{"date":"2023-06-21","type":"Board Meeting","videoId":"hga3_wvkzC8","audioDuration":8132,"speakers":{"A":{"name":"Cecilia I. Márquez","role":"Board President (acting as President this meeting; agenda lists her as Vice President but she presides)"},"B":{"name":"Evelyn","role":"District Staff / Board Secretary"},"C":{"name":"Janet Lawson","role":"Clerk / Trustee"},"D":{"name":"Alisa MacAvoy","role":"Trustee"},"E":{"name":"Mike Wells","role":"Trustee"},"F":{"name":"María Díaz-Slocum","role":"Board President (listed as President on agenda)"},"G":{"name":"David (Trustee Weekly per ASR)","role":"Trustee"},"H":{"name":"Trustee / Board Member","role":"Trustee (likely second unnamed trustee)"},"I":{"name":"Dr. Baker","role":"Superintendent"}},"utterances":[{"start":4960,"end":12000,"speaker":"A","text":"Okay, well, we'll get started. We're having a little bit of technical difficulties for those online. Evelyn. Roll call, please."},{"start":13200,"end":14120,"speaker":"B","text":"Trustee Weekly."},{"start":14120,"end":14480,"speaker":"C","text":"Present."},{"start":14480,"end":15600,"speaker":"B","text":"Trustee McEvoy."},{"start":15680,"end":16080,"speaker":"D","text":"Present."},{"start":16240,"end":17120,"speaker":"E","text":"Trustee Wells."},{"start":17120,"end":17440,"speaker":"F","text":"Here."},{"start":17440,"end":18560,"speaker":"B","text":"Vice President Lawson."},{"start":18640,"end":19040,"speaker":"E","text":"Here."},{"start":19120,"end":20160,"speaker":"B","text":"President Marquez?"},{"start":20800,"end":88600,"speaker":"A","text":"Here. Thank you again. Welcome, everyone, to another Redwood City school. It is June 21, and for those that need Spanish interpretation. For the public, they are encouraged to speak to the board on issues of concern, whether or not the issues are on the agenda. To address the board, please complete the speaker's card here, if you're in person, and give it to Evelyn to my left. And if you are online, if you can please fill out the Google sheet. You will be called to the podium at the time of 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 communication. Public comments are limited to three minutes per person, per topic, unless otherwise noted. Are there any changes to the agenda?"},{"start":92520,"end":93440,"speaker":"E","text":"Okay. Hearing."},{"start":93440,"end":95480,"speaker":"A","text":"None. Can I please get a motion to approve?"},{"start":95480,"end":96520,"speaker":"G","text":"I'll move to approve."},{"start":98440,"end":98840,"speaker":"B","text":"Second."},{"start":99000,"end":104040,"speaker":"A","text":"All those in favor? Thank you, Evelyn. Do we have any oral communication?"},{"start":105820,"end":107020,"speaker":"E","text":"No oral communication."},{"start":108380,"end":108700,"speaker":"B","text":"Great."},{"start":108700,"end":114620,"speaker":"A","text":"Thank you. Moving on to item six, bond program consent items. Are there any questions?"},{"start":116540,"end":118540,"speaker":"G","text":"Can I just make a. Oh, yeah, go ahead."},{"start":119900,"end":121660,"speaker":"F","text":"But can I make a quick comment on this one?"},{"start":123580,"end":123980,"speaker":"A","text":"Sure."},{"start":125020,"end":129180,"speaker":"G","text":"Just wanted to note that the budget"},{"start":129180,"end":164090,"speaker":"F","text":"that was approved was for one of the lower campus play structures. We were able to replace that lower campus play structure and the swing set. And we're also able to include the demo of the upper campus TK play structure, which was a sandpit, I understand, was problematic. And we're also able to include replacement TK play structure and the soft safety safety surfacing under the TK play structure at the upper campus within the budget that was approved."},{"start":166570,"end":166890,"speaker":"B","text":"Great."},{"start":166890,"end":171410,"speaker":"A","text":"Thank you. Well, does somebody want to make a motion to."},{"start":171410,"end":172410,"speaker":"G","text":"Yeah, I'll move to approved."},{"start":172650,"end":173290,"speaker":"D","text":"Seconded."},{"start":173450,"end":174490,"speaker":"A","text":"All those in favor?"},{"start":174570,"end":175050,"speaker":"C","text":"Aye."},{"start":176890,"end":181610,"speaker":"A","text":"Item 8, discussion items, year and assessment resource discussion. Thank you, Will."},{"start":197380,"end":251590,"speaker":"B","text":"So tonight I'd like to open up our evening on data. As you see, we've got three different presentations that we're going to be sharing with you tonight. We've got our IREADY data that compares our fall to our spring data. We have our CASP data, which is just recently released and still not 100% released, but released enough that we felt that we could bring this information to you. And we have the panorama data, which is also fall to spring comparison. And we have the good fortune of having Jenny Tran, who is our coordinator of data and assessment, who has put together all of These presentations be the person who is presenting to you and she will be presenting online. And I'm going to go ahead and share my screen. And turn this over to Jenny."},{"start":252710,"end":1048170,"speaker":"E","text":"Hi everyone. Everyone hear me good. All right. So due to some time limit, we just, we just have a lot of data to look at tonight. I'll just jump right in with the eye Ready Reading assessment. Next slide. So here is the demographic makeup for the I ready assessment. If you wonder, there will be a slide for you to go back. Next one. This is the chart to show you the percentage and the change in the overall placement between fall and spring for reading. We can see some good increases in the two upper placement level and some decreases in lower placement level. I will show you more specific data for each of the placement level for the next couple of slides. Here is the percentage of the students who are mid or above level broken down by grade. You can see the significant increase in the percentage between fall and spring in primary grade level first grade through fifth grade. And also to note that majority of our kindergarten did not take the fall diagnostic test. That's why the orange column that represents the fall performance is missing for kindergarten. Next slide. For the early on grade, here's the percentage diffusion. Next one. For the one grade level below placement, there are not that many changes between fall and spring except for first grade. Our first grader make did a good job moving out from the 1 grade level below. Next slide. For 2 grade level below we see some good shifting of percentage in placement between fall and spring for grade one and two. Also here to note that kindergarten does not have two grade levels below placement. Next Here we can see that all our student groups are doing well in terms of moving out from the three or more grade level below placement between fall and spring. Here we see that kindergarten and first grade do not have three or more grade level below. They're not applicable for them for second grade. We currently do not have any student in this level. Next slide. Here's the change in level placement level for the district. The gray scale represents the percentage of students who did not make any change between fall and spring whether they are below grade level or above grade level. The green area represents the percent of students who went up in level placement and then the orange red area represent the percent of students who went down in placement level. Next slide. For EL students they did not do so well as 60% of them did not make any change in placement level between fall and spring for reading. Next one. 70% of our students with disability also have the same training that they do not have any change in placement between fall and spring. Next one. And also similarly 71% of our homeless student group did not make any change in placement level between fall and spring. Next one. For economically disadvantaged student group, this group has the lowest percent of students who did not make any change in placement which is a positive note compared to the previous three student group. However, this group has the highest of the student who went down in level between fall and spring for reading assessment. Now that we see how it each of our group is doing in terms of the changing in placement, the next couple slides we will look at our student annual growth next. So this chart may look a little bit intimidating, but let me break it down for you. LCAP goal three is monitoring student progress using their annual growth and the LCAP data for each of the record city student they will make at least one year growth in their UA and math and then students who are below grade level they will make 1.5 year growth annually. So this chart provides you with information on where we are with that goal. The area in red represent the percentage of students who did not meet any annual typical growth and you can see that across first grade to eighth grade, Kindergarten does not have this because they did not take the initial fall diagnostics so we could not measure the their annual growth. The area in green represents the percentage of students who meet one year annual growth. The area in blue, whether it's dark blue or light blue, represent the percentage of students who meet at least 1.5 year annual growth. And also because the LCAP goals specifically address the growth of the students who are below grade level. Therefore there's a separation in the metric here for dark blue which is student who are below grade level and make one versus the light blue are the students who are on above grade level but make at least 1.5 year growth. Overall we see that in reading, upper grade students are achieving more growth than lower grade students as there are more of them achieving at least 1.5 year growth than just one year. And then more than 50% of our grade three to eight students are meeting their annual growth. Okay, next slide. Here is the chart that will show you how each of our student group, English learner, student with disability, economically disadvantaged and homeless student are doing in terms of meeting the annual growth from year to year. And we have three years of iReady data. So the district growth data is always represent in red color. All of our student group are performing below the district average with homeless group which is the bottom right corner have the biggest gap in percentage student meeting annual growth compared to the district. The red line. Next. Next please. This is the last little data on reading assessment. I want to show you how each of our race and ethnicity group is doing compared to. One thing to note on this is that due to a small number of students who are identified as American Indian, Black, African American or Hawaiian specific Islander, the growth of couple of individual students can significantly cause the graph to shift, you know, drastically. That is why you seeing a sharp increase or this decrease in the chart for those three group. However, for you know the LCAP and the county purpose, we have to present their performance here in this chart. Okay. And so we could see that most you can go ahead go into math. That's good. So this is the demographic for math. There's a slide for it. If you wonder what is the makeup for it. Here's the district math overall performance in Fawn Spring. So for math majority of our students are below grade level placement with the highest concentration is in the one grade level below. Next slide. Looking at each of the placement level for the mid and above, it's very good to see here that here some. We can see some high increases especially from grade one to fourth where the percentage of students who are on this level double or triple from fall to spring. Next slide. Not as much changes here on the early on grade level. But there are some good increases for grade 2 through 4 with at least 5% increase in the number of students achieving this level between fall and spring. For one grade level below, very similar to reading. Our first grader are doing well moving out from one grade level below. But not so much changes for upper grades. Next slide. For first and third grader they're making big progress moving out from two grade below placement. Next slide. All grades level are generally doing good. Moving out from three or more grade level below between fall and spring in math diagnostics. Next slide. So here's the change in the math placement level make up for the district. You're familiar with the color code right now. So between fall and spring we have 50% of our students did not athlete change in placement. 42% went up in level and 5% went down in level. Next. For English learner group, most if not all of the students who were below grade level did not make any change in match placement and 40% of our EL students went up in level. Next, one student with disability has 40, 65% of them did not make any change in placement level. And 31 went up in level between on spring. Next, majority of our homeless group Students did not show any change in placement. But interestingly this is the only student group that does not have any student went down to or more placement level between fall and spring. Next, our homeless group students seem to be doing a bit better than the other three student group in math assessment with the lowest percent in student who did not have any change in placement, which is about 54%. And then they have highest percentage of students who move up in level between fall and spring in math assessment. Next slide. So here's that intimidating chart again for the math annual typical growth. In general, our student growth in math is a bit lower than reading with only grade six and grade eight has a little bit over 50% of students meeting the annual growth. So if you look at the chart for 6th grade and 8th grade and look at the non red area, they're just a little bit over 50%. The rest of the grade level, their red area is more than the green and blue area. Next slide. So here's the chart to show how each of the student group again is doing in terms of meeting the annual growth for math assessment. One thing that stand out from this graph is how our homeless student. The bottom right graph is not progressing along with the district performance in math assessment. And you can see that the gap is kind of wanted getting bigger a little bit since last year to this year. Okay, next slide. So this chart again is showing how each of our race and ethnicity group are doing compared to the district performance based on the percent of students who meet the annual typical growth. You can see that the first one is American Indian. There's a suddenly sharp increase in the percentage. That is because we have a very, very few number of these students that have this race and ethnicity. So the change in one or two student performance can cause the graph to jump like that. But typically all the other ethnicity group are showing a decline in percent of student need annual growth. However, that growth is going along with the district growth. Black African Americans group however seem to have been making consistent growth for the past two years. That is all I have for the Iready reading and math assessment."},{"start":1052730,"end":1066490,"speaker":"B","text":"I think the question is do we want to discuss after each set of slides or do you want to wait until the entire data presentation is completed because there's two more sets of slides. Keep going."},{"start":1073540,"end":1611020,"speaker":"E","text":"Okay, can you share the slide for the cast? Right. Okay, next slide. Sweet. So here is the participation demographic breakdown for students who participate in this past year. Smarter Balance English Language Assessment. So the score, as Liz mentioned before, were released about 90% on June 11. The day that I pulled this data for the presentation. So CDE will be releasing the rest of the score throughout the summer. So the final result might or may not greatly affect the numbers that we're seeing today. So one thing to note from this slide is that the this year participation rate for our English language art is 97%. Next slide. Here is the overall achievement in ELA broken down by grade level. So you can see the line going across. So above it are the percent of students who meet or exceed standard. Below it are percent of students who did not meet or nearly meet the standard. So it seems like our seventh grade and eighth graders are doing better than other grades in meeting and exceeding standard. Very high percentage of our 4th and 6th grader are not meeting standards. Next slide. So this chart is showing you how each of our student group is doing as well as their achievement gap compared to the district average based on the percentage of students who meet or exceed the standard. So the dotted line in the middle where it's close to 50%, that is the 49% rate that we our district have for achieving meet and exceeding standard in English language art. There are some achievement gap here you can see for some student group, especially for English learner and students with disability compared to the district average. Next slide. This graph show our district DOA achievement throughout the years going back to the first year that CAST started based on the percent of students who meet or exceed the standard. This graph kind of help to remind us that there is that disconnection in the two years of assessment due to the pandemic. So overall we're not where we were before the pandemic, but it seemed like we're heading in the right direction with the 4% increase in the amount of student meeting or exceeding standard compared to 2122. Here is our ELA achievement throughout the years by disability status. Again, the district average performance is always in the red line. Performance for students with disability is represented in the orange line and a student with no disability, their performance represented by the gray line. We can see that the student with disability has been performing below the district average and there's a big gap. But this student group is having some modest increases in the percent of student meet and exceeded the standard throughout the past couple years. Next slide. Here is our ERA achievement through the year by economic status. The economically disadvantaged student group performance is represented in blue, so it is below district average, but they're going along with our district growth. Next slide. This chart is a little bit busy, but it gives some very helpful information on how our achievement through the year by student language proficiency. So again we start with the district average line in red. The English learner group is in blue which is the last line in the bottom. And then we have English learner who reclassified as an English fluent speaker represented in yellow. The student who are multilingual but fluent in English represented in gray. And then we have English only speaker performance represented in orange as the first claim. We can see easily spot that the English learner students in blue are not doing so well compared to the district and any other more English proficient student group. And you can also see that the gap has widened a little bit this year between our English learner with the district performance. Next slide. So here is the math participation demographic for this year and our participation rate for math is 99%. Next slide. Here's the overall achievement for math broken down by grade level for 2223 school year. Majority of our students are performing below standard across all grade level except for third grade which has the lowest percentage of students who are below level. Next slide. Here's another graphic that represents the achievement gap between the student group compared to the district. So the district line is the dotted line at the 40% of student need assistance standard. The math achievement gap is similar to the EOA achievement gap with one additional student group with a large achievement gap which is black African American. We have 13% of our students who are met or exceed standard, so that is 27% below the district average. Next slide. Here's our math achievement performance based on percent of student met or exceeded throughout the year. We are currently at 40% which is again 4% higher than last year. Next slide. Here is the performance by student disability status consistent with their ELA performance. The math performance for students with disability in the orange line has also increased since last year and actually is the highest we've seen since the start of CAS testing for students with disability. Next slide. Here's our math achievement through the year by economic status. Our student in this group in the blue color is making very slow progress, but they're heading on the right direction. Next slide. Here's that busy graph again with the math achievement throughout the years. A similar pattern that we saw in EOA achievement but math achievement is generally lower. So from the top down, multilingual students who are fluent English, the gray color is fearing a sharp decrease in percentage while the English only student in orange has a big increase in achievement. The group of English learner who will reclassify which is professor in yellow show a slight decline achievement between Last year and this year our English learner student, the blue line performance, their performance kind of stabilized around 6 to 7%. So overall the math achievement gap is wide between English learner and the district as well as other English proficient student group. That is the end of the CAS performance presentation. So we move on to Panorama."},{"start":1613580,"end":1616140,"speaker":"G","text":"Yeah, I think go ahead and do the Panorama as well."},{"start":1639830,"end":2330340,"speaker":"E","text":"Okay, so next slide please. So this is an informational slide for those who are not familiar with Panorama. So basically the total percent of the two most positive answer will be used to calculate what we we mentioned during the whole presentation. The percentage favorable response. Okay, next slide. So we this is the count for how many students participate for each of the survey. So we have survey for grade three fifth and then survey for grade six eight. So here's the overall survey result in all topics for grade three to fifth most our topic favorable score went down compared to the fall. However we still above the national average on most of the top. Next slide. Here's the overall survey result for grade 68 compared to the fall all our favorable score went down significantly in some topics such as school safety, teacher student relationship and school climate. We are below the national average on all of our six through eight survey topics. Next. Now let's look into how student survey results are for each of the topic. For school belonging, our favorable response are declining for both of the grade group. But especially for grade 6 through 8 and in general, grades 3 to 5th seems to have higher favorable response than grade 6 to 8 in all of our topics. Next slide. School climate. These are again general. There's a decline in favor response for both grade group. Next. Our school engagement topic is very low at 24% for grade six through eight. So you know, only 24% of our students and grade six feel attentive and interested in school. Next slide. For school safety topic, we continue to maintain good response for grade three to eight but very sharp declining in response from grade six to eight students. Sorry, you know we got grocery bond for grade three to fifth, not six. Next slide. Similarly in our school teacher student relationship, grade three to five again show high favorable response and maintain it at the low 70 throughout the years while grade 6 through 8 favorite response is between 40 to 50 and it seems to be declining. Next school rigorous expectation. In general, this topic has the highest favorable response in all the topics for both grade three, fifth and 68. So we are 72 for grade three to five and then 62 for grade six to eight. Next please. So here's the response by student group and Broken down by grade level. So for those that are not familiar looking at this chart, an example is if you look at third grade, the first number plus nine under school belonging topic, it means that the average third grader is giving 9% favorable score higher than the district average. So the district average right there is showing 62%. So if you have a third grader third grader group with plus nine, that means that group in that school belonging topic, they score 71%. Okay, so in general third graders show more positive response compared to grade fourth and fifth. Next in. Here are the response broken down by race ethnicity. We can see that right away Filipino and white students show more positive response compared to other race ethnicity group. For black African American they show some positive response in some topic than others. Next slide. Here is the response by student language proficiency. Language proficiency. So you can see that el have some more negative response compared to the other English language. English only or reclassified students. Next please. Here is the response by students disability status. So for this topic, student with disability score a bit lower than the district average in school safety topics. Okay, Next slide. This is the response by student economic status. In general, the students who are not in economically disadvantaged status score more possibly than student with economically disadvantaged status. Next slide. Again, homeless favorable score is significantly low than district average, especially in the teacher student relationship for grade three to fifth. Next slide. All right, so this is the very same slide but for grade six to eight. Interestingly we see here seventh grader somehow have lower favorite bond than their peers in the majority of the topic. Next slide. For grade six through eight, Asian students seem to have higher favorable response and African American students show lower favorable response compared to district average. Next slide. Here's again the response broken down by English proficiency level. We can see that the English learner also have less positive response compared to other language proficiency group for grade six grade. Next slide. Here is the response by student with disability status grade 6 8. Next slide. Here's the favorable response by student economic status. This is pretty similar to what we see in the grade three to fifth survey. Also. Next slide. For homeless student grade six to eight favorable response is low in two topics which is school rigorous expectation and diversity and inclusion. And that is it for the student survey. We move on to the family survey. We have about close to 1500 responses overall. Our family survey response also went down in spring compared to the fall. Not so much, but we went down. Next slide. We are currently at 72% favorable response for the school safety topic. It is a decline from previous years survey Administration. Next slide. Our school climate Response is at 72, so it fluctuates in the low 70s throughout the years. Next slide. Cultural awareness and actions is the new topic that we surveyed in the recent year and it's been stabilized around mid 50. Next slide. Family engagement. We are currently at 20% favorable response, which is lower in the spring, which is lower than the fall, which was at 22%. But in general we are higher than the previous spring of the 2122 school year. Next slide. So here is the next section is the survey for school teacher and staff. We have about 200 teacher and staff respond to the survey. Next slide. So this is the result for the classroom teacher survey. In general, our classroom teachers show good responses between the fall and the spring survey and we're on bar with others nationally. Okay. Next slide. For non classroom teacher, we have received lower failure response score compared to the fall, especially in the staff leadership topic. Next slide. So here is how each of the groups are doing in the school climate survey. Classroom teachers show consistent trend in having positive response, while non classroom teacher response kind of fluctuate between the administration. Next. Similar trend is found here in the staff relationship topic for both group of staff. So we have classroom teacher consistent increase. Non classroom teacher data fluctuate up and down, up and down. But we are currently at 65% for non classroom staff. Next slide. For the staff and family relationship, we seem to have good positive response. 72 for classroom teacher and 62 for non classroom staff. Next, please. So for cultural awareness topic for classroom teacher, we are at mid-50s and non classroom staff, we are at 36%. And that is the end of the panorama survey presentation."},{"start":2336340,"end":2339140,"speaker":"A","text":"Thank you, Jenny, for the presentation. Presentations."},{"start":2339940,"end":2340660,"speaker":"E","text":"Presentations."},{"start":2341920,"end":2344240,"speaker":"A","text":"Are there any questions or comments?"},{"start":2348560,"end":2433330,"speaker":"C","text":"Well, just chime in. Thank you so much for all the hard work that went into this. It's really wonderful as a data junkie to be able to see these clear graphs and new depictions of the kind of progress that we're making and the baseline from which we can make further progress in English and math. I'm very excited about the new English and math curriculum. There had been a narrative about performance increasing and then a big setback with COVID and then performance resuming. And it's really nice to see that sort of verbalized narrative emerge into the actual concrete data details here. So I just. I feel like we've made huge strides forward as a district in terms of how we present our performance. And there's a lot of work to do, but there's also a lot of Great stuff to celebrate that's in here. So thank you Jenny, for the work here. A couple notable highlights like huge gains for disabled students in math on the CASP was really great to see. And just overall the secular growth curves like the SBAC ELA through the years, very clear visualization of the progress in the COVID setback and the resumption of that progress that hopefully we see really accelerated up into the right with the new curriculum. So yeah, lots of other stuff to dig into. But this is a wonderful starting point. So thank you so much."},{"start":2439340,"end":2439620,"speaker":"F","text":"Yep."},{"start":2439620,"end":2564910,"speaker":"G","text":"Thanks for putting the data and the presentations together on all three of these subjects. You know, I think also in the, you know, in the LCAP I think does actually a pretty good job of summarizing what are the successes that come out from the data. And we'll talk about the LCAP later. Of course, the successes that we can see in the data, particularly like the fall to spring growth that I ready was showing, which I think is pretty good and the year over year growth that CASP data showed for most students, I mean they're clearly and you know, again right from the lcap, it's like there's still a large gap for student groups, for several student groups. It's in there. We know that's true for reading, that's true for our math. And I think we knew that. I don't it's not great to see it. I think we knew it was going to be there. And I know that we have the changes in place for a new math curriculum coming. I know we have changes for how we our Newcomer center for next year and how that's organized and structured. We have changes for the way reading is going to be taught now. First year of changes. You know, I don't know what, you know, it's like who knows what's going to happen there. But, but you know, we'll watch them, you know, we'll learn more about them. We already learned about the math curriculum and we adopted it, the reading program, Newcomers, the Newcomer center school at the program and those changes sometime in the fall when school resumes. So that'll be good to hear. We'll be able to keep tracking it. There's positive growth in there. I mean, obviously as you had pointed out, we're behind where we were before the pandemic, as is probably the whole country. But we saw the trends that were happening looking at the CASP data that had been going on before the pandemic. And we can see that there's, you know, the same Yearly growth. So I believe that we're doing the right things, the right stuff are coming in, changes are being made because we know that more needs to be done and I think we just need to keep continuing in that direction."},{"start":2571000,"end":2606690,"speaker":"H","text":"Just to add on to what you just said, Mike. Yeah. There was an article that came out by the New York Times just today that talks about the test scores for 13 year olds and how they've. They're the lowest they have been for 13 year olds in a really long time. But it's across, across the country. I don't think any of this data is surprising. I really appreciate all the work you put into it, Jenny. I enjoy digging through it all and, and just looking at all the different pieces you put together for us. So I'm looking forward to the next few years to see the changes that we expect we will see in a good way."},{"start":2606850,"end":2607250,"speaker":"E","text":"So."},{"start":2618690,"end":2795710,"speaker":"D","text":"First of all, thank you so much, Jenny. I guess I can see you this way. Really appreciate it. All the work that you put into this. It's. It's a lot and there's a lot to go through. And then thank you, Liz, for your leadership on all of this. I really appreciate it. You've done just such a great job. And you know, I think every year, you know, we want to see more progress than we see. Particularly, you know, we look at the iReady and the CASP, but I think it kind of goes back to, I mean, we knew it, we read it in the New York Times. We're not alone in this. And I'm hopeful that we will continue to move in the right direction. And I really hope that this data, you know, the principals and the teachers are really looking at their individual students and then having those conversations with the students and the parents and the family members. Right. Because we need all of our family members to be engaged and supporting their student. We need the students engaged. And, you know, it's pretty clear some of the groups that we have that achievement gap. And I agree that in the LCAP and in other resources we're trying to put into the system, we are trying to support our English learners, our economically disadvantaged, our special ed students. Some of those groups that are clearly have an achievement gap, I think it's a little harder with some of the ethnicities where we have such low numbers. You know, again, I just. What I know is happening is we need for the teacher to be engaged in an individual student basis. Right. Because we can kind of look at this collectively and make some decisions as a board. But ultimately, at the end of the day, it's about the student and how they're progressing. Right. So anyway, we are seeing trends, some of them going, you know, we're sort of trying to catch up and move in the right direction. I will say on the climate survey, I was a little bit surprised and, you know, disappointed that we didn't make some of the, that, that it didn't look a little better than it did because it went down and it, and in some cases it went down from the fall. And so I don't know exactly what that's about. And we also have to look at the, the number and, you know, who filled out the survey because we didn't have 100%. So it's a little bit different than the caf and the I ready where we've got closer to 100%. So, but again, I think it's really important just for the principal and, and then the teacher in turn to really be looking at their data and then thinking about how they can improve that. Right. Because I'm sure every school site, every classroom has those areas where they're doing really well and those areas where they could do better. But it's really important to me around the engagement, the rigor, the belonging, I mean, all those things. We know if we don't see improvements there and students feel engaged and, and included, we're not going to see the growth that we need in the academics, which is, you know, at the end of the day, why we're here."},{"start":2795790,"end":2796190,"speaker":"E","text":"So"},{"start":2797950,"end":2847620,"speaker":"D","text":"I just want to encourage us to really encourage the principals and the, and the teachers and the staff to really be looking at that panoramic data. I mean, I know they look at the academic data, that's a given. But really do look at that panoramic data. I think it's, I think it's got really important information, but again, it's kind of on this gross level. And so we got to dial down to a smaller subset to really make some growth. So anyway, thank you everybody for everything that you're doing and I do want to give a shout out. I know that we have some of our teachers and principals and staff on the zoom. So thank you very much for all that you're doing. I know how hard you all worked this year, and I hope everybody gets a little rest and relaxation to, you know, get ready for, for next year. Anyway, thank you."},{"start":2848420,"end":2849220,"speaker":"B","text":"Just one thing."},{"start":2850580,"end":2870820,"speaker":"E","text":"Oh, go ahead. Sorry. I just have some comments for Alisa. So for the student survey, participation rate is about 78% for the family survey, So I kind of pulled some Numbers, and we have 1400 responses. That is about 32% of our number of household in our district."},{"start":2872960,"end":2882400,"speaker":"D","text":"Yeah, yeah, thank you for that clarification. So actually, the students you said were 78%. Yeah, that's good to know. On the family, because we didn't have. I don't think we had that percentage. So."},{"start":2882480,"end":2882760,"speaker":"E","text":"But."},{"start":2882760,"end":2918220,"speaker":"D","text":"So again, that's lower than I think some years we've seen, and it would be nice to get that bumped up. I know in years past, you know, we've been out there with the survey, you know, so anyway, it'd be interesting to look school by school, and maybe some schools did a better job than others, and we could look at best practices as to why some of the schools did a better job than others. So maybe we can encourage a look at the participation rates and again, kind of just share best practices on how to get more information. And I'm sure our community schools could help as well. They have a good relationship with the families."},{"start":2919020,"end":2939610,"speaker":"C","text":"I mean, to it. I think one of the big surprises for me in that data was the COVID dip in family engagement. And then, okay, you can come up with a story with why that happened, but one would then presume that it would come back up on the other side of it. And to have seen no meaningful recovery there was surprising to me. I don't know if we have a narrative or exploration as to, like, why."},{"start":2940010,"end":2956330,"speaker":"D","text":"Well, I wonder if that's. That's somewhat in the 32%, because I know when I've been on campuses and chatting with, you know, staff and parents, I mean, there was, you know, parents and family members were able to be back on campus and do you know, I just don't know. But it's a good question."},{"start":2956570,"end":2963030,"speaker":"C","text":"Do we have other proxy numbers for this, like metrics on the number of parent volunteers who are qualified to be on campus? Just."},{"start":2963830,"end":2971350,"speaker":"D","text":"Well, I know the community school. You know, we did get some data from them about engagement, but I don't know on the volunteers. That's a good question. You guys probably have that."},{"start":2971830,"end":3027990,"speaker":"I","text":"I'm sure the schools have it. But the other thing that, you know, we've noticed and why we've switched the manner and how we're doing, you know, the superintendent's advisory committee. Now, where to get more input from our Bayside families. It has been really, really low coming forward out of the pandemic compared to what it was previously. And so we have to look at that and look at it and shift it in a different direction. And by us doing it all in Spanish, And I know Cecilia is there with me. I think we get more of people that are interested, people that want to be involved as opposed to when we were doing it in English and it was being translated. And there's a. The research says there's a lot lost when you do that. So. And I think the comfortability and the rapport that we have when we are speaking the same language, it's a different ball game"},{"start":3031430,"end":3041390,"speaker":"C","text":"that makes a lot of sense. I'm also curious about like the ways in which these families lives are different in 2023 versus 2019. So just any color on that would be very helpful."},{"start":3042740,"end":3094610,"speaker":"A","text":"And I think just with their engagement, they actually seem to be very happy to actually know that we're doing this in their language. They're actually bringing a friend where that probably had never, not never, I don't want to speak like that. But it didn't happen before. And then. Whereas even for me as a Latina working full time, my preference is in the evening has always been. And that's always been kind of my thinking, however, for this moms, they like it in the morning because they drop off and I don't know what, you know, work wise, but they're there and they're like, yeah, I actually rather come to the cafecitos because then maybe for them too, it's harder for them to come in the evening with childcare and dinner. And so, you know, things have definitely changed, but I think we're moving on the right direction. Definitely."},{"start":3094690,"end":3173990,"speaker":"D","text":"You know, one of the things I'll mention, I was going to talk about this in the board report, but we did have a Redwood City together three hour kind of retreat meeting that we have in May, and Cecilia and Dr. Baker and I were all there. But one of the things some of us were talking about is possibly because Redwood City together has been very good at raising money this year, there may be some money there to help do some data analysis using the Gardner center. And some of that could. So, you know, we can maybe try to think about is there some additional data that we could gather, you know, around the engagement, around what more we could be doing. So anyway, I know that Rafael was interested in that and I think Amy, and we are. So, you know, I think when we craft what we're going to do, because one of the things we talked about is, you know, we did this years ago as we looked at, you know, all the different programs that we're providing and get a better sense of which ones seem to be actually moving the needle and which ones maybe Are not. And we haven't done that in 10 years. It's. I mean, I mean, we've done it in other ways, but we haven't done it with the Gardner center data. I don't think. Anyway, you are correct. Right, right. I mean, we have done another way. So obviously we're doing metrics around programs and stuff like that, but I mean. Yeah, so. So I think there may be some opportunities. Opportunities to think about that."},{"start":3175990,"end":3264509,"speaker":"A","text":"Another thing that I've observed during this meetings that we've had in Spanish is they're local, whereas in our English only or translation meetings they tend to hesitate a little bit before they ask any questions. So I think it's feeling comfortable. So again, it's great. So. And again, thank you Jenny and Liz and everyone that put all this data together. I know it's a lot of information and of course I'm happy to see the growth. We definitely have some growing to do. But again, one day at a time and we're all very hopeful. I think. Just my, my question when looking at the data is when we obviously the EL students are performing not, you know, as district wide, but do we split the English learners by ethnicity or how do we actually say English learners? So there's newcomers and there's English learners. Are they're all in the same bucket? And not to say that all the English learners are Latinos only, but are we splitting English learners and by ethnicity Latinos, how do we lump those students in? And if you guys don't have the answer to the question, I'm happy to get that response back. It's just as you guys were speaking, it just. I just jot down the question."},{"start":3264590,"end":3279160,"speaker":"B","text":"So, so I know the I ready data is not disaggregated by the language that the students speak. And Jenny, I'm not sure in the CASP if it does that either or if it's just a designation of English learner and cas,"},{"start":3281560,"end":3320730,"speaker":"E","text":"anything can be done, actually. So basically, so basically the language proficiency and the reason you see is in the cast presentation is not in iReady because the same reason, let's say in IREADY system, we did not have that piece of data integrated or sent over to iReady. So they don't have that. But for CAS, when I get the score, they do have the student language proficiency. That's why you see el, rfap, rfip. But if you're interested in seeing how EL students are doing broken down by their language, I could always merge that language information in and then, you know, disaggregate the data."},{"start":3320810,"end":3344230,"speaker":"A","text":"That way maybe it doesn't have to be the language, but like, newcomers are newcomers to, you know, they've been here for months or a year. Whereas English learners. We could have some English learners that have been here for two or three or four years and where they, you know, and again, if you don't have the answer, it's just. I thought I'd bring that up because it just interests me as you guys were, you know, you were giving the presentation."},{"start":3345350,"end":3358150,"speaker":"C","text":"I, I just wanted second that, that I think it'd be super interesting that perhaps at some later date get into what is the newcomer experience here? How are they doing, you know, and what kind of progressions are they seeing?"},{"start":3358150,"end":3358630,"speaker":"E","text":"I like that."},{"start":3358630,"end":3433960,"speaker":"A","text":"We're definitely seeing the growth with everyone. And I think it would be maybe good. I don't know how much data, I mean, Jenny, to not give you any more work, but, you know, what is the difference? Is the growth happening with English only because the ones that have been here for two or three years are actually growing. But what's happening to the English learners? It could be the English learners are moving forward. Again, from my personal experience, I was in this country for a year and then they moved me up to mainstream. I didn't want to, but they said I was ready. So again, it just, it's different. So again, if you don't have the answer, I don't want to put you on the spot. You guys can give us the information at a later time. And then with the student panorama again, it's good that it's, you know, 70%. Again, for the parent engagement part, We are seeing some parent engagement growth. Obviously, it's just a little. Not as much as maybe we were thinking, but I don't know if things are different after two years of pandemic. How many parents are actually like, I know, like I had an 8th grader and I. You only saw me at the board meetings."},{"start":3433960,"end":3434160,"speaker":"E","text":"Right."},{"start":3434160,"end":3451570,"speaker":"A","text":"And back to school night, but I didn't. When they're in middle school, you don't interact with as much as you did when they were in elementary. Right. But then that's just personally. And the other thing is, do we offer the panorama in English only or is there an option for Spanish?"},{"start":3452930,"end":3468190,"speaker":"E","text":"Yes, it is offered in multiple languages, so I think they use Google Translate. So when the parents or the student log in, they can choose the language that they want to take the survey in. And it's available in a lot of languages, not just Spanish."},{"start":3469230,"end":3470110,"speaker":"A","text":"Okay, great."},{"start":3470110,"end":3470750,"speaker":"E","text":"Thank you."},{"start":3470990,"end":3477150,"speaker":"A","text":"And that was it for me. No more questions. Comments?"},{"start":3478590,"end":3497620,"speaker":"I","text":"No, I just want to say thank you, Jenny. Thank you, Liz. And the principals will all be looking at this data more when we come back. All together. We're back together in August. And so, Jenny, you'll be probably asked to disaggregate this data differently when we meet. So thank you so much for all of this."},{"start":3497620,"end":3499700,"speaker":"F","text":"Really appreciate it. Thank you."},{"start":3500820,"end":3503060,"speaker":"E","text":"You're all welcome. And have a good night, everyone."},{"start":3507780,"end":3516420,"speaker":"A","text":"Great. Moving forward with item nine, consent items, if there are no questions, can I please get a motion to approve?"},{"start":3517380,"end":3518260,"speaker":"D","text":"So moved."},{"start":3520820,"end":3525530,"speaker":"A","text":"Second, all this in favor, Evelyn, I"},{"start":3525530,"end":3535730,"speaker":"D","text":"wanted to say thank you so much for getting the minutes done so quickly and great turnaround. And thank you, Mike. I think you're the secretary, right? So you're reviewing them anyway. I really appreciate it."},{"start":3535970,"end":3539890,"speaker":"B","text":"Yeah, I second that. Thank you, Mike, for getting those back to me so quickly."},{"start":3548140,"end":3557260,"speaker":"A","text":"So item 10, public hearing and 10.1 is public hearing and discussion of the Local control accountability plan LCAP for 2023-24."},{"start":3558380,"end":3558940,"speaker":"E","text":"Okay."},{"start":3559180,"end":4442830,"speaker":"B","text":"The moment we've all been waiting for, certainly. So as a friend of mine who works up in San Mateo used to say, this isn't our first rodeo, right? And so we've seen this before. And so a lot of these are slides that have been repurposed to give you information about the latest version of the lcap, which does happen to be year three in our three year cycle. So just as a reminder, we are holding this public hearing to get any recommendations, comments from you, from the public if we need to make any changes to the LCAP before it comes back to you for approval. Next week we will be looking at the budget and the budget overview for parents as part of our lcd, the budget overview for parents as part of the LCAP as part of our state requirements. And then like I just said, we will be passing all of this hopefully next week. And then right after that I send it into the county office for review. The county office has reviewed this already and has given their temporary seal of approval. So that's great. So a few of you know, because you attended these meetings, we had four stakeholder engagement meetings that were held February, April, May and June where we were in the process of developing the third year of the LCAP making any changes which weren't significant to what we had already planned for the lcap. But we took a look to see what was working based on the data that we had. What did we need to add based on what we knew from just what was happening over the school year and making those changes to the lcap. So we had a very active group that was representative of all of the groups that are required by the LCAP and a very robust student voice that was also expected this year more so than others. And we had Sarah Aguilar, who works with me and Whitney Akin, who is one of our coaches, do a very robust approach towards going to every single school site and asking students for their input on the three goals. And we took their input as well as we considered what she changes to make to the lcap. And we kept our three goals again because we had set these goals with targets three years ago. And so each of these goals has metrics that we updated and not all the metrics show up here. This is just a reminder that this is available to be found in the lcap. And we are probably not reaching our desired outcomes in some of the cases. But we didn't change our desired outcomes because they were targets that were set three years ago. So we'll have the opportunity this spring to relook at all of not only the goal, but our targets, what our metrics show at that time and reset all of this for another three years. So for goal one and again there is some repetition of this from the information that you just saw as there should be, right? This should be aligned our LCAP with our data. So some of our high points for this past year is that our spend suspension rates went down for our homeless and our foster youth groups. Our chronic absenteeism, while still high, seems to have improved at least 5% for the district for every student group except for our students with IEPs. And we know this is an area that continues to be of concern. This came up a lot at our LCAP meetings and we are continuing to work on this in improving our attendance school wide, district wide. And our school climate also shows a high point in grades three through five. And we just took a look at the panorama survey so there are pages of continuing actions and services. And these are just some of the high points from that. I want to call out that in our conversations with our committee and particularly from the students and our dlac, the need for increased tutoring came up. And so we definitely have put more, we've allocated more funding to tutoring. The college advising prep is the tutoring that is taking place at four of our school sites. We're going to be increasing the numbers of students that that group can work with because they're the ones that presented the night of the community schools. They've shown great growth with their approach towards tutoring. And one of the reasons we believe that has made such a difference because the students really like going to this tutoring is they have developed a social emotional component to their work. And they do a lot of training of their tutors in that. So that there's a strong relationship built between the tutors and their two T's. Most of them, yeah, and they go through a pretty significant training period. But I think it's, it's. And so as do most tutors, right? They really, you know, just walking in and tutoring. So they're getting either. And they also use their own curriculum. So they've got curriculum, they've got support and training. But it's also that development of a relationship with the students. So we are looking forward to continuing our work with them in addition to all of these other components that we will continue to work. Another area that has increased and we look forward to having a presentation on this with you. Probably also in the fall is our elective that are being offered. We mentioned this to you when we talked about Prop 28 and we will be. We've been meeting with our STEAM teachers and our site administrators. And today we had a meeting with our site administrators about their music program for next year. We're super excited about that and how all of our students in our district are going to have access to more high quality electives as part of the engagement initiatives that we have in order to have students want to come to school as a way to combat absenteeism. So these, many of these are components that continue and be happy to answer any questions for you in just a second. Goal two is our our goal for our English learners that they within five years that they reclassify and that they also grow on the LPAC a minimum of one level for each year that they're in school. And we have some information about the numbers of students who have done that. So at the time this slide was made, which was maybe a week ago, there have been students reclassified. Leslie Danieli is on the warpath to reclassify as many students as you can by the end of this year because we know the importance that that has in particularly for students who are exiting our district in their placement in the high school. So we are continuing to reclassify students even though they're not in school anymore. She's still going through their data and is working very hard to make sure that that happens. And she's. If you have questions, I know she's online and is available to answer any additional questions. But we had 188reclassified within the five years of enrollment, which is our target. 42reclassified within six years. And then we have students who reclassified longer than that. But these are students who reclassified after the LPAC was suspended for a period of time. So there was a period of time that the students could not have reclassified because we didn't give the lpac and that was during the pandemic and then the year after that. We do have a number of new things in this goal that we again can spend more time talking about. We can give you a presentation about the Newcomer program, which is a tiered program that will identify students as they enroll, about their level of need and place students either in self contained classrooms for Newcomer programs or into more of a mainstream classroom, bilingual classroom with additional support, whether that be ELD support, whether that from a certificated teacher or if they're ready for classroom support with instructional assistance. So we are developing this, hiring people for this. Right now. Catherine Rivera is going to be overseeing that in her new role as our ELD categorical director. And she's just all in and working on this, planning this, getting the curriculum for this, planning, training for the teachers. And so it's going to be a very strong program. New again at the beginning, although it's similar to something we did a long time ago. But we are going to be housing it at Garfield because they have some empty class spaces for next year for the, the Tier three, which is the most intensive layer. But then most of our other schools will have the tier 2 and the tier 1 services. And we will again give you a lot more information about that in the, in August when the program has gotten started. We are continuing to provide out of ratio ELD teachers so they can keep below class size. At our schools that have large numbers of EL students, and that's primarily mit, Kennedy and Hoover, we've added extra teachers to those sites to, to work in small groups for eld. We are providing ELD materials and are purchasing them for all grade levels. We are probably not going to roll it out until people ask for it at the very beginning of the year because in the primary grades we are rolling out reading and math and if we roll out ELD on top of that, we're not sure that the capacity will be for anybody to take on one more thing. But for the teachers who are in probably grades four and up, we are planning professional development for them with these new ELD materials because they don't have as many new things that they're going to be taking on right at the beginning of the school year. So we're planning that and Catherine has also been in communication with the the people who do the training for Language Power, which is going to be our new curriculum. And so we're also planning these professional development and you've heard in the past about our integrated units and that that continues to to become intensified with the work with two of our TOSAs. They are focusing on three schools and really primarily the three schools being Hoover, Garfield and Taft and have met with the principals of the sites, are working with the teachers with the sites, have set aside professional development time already at the sites and are going to be working side by side with the teachers in the classrooms, doing model lessons, helping them with planning really with a focus on el student language development and content area knowledge, which we think will have an impact on the test scores that you just saw. So that's all taking place also next year. Goal three is reading math and you've heard a lot about reading and math, particularly for the primary grades. And so we've got again some, some highlights that you just pretty much saw in, in Jenny's presentation. We have purchased the materials. The materials are arriving for K through 5 probably in a couple of weeks and will be delivered to the school sites. Carla from the IMC is planning to distribute all the materials so they will all be in the teachers classrooms when they return and we'll be ready for their professional development which will be that first week of August when they come back. We will be running a math pilot in grades six through eight, which Kendall is running and is already starting to recruit the teachers for that. And then that information will be brought to you about the different kinds of curriculum that they are going to be piloting. We continue to add a couple of extra reading specialists at our priority sites to support that tier 2, tier 3 reading. But we really, really believe that as the tier one gets stronger in the reading instruction that the need for sending students out for additional support will diminish because a lot more of their foundational skills needs for learning how to to read will be taking place in the classroom. You've heard a lot about the professional development that took place last week. We had Janet came and visited and can talk a little bit about that if she wants about what she saw in the different classrooms. We got fantastic feedback from from all of the teachers who also spent. Tuesday was a full day. Wednesday and Thursday were half days of training, but they had optional half days of planning time to look at the assess look at the materials and then to do some planning with their grade level teams for next year. And the majority of people stayed to do that. So they're, they're ahead of the game and getting ready to come back in the fall for teaching reading. And as you know, we did that in for English and we also did that for Spanish reading. And, and then we have purchased the materials for the large and small group reading instruction in both English and Spanish. So as you looked at the lcap, you saw that there were some schools that were called out as being our target schools as being the higher number of percentage of our unduplicated pupils, which as you know, are our English learners, are low income and foster youth students. And here they are by school. Most updated information that we have is like just from a few days ago, the percentages of students who meet the criteria. And so you can see the span that we have in our district and you can also see why we target Hoover, Garfield, mit, Tafton, Roosevelt for the majority of our additional services that come from the lcap. And this is a summary of our funding which you'll be hearing about from Rick. But we gladly spent the money that we needed to spend on our unduplicated pupils and our school sites and met our, our minimum expectation of percentage of money to spend and actually went over it a little bit. And then this is the list of what those actions are that are considered contributing to the unduplicated pupil support. And this doesn't give all of the write up, the write up supports are in the lcap, but this is a summary for goal one, what the items are and then for goal two and for goal three. And so our next steps are to adopt the LCAP next week and then submit the LCAP to. Oh, that's a typo. It's not the Santa Clara county office, the San Mateo County Office of Ed for approval. That's a little bit of a Freudian slip for me there. And then that's if you have some questions."},{"start":4456600,"end":4525420,"speaker":"G","text":"Yeah, I'll go ahead and start. You know, I was on the LCAP committee, so I went to the four stakeholder meetings along with David. And I always found them really to be engaging conversations. Everyone really, you know, all the stakeholders kind of participated in the goal setting and looking at the data. So I thought that was really neat. Thank you, of course, for putting together this plan. Yet another plan that you're, you're always seem to be putting stuff together. And that's, that's helpful. I'm glad to hear about. I guess I didn't catch on the first time, reading through it about expanded electives. So that'll be neat to hear about that in the fall. One of the things I remember from this year is just all the opportunities that students actually got to perform for their families because of the electives. We saw the music program just a couple of weeks ago, and that was awesome. And so many families there. And I was thinking about this when we were talking about family engagement. There's so many different ways that families can engage with the school, and that was a really neat one. Or like at the Kennedy musical, they had the dance elective actually perform on opening night. And the drama teacher, the drama and dance elective teacher was saying, most of these kids didn't even want to take dance as an elective. They were just kind of placed into it. The way their schedule worked. And they were amazing. Right? Like, they got up there."},{"start":4525420,"end":4525780,"speaker":"B","text":"They were."},{"start":4525780,"end":4689990,"speaker":"G","text":"I mean, they were really. I thought it was a great dance program. So I think, yeah, I'm hoping that expanding those brings out not just engagement from the students, but also gives them unique opportunities to perform for their families and brings the whole community together as they did before. So that'll be fun to hear about there. There are some nuggets in there that, you know, we just don't talk about enough about. I think it was something like 8,000 families served from Second Harvest Food Bank. And by the services that we provide, I mean the wraparound services that. That the school is providing through, obviously through the community schools, but in addition to partnerships with places like the Second Harvest Food bank, you know, it's remarkable. There's clearly a lot of need in a lot of different places, and that's contributing to probably disparate outcomes and some of the structural biases, the structural inequities that exist in not just the school system, but in society as a whole. And it's nice to see the kind of impact that schools can have and that we're able to have in there, you know, and paired with that is kind of like the newcomer, the family center responses. And just seeing how positive those were and, you know, and the contributions for those families, it might be interesting to actually, if we were going to do a segment of the data on engagement, see how, you know, what that segment says, because Those surveys are 95% positive, and particularly for newcomers, about how helpful it was for when you're coming to a whole new country, a new school system, and trying to figure it out and having that kind of resource there. I think really being able to fund those things are really nice, you know. And 55% of the English learners progress performance status is pretty high. I know that we got penalized for not having the. Was it 100% participation? I can't remember. Yeah, we missed it by participation. So we got penalized on the dashboard. But actually the performance there is pretty positive. So it's clear that, you know, again, some. Some of the things that are being proposed and that have been funded and being able to continue to fund through the LCAP are, are working. And it'll be nice to see about the changes that are happening that the LCAP is allowing us to fund. We already talked about the new Newcomer program and how that's running. The new. You know, again we talked about with the IREADY for the performance there. So thanks for putting it together. I'm looking forward to year three. I know that the outcomes that were set three years ago are probably no longer quite realistic from where we are in year two. So it'll be nice to, you know, maybe in our strategy session on Friday start thinking like what is success for some of these programs and what will it look like so that we can all sort of say, yeah, this is kind of what we're really aiming for. Thanks,"},{"start":4692720,"end":4693040,"speaker":"F","text":"foreign."},{"start":4703040,"end":4853270,"speaker":"D","text":"Thank you. Liz, once again, you are so good at putting together plans. And I have to say I was a little bit sad because this is my first year I was not on the LCAP committee. I've actually it was the board member from the very founding of when we had LCAPs come to fruition. But I gave it up so my dear colleague could learn. I mean, you know, learn more. Anyway, so. So I missed it. But I will say the lcap, well written this year. I mean, I felt like I was at some of the meetings where I really got a description of the sorts of activities you're talking about, the data that you used. There is so much good kind of programming and support for our students and families identified in this lcap. And I think it really shows the priorities of our district. So I would say if someone was sort of new to our district, I think kind of reading, you know, obviously it's quite long, but. But you could, you know, the descriptions of some of the programs I think are really good. And I don't know if we have it like that in other places. I mean, I think you'd have to go to our website and. Or board minutes or things like, you know, look at a bunch of different presentations. So I, I'm just really impressed. I feel like it. It really showcases a Lot of the different. Different programs. I mean, you know, you got community school, all the professional development we've been doing with teachers, our new curriculum. You've got the MTSs, the tutoring, extended Day, Learning Elect. I mean, really, it's all, you know, it's all there how we're trying to support the students. So. Thank you. I agree with sort of where the priorities are and the amounts of money, I mean, which is basically what we're approving. So I don't really have any comments to any of that. Oh, and the. But the. The other thing. I had heard this maybe in a. Some. Maybe in a. I don't know, some. Some newsletter or something, but I saw it in there, the seal of biliteracy that we're doing at Kennedy now. So did we start that this year? Okay. Right. I think that's great. I know that Sequoia High School has that for their Spanish program. I guess probably Woodside has a similar thing, and both my daughters got it. And it's quite a cool. You know, it's. It's a great goal to have quite an accomplishment and for us to be able to show that our Kennedy students are mandatory, I'm really excited about that. So I don't know if that was showcased. It probably was at graduation, which you were there. I was not this year. But anyway, I think that's great for our multilingual learners, which we also kind of highlight in lcap. So, very proud of all the work that you guys did. Thank you, Mike. And thank you, David. I know it's a lot of extra meetings, so thank you."},{"start":4857500,"end":4873820,"speaker":"H","text":"I don't have anything additional to add that you guys haven't already said, but thank you very much, Liz, and your team for all the work that's gone into this. I sat on the LCAP many years ago when it was, I think, a lot more meetings, a lot more time consuming, but meetings almost every."},{"start":4873820,"end":4874900,"speaker":"D","text":"Well, we would have them every."},{"start":4874900,"end":4875300,"speaker":"B","text":"All day."},{"start":4875300,"end":4880140,"speaker":"D","text":"All day meetings, every month, trying to figure it all out. Right."},{"start":4880460,"end":4882780,"speaker":"H","text":"But the document has evolved so much over time."},{"start":4882780,"end":4883140,"speaker":"D","text":"Yeah."},{"start":4883140,"end":4904380,"speaker":"H","text":"Wendy, sorry. That's like ptsd. The document has evolved so much over time. And it's just. I really appreciate all the work that's gone into it. And thank you for showing me around on the PD day. I was going to talk about the board reports because I think it's the only thing I have to add for that. So I'll hold on to that one."},{"start":4904780,"end":4905340,"speaker":"D","text":"Thanks."},{"start":4908630,"end":4952800,"speaker":"C","text":"Thanks for offering me an opportunity to be on lcap, and it was great to be Able to sit with Mike on that. And I think most of my input that I had was put into the document. So not a huge number of comments there. Awesome work. Thank you. Just one question on the presentation. Was the goal number two with the 188 students that are reclassified in under five years, that what I would love to see would be the denominator of how many students total were still in EL after five years of being in the district. Because that gives me a sense. Right. Because the goal would be when a student comes to us as an English language learner and is with us for five years, at the end of five years, the dream would be 100 of those programs are. And so we have got the numerator of 188, which is great. But what's the denominator? Thanks."},{"start":4952800,"end":4953200,"speaker":"E","text":"Cool."},{"start":4959370,"end":4994340,"speaker":"A","text":"And I think my only question for you. And again, thank you. Everything, I mean, everyone said what I was also thinking, however, when we talk about the tutors, since we're moving to a different curriculum and obviously they use their own, how are we going to see if there's going to be. Do I want us to use the word discrepancy versus our curriculum and theirs, or they're going to be sharing ours? Just so, you know, our students going to be under the, you know, on the same page and not get lost?"},{"start":4995940,"end":5043430,"speaker":"B","text":"So I think that's a great question. And I will follow up with Layla, the head of the CAP organization, about what their. Their routines are to see that they are aligned with the routines that our teachers have just been taught. They primarily work with older kids. And so where they have seen their greatest successes within kids grades six through eight. And so we've been talking about really prioritizing maybe grades 4, 5, 6, 7, 8. And so those will be grades that don't have as much of the work going on that we learned this past week. And so it will supplement and probably really support the kids who are not getting as much of that instruction as the kids who are getting in K through 3. But we will check to make sure that the way that they're teaching is not in conflict with the way that we're teaching as well. Great."},{"start":5043430,"end":5071840,"speaker":"A","text":"And I think just to throw it out there, I was kind of having a conversation with Dr. Baker. And one of the things that I am curious as how much, if you want to say, parent engagement, how much do we actually. How much do we speak to our parents for them to actually understand how they can help their student? And I think that's a big progress. If they the more they know, the more they can help their student."},{"start":5072480,"end":5099060,"speaker":"B","text":"So we know that this is a huge component that we have not addressed well for a really long time. And so this is something that we're developing some trainings that we can take to schools for, like, parent nights and as well as provide material so that parents can, if they don't have materials at home that are decodable, easy reader, kinds of things that they'll have, things that they can take home, but they will be teaching parents the same kinds of routines that the teachers are using in class. So that is a plan for the fall."},{"start":5100660,"end":5146190,"speaker":"A","text":"Thank you. Because I think that's very important. You know, again, I mean, I was telling Dr. Baker, my kid is already leaving. Right. I had two kids. But I think, too, a lot of the times you hear is, like, your students doing good, but how good are there and how can they progress? And sometimes maybe we just don't ask the correct questions because we feel they're doing good, but maybe they need a little extra and how do we help them as parents? So thank you. I think everyone's. Everyone's doing a good job. You know, big kudos to all the teachers that were in the pd. You know, thanks. Because it's a lot right after the fact, after their school year is over. And so we all appreciate their effort to do well so that our kids can be. The students could do better. So thank you."},{"start":5149870,"end":5151290,"speaker":"F","text":"Great job. Hellcat."},{"start":5151290,"end":5158690,"speaker":"I","text":"It's gone. It's come a long ways. The very, very first one I did, that was nine years ago. And it was totally different for those of you that."},{"start":5158930,"end":5159730,"speaker":"F","text":"Who was on the."},{"start":5159810,"end":5161490,"speaker":"I","text":"I guess Elisa, maybe you were."},{"start":5162370,"end":5165770,"speaker":"F","text":"Yeah. It probably would have been you and"},{"start":5165770,"end":5170970,"speaker":"I","text":"Shelly, because that was. That was nine years ago. And that was. It was nothing compared to it."},{"start":5170970,"end":5174330,"speaker":"E","text":"Just. That was the first one on the committee because."},{"start":5174330,"end":5174610,"speaker":"A","text":"No."},{"start":5174610,"end":5176940,"speaker":"B","text":"Well, I was there as a parent."},{"start":5177340,"end":5178740,"speaker":"H","text":"I think it was Hillary and you."},{"start":5178740,"end":5180220,"speaker":"D","text":"Oh, Hillary. It was Hillary."},{"start":5180220,"end":5180620,"speaker":"B","text":"It was."},{"start":5180620,"end":5181100,"speaker":"A","text":"Yeah."},{"start":5181820,"end":5185020,"speaker":"I","text":"What a change. It's come a long way."},{"start":5185260,"end":5186140,"speaker":"E","text":"A long way."},{"start":5186460,"end":5187820,"speaker":"I","text":"Thank you, Liz and your team."},{"start":5187820,"end":5188740,"speaker":"E","text":"It's. It's good."},{"start":5188740,"end":5189180,"speaker":"I","text":"Yeah."},{"start":5189260,"end":5189820,"speaker":"E","text":"Yeah."},{"start":5191260,"end":5194220,"speaker":"B","text":"We also didn't have Jenny sorting through our."},{"start":5194380,"end":5206810,"speaker":"I","text":"Right, right, right. Reams of data and the charts in the charts tonight. Oh, what a."},{"start":5207450,"end":5216010,"speaker":"B","text":"Right. Yep. Oh, my gosh. Well, anyway, this is great."},{"start":5219930,"end":5220490,"speaker":"C","text":"All right."},{"start":5222090,"end":5228010,"speaker":"F","text":"Before we move on, I think in light of this being a public hearing so no one can challenge us, that we should call for public comment."},{"start":5228580,"end":5228900,"speaker":"B","text":"Yeah."},{"start":5231780,"end":5234180,"speaker":"F","text":"Even if there is not, we've made the effort."},{"start":5234340,"end":5235500,"speaker":"E","text":"Thank you. Yeah."},{"start":5235500,"end":5247220,"speaker":"A","text":"Thank you. So moving on to 10.2. And since. Okay, so tell me, please just ask for public comment."},{"start":5247380,"end":5250100,"speaker":"I","text":"Are there any public. Is there any public comment regarding."},{"start":5250980,"end":5288590,"speaker":"A","text":"So are, is there any public comments for those of you on Zoom? And if so, I guess if you can raise your hand, please. Okay, so this hearing will be closed and then we're moving on to 10.2, which is the public hearing for Redwood City 20, 23, 24 proposed budget. And then do I ask the question now before the."},{"start":5290110,"end":5290430,"speaker":"E","text":"Yeah."},{"start":5290430,"end":5290830,"speaker":"A","text":"Okay."},{"start":5290830,"end":5291870,"speaker":"D","text":"I didn't present the."},{"start":5293310,"end":5309790,"speaker":"F","text":"Thank you. Good evening, everyone. It's always fun following an LCAP presentation. And I will say that Liz does a very good job of spending her LCAP dollars and then some at times."},{"start":5310110,"end":5310500,"speaker":"B","text":"But."},{"start":5310570,"end":6111910,"speaker":"F","text":"But we'll go on. Any budget in a school district is interesting and unique with different challenges and or opportunities facing it. If we go back through, you know, the last 10 to 15 years with the Great Recession and then the revision to school funding from revenue limit to LCFF going into is the gap going to be funded this year, which I know is probably a question asked at this meeting every year with the governor's proposed budget and then going into Covid, where there was an influx of money and now seemingly going back to quote, unquote, normal circumstances. But once again, we're faced with unique situations where we're coming off of amounts of money that school districts aren't used to getting over the course of a couple of years, especially quickly with limited resources, already much needed funds to implement programs and services that were needed that previously couldn't be paid for. And now that money is expiring, we run into a whole different set of circumstances with keeping some of those very valued services that have proven, as Liz has shown tonight, through data throughout the course of this year have been beneficial to our organization. So with that, this budget has presented its own challenges looking forward. And I will say that, you know, there's a lot of information in the budget and there's a lot of information that's going to change, you know, over the course of the next 3, 6, 9, 12 weeks as we close the books for 22, 23, go through the unaudited actual process and then do what I suspect will be several large revisions to the budget that we are presenting tonight as the proposed budget for 23, 24. So going through the slide deck, I'm not going to read all of these slides. A lot of this is here for the public who want to look at this and read this, but we are at budget adoption. The bright red area on the right side of the screen, you know, still Waiting for the governor to sign the enacted state budget for 2324 which will shore up some of the money that we think we're getting, but we may not be getting, but we might get that Liz has already spent. So we have to take that into account as we go forward. And so we'll be looking to, if necessary, come back in 45 days after the enacted state budget with a budget update or revision as needed and audited actuals, which I just spoke briefly about coming back in September. Then going into the first interim report, which this year all first interim reports are important and special, but this one takes on different meaning with some of the things that are in the proposed budget of what we need to do as an organization to be solvent for the current year and our two out years. I'll skip this slide. It's just more legal, legal information about why we're doing the budget and that it has to follow the LCAP both at the public hearing and adoption next week. So going into the 2324 budget and some of the I'll say major assumptions that we look at, you know, district enrollment, we are still projecting to decline. We're going to look at that closer now that we have this year's data was student enrollment. And in October with the 2324 data after Covid is essentially over. It's not having the same impact that it did in 2021 and 2122. For sure. We are projecting right now that ADA will go up. This was much more important as an LCFF district. But still it's important because we know that kids perform better when they're in school. Right. Test scores go up when they're in school. So we still want to monitor this and be able to share this with the board as well as the community. And our school sites are unduplicated pupil percentage. Our UPP is trending a little bit down over the next couple of years and we are utilizing the three year average that was enacted during COVID that's still continuing going forward. Our local control funding formula. You can see the big cola of 8.22% this year. School Services of California, along with the LAO and I think perhaps even UCLA have come out with 3.94 and 3.2942 out years. So we're using those numbers for the purposes of this budget. Last year there was an augmentation that gave COLA plus augmentation of just about 13.3%. There is no augmentation for next year or the two out years at this point. Calstr's employer rate is staying the same at 19.1%. That's by statute. They can't raise that without legislative action. Unfortunately, CalPERS is not the same way where you can see the contribution to the employer's rate continuing to rise up to 28.3. I will make note that that is almost a full percent of where it was projected about three or four months ago. So it's still going up, but not quite to the same level that was projected. But with that employer rate increase, right now, our driven cost on a classified employee is about 35% of salary compared to about 24% for a certificated unit member. We used 1.5% for step and column increases, and we were semi conservative at 2.75. The property tax, that's 1. That's one of the assumptions I think will change when we get our preliminary taxes for 2324. Preliminary tax projections for 2324. So that would be an adjustment that we would make, of course, along the long enough along the fall as we go through that. And I'll talk about the impact of that in a few slides. So going into Fund 01 or our general fund, on these slides is our estimated actuals for 2223, which will change by the time we get to September 15th. And the unauded actuals. And then our proposed budget for 2324 and something looks a little long. We'll come back to the slide. I think it might be another slide showing the difference with LCFF sources going up with ecola as well as federal, other state revenues and local revenues going down. We're not seeing the influx of money from COVID Right. So federal revenues are returning back to normal ISH numbers. Right. Along with other state revenues. Yeah, there is a number missing on here. It's 14,300,000. And that's the transfer in from RDA that we'll talk about. So on here, the sources of revenue in here, you can see on here I have the correct number. I apologize for that. I was making some cleanup today on formatting, and that one didn't automatically come in as expected. So I apologize. But you see total revenue of 131 million. And that includes $14.3 million of RDA transfer in. You can still see that our LLCFF base or our property taxes are our biggest source of revenue for the district. Here's a pie graph illustrating that of our Fund 1 revenue. Our expenditures, unlike our revenue going down, our expenditures are going up slightly through our process. You know, we did have the settlement with rcta, RCA. That is in here we have movement of positions. Some have been decreased, others have been added. In certain areas, especially special ed. There's been a lot of movement with moving some positions into the LCAP for those needed services that we didn't want to eliminate that were previously funded with COVID There's been a lot of movement this year, especially with that and coordination through the different departments with Human Resources and Services, Fiscal Services. And trying to make sure that we have all that accounted for correctly has managed for the tremendous lift for the staff of all three departments. And something that we'll be reviewing after budget adoption to make sure that we didn't miss anything or incorrectly overstate something in some of these expenditure numbers. But with all the guys that have looked at it at this point, we feel confident at this point we are close to correct on this. Going into the 2324 school year. It would be minor adjustments. I don't think major ones at this point. Here's the breakdown of expenditures by category certificate classified employee benefits obviously make up about 78, 79. It calculated right before I came in. But of our total expenditures for Redwood City School District. Our ending Fund balances for Fund 01 down line G at the bottom. You can see that we're going down about $10 million from our beginning fund balance to our end fund balance. That's all of those changes that I was speaking to. The settlements. The movement of employees from COVID funded to general funded contributions to special education and other programs that we're offering that make that up. And this is something we also talked about a little bit at second instrument. As we went through working through negotiations for those two labor groups that where we would be at this point in time and that we would have decisions to make in the future to offer. Offer what we did and get the settlements that we did at that point. Noting that we still have not settled with CSCA. So going into multi year projections for Fund 01, and this is Fund 01 only. You can see the correct revenue on this slide. And then are projected out with increases to the lcff. And taking into account what we know for federal and other state revenues expenditures based on what we know now. What we expect to not be there in a year based on either one time funding or planned. Planned non not using that those. Those types of programs and services anymore have been adjusted and then accounted for inflation and COLA for those both salaries, book supplies and services and operating expenditures. You can see in italics under expenditures the fiscal stabilization plan that is at this point an unidentified fiscal stabilization plan right now sitting at about minus $11 million or $11 million in cuts for the 2425 school year and 13.75 million for 2526. Now with that being said, if all of the cuts right now for 2425 are ongoing cuts, that would reduce the cuts for 2526 down to 2.75 million. If there are one time cuts, those don't go on, it would be the full 13.75 million. I do expect this number to change. I expect it to go lower through the close of the books throughout audited actuals. And as we prepare for the first interim report, we'll talk a little bit more about the fiscal stabilization plan and what that entails when we get later on in the presentation. But this is where we're at right now in order to show fiscal solvency in our out year."},{"start":6113270,"end":6223500,"speaker":"D","text":"Can I just comment? Yeah. So you know, thank you for putting this all together and also for meeting with me earlier. I just wanted to comment on the fiscal stabilization plan. I think similar to the New York Times article, there was another couple articles. I don't remember if it was Ed Source or who it was, but yeah, just talking about, I mean across the United States states, school districts are seeing this physical cliff drop. And in California particularly because we had California stimulus and we had federal stimulus. And so although it doesn't necessarily make it easier, we're not alone in all of this. And I think school districts up and down the state will need to be looking at what are the programs they're providing. With the extra stimulus money we will provide more for our students. So we need to be looking at what of those really worked well and then trading off with maybe some other things that we can think about not doing right. But I do think it's important for the community to see that, that we will have to do some kinds of budget cuts. Some of that may happen on the Natural through attrition, you know, lower school size, population. But clearly you're not going to get $11 million from on the Natural. So we will have to be looking hard at that. And I know there's always questions that come up. Well how can I have some opportunity for input and comment? And I know that actually we have a slide I think coming up where we talk about. But in the fall, just for those on the call or who those watch the video, there will be a lot of opportunities for community members to, you know, teachers, staff, parents and other community members to comment. So I just. So nobody gets too alarmed that, you know, the horses left the barn. This is just the beginning. And so we'll be having those conversations in the fall."},{"start":6223900,"end":6224900,"speaker":"E","text":"Yeah, yeah."},{"start":6224900,"end":6234930,"speaker":"F","text":"I think just to tag on to that, I think it's important to say at this point it's unidentified fiscal stabilization measures. There have been no identified cuts at this point."},{"start":6234930,"end":6235290,"speaker":"H","text":"Right."},{"start":6235530,"end":6235930,"speaker":"F","text":"Yeah."},{"start":6235930,"end":6236490,"speaker":"D","text":"Thank you."},{"start":6240010,"end":6485890,"speaker":"F","text":"So this is the multi year projection with components of the ending fund balance. You can see that with the fiscal stabilization plan measures and the transfer in of RDA funds, we are meeting our reserve for economic uncertainty of 3% in each of the three years we are not meeting the board mandated reserve. And then unfortunately, unfortunately for programs, the restricted ending balance can't be used for that. Right. So it is earmarked for specific programs or services on a year to year basis. Looking at the ending fund balance of other funds 12 through 40, this is our estimated actuals at 2223 and what we project at the end of 2324. Important to note on here, the question I would have is Fund 21, knowing that we're in the process of the sale of those bonds. Those bonds actually will close next week. And when we book revenue, this will be updated to add approximately 89,600,000 to fund 21. So that would be either at the 45 day budget revision or. And. Or the unaudited actuals presentation. So Lisa mentioned this. The fiscal stabilization plan process. This summer, in July and early August, Dr. Baker, myself and others and the district will finalize that process of what it looks like to be ready to go right when school starts and teachers, students and parents come back. So we'll have a plan in place to meet with various stakeholder groups, including bringing back information to the board during the fall. We'll take the stakeholder input, the board input that will be compiled to make recommendations to the superintendent. The superintendent can then forward on those recommendations, change those recommendations, modify or add his own recommendations to the plan. They'll be presented to the board where each of you will have that same opportunity to add, to modify, accept or reject the recommendations that are presented from that with whichever one through, however many are approved, those will be implemented into the first interim report at the December meeting. That if we have enough that between, I'll say the savings that we get through the close of the books and unauded actuals, other measures that just naturally happen between now and then, and then identified fiscal stabilization measures. Two things I expect to happen. One, we'll still be able to certify as positive Knowing that we have that if not we would be qualified. And then at second interim we will return back to positive when we finalized our fiscal stabilization plan process. And that doesn't mean that everything is enacted and all the cuts have been made. It means there's a plan over the course of the next two years to meet those goals. And then we move on from there and continue doing what we need to do at that point to ensure that that process one, is fluid and two, can be implemented as we move through second interim and then into budget development for the 2425 school year, which seems scary to say right now, but you know, it's a process that I've been through before. It's not easy and it's not always fun. But as long as we get the input and we can be able to talk about it as a group and with the community, it's something where we can make this happen in order for fiscal solvency for our district."},{"start":6488050,"end":6533110,"speaker":"D","text":"One other comment that we didn't talk about is in addition to budget cuts, you look could look for revenue generation. So that of course, you know, is another part of that. And I know in the past we've, you know, gone out to philanthropists or looked at foundations or out to our community. So again, we're not going to get to the total 11 million through that. But I do want to just make sure the community knows that, you know, there's opportunities for revenue generation as well. And certainly if anybody out there listening or has friends who are listening, you know, we've been very successful. Dr. Baker and Liz and others have been successful in getting money. So anyway, we'll have a better idea once we know what we're talking about."},{"start":6533110,"end":6653250,"speaker":"F","text":"Right. So we still need to monitor the California enacted budget when it's signed. We're still getting mixed signals on the economy. We still have shortages unless Wendy's filled all their positions since last week. As I mentioned, we still have CSEA negotiations to finalize for the 2223 school year. I think this could be on any slide and certain education funding in California every year. And then of course we're going to continue to look at enrollment because that's going to help drive some of the decisions that we have to make going through the next fiscal year 45 day budget revision, unauded actuals in September, fiscal stabilization plan development and then bringing back for plan approval and the first interim report in December. I will also note there will I don't believe any numbers have changed in the budget since the posting of the materials. There has been significant cleanup on the budget book for formatting issues and some misses on that with some years and stuff as we're trying to automate that process for staff as well as click an update button. And it doesn't always work exactly how we wanted it to. There'll be one minor revision with revenue and expenditures for the district as a whole on the budget overview for parents that I've already sent over to Liz through our document tracking service that had no impact on the LCAP per se, but just for the budget overview for parents of what our actual projected revenues and expenditures are. And with that I'm happy to answer any questions or any comments."},{"start":6655810,"end":6656850,"speaker":"G","text":"Just go ahead, jump right in."},{"start":6656850,"end":6657130,"speaker":"F","text":"All right."},{"start":6657130,"end":6684130,"speaker":"G","text":"Thanks Rick and your office for putting together the budget book, the presentation, the multi year projections. I wanted to ask real fast about the fiscal stabilization plan because the first step is to create the process and then we have the next steps talking about, you know, it's going to be developed in September and October, November. That means the process will be developed in August. I think that's what you had said. But I just wanted to clarify. So we'll develop that in August and then in September we'll execute on that process for steps two, three and four."},{"start":6684130,"end":6684770,"speaker":"F","text":"Okay, cool."},{"start":6685010,"end":6697700,"speaker":"G","text":"And our goal then is to. That we're trying to be, we're looking at, trying to be qualified for the 26, 27, whatever is going to become the third year out from next year's budget."},{"start":6697700,"end":6698060,"speaker":"C","text":"Right."},{"start":6698380,"end":6701860,"speaker":"G","text":"Because it looks like already 25, 26. Okay."},{"start":6701860,"end":6702220,"speaker":"E","text":"Yeah."},{"start":6702620,"end":6704620,"speaker":"F","text":"And our goal is to be positive, actually. Yeah."},{"start":6704620,"end":6705420,"speaker":"D","text":"Positive, yeah."},{"start":6705580,"end":6706860,"speaker":"G","text":"Positive, yeah. Not qualified."},{"start":6706860,"end":6707300,"speaker":"C","text":"Positive."},{"start":6707300,"end":6707900,"speaker":"F","text":"Yeah. Thanks."},{"start":6708380,"end":6712460,"speaker":"G","text":"Wrong word. No, but yeah."},{"start":6712460,"end":6712740,"speaker":"C","text":"Okay."},{"start":6712740,"end":6792470,"speaker":"G","text":"I mean we're, we're coming off of just like unprecedented one time funding that's drying up. You know, I think every time we've passed a budget in the last couple years, at least since I've been on the board, we said, I know, like I hope this continues on. We knew it wasn't going to. So I can't say that we're again surprised by the fact that it's there. I think this is a, you know, it's the responsible thing that we have to do. The steps that you've laid out in the process to get to it seems like a responsible way to address it, you know, and we'll, we'll, we'll see what the numbers end up actually being for it. I want to, I appreciate actually coming in with the more conservative statement there in the budget so that we can sort of frame our thinking around that and hopefully not have to have such difficult conversations, but still difficult ones. So I, I think that'll be. That was a good way to frame it. One other comment on the budget book the I really appreciated the narratives of the governor's budget, the changes that were made. You know, there's a lot of different sort of, I guess, you know, there was a swing away from categorical funding. Now we're back swinging back towards it."},{"start":6792470,"end":6793470,"speaker":"F","text":"But whatever the."},{"start":6793710,"end":6822670,"speaker":"G","text":"There was a lot of descriptions about what changed in the budget and sort of how that impacted Redwood City. I thought that was a great narrative at the beginning of. I don't know who wrote it, if it was you or someone from your office or how that was put together, but thank you for putting that in. It really helped contextualize, you know, all the, all the fun, all the, you know, looking at all the funds that came later and the changes that are put in there. So I just wanted to acknowledge that was really appreciated. And of course again, you know, thanks"},{"start":6822670,"end":6823350,"speaker":"I","text":"for putting it together."},{"start":6823990,"end":6824630,"speaker":"F","text":"Thank you."},{"start":6831040,"end":6989600,"speaker":"D","text":"I just want to ditto what Mike said. The the description again, it's kind of similar to the lcap. It really gives a narrative to help the reader read sort of what the numbers mean. And so so thank you for that and thank you for all your work on the budget. I know we got to meet earlier so I had some specific questions that I asked, you know, some of which of course is looking at the multi year how are we going to get there? Of course we always know that things change. So the third year is sort guidance to give you some direction. But there's no crystal ball. So we don't know exactly what that's going to look like from a property tax funding basis, from an enrollment projection, all of that. You know, the one thing to kind of follow up on what Mike said and what we talked about is, you know, the last few years with the extra stimulus money that we've gotten, we've been in my opinion and I think in our opinion we've used it very wisely as a school district and we put it in some really important areas for students. That's what we were asked to do. We were asked to support this students and families. So all the mental health counselors and clinicians, you know, the extra reading resource specialists, I mean the list just goes on of how we spent the money. And I think, you know, it felt like we were full and fair, funded in a way. Right. And we had talked that was a goal of ours for the last 20 years. Right. To get to full and Fair funding. So we saw what that looks like. So it is a shame that we're going to lose that. You know, 19 or 20 million a year was very nice. So I think there's an opportunity in it, you know, as we think about the fiscal stabilization plan. And I know, you know, Dr. Baker, you and I have had a lot of conversations about this, and I know you're interested as well, is how do we look at some of the extra programming we were able to offer and supports to really look at the metrics around those and how we think they. They did supporting students, which ones we want to try to continue and. And in addition to looking, you know, if there's opportunities elsewhere to make some modifications so we can keep some of the new stuff also, you know, there's a narrative and a pitch there to our community and again, to some of the people who have supported us in the past. You know, here's some things we'd like to continue and how do we make that happen? So I hope that the conversation that we have in the fall allows for that as well. I know it will. And maybe there's some opportunities, you know, as we get input from school sites, to have kind of those more open forums where we can really have those conversations. And anyway, I think the budget looks good. I don't really have any specific changes or comments around that and appreciate all the work there."},{"start":6992800,"end":7006800,"speaker":"C","text":"Thank you for your work. It sounds like we're going to have some exciting conversations in the fall about which pockets we find $11 million in. Hopefully it's. It's less than that, but keep us posted."},{"start":7011040,"end":7050240,"speaker":"H","text":"I don't have any. Any questions, but just thank you for all your work on this and everything that you and your team does to keep us fiscally solvent. You know, it was mentioned already that I don't think any of this is a surprise to us. We knew that we're going to be looking at making some cuts. Some of us have been there before and we'll just have to buckle up and do it again. Yeah, I think our community's been really good at giving us input in the past and in the last few years, so hopefully they'll turn out to give some feedback on that, too. That would be helpful."},{"start":7054250,"end":7101220,"speaker":"A","text":"Again, I think we can say enough. Thank you. I actually was going to say I'm really thankful that you came into Redwood City. You make things so easy on the eye, even like your presentation using those vivid colors. And I, you know, besides that, obviously you're looking at the big number, so I really appreciate It. And again, when we talk about the uncertain, uncertain funding in California, I guess we have to also think that we as a district will continue to be basic aid. And so that's actually a plus. And so I really appreciate it. And again, I don't have any other comments other than, you know, thank you. And obviously we're moving in the. In the right direction. And hopefully, again, those numbers would. We would get better numbers. So thank you."},{"start":7103710,"end":7143200,"speaker":"I","text":"Great job. I mean, I'm impressed in the manner and how we're going to move forward with the physical, you know, stabilization plan. And so I know we're starting a lot earlier than we had planned and not only will, you know, involve our community, our school communities and beyond, but also board members. So when we start having those meetings, it's my hope, and we'll talk about this more a bit on Friday, to have you at those meetings, also to listen. And I'm pleased with the manner in which we're going. I'm very happy that we were able to. To find Rick. And he likes working here."},{"start":7143200,"end":7144000,"speaker":"F","text":"He really does."},{"start":7144240,"end":7150480,"speaker":"I","text":"And we like Rick, too. So it works out really well both ways. So we'll move forward. And we."},{"start":7150720,"end":7153080,"speaker":"F","text":"We've been through this before. It's not."},{"start":7153080,"end":7155680,"speaker":"I","text":"This is. This is not our first rodeo on this either,"},{"start":7158090,"end":7158330,"speaker":"E","text":"so"},{"start":7160170,"end":7163250,"speaker":"I","text":"David's first rodeo, but the rest of us have."},{"start":7163250,"end":7163770,"speaker":"F","text":"You know,"},{"start":7166250,"end":7167610,"speaker":"I","text":"I think it's Mike's first."},{"start":7168970,"end":7172130,"speaker":"F","text":"Mike, he was out there before, but his first time."},{"start":7172130,"end":7196060,"speaker":"D","text":"Yeah. It's funny because when I came on the board, it was 2007, and I had all these hopes and dreams and all these new things I wanted to do as a new school board member. And then 2008 hit. So I, I only saw, like, just for the first, what, five or six years, a downturn, and then Covid hit and then, I mean, the stimulus money has been nice, you know, it really has been. So, I mean, it's interesting because the reason we're all faces is they told us to spend the money."},{"start":7196140,"end":7196540,"speaker":"F","text":"Right."},{"start":7196620,"end":7204820,"speaker":"D","text":"On traditionally ongoing things for students. Right. To hire up staff and stuff. So everybody's kind of dealing with this. As a result, what do we do?"},{"start":7204820,"end":7206540,"speaker":"B","text":"Right. Yeah, yeah, exactly."},{"start":7206540,"end":7248670,"speaker":"I","text":"And I'm glad that we're. We'll look at metrics. And one thing with the, the funding that we are getting from. From the state through the county in regard to helping with, you know, mental health, which is going to be really good. That. That's going to be really good because we can now start to train our mental health clinicians in keeping. I don't Want to call it, keep a track of who they're taking care of and how we can build back the state to get paid for health payer clinicians. So that's something that's coming forth with this new money that we're getting. So that's a plus. Not to say it's major dollars that'll"},{"start":7248670,"end":7248950,"speaker":"E","text":"do"},{"start":7251190,"end":7267470,"speaker":"I","text":"that will have an impact on all our clinicians continue to pay them but at least for a good many of them. So it's good to get into that realm of funding which we were not previously. And thanks to Anna Paula for helping me do that."},{"start":7267470,"end":7268340,"speaker":"E","text":"So that's great."},{"start":7268660,"end":7279540,"speaker":"I","text":"So we have some work to do. But I'm, I'm thinking positive that it's, it'll be, it'll, it will be fine. We've, we've made, we've gone through this before, you know. Yeah, we'll have a really good process."},{"start":7279620,"end":7280180,"speaker":"F","text":"Agreed."},{"start":7280180,"end":7285300,"speaker":"I","text":"We'll be talking more about it and involving more staff and yourselves and community members."},{"start":7290340,"end":7295300,"speaker":"C","text":"Is there a way to better like let the community know this, this thing is coming?"},{"start":7295620,"end":7314800,"speaker":"I","text":"Well, there will be definitely community outreach through you know, know my wonderful community communicates that go out, you know, to make sure that everybody reads that. But definitely the principals be really involved in getting their own communities involved too. That's the other, you know, they have a pulse on who's doing what in their communities and I'm really going to"},{"start":7314800,"end":7319680,"speaker":"C","text":"tap into them to really make sense. It's just light attendance tonight and this is going to turn into big stuff."},{"start":7319680,"end":7324000,"speaker":"F","text":"Right, Right."},{"start":7328300,"end":7350380,"speaker":"D","text":"But I mean I, the Great Recession, literally the state took money away from us. They had already promised us and we were state funded. I mean it was intense. Right. Because we had already staffed up for the year and then they, they, they did like six, $10 million in budget cuts like in a year. And yet you couldn't. It was crazy. So, so we have, so I look at this and I think, wow, look at all this time we had to plan."},{"start":7350980,"end":7351220,"speaker":"C","text":"Right."},{"start":7351220,"end":7360020,"speaker":"D","text":"I mean it's just a totally different ball game. So not to say that it, it's never easy, but we'll have the luxury of time. Yeah, yeah."},{"start":7360180,"end":7372060,"speaker":"G","text":"And I think part of the plan is, I mean it is one of the steps is getting stakeholder input. So I think developing that plan in August is when we'll see how, how it's going to reach out to it. It's got to be a critical part of it, of getting, getting the community and input involved."},{"start":7372060,"end":7372420,"speaker":"F","text":"So."},{"start":7376670,"end":7378430,"speaker":"A","text":"Well, great. So then with that,"},{"start":7381310,"end":7383390,"speaker":"F","text":"would you call for a public comment yes."},{"start":7384430,"end":7416430,"speaker":"A","text":"And so are there any public comment at this time? And if so, can you guys please raise your hand if you're on zoom? Okay, seeing none. We're going to go ahead and close this public hearing on the proposed budget. And so we're moving on to the agenda item 10.3, which is 20, 23, 24, statement of reasons for reserves and excess of the minimum state recommended."},{"start":7427400,"end":7427640,"speaker":"F","text":"Sa."},{"start":7476210,"end":7478210,"speaker":"G","text":"Yeah, I don't have any comments. Makes sense to me. Thanks."},{"start":7483180,"end":7499900,"speaker":"A","text":"Is there any public comment on this item? And if so, again, if you're on zoom, if you can raise your hand. Okay, seeing none. We're going to go ahead and close this. Thank you. And moving to item 12, board and superintendents report."},{"start":7502860,"end":7504140,"speaker":"G","text":"I don't have anything to report this"},{"start":7504140,"end":7504300,"speaker":"C","text":"week,"},{"start":7509570,"end":7593630,"speaker":"H","text":"So I just have the PD day mention that, that Liz mentioned. I stopped by on Thursday morning and there were, first of all, there was a lot of teachers there, which was really great to see. And they were really engaged and super positive about the, the training they were going through and had been going through and really enthusiastic about the presenters. Each of the different groups. They were three groups, K1, 2, 3 and 4, 5. Yeah, so I caught them midday on day three. So there were some glassy eyes, like looking forward to stopping it again in August and seeing how it's going. Let's see. So one of the things that I pointed out to Liz when we were there in the K1 group, the presenter was talking about. So they were. He was talking about an assessment on how to group students and he was talking about how, you know, when he was a teacher he'd always have, you know, groups of six or, you know, whatever. And, and this assessment is helping to group them really by, you know, what letter sounds, do they know or, you know, whatever, depending on the grade. And so that might be, you know, three students in one group or, you know, six students in another group and whatnot. And I said to Liz, it's so easy to get, get stuck into. Well, we do it this way because"},{"start":7593630,"end":7594710,"speaker":"B","text":"we've always done it this way."},{"start":7595350,"end":7633630,"speaker":"H","text":"It makes sense that we just put all of our students into, you know, neat little groups of five or six students and it's going to look different for every class and every grade every year. So that was just interesting to see. I think, and I think I mentioned this to you, Liz. There may be a little bit of mixed messages about whether or not the assessment is going to be used across the district, if it's going to be mandated. From what I hear from teachers, there may Be mixed messaging there. So maybe in August we can make that clear. Okay, great. But I was really excited about it. I definitely recommend, if you can make"},{"start":7633630,"end":7634790,"speaker":"B","text":"it in August, stop by."},{"start":7635670,"end":7638150,"speaker":"H","text":"Thank you, Liz, for your time on that too. I appreciate it."},{"start":7644160,"end":7644360,"speaker":"A","text":"Yeah."},{"start":7644360,"end":7644800,"speaker":"H","text":"So I did."},{"start":7644800,"end":7710260,"speaker":"D","text":"I did want to just the Redwood City together, just to mention a little bit more. Rafael and his staff have just done an incredible job this last year and I think are really delivering with the collaborative. We've added a lot of folks to the collaborative as well. I will send you the link for the annual report. I just have one copy, but I would recommend that at a minimum, just kind of skim it. I think it gives you an idea of all the various things that we're working on with our partners in Redwood City and North Fair Oak for the benefit of youth and families. And there's a little bit of data for the data geeks in the house. And I think there's a real desire to continue to kind of work together on those things where we know we can see collective impact. And so I think Rafael's doing a great job. And like I said, he's been quite the rainmaker, bringing in additional resources to our community, which is something new and different from a few years ago. So anyway, really great. Miss you, Janet. Cecilia's been a great addition. Too bad we couldn't all go because it actually is a worthwhile group of individuals."},{"start":7710500,"end":7711460,"speaker":"E","text":"Okay, that's it."},{"start":7714260,"end":7728110,"speaker":"D","text":"I guess we're still chairing the whole thing through the fall. We found out. I thought it was just for the school year, but anyway, so thank you for your leadership on that, John."},{"start":7732750,"end":7757240,"speaker":"A","text":"And then of course, I attended the Urban City together as well. It's been an honor. And actually I really. I mean, they're doing great things for our community, so. And again, with Rafael being the lead, I mean, I've told him many times he is like awesome, motivates his employees, pumps us up as we're in the meetings. Right. I mean, I don't know."},{"start":7757240,"end":7760680,"speaker":"D","text":"He's very positive, for sure."},{"start":7760680,"end":7814200,"speaker":"A","text":"Yes. Super awesome person. And so. And one of the things that I wanted to mention that I forgot to mention that I had attended the Familia Unidas graduation through Zoom. So they had a Zoom. And then an in person that I was not able to attend. And so that was nice to actually be there. And then we heard from an engineer. She's a Latina engineer from intel, actually. And so she was actually telling her story how she became an engineer and as a woman and a Latina and how she Was actually, you know, she's at a position where there's a lot more white male. And so a lot of her. Her first ideas were not really taken seriously until she mentioned something to her boss and then they actually said, oh, she's smart."},{"start":7814200,"end":7814560,"speaker":"E","text":"Right."},{"start":7815120,"end":7836360,"speaker":"A","text":"And so all the parents that were there were actually like, thank you. Commenting on the chat. How. Like, thank you for being here. Because then that gives us a positive, you know, input and again, empowers them and their students that were there listening so that they actually can think outside the box and can say, I could be there. And she's just here in Silicon Valley. Right. So that was awesome."},{"start":7836440,"end":7839240,"speaker":"E","text":"So that's great. Yeah. And that's it."},{"start":7845800,"end":7853520,"speaker":"I","text":"I was also at the River City together, and we, you know. Yeah, Rafael, I totally agree. It's great. We did his performance review and so forth."},{"start":7853520,"end":7853880,"speaker":"E","text":"So."},{"start":7854040,"end":7863210,"speaker":"I","text":"Yeah, so he signed and he met with me and signed and so send it over. Send it out to Melissa. So Melissa can now go through the city with it."},{"start":7863770,"end":7864250,"speaker":"E","text":"Yeah."},{"start":7865130,"end":7879330,"speaker":"A","text":"And then one last thing. Talking about Rabid City together, one of the things that we talked about is that he could perhaps come in and present at one point. So maybe that's something that we can look forward to, you know, sometime and."},{"start":7879330,"end":7879690,"speaker":"E","text":"Yeah."},{"start":7879690,"end":7882970,"speaker":"D","text":"Yes. Yeah. So we were thinking maybe in the fall, like, what's."},{"start":7893780,"end":7903860,"speaker":"A","text":"Okay. And then moving Forward to Item 13, information on San Mateo county investment fund. Are there any questions? Okay, great."},{"start":7903860,"end":7904340,"speaker":"E","text":"Thank you."},{"start":7912670,"end":7914750,"speaker":"A","text":"Okay, so any correspondence?"},{"start":7916270,"end":7926110,"speaker":"C","text":"I think the whole board is in receipt of a email from a parent who wishes their child could get into Northstar, that is."},{"start":7930990,"end":7932190,"speaker":"D","text":"Did you guys respond back?"},{"start":7932670,"end":7933870,"speaker":"I","text":"Sarah responded."},{"start":7934430,"end":7936840,"speaker":"E","text":"Okay, wait list."},{"start":7941240,"end":7947800,"speaker":"A","text":"Great. So moving on to item 15. Other business or suggested items for future agenda."},{"start":7949080,"end":7957640,"speaker":"D","text":"Yes. If you could add the Redwood City together. Evelyn, I don't know if you keep track of that, but somehow you guys could slot that in when it seems appropriate. That'd be great."},{"start":7959800,"end":7993530,"speaker":"C","text":"Just as we're wrapping up the year here, it occurred to me something that has come up in a number of different meetings is discussion about how at the beginning of the school year in particular, we could conscript a bunch of parent volunteers and explore doing bulk enrollment. Do like a fingerprinting bus, like just explore a couple different options there. And that always got some nods. And here we are in the beginning of the next school year. Is coming up in a real hurry. Not a huge number of meetings between now and then. So I thought I would flag. Like, can we move that forward?"},{"start":7993840,"end":7994440,"speaker":"F","text":"We move forward."},{"start":7994440,"end":7999360,"speaker":"E","text":"We. We do have a contact. And I know we used as many"},{"start":7999360,"end":8001440,"speaker":"C","text":"people as Thumbprints up."},{"start":8001440,"end":8002080,"speaker":"E","text":"Okay. All right."},{"start":8002880,"end":8027770,"speaker":"D","text":"Yeah, that'd be good because we really just have the. Well, we have next week's board meeting and then the August 9th be. Although. Because what do they call it? What do they call the Maze Days. Thank you. Be happening soon. So I think that's a good point. If you could just try to make that happen. Yeah. Because I. I think we sort of all did the head nod when that came up because we want to make it easy for our parents."},{"start":8027850,"end":8029410,"speaker":"I","text":"The Maze Days already calendar out."},{"start":8029410,"end":8029730,"speaker":"F","text":"So."},{"start":8029730,"end":8030410,"speaker":"E","text":"Cool. Yeah."},{"start":8030490,"end":8030930,"speaker":"F","text":"Okay."},{"start":8030930,"end":8031610,"speaker":"D","text":"That'd be great."},{"start":8034490,"end":8035210,"speaker":"A","text":"Great. Thank."},{"start":8050110,"end":8050270,"speaker":"F","text":"You."},{"start":8054260,"end":8056980,"speaker":"E","text":"I think if you do want one"},{"start":8056980,"end":8059140,"speaker":"D","text":"of these, just let me know and I can."},{"start":8059460,"end":8060900,"speaker":"B","text":"Okay. Just want to make sure."},{"start":8066900,"end":8072420,"speaker":"A","text":"Okay. And then. So moving on to item 16.1. Changes to the board meeting calendar."},{"start":8074900,"end":8077420,"speaker":"E","text":"So the only correction is for the"},{"start":8077420,"end":8098890,"speaker":"B","text":"June 28th closed session. Originally it said it's 6pm it's going to be start at 6:15. I sent an email earlier this afternoon."},{"start":8098970,"end":8099250,"speaker":"H","text":"So."},{"start":8099250,"end":8104120,"speaker":"B","text":"Yeah. Thank you, Dr. Baker, for the reminder. You get a chance to look at that and send. Just send your response."},{"start":8107150,"end":8108190,"speaker":"E","text":"Well, great. Thank you."},{"start":8108350,"end":8113390,"speaker":"A","text":"And so with that, it is 9:15. And does somebody want to make a motion to adjourn the meeting?"},{"start":8113470,"end":8115390,"speaker":"C","text":"I would like to move to adjourn the meeting."}]}