple people and it's pay to play. He donated to the campaign and now he's getting this huge lucrative contract which looks to me pretty rich. I'm. Everything I'm doing is for the community. I'm spending hundreds of hours help doing free oversight of you to help the community. And I view it. I don't appreciate you saying I'm costing the money. I'm saving the money because I'm saving the district countless amount. Anyway. That's an opinion."},{"start":8894950,"end":8953160,"speaker":"B","text":"Hi. Is that a board discussion? Okay, yes, it's a board discussion. So I'm going to say 100% of the expenditures on measure T have come to the board, including expenditures under $20,000 each, which don't have to come to the board, but we still review it all. If it's on consent, we have every right to pull it and have a discussion if we would like to. We have the opportunity ahead of time to ask questions of staff if we have them. If we choose not to pull it from consent, it's because we don't have questions on it. It's fine. We want to go ahead and approve it efficiently. You have wasted taxpayer dollars many, many hours of staff time that could be spent on student achievement, and yet instead, they're spending time pulling items trying to help you find the smoking gun that you believe is out there and you can't find because it's not there. We are working in the best interest of the taxpayers. It is what it is."},{"start":8953160,"end":8974790,"speaker":"D","text":"Well, anyway, there's a longer. We're not done yet. I will just say there's. Okay, so the school, if you look at your school accountability report card, spends 29 of your overall budget on teachers and things inside the classroom. That's, that's because you have 17 schools. When. With all these. Anyway, I want. That's a broader topic."},{"start":8974790,"end":8975510,"speaker":"C","text":"You have 12."},{"start":8975830,"end":9010370,"speaker":"D","text":"Okay, so it's 29 of your overall spending, according to school accountability report card is on things in the classroom, teachers and academic programs. That's way too low. There's too much fixed costs and overhead on things that are not related to, to helping student outcomes. And I, I, to me, I'm glad you're listening to the teachers, and I hope you listen to what they say and invest in what they're saying, not what you think. And, and Janet, respectfully, I know the stuff. It has to be legally on the board. You have to approve it, but there's no discussion about it. There's no context about it. And it's, it's millions of dollars on these bonds, obviously."},{"start":9010450,"end":9018000,"speaker":"B","text":"Can I just say that, you know, you know, our, it used to be. So when we started the whole bond measure. So you, you just moved into our community a year ago ago."},{"start":9018000,"end":9019800,"speaker":"D","text":"So what you're seeing, it's over two years."},{"start":9019800,"end":9020720,"speaker":"B","text":"Okay, so two years."},{"start":9020720,"end":9022360,"speaker":"A","text":"Okay, so, so we start."},{"start":9022360,"end":9043400,"speaker":"B","text":"So we actually did our facilities master plan back, you know, kind of 2013 to 2014. We did the bond measure in 2015 initially. We had so many much longer, deep, lengthy discussions at board meetings in the community around all of this stuff. And in fact, most of the agenda items around the bond used to be"},{"start":9043400,"end":9046200,"speaker":"A","text":"on action because it was new."},{"start":9046520,"end":9060360,"speaker":"B","text":"We were getting a lot of public comments, stuff like that. So since you've come in, yes, so much more has been on consent agenda because we are trying to focus on student achievement and teachers and all the stuff that you. You say you care about, but absolutely everything is in the public."},{"start":9060600,"end":9061000,"speaker":"A","text":"So."},{"start":9061320,"end":9088700,"speaker":"B","text":"So I actually find it offensive that you continue to come to our meetings and tell us that somehow we're doing all these things that are secret and not transparent and not accountable and not legal and all of this. And in fact, we check with our team and in fact they are legal. And so even the stuff around salaries. How do you think the bond's going to get done if you don't have people overseeing the work? I mean, absolutely, it's clear that you"},{"start":9088700,"end":9090980,"speaker":"A","text":"can have the bond monies be used"},{"start":9090980,"end":9110880,"speaker":"B","text":"for the people who are over. You know, they're part of the bond. I mean, if you don't have people doing the work, there's no bond. There's no, there's no facilities happening. So anyway, I mean, we could go on and on. This is exactly why I didn't want to have this point to point because. Because we could spend hours doing this. So anyway, we've heard your information and,"},{"start":9110960,"end":9152610,"speaker":"D","text":"and I, I will. I guess I will. If you're gonna have, you're gonna have the, the subcommittees. I realize this doesn't all get done in the board each discussion, but the subcommittees should be open to the public. That's more important than Citizens Bond Oversight Committee. Forget about bond oversight Committee. It's a sham and a farce. Right? And Carl Anders has said so much. So it is he, he agrees with me. They don't do anything. They've never reviewed expenditures, disband it and don't pretend there is anyone. It's a meaningless, fruitless exercise because it's already been spent the money up front. When you're deciding what to do, that's what's important. And that meeting should be open because that's when you're making the decision to buy something of hundreds of millions of dollars and it's closed and you're not sharing it at the board you're going through."},{"start":9152690,"end":9189940,"speaker":"B","text":"So let me just say once again, if you go back and our meetings in 2015, 2016, we had so many public meetings where we, we, we had huge lists. We prioritized all the different projects that we were going to do. What you're seeing now is an implementation. So of course you missed that whole years. I Mean, any talk to any community member who's been around you, you were a part of it and before you were a board member. So the point is, we priors. I mean, all of that happened. So what you're seeing on the agenda. Yeah, it's contracts, it's money being spent. Because. Because, you know, a lot of those decisions were already made. Right."},{"start":9189940,"end":9192180,"speaker":"A","text":"It's just a time timing of what's"},{"start":9192180,"end":9199780,"speaker":"D","text":"going on with RGM Kramer for $1.2 million and back in 2015 to spend. Spend it exclusively with RGM Kramer and not look at other bids."},{"start":9200020,"end":9202060,"speaker":"C","text":"We looked at other bids. We looked at it."},{"start":9202060,"end":9205060,"speaker":"B","text":"Oh, we. Absolutely. I mean, back in 20, we actually interviewed."},{"start":9205060,"end":9210180,"speaker":"C","text":"We actually interviewed. We came in. It was in this room here. We interviewed I don't know how many different companies."},{"start":9210660,"end":9211060,"speaker":"B","text":"Right."},{"start":9211060,"end":9215950,"speaker":"D","text":"But you don't lock them in for five years. You renew just like you do with your every eight year. Anyway. Okay, I."},{"start":9216430,"end":9225710,"speaker":"B","text":"So just to clarify, are you suggesting that we should have hired a new company as we're closing out the very end of our measure T bond?"},{"start":9226110,"end":9227070,"speaker":"D","text":"He's doing project."},{"start":9227230,"end":9227630,"speaker":"A","text":"He."},{"start":9227710,"end":9243280,"speaker":"D","text":"He's here. I'm suggesting that you look at all your contractors and bid them out multiple. You know, for. I mean, he's just de facto being rolled over it just like everything else. And you know, when you have renew your insurance, do you reassess it and say, can I get a better rate with someone else periodically? I don't know."},{"start":9243600,"end":9250960,"speaker":"B","text":"I mean, I need to know from our staff, we are absolutely following all the rules and regulations around contracts. I mean, Rick, can you attest to that?"},{"start":9250960,"end":9251800,"speaker":"C","text":"Of course he's gonna."},{"start":9251800,"end":9252240,"speaker":"A","text":"I mean."},{"start":9252320,"end":9296490,"speaker":"B","text":"Well, yeah, yeah, because you know what? We. These are the educators. These a professional team that we trust to do the work. Right. All right, So I do need to make one point of clarification because I hear this continually and it's misleading to the public. The Measure T CBOC committee, the board did approve to roll over to the measure S cboc. Why? First of all, the measure T CBOC committee asked for that. And I asked them. And you were there in the room. I specifically asked them. The board would like to know how many of you are interested in continuing. Well, guess what? And you know this. Almost every single one of them have been on the CBOC for less than a year. They've been to two meetings. Meetings. Why would they sign up for two meetings and want to be done?"},{"start":9297210,"end":9297930,"speaker":"D","text":"There's nothing."},{"start":9298170,"end":9300970,"speaker":"B","text":"What is wrong with continuing them over to measure S?"},{"start":9301130,"end":9303210,"speaker":"C","text":"Okay, I."},{"start":9303210,"end":9322210,"speaker":"D","text":"There's nothing. You need to continue having it has to be a documented process. If that's the process, fine. You have to do. You have to have a process so that. What about the three or. Three or four other people that applied? Are they not. And they actually meet the requirements? You're legally not adhering to the law because you don't have a senior person. You don't have a business organization person. You don't have a tax credit care person."},{"start":9322290,"end":9323330,"speaker":"B","text":"You didn't answer my question."},{"start":9325890,"end":9326770,"speaker":"D","text":"I'm. I'm."},{"start":9327810,"end":9328250,"speaker":"C","text":"Okay."},{"start":9328250,"end":9342930,"speaker":"D","text":"Well, I. Yeah, I mean, there's nothing wrong with that process if it's a defined process, but you can't have. It's. Measure T is not compliant, so therefore measure S. Measure S is not compliant because you have openings. There's nothing wrong with moving them over if."},{"start":9342930,"end":9359940,"speaker":"B","text":"Well, that. That is your opinion, Chris. Okay, I. I mean, the other. The other thing and why I was concerned about the presentation is that we could go back and forth about all sorts of things. I mean, you have an opinion about something and you may say it's not legal or we're not doing this, whatever. We have a different opinion. We could say absolutely. Okay."},{"start":9359940,"end":9360220,"speaker":"A","text":"Okay."},{"start":9360220,"end":9388510,"speaker":"D","text":"Rick will agree that those, Those tax. Those groups are not represented. You. They're vacant, right? Is there. Is there a. They're vacant, see? So they're vacant and they have to be filled. There's a. There's a statute in California Constitution, California Education Code 1 5. I forget the number, but it requires those three seats to be filled. And if they're not filled, you can't spend that money. It's law. I mean, you have to have those, Those seats. I shouldn't say. I don't know the consequence. But those seats are required by law to be filled, right, Rick?"},{"start":9389710,"end":9393630,"speaker":"C","text":"There is a requirement to fill them, but there is no penalty of not spending the money."},{"start":9394670,"end":9413020,"speaker":"B","text":"Okay, just to clarify, we did have those seats filled and people rolled off of them. They've been difficult to fill because, frankly, people don't want to, you know, volunteer for committees, especially when we have community members that come and harass the way that you have, even including the CBOT committee. I've been there. I've heard what you said."},{"start":9413020,"end":9449870,"speaker":"D","text":"You don't need to go with me. But there are. I believe there are three or four others, and I believe they represent those groups. So why were they not followed up on? Why was that not presented to the board for consideration? I mean, it's. It's just. It's a lack of due process, and it's also an issue of respect when somebody applies to Help, not me, but anybody they do, they should be owed the favor if they're volunteering to help the community. You know, it's say, I'm sorry, we're not going to take you even though you're filling one of the required seats. Anyway, enough said. I, I, you're, I, I would check with your lawyer if he thinks it's okay to not fill those required seats. And, and, and, well, my understanding is"},{"start":9449870,"end":9452590,"speaker":"B","text":"we are going to fill them. We're on a timeline to do so."},{"start":9452750,"end":9454140,"speaker":"D","text":"It's been vacant for more than nine months."},{"start":9454370,"end":9454610,"speaker":"B","text":"Months."},{"start":9454770,"end":9479670,"speaker":"D","text":"So they haven't been filled since before, you know, August. I don't know how much further before August, but those have been vacant. It's the board's responsibility to fill those positions. And they may know, as far as I know, you've made no effort to do that. That's, but anyway, you can check with Mr. Tunick and Janet Mueller on that. Okay,"},{"start":9483580,"end":9489420,"speaker":"A","text":"moving along to item 10, consent items, and with the exception of course,"},{"start":9489820,"end":9495820,"speaker":"B","text":"we have a speaker card for 8.2. Eliza Dixon."},{"start":9500140,"end":9501900,"speaker":"A","text":"Oh, elise dixon."},{"start":9506390,"end":9506630,"speaker":"C","text":"No."},{"start":9516790,"end":9528790,"speaker":"A","text":"So again, moving along with item 10, consent agenda items, and with of course, the exception of 10.19 that was pulled for action. Can I get a motion to approve?"},{"start":9529190,"end":9529990,"speaker":"B","text":"So moved."},{"start":9531760,"end":9595790,"speaker":"A","text":"Second, all those in favor. And then moving along to item 11, action items, because we are moving 10.19 and we do have a speaker's card for that. Lillian Rosio. Hi, my name is Lillian Rocio Connor. I am a teacher and I came to talk to you about the proposed calendar that I think you just approved. I'm here tonight to speak to you about it. My biggest concern is in November, the proposed calendar doesn't give teachers two full days to conference with families as it"},{"start":9595790,"end":9597150,"speaker":"B","text":"has in the past nine years that"},{"start":9597150,"end":9605430,"speaker":"A","text":"I've been teaching here. Doing conferences in the fall as we do them normally in the spring where minimum days are released for an entire"},{"start":9605430,"end":9606550,"speaker":"B","text":"week will not work."},{"start":9607030,"end":9615320,"speaker":"A","text":"First of all, that is not nearly enough time as fall conferences are mandatory, meaning that all teachers must meet with"},{"start":9615320,"end":9619800,"speaker":"B","text":"all 25 plus of their students. Getting out an hour early will not"},{"start":9619800,"end":9634960,"speaker":"A","text":"allow me and extremely and most teachers nearly enough time. That means that I can only meet with four families each afternoon, giving me 20 minutes with each family. Another reason that teachers need two full conference days in the fall is that"},{"start":9634960,"end":9637750,"speaker":"B","text":"it will not be equitable across all the school schools."},{"start":9637910,"end":9642870,"speaker":"A","text":"A quick look at the RCSD website. I looked at three different school bell"},{"start":9642870,"end":9645270,"speaker":"B","text":"schedules which gave me three different amounts of time."},{"start":9645830,"end":9661630,"speaker":"A","text":"Atalante Selby gets out 60 minutes early on early release. Roosevelt 55 minutes early. Roy Cloud, however, gets 95 minutes out early on early release days. As you can see, Roy Cloud teachers have a larger advantage here in prep"},{"start":9661630,"end":9663310,"speaker":"B","text":"time and ability to convert conference."},{"start":9663390,"end":9683750,"speaker":"A","text":"Whereas Roosevelt and Avalante and I'm sure other schools won't, sorry, Roosevelt especially will struggle with 40 minutes less to meet with their families. Yet another issue is that some families use this week off as time to travel to see their families. I'm not sure about any other teachers, but I did see it in the"},{"start":9683750,"end":9685550,"speaker":"B","text":"Clifford and Roosevelt presentations."},{"start":9685790,"end":9702060,"speaker":"A","text":"But attendance has been an extremely difficult issue for me as a teacher and I'm sure many others. And I foresee there would be a much larger drop in attendance that week since families have historically for at least the last nine years have had the entire week off of conference and are"},{"start":9702060,"end":9704020,"speaker":"B","text":"able to go visit families far away."},{"start":9705460,"end":9772850,"speaker":"A","text":"My final point is that this, if this is proposed calendar is passed tonight without two full conference days, teachers would be forced to offer limited times to families and have to turn away some families families if they were already full four families five times, that's only 20 families. It would not allow me and next year I'm slated for about 30 students. Many teachers will not be flexible and understanding and make time since the district and board have given them that professional respect. For example, in the past I have been very flexible with my families. I have met with parents later in the day to accommodate working families, sometimes even conferencing at 5:30 or 6:00 clock at night or by phone at home at those hours. Or I've met with families the week prior because families informed me that they were traveling but would still like a conference. On a final note, I will say I am not pleased that two extra PD days have been added to the calendar in August. I am aware that a survey went out but one, I don't, I don't remember seeing the data of the outcome of that survey survey. Two, it was ill worded and three, I don't believe a majority of the teachers or staff replied which does not"},{"start":9772930,"end":9775410,"speaker":"B","text":"give a full representation of what the"},{"start":9775410,"end":9789250,"speaker":"A","text":"majority of teachers and staff want. I think I'd prefer to have the choice of those two extra PD days than to be forced to do them. Thank you for your time. Thank you."},{"start":9789490,"end":9828370,"speaker":"B","text":"Could one of you just talk about the expectations around comments conferences and. Because I know we're sort of switching it back to what we used to do. So we. Yeah, so I don't know if somebody could just speak to that. Sure. We're planning on Bringing back the goal setting conferences. And so students will be working with their teachers and their parents to talk about setting goals for the year. And so we're going to be holding those questions conferences in October. And then in the end of the first trimester, the report cards will be sent home. There won't be additional conferences just to"},{"start":9828370,"end":9830130,"speaker":"D","text":"go for the report cards, but the,"},{"start":9830130,"end":9832730,"speaker":"B","text":"the conference are making a switch to a goal setting conference."},{"start":9834090,"end":9836130,"speaker":"A","text":"And so those will just, those will"},{"start":9836130,"end":9898370,"speaker":"B","text":"just happen then in October, October over time, like on the prep days or, or there will be a week of minimum days, a week of minimum days to do that. Okay. Okay. All right. Well, I hope that helps, Lillian, that there is time in the. Yes. And I would just like to add, on top of what Liz had mentioned, that the memorandum of understanding made with RCTA, RCTA completed the survey and is responsible to sign an MoU should it come to fruition was based on the fact that after looking at thorough data over the course of the fall time period, it was determined that we needed to change the structures of parts of the calendar, including moving to goal conference week and then also adding two more professional development days, which will be in August because of various needs that are happening curricular wise and so forth and ongoing. And so that was an agreement that was made and actually is attached to this board memo, which I'll speak about in just a moment."},{"start":9901570,"end":9934400,"speaker":"A","text":"And I guess I just want to say, because obviously she's the only one speaking here tonight, but I just wanted to maybe understand, obviously being that she is the only teacher, but we have many teachers. Is that because the information was misread, misinterpreted, and I'm just curious, you know, obviously she's bringing up a point point. But when like you said, the survey went out to the RCTA staff and they voted, obviously the recommendation is based on the mou."},{"start":9934480,"end":10019520,"speaker":"B","text":"Right. Well, I can, can I continue forth with this particular agenda item? Because I can speak to that then. So this calendar has had quite a journey, I have to say. Not always very positive. I have. And really because over the course of a year and a half, there have been priorities that have come forward of importance aligning with Sequoia Union High School District was heard loud and clear to accommodate families and staff with students and so forth for the, you know, the concern about absenteeism and students missing school. And so there had been continuous conversations with both unions about these changes. Most recently, as I mentioned, in the fall, this change in regards to a need of two additional PD days and restructuring the conference week in the fall. It used to be minimum days years ago and so forth. So the conversations that ensued, RCTA is sort of responsible for going back and talking to union members about that. And then through the agreements of adding the two dates, you know, we came up with this mou. It is the district's prerogative and priority to determine how conferences occur in our district. So it was determined that the best"},{"start":10019520,"end":10021440,"speaker":"A","text":"course of action moving forward was goal"},{"start":10021440,"end":10034450,"speaker":"B","text":"setting conferences and trying this in an October week. So RCTA does not set minimum days. That's the district's decision to do that based on what's best for students. Students, what are."},{"start":10034610,"end":10036450,"speaker":"A","text":"So the adding of two days is"},{"start":10036450,"end":10044130,"speaker":"B","text":"a separate conversation than the two days of conferences. The adding of two days was part of the MOU with a cost involved."},{"start":10044130,"end":10048089,"speaker":"A","text":"Right. It's about approximately 1.07% increase to teacher"},{"start":10048089,"end":10074250,"speaker":"B","text":"salaries plus two workdays. So they're paid for that time. Separately, a decision was made about conferences in which consultation is not required. Certainly not union negotiations regarding that matter, but a decision based on the need for an instructional change. And so that's why that was determined to be so. The two days that were typically conferences were moved to the additional PD days,"},{"start":10074250,"end":10076930,"speaker":"A","text":"the November 1st and February 5th."},{"start":10077650,"end":10099860,"speaker":"B","text":"For that purpose. RCTA teachers have eight, excuse me, 180 instructional days with students. And prior to this MOU, seven non instructional days. Two of them were conference days. We're now changing to one hundred and eighty instructional days to nine non instructional"},{"start":10099860,"end":10107380,"speaker":"A","text":"days and switching the model of conferences. Did that help answer that question, Cecilia?"},{"start":10107380,"end":10120790,"speaker":"C","text":"Then. Okay, and then can it. Well, the. Will the minimum days follow the site's minimum day time or will it be normalized across all the different schools? Because I think that was another question that came up."},{"start":10121190,"end":10132870,"speaker":"B","text":"I think those. That timeframe is still being worked out and the discussions about the time needed for those meetings in a committee that Liz Wolf is overseeing with input from"},{"start":10132870,"end":10134070,"speaker":"A","text":"teachers and so forth."},{"start":10134470,"end":10140520,"speaker":"B","text":"So I don't have final answers on that yet. And I do want to also point out about the minimum days that is"},{"start":10140520,"end":10144240,"speaker":"A","text":"contingent upon transportation, which we're about to hear about."},{"start":10145120,"end":10146800,"speaker":"B","text":"So there is a reason and a"},{"start":10146800,"end":10150640,"speaker":"A","text":"rationale on why these differences of times occur."},{"start":10150640,"end":10154400,"speaker":"B","text":"I wish it weren't the case, but that is a fact. In regards to busing students."},{"start":10154480,"end":10203420,"speaker":"C","text":"Yeah, I mean, setting it. And Lillian, thank you for coming and speaking tonight and having this item pulled into a discussion. I mean, setting a calendar, it's challenging. There's a lot of, as you mentioned, there are a lot of, of a lot of concerns to be able to put in there. I do like the switch to goal setting conferences. I think that that's a good. We've heard very positive feedback from SPSAs that have included goal setting or involved students and the student voice and bringing in the family voice as well into that. And I think that that's going to be a positive experiment. So I know that there's a lot of challenges and things to balance in a calendar. You know, family needs, staff needs, student needs. But I do think that that conference change is one that I'm interested in seeing going forward next year."},{"start":10203980,"end":10204620,"speaker":"B","text":"Thank you."},{"start":10204700,"end":10206220,"speaker":"A","text":"I do want to point out that"},{"start":10206220,"end":10208500,"speaker":"B","text":"just for communication purposes, as we were"},{"start":10208500,"end":10210580,"speaker":"A","text":"getting late into the year, I did"},{"start":10210580,"end":10227230,"speaker":"B","text":"send this draft calendar, noting that it would be coming to the board tonight for approval to all employees at least three weeks ago, certainly in March. So I heard favorable feedback. I personally did not receive unfavorable feedback."},{"start":10227230,"end":10228270,"speaker":"A","text":"However, there might be."},{"start":10228270,"end":10248290,"speaker":"B","text":"We're never going to please all the people all the time, but I can just speak to my experience. Yeah. And I just wanted to mention, you know, thank you, Lillian, again, for coming tonight and expressing your concerns. And I think you're hearing the feedback that's coming. But I know that when I looked at it, there was a few things, like I. I was like, oh, I bet we're going to hear from people"},{"start":10248370,"end":10250690,"speaker":"A","text":"once they sort of get the calendar next year."},{"start":10251410,"end":10281190,"speaker":"B","text":"But I think it's important, Wendy. And you said this, but what did you have that. That you've had multiple negotiations with the two unions and this has gone round and round. So as you just said, I mean, there's a lot that goes into a calendar and nobody's going to be perfectly happy with it, but it does seem to meet the needs of what we need for next year. Right. So I'm willing to support it, even though there's a few things here and there that I'm like, oh, you know, I would do it differently if I was queen for the day, but, you"},{"start":10281190,"end":10283150,"speaker":"A","text":"know, I'm not queen for the day, so."},{"start":10283150,"end":10320540,"speaker":"B","text":"So anyway, I appreciate the union really working with you to come up with a calendar. You know, it may not be perfect for everybody, but it's got sort of, you know, what we need in terms of. For the student achievement and such. I appreciate that. I do especially want to thank CSCA. CSCA's work calendars are driven by the instructional calendar, and there are many classifications. And so on Friday morning, my wonderful director of hr, Aaron Caicos, and myself, will be sitting down with CSCA to once again have a conversation about the final work calendars for all these classifications."},{"start":10321180,"end":10322340,"speaker":"A","text":"So that will be quite."},{"start":10322340,"end":10345530,"speaker":"B","text":"And we've been waiting for this moment, you know, assuming Liz will move for approval because the desire of the board was to consider the alignment of Sequoia. And when we do that, based on the variations of their calendar and ours, to make it as perfect as we possibly can, it comes with some cons and you know, one of them is the end of the year date and so forth."},{"start":10345530,"end":10347610,"speaker":"A","text":"But we did meet the goal to"},{"start":10347610,"end":10361270,"speaker":"B","text":"have these breaks aligned. So thank you. I appreciate the input and I appreciate the patience of our unions as well as we work through it. Well, I'll make a motion to approve the calendar."},{"start":10362390,"end":10363390,"speaker":"C","text":"Yeah, I'll second it."},{"start":10363390,"end":10365510,"speaker":"B","text":"Or calendars, I guess, because there's also."},{"start":10365670,"end":10366070,"speaker":"A","text":"Right."},{"start":10366070,"end":10371030,"speaker":"B","text":"There's multiple calendars. Do you second all of the calendars?"},{"start":10371670,"end":10373910,"speaker":"C","text":"I second to approve. 1019."},{"start":10375110,"end":10376150,"speaker":"A","text":"All those in favor?"},{"start":10376150,"end":10376610,"speaker":"B","text":"Aye."},{"start":10377800,"end":10383880,"speaker":"A","text":"Thank you. 11.1. Approval of Declaration of Need for 2023, 2024."},{"start":10385560,"end":10411090,"speaker":"B","text":"So this is an annual request that we make at this time of year in forecasting staffing for next school year. So we are seeking approval for this for the anticipation of staffing concerns over the summer. And I don't say that lightly. My staff has been working non stop, probably 60% of their time focused on recruitment."},{"start":10411570,"end":10413050,"speaker":"A","text":"And we have a long way to"},{"start":10413050,"end":10425810,"speaker":"B","text":"go, a long way to go about 97 unfilled positions, 57 being hard to fill. So we, I wanted to, you know, make sure this was here in advance"},{"start":10425810,"end":10430010,"speaker":"A","text":"for if and when we come to a situation in which we need to"},{"start":10430010,"end":10436500,"speaker":"B","text":"draw upon the state, state approved waiver process in order to fulfill various positions around the district."},{"start":10439700,"end":10440020,"speaker":"A","text":"Yeah."},{"start":10440020,"end":10469710,"speaker":"B","text":"And I've been hearing from my colleagues up and down the state that, you know, just every school district is having issues right now, except for maybe the few super, super wealthy ones that can, you know, pay a lot more than, than some of the rest of us. But it's up and down the state, doesn't matter. You know, Central Valley, Southern California. In Northern California. So anyway, thank you for all you're doing and thinking proactively and I'll make a motion to approve this if there's no questions. I'll second all this."},{"start":10469710,"end":10470350,"speaker":"A","text":"In favor."},{"start":10470510,"end":10470990,"speaker":"D","text":"Aye."},{"start":10473950,"end":10482600,"speaker":"A","text":"11.2. Recommendation for adoption of mathematics curriculum materials, grades K through 8 is Wolf."},{"start":10483630,"end":10529430,"speaker":"B","text":"We recommend that materials be adopted. We had, as you saw on the board item, there was a couple of comments and those have been responded to, but that was the only feedback that we received. And can I just say too, another reason for these two days and want to again thank Wendy and the negotiating team. Two of those days before school starts are going to be training on the new materials for K5. And so this allows the time for the teachers to have a chance to work with their materials prior to the beginning of school, which would have been more difficult to find otherwise. So we're appreciative of having the professional development that will come as part of our package and having the time to actually give the teachers a chance to dig into their new materials."},{"start":10531270,"end":10537030,"speaker":"A","text":"Great. Thank you. I'd like to move to adopt"},{"start":10538920,"end":10573590,"speaker":"C","text":"this math curriculum. Yeah. And before I second it, it was nice to see the presentation in the boardroom. It's been out for the 30 days. It's over there in the corner right now. Being able to look at it, having some of the family support material linked onto the board agenda. That was kind of nice to look at it from like hey, this is how families are going to be able to adopt it. I know my fractions but it was still really neat to see the way that it's taught there and how it's drawn illustratively in a way that I was like wow, that's really easy to understand. So with that I will second the motion."},{"start":10574470,"end":10576070,"speaker":"A","text":"Thank you. All Those in favor?"},{"start":10576550,"end":10577110,"speaker":"B","text":"Aye."},{"start":10578150,"end":10582470,"speaker":"A","text":"1113 approval of the Redwood City School District transportation service plan."},{"start":10584790,"end":10623630,"speaker":"C","text":"Here comes Martin. Good evening Superintendent, cabinet, trustees and community. RC is well as you see in your board memo. This is a new state mandate that we have to put two ED code. Two ED codes into. Into our transportation plan. Our CSD is pleased to operate transportation education services to all eligible students attending our schools in special education."},{"start":10624270,"end":10625230,"speaker":"D","text":"Newcomers."},{"start":10627710,"end":10698810,"speaker":"C","text":"Sorry, I'm trying to new technology here and it's. My contacts are dry. Newcomers. Homeless foster youth and overflow special needs students have a priority to receive transportation services. Transportation is offered through individual IEP by our in house bus drivers. This new education code, the 3980-0.1 and 41. 8.50.1 plan is a long term and ongoing planning process that needs to occur. The plan outlines this current year and the status. But in order to meet the need of the 3,586 unduplicated students. If everyone wants to choose to use transportation services would roughly need 64 buses and 64 bus drivers for this coming school year. Upcoming school year the average cost for a six hour bus driver is estimated at $68,000. Roughly $4.3 million."},{"start":10700250,"end":10702370,"speaker":"D","text":"This is including benefits and not including"},{"start":10702370,"end":10703850,"speaker":"C","text":"any negotiation settlement"},{"start":10706730,"end":10708250,"speaker":"D","text":"for this school year or the next."},{"start":10709210,"end":10730680,"speaker":"C","text":"The current cost for an electric 66 passenger Estimated cost is about half a million dollars. So roughly about $32 million. The reason I talk about electric buses is following the new California Air Resource board mandate from 2018, bus fleets need to be zero emissions by 2040."},{"start":10733000,"end":10734680,"speaker":"I","text":"We do not have the funding nor"},{"start":10734680,"end":10749880,"speaker":"C","text":"the personality to accommodate the amount of students. We have been increasing the numbers every year. One is the after school program. Working together with our community partners, we're expanding for the next school year by"},{"start":10749880,"end":10751980,"speaker":"D","text":"offering transportation from Garfield."},{"start":10753180,"end":10902260,"speaker":"C","text":"We will need to revisit with our team and increase the budget as needed. That's it for me. So we're hoping that you can adopt that new transportation plan. That plan was had. We had a committees, we've had meetings with Sam Trans, we've had committees with the community staff members and River City personnel. And this is the transportation plan that we came up with. Rick, might answer my question. I was going to ask like is this. This is new funding, right? That's coming in here. So, so thank. Thank you, Martin. A great explanation and certainly when. When you hear the costs associated with providing additional transportation is, is daunting. This is new funding based on last year's funding and it's going to go on and there'll be another plan that will be brought back next year. I will say the implementation of this from the state has been a little shaky. Right up until January ish, early February. There were no templates to create this plan. There was no direction given by the state to do this other than you're going to receive this money, good luck and have a plan done right. Was basically the. The word on the street, if you will. And then a couple of COEs or one larger school district and a COE down in Southern California developed a template that kind of went viral, if you will, statewide and then adapted by district to district. Still with many questions by everybody about what this really means. When you look at some of the language we've certainly heard over the course of the last several months from almost every school site, transportation gets mentioned to some degree or another. And I think that's the of part. Part of the work of this moving forward is taking that input and seeing how we can move some of these dollars that we are being allocated to help out in those circumstances. Right. We don't have to transport all of our unduplicated. It's clear in the language that they have free access to existing or available routes. Right."},{"start":10902260,"end":10903540,"speaker":"D","text":"So we still have to continue to"},{"start":10903540,"end":10970880,"speaker":"C","text":"look at our bus passes and the other means that we have to help facilitate this. And I'M not going to say become better partners, but probably just partners in general with Sam Trans in a different way, working with them as well to help alleviate some of the future consequences of some of these actions. Many, if not all of you will remember Senate Bill 878, which would provide home to school transportation for every student regardless. Right. If they requested it, they got it. That diving committee last spring or last fall. Yeah, last fall. And. But this is another attempt to ensure that we get those students to school by providing these resources. So this is a plan in motion, if you will. It will have to evolve over time, you know, between that in the next year, taking into account all the information that we've received to try and utilize the monies the best that we can to provide the most services to the families that need it the most."},{"start":10974720,"end":11005050,"speaker":"B","text":"So one of the questions that I had and Martin, thank you for getting back to me. You know, when you look at this total expenditure at 3.26. $6 million, you know, of course, my first question is that all coming out of the general fund, which I knew some of it wasn't, because I know that some of the capital outlays we've been getting, grants, you know, there's a lot of monies available to upgrade your fleets to EVs and that sort of thing. So I just wanted to confirm, Martin, that in your response to me, and"},{"start":11005050,"end":11006610,"speaker":"A","text":"maybe you guys can just clarify this."},{"start":11006610,"end":11015990,"speaker":"B","text":"Is it about $1.5 million out of the general fund and then the rest of it that is taken care of by monies that are specific for transportation"},{"start":11016550,"end":11020630,"speaker":"C","text":"or grants or whatever 1.5 is for next school year."},{"start":11020790,"end":11023190,"speaker":"B","text":"For next school year. And so for this year it was less."},{"start":11023350,"end":11024870,"speaker":"C","text":"Year was 1.2."},{"start":11024950,"end":11027430,"speaker":"B","text":"Yeah, yeah, it was less because we're going to be doing more next year."},{"start":11027430,"end":11027990,"speaker":"C","text":"Correct?"},{"start":11027990,"end":11028430,"speaker":"A","text":"Yeah."},{"start":11028430,"end":11036430,"speaker":"B","text":"So I think that that was sort of what I, you know, I think it's important for us to understand that we'll be spending 1.5 million out of the general fund. The rest of the funds are coming"},{"start":11036430,"end":11039460,"speaker":"A","text":"from grants or sources that are specific for transportation."},{"start":11039460,"end":11040500,"speaker":"C","text":"Correct? Yeah."},{"start":11040580,"end":11042980,"speaker":"B","text":"You know, and it's, it is a chunk of money for us."},{"start":11042980,"end":11044420,"speaker":"A","text":"But as we talked about and heard"},{"start":11044420,"end":11059060,"speaker":"B","text":"from the principals tonight, it's really important to get kids to school. So. And I will say, you know, my safe routes to schools work, and Martin's been a part of that. You know, unfortunately, Sam Trans changed their bus routes, took out a lot of"},{"start":11059060,"end":11061500,"speaker":"A","text":"the school routes, and even changed the"},{"start":11061500,"end":11074140,"speaker":"B","text":"ones that are not specific to schools, but that our kids could ride and several of us did a lot of advocacy around that, including that one volunteer parent we have. Meredith."},{"start":11074140,"end":11074620,"speaker":"C","text":"Meredith."},{"start":11074620,"end":11076820,"speaker":"B","text":"Meredith. Meredith. Yeah."},{"start":11076900,"end":11077940,"speaker":"A","text":"Meredith Parks."},{"start":11078820,"end":11089180,"speaker":"B","text":"And unfortunately, you know, they're also facing budget cuts and other sorts of things. So we lost a lot there. So I actually think that at some point it would be great as a"},{"start":11089180,"end":11091560,"speaker":"A","text":"county for us to do some advocacy."},{"start":11092040,"end":11104000,"speaker":"B","text":"All the school districts in our county working with Sam Trans, they have the buses, they have, you know, they could hire the bus drivers. We need their support. And anyway, that's a longer term project."},{"start":11104000,"end":11104960,"speaker":"A","text":"But I just want to put that"},{"start":11104960,"end":11111520,"speaker":"B","text":"out there that I really believe we need to be working with Sam transition. And we've tried, but you know, they're"},{"start":11111520,"end":11114680,"speaker":"A","text":"also under similar budget constraints"},{"start":11117330,"end":11119810,"speaker":"B","text":"and thank you, Martin and Rick, for putting this together."},{"start":11121410,"end":11224890,"speaker":"C","text":"Yeah, thanks for putting it together. I think one of the things from the SPSA report and also I'd heard from one of the apparent Henry Ford is just that there's not total clarity on where the buses run and things like that. And I think we even heard it like, oh yeah, there's the Haas bus, but it's only for the displaced students, not, you know, so those kind of things. So I don't know if that's. When I saw plan, I thought, oh, here's the plan. And it's going to be these are the routes that are running. And that's not at all that we're talking about here. But I don't know if that will be part of making that more readily available for people to understand. So I think what we need to do is sit down and talk about who these children are, where they live. And I said previously, the piece that is a bit daunting for us is there's only certain places where those buses can stop. Correct. Designated. That's why it was always, you know, you kind of come to your home, school, school site is the bus come in and pick up the kids and go. So yeah, we need to find out who and how many. Yeah. And I think like that's part of the evolution that I was talking about, right. Is because right now I know there's a lot of people going, well, we don't know what, we're not here, but just in general what this money is going to mean this year, based on last year, based on next year, that might be based on this year, year, that type of thing. And then going through whatever other requirements, they'll tag to this along the way that there's still some uncertainty about. Right. What could change between now and the next time we have to bring this plan formally to the board. I have a decidedly unhelpful comment. So I just said the total including the amounts that we get from the"},{"start":11224890,"end":11228290,"speaker":"D","text":"grants and likes of 3.3 million. Wow, that's a large number."},{"start":11229090,"end":11231410,"speaker":"A","text":"587 students needing transportation."},{"start":11231410,"end":11232130,"speaker":"D","text":"Was that correct?"},{"start":11232130,"end":11233970,"speaker":"C","text":"What is that we're currently transporting?"},{"start":11233970,"end":11235130,"speaker":"D","text":"That we're currently transporting."},{"start":11235130,"end":11237050,"speaker":"A","text":"There's probably more that would like it but that's."},{"start":11237050,"end":11238290,"speaker":"C","text":"Yeah, fair, fair."},{"start":11238370,"end":11239930,"speaker":"A","text":"But just dividing it out, I get"},{"start":11239930,"end":11245090,"speaker":"C","text":"about 5,500 a student a year which seems like a lot of money. Like we should be able to do"},{"start":11245090,"end":11246730,"speaker":"D","text":"a lot of different things to get"},{"start":11246730,"end":11346990,"speaker":"C","text":"students to school for $5,500 per student per year. Go ahead, Rick. Yeah, I would be careful with that David. Just because this was a one off year with the $2.063 million that wouldn't normally be there. Our real cost for like Martin said was about 1.2 million. And then you'll also notice on their 185,000 is from the LCFF calculator based on 2014, 13, 14 school year. That's never been changed since then. Right. So this is an add on to that. But that 185,000 comes out of our community funded model property taxes. Right. So and that's why the 536,060% is not 60% of 3.2 million million. Right. For those reasons. So considerably less, you know, on that equation scale. But certainly yeah, there are things that we can look at moving forward to address some of these needs or attempt to address some of these needs. One of the things and Martin, please correct me if I'm wrong but I believe we have either 19 or 20 buses and we have 10 in service right now. Know not, not all for the fact that they're broken and they can't run. But also there's hiring issues. Right. And employee attract and retain. Right. I mean they'll get training and move on. That type of thing as well that Martin's experienced over the course of the last several years that we."},{"start":11347150,"end":11348110,"speaker":"D","text":"That makes a lot of."},{"start":11348110,"end":11352990,"speaker":"A","text":"That makes a lot of sense. So I have a follow on further unhelpful comment which is we're here in Silicon Valley."},{"start":11353060,"end":11367460,"speaker":"C","text":"Valley. And my hope would be that we could reach out to someone like Cruz for instance or Waymo and see about doing a pilot for having electric self driving cars pick up our kids and drop them off at our schools. There's a problem with that legally right now."},{"start":11368020,"end":11371340,"speaker":"A","text":"Okay, I checked into it because he"},{"start":11371340,"end":11372060,"speaker":"C","text":"brought it up last night."},{"start":11372060,"end":11374580,"speaker":"A","text":"Thank you. Well I appreciate you checking into it?"},{"start":11374580,"end":11376100,"speaker":"D","text":"We can, we can follow up on it."},{"start":11376900,"end":11381380,"speaker":"C","text":"Give us time. Give it time. It'll come. But right now. Okay, maybe not 20, 23."},{"start":11381380,"end":11388220,"speaker":"B","text":"I don't know how many parents would be comfortable having their child pilot a self driving car? I don't know."},{"start":11390620,"end":11394780,"speaker":"C","text":"I suspect that acceptance rates for these things will change over time."},{"start":11395659,"end":11396139,"speaker":"D","text":"Okay."},{"start":11396220,"end":11404860,"speaker":"B","text":"As a parent of a student who needs transportation to school, I would politely decline the self driving vehicle."},{"start":11405500,"end":11407980,"speaker":"D","text":"Just saying like I would love for us to be creative."},{"start":11408060,"end":11409410,"speaker":"A","text":"Transportation is a real need."},{"start":11409410,"end":11410970,"speaker":"C","text":"I'm not trying to quoble that. Right."},{"start":11411290,"end":11412930,"speaker":"D","text":"We're willing to spend real budget to"},{"start":11412930,"end":11414250,"speaker":"A","text":"solve real transportation needs."},{"start":11414250,"end":11416570,"speaker":"D","text":"We have people who have unmet transportation needs."},{"start":11416570,"end":11419450,"speaker":"C","text":"We've got principals saying like we have transportation needs."},{"start":11419450,"end":11423730,"speaker":"A","text":"I believe it. So let's figure out how to solve it. Let's also like just see how creative"},{"start":11423730,"end":11425370,"speaker":"D","text":"we can get in different ways to"},{"start":11425370,"end":11426330,"speaker":"A","text":"solve it and that they're going to"},{"start":11426330,"end":11427890,"speaker":"C","text":"be different for different students. Right."},{"start":11427890,"end":11429050,"speaker":"D","text":"And I get that."},{"start":11430890,"end":11431450,"speaker":"C","text":"That's all."},{"start":11431450,"end":11432810,"speaker":"D","text":"End of unhelpful comments."},{"start":11433770,"end":11440060,"speaker":"C","text":"No, it was a good thought. I mean, it's coming. She did say it's coming, but it might not be 2020."},{"start":11440060,"end":11465170,"speaker":"B","text":"Right? Yeah. And of course this transportation plan is more focused on our motor vehicles or you know, that sort of thing. And then we have this whole other effort that's going on about how to get kids carpooling or bicycling or walking or you know, scooters. All right, well, I'll. I'll make a motion to approve the transportation plan, ma'. Am."},{"start":11465170,"end":11465970,"speaker":"D","text":"I'll second it."},{"start":11466610,"end":11467730,"speaker":"A","text":"All that's in favor?"},{"start":11467970,"end":11468370,"speaker":"B","text":"I."},{"start":11468770,"end":11471010,"speaker":"A","text":"Thank you. Thank you, Martin. Thank you."},{"start":11474450,"end":11475410,"speaker":"C","text":"Oh yeah, it's 10."},{"start":11475570,"end":11477570,"speaker":"A","text":"Yeah, well, we're just almost done."},{"start":11478050,"end":11489330,"speaker":"C","text":"We're probably like 10 minutes. So I think we should probably vote to extend. Extend it? Maybe. Maybe have an extended 20 minutes. 35 and."},{"start":11493740,"end":11505580,"speaker":"A","text":"Okay, so we'll go ahead and take a vote to extend the meeting. Since it's already 10:14 and our board policy says so after 10 o' clock, that one should. So does somebody want to make them?"},{"start":11505820,"end":11512540,"speaker":"C","text":"And, and I think we have to say until what time? So do you want to say 1035? 1045, something like that? 1045."},{"start":11512940,"end":11513420,"speaker":"B","text":"I mean."},{"start":11515660,"end":11516380,"speaker":"A","text":"Yeah, yeah."},{"start":11516380,"end":11519390,"speaker":"C","text":"Okay. I'm gonna make up that we extend our meeting till 10:45."},{"start":11519390,"end":11519950,"speaker":"A","text":"Thank you."},{"start":11519950,"end":11520990,"speaker":"B","text":"I'll second the motion."},{"start":11521550,"end":11522590,"speaker":"A","text":"All those in favor?"},{"start":11523950,"end":11526150,"speaker":"B","text":"It's good board governance practice to do that."},{"start":11526150,"end":11527790,"speaker":"A","text":"It's our policy, so. Good."},{"start":11527790,"end":11528750,"speaker":"B","text":"Good job, Mike."},{"start":11528830,"end":11538830,"speaker":"A","text":"Noticing. Great. So item 12, board and superintendents report. Who would like to go first?"},{"start":11542590,"end":11551810,"speaker":"D","text":"Had my first meeting with Kit Kip, that was today. That was very nice, just to get acquainted with them. And I'm looking forward to setting up a time to tour Kip as well."},{"start":11554770,"end":11582810,"speaker":"C","text":"I attended the Chamber Education Committee meeting. There was. Senator Becker was there that gave reports that was kind of neat for the first half hour. I got to give a report on our Stanford partnerships. And then our county superintendent, McGee, he said just flowing things about the NUA example, the upcoming partnership for the Gateway Center. Like there was just a lot of positivity coming. And so that's just a testament of the relationship that you're building there."},{"start":11587690,"end":11607900,"speaker":"B","text":"All right, so we had a board policy committee meeting just yesterday, I believe. And so you'll be seeing nine policies or something coming up soon. See, I've had a couple of, again, annual education conference committee meetings. And I did want to just mention that the opportunity to put in a proposal is out there."},{"start":11607900,"end":11610420,"speaker":"A","text":"You probably got something from csba, but"},{"start":11610420,"end":11672680,"speaker":"B","text":"if there's anything you want to present on, you should put in an application. It's due, I think, in early May. And then I had an opportunity to be a part of a virtual meeting with the LA School Boards Association, I think they're called something slightly different, but it's basically the Los Angeles School Boards Association. And we were actually talking about climate action and I was talking about some of the work that CSBA has done and there were some other groups. But anyway, that was kind of fun to be virtually with our Southern California colleagues. So I enjoyed that. Cecilia and I met with one of our high school district board trustees who just had a lot of questions and wanted to get to know our district because we're a feeder district. So that was positive. We haven't had too many of them reach out to us recently. So I thought that was a great meeting that we had with them, her and then Redwood City together in coordination with Silicon Valley to SV2, had a wonderful community event."},{"start":11673480,"end":11675280,"speaker":"A","text":"Were you. Cecilia and I were there."},{"start":11675280,"end":11724770,"speaker":"B","text":"I don't think you were able to make it. That's what I thought. You were at another meeting. But Cecilia, maybe you can talk about it when. When you get to your turn. But I thought that was really a wonderful event. We had hundreds of people there, all sorts of community members coming together, along with donors and volunteers from Silicon Valley who are really interested in helping our community. Janet. So I think mine have been covered otherwise. But I did attend the induction committee meeting. I don't know what it was. Nicole Crawford led that and she did a great job. It was just a presented to the committee on. It's an annual presentation on what induction does. And the committee asks questions and gives feedback and that was that. So that's all I have."},{"start":11731570,"end":11754600,"speaker":"A","text":"Same thing, both items as Alyssa mentioned. And so. So it was great to go back to the Redwood City Together celebration. It was great to see many people from Santa Clara and to know that they've provided Redwood City together with this, I believe 246 million. Was that. Was that."},{"start":11755800,"end":11765570,"speaker":"B","text":"Yeah. They're providing grant money that will go to Redwood City Together, but also to some of the local community partners. Maybe you remember, John."},{"start":11765570,"end":11767650,"speaker":"A","text":"I thought it was 250,000."},{"start":11767650,"end":11769810,"speaker":"C","text":"I think it's 250,000. Yeah."},{"start":11769810,"end":11771250,"speaker":"B","text":"Was it 2.5 million?"},{"start":11772050,"end":11773050,"speaker":"C","text":"No, I don't think, I don't."},{"start":11773050,"end":11773650,"speaker":"B","text":"I don't remember."},{"start":11774610,"end":11780170,"speaker":"A","text":"Okay. I don't remember the exact amount, but. And obviously I'll look at that report back."},{"start":11780170,"end":11781090,"speaker":"B","text":"But anyway, it's."},{"start":11781170,"end":11811270,"speaker":"A","text":"Yeah. And I believe it was from like seven different organizations and they decided to, you know, help out Rowan City Together. I did speak to one of the, the ladies from the Silicon Valley venture and I said, you won't regret giving them the money. I mean, Rabbit City Together search, doing a really great, you know, doing great things with our community. So it was a great event again. They had some performances, dialogues, opportunity to talk about amongst people on the table. So it was, it was just great."},{"start":11813830,"end":11824350,"speaker":"C","text":"Let me see if I can find it because I have mutual meeting with. I have Redwood City Together tomorrow. Let's see. I know I worked on the agenda with him Monday. See if it's in here."},{"start":11835950,"end":11836470,"speaker":"D","text":"It's."},{"start":11836470,"end":11841810,"speaker":"C","text":"It's CV2, right? Yeah, it's 200. That's 200. 200."},{"start":11842050,"end":11843650,"speaker":"B","text":"About 200,000. Yeah."},{"start":11843650,"end":11844410,"speaker":"C","text":"That's what it is."},{"start":11844410,"end":11847810,"speaker":"B","text":"Which goes a long ways when it goes out to community based organizations."},{"start":11848370,"end":11857410,"speaker":"C","text":"Yep. Okay. The only thing I have is from the. I had a meeting yesterday with cbh."},{"start":11857410,"end":11858130,"speaker":"J","text":"Cb."},{"start":11858130,"end":11858930,"speaker":"D","text":"Hip."},{"start":11860050,"end":11918890,"speaker":"C","text":"It's the HIP program with this with the San Mateo county. And that's the people that are helping us with our grant that we submitted. It's done. Mou's done. It should be on my desk tomorrow or the day after. I'll sign it. It'll go. So we will be getting 450,000. 450,000 for this year. The first half of it will come by the end of May. I have to start working on that first half, spending it for the well being center. So. And then, then I found out yesterday. Let me try to pull it up. The other portions of the dollars that we're. We're getting a portion of is for behavior health specialists. We wrote it and we got it. And for ourself and south San Francisco and that's like another 200k that'll be coming."},{"start":11919130,"end":11923850,"speaker":"B","text":"And so good job Rainmakers of the district."},{"start":11925050,"end":11958210,"speaker":"C","text":"So, so that, that's really good. So we will start bringing that group together again so that we can talk about the well being center. Stanford is helping us again. Definitely putting together a draft plan and then we will start looking for the location. And also what they did say yesterday is there. If you want to start hiring personnel, go ahead and start doing it once I sign the mou. So good. I'm glad about it. It's done."},{"start":11958210,"end":11958650,"speaker":"B","text":"It's done."},{"start":11958650,"end":11959210,"speaker":"A","text":"It's done."},{"start":11959770,"end":11960650,"speaker":"C","text":"That's it for me."},{"start":11968010,"end":11998370,"speaker":"A","text":"Great. So moving forward information items quarterly Williams report for the third quarter January 2023 through March of 23. There any questions? No. Okay. And then correspondence. I know that we've gotten a few emails. I believe we might have all gotten an email from an Odyssey parent recording."},{"start":11998450,"end":12013490,"speaker":"C","text":"Right. A and then I need to look into that. I know I had a question from Elisa on that and I regarding Odyssey. Remember you sent that to me. Someone sent it sent to me and it's about the Odyssey Odyssey program."},{"start":12014930,"end":12016130,"speaker":"B","text":"Oh, oh right, right."},{"start":12016130,"end":12043910,"speaker":"C","text":"And I need to look into it, get more information before I respond. I will do that. There were some emails on the transportation. I don't know how many people got it but a couple about the. Yeah, transportation one. But I think we addressed it in the whole discussion today. And then there's a Roosevelt PTA parent that had some clarification around what Roosevelt's ask would be for playground funding for measure T."},{"start":12046070,"end":12055360,"speaker":"A","text":"I didn't get that one but. And then the other one that I think think we might have gotten was regarding that dyslexia from Giselle. Yeah."},{"start":12055360,"end":12058680,"speaker":"C","text":"So we have a meeting with Giselle on Friday."},{"start":12060360,"end":12063120,"speaker":"A","text":"Great. Okay. Thank you Liz."},{"start":12063120,"end":12064040,"speaker":"C","text":"Myself and her team."},{"start":12066680,"end":12071800,"speaker":"A","text":"Great. Any other business suggested for future agenda?"},{"start":12071800,"end":12102350,"speaker":"C","text":"The only thing I have is a reminder. We do have closed sessions next week on April 26th so we need to start at 5:20. Okay. No wait. That's not just. That's not just the closed session. That's not just the closed session. And then we have a study session that you asked for for beginning at 6 o'."},{"start":12102350,"end":12103510,"speaker":"A","text":"Clock. Okay."},{"start":12103510,"end":12120790,"speaker":"C","text":"That's for CBOK roles and responsibilities from county council. Okay. So that's why we're. So that we're starting at 5:20 with the closed session for negotiations. Right."},{"start":12121270,"end":12122190,"speaker":"A","text":"And safety."},{"start":12122190,"end":12153750,"speaker":"C","text":"And the safety plans. Right. The safety plan needs accommodate. Has to go into closed session before it goes to open session. And then also 6 o', clock, we start a study session on CBOK rules and responsibilities by county council. And then into our regular board meeting at 7. We'll have snacks and stuff. Snacks and so forth. Yeah. Cookies? No."},{"start":12156520,"end":12161960,"speaker":"B","text":"If you have any allergies or restrictions, please let me know before I go buy something."},{"start":12166040,"end":12180390,"speaker":"A","text":"Okay. And then moving along. So item 16, board meeting calendar. Are there any changes? No. Great. Well, it's 10:26. Does somebody want to make a motion to adj. Adjourn?"}]}