{"date":"2023-11-15","type":"Board Meeting","videoId":"LPmyvuhgudA","audioDuration":11772,"speakers":{"A":{"name":"Janet Lawson","role":"Clerk / Trustee (conducting roll call in study session)"},"B":{"name":"Mike Wells","role":"Trustee"},"C":{"name":"Cecilia I. Márquez","role":"Vice President (acting as President in study session; also Clerk responses)"},"D":{"name":"María Díaz-Slocum","role":"President (chairing regular session)"},"E":{"name":"John Baker","role":"Superintendent (Dr. Baker)"},"F":{"name":"Various / Unidentified presenters","role":"Multiple staff/community members"},"G":{"name":"Alma Rosas / Jennifer Knopf","role":"Community School Coordinator (Hoover) / Principal (Henry Ford) — shared label"},"H":{"name":"Alisa MacAvoy","role":"Trustee"},"I":{"name":"Janet Lawson","role":"Clerk / Trustee (regular session)"}},"utterances":[{"start":7200,"end":8040,"speaker":"A","text":"Trustee Weekley."},{"start":8040,"end":8400,"speaker":"B","text":"Present."},{"start":8480,"end":9600,"speaker":"C","text":"Trustee McAvoy."},{"start":9920,"end":10320,"speaker":"A","text":"Present."},{"start":10400,"end":11240,"speaker":"D","text":"Trustee Wild."},{"start":11240,"end":11600,"speaker":"E","text":"Here."},{"start":12080,"end":13160,"speaker":"A","text":"Vice President Lawson."},{"start":13160,"end":14640,"speaker":"C","text":"Here. President Marquez."},{"start":14800,"end":26890,"speaker":"D","text":"Here. Thank you. Good evening, everyone. Welcome to another Redwood City School District study session. And I'm just going to read a few things before we get started."},{"start":27040,"end":27280,"speaker":"E","text":"Started."},{"start":28560,"end":30560,"speaker":"D","text":"For those that need Spanish interpretation,"},{"start":49680,"end":49960,"speaker":"C","text":"The"},{"start":49960,"end":80230,"speaker":"D","text":"public is encouraged to speak to the board on issues concerned, whether or not the issues are on the agenda. To address the board, please complete a speaker's card if you are present and give it to Evelyn here to my left. And if you are at home, if you can, please fill out a Google Doc. 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. And with that, is there any oral communication?"},{"start":82530,"end":86450,"speaker":"C","text":"We have four speakers cards for the dyslexia discussion."},{"start":87490,"end":87850,"speaker":"A","text":"Did."},{"start":87850,"end":92490,"speaker":"C","text":"Do you want to take them now or after? After the presentation?"},{"start":92490,"end":102530,"speaker":"D","text":"Yeah, we'll take them after that. Thank you. And with that, moving on to our study session discussion on dyslexia."},{"start":102850,"end":245910,"speaker":"E","text":"So, good evening, everyone, and before we begin this study session, I'd like to introduce Assistant Superintendent Ana Herrera, who will be leading this presentation, Bronya Whipp, who is our teacher on special assignment, who works very closely in the area of reading instruction, and Dr. Maeve Mulholland, who is our director of special ed. So, as many members of the community and also board members and myself do understand that beginning with the school year 2025, we are to begin screening all those children from kindergarten through second grade for reading difficulties, and one of those difficulties being dyslexia. And since last year, we have started working with the California Literacy Project out of Berkeley to assist us with our manners of how we teach reading in the classroom, especially in our primary grades, and then also what we will be doing in our upper grades for our students who are behind in reading. So tonight is the first of opportunities that we will be sharing with the board on what we are doing with reading as we move forward throughout this school year. But this evening, we're going to do this study on dyslexia and where we are at this point in time and where we hope to be by the time we need to start our testing in 25, 26, knowing that there should be screeners available for us at the end of December of 24, I am hopeful that we will be one of the districts to be able to pilot these screeners prior to them being disseminated or for us to choose, because Ana and I did have a conversation with some members at Stanford University. Who we work very closely with that have a screener out right now, but are also trying to see about having a screener for Spanish students which is being tested in some of the states of New Mexico. And I believe the other one there was New Mexico and there was Arizona where they're testing right now with Spanish speaking students. So with that being said, I will turn it over to the assistant superintendent."},{"start":247280,"end":317150,"speaker":"C","text":"Thank you. I also just note there will be Ms. Mulholland and Rania will be taking part of this as well. So when you guys return, you'll come to the speaker. So by and far we have been learning a lot about dyslexia. So I don't want to say I'm an expert, I'm learning. And so some of the information today has been a lot of what I've been reading about and some coursework that I've been working on so that I can understand it deeper because I'm not an expert. This is not an area that I am very familiar with but becoming very knowledgeable about. So this is just some our agenda today that we're going to go over. A lot of our information is coming from the California state guidelines and some of the research that I've been working on on an online course. We're going to give you some history and definitions, a little bit our special education perspective and what our current practices. So as Dr. Baker let you know that this initiative started just recently. It's a really new initiative. So we do have, this is the di. The timeline for the Cal for California. And so as you can see, there is a lot of moving pieces here. And so we hope to be able to adopt. We have to adopt something by 2025."},{"start":317310,"end":317710,"speaker":"D","text":"Right."},{"start":317790,"end":844820,"speaker":"C","text":"So we are in this process of understanding where we're going, but we do believe we have a lot of things in place. So what is dyslexia? From all the research, it's a brain disorder caused by neurological processing differences. Really it's understanding the way language works. It can be lifelong, but it also can be sustained and it can teach. Students can actually learn to live with this and how to manage it. So and it is something that can be very hereditary. But also there are different definitions, right. So this is the one that is defined by Dyslexia Association, National Institute of Child. So I'll give you a moment because it's very long and technical but at the end of it it's all about the language and how students are learning language and some of the difficulties they are, they're having. And then reading is part of that, can be part of that as well. Many studies over time have shown how this has changed. So if you look at the 1994 definition of dyslexia, you can now see that in 2002 how much it's changed because of the neuroscience and the study of it. So it's very complex. It you can tell it there's many moving pieces in this little diagram in 2002 what dyslexia is. And so it continues to be a language based deficiency that some students have, but it can be corrected. So what is this difficulties? These are the five components of reading and writing that it addresses. Phonics, vocabulary, fluency, phonological awareness and comprehension. Those are the five keys that we do for need for reading. So in the study that I've been looking and study, it talks about the components of phonological awareness, phonemic awareness, instruction. So that's just the ability of being able to manipulate the language. The phonics instruction, as you guys know, that we're working on in our approach now and then the reading fluency. And what does that, how does that help support students? And then we have vocabulary instruction, which is another key, as well as text level comprehension. So all of these components together really allow us to learn to read. But for students who have learning difficulties in reading, these are their core. The phonological processing is one of the areas that is they are not able to do as readily as some other students. Rapid automaticized naming and the orthographic processing skills. So I'll go a little bit into those as we go through the slides. So some of the signs of dyslexia really start many be early in the early years before students actually start school. So sometimes students are not able to discriminate sounds. One or two sounds, for example, in the word elephant, they can only hear certain sounds or one or two sounds. So they really can't figure out what the full spelling or the sounds are. They may understand that some sounds represent one or more lessons. I mean one or more, because I made a mistake here. Understand each sound represents by one or more lessons and, and how they are able to pick up sounds that mimic other sounds. So sort of like the rhyming words, they have difficulty rhyming. Some students may have delayed speech. Not all. Some have difficulty following left to right. And just like what we do in reading, we have to be able to follow that, that right, left to right directionality. Some students may have difficulty recognizing their own name. So some of these are just. There's a whole list of things that are. That are in the guide, that show. There's. I mean, this is just some of it. There's a lot, it's countless, with some of the difficulties. But these are some of the early signs, as before they begin school. So once they're in school, these are some of the things that we see students with. They're having difficulty with the phonemic awareness. They are not able to segment and blend these words together. They may confuse sight words. They may have difficulty learning sound and symbols. Right. So they have to learn the numbers and the ABCs, and they're having difficulty with that. They use a lot of inventive spelling when developed appropriately. And some students have difficulty even the formation of letters. And that's called dysgraphia. So in third through fifth grade, it looks a little different, right? So they're avoiding reading, reading, wanting to even read aloud or writing to be shared. They may get tired easily. They may read text with many inaccuracies and with difficulty with small sight words. They may have high fluency rates, but low comprehension. And again, because it's tied. Some of them are tied to dysgraphia, which is the sloppy handwriting. They have a really difficulty with the formation of letters and staying between the lines. And so these are just some of the things in our. In the third through fifth, there are others. And if you read the. When you. If you read the guidelines, it goes through all of the stages and upper grades. And what does it look like in middle school? What does it look like in high school? So when we talk about screening, we really want everyone to understand that the screening that we are asking for really allows us to look for the risk of reading difficulties. And so when we talk about reading difficulties, it doesn't really tell us that they have dyslexia. It tells us that they may have dyslexia. And that we as educators need to be aware of where these students are having these challenges. So what it allows us to do, the screening allows us to really intervene early. We might make sure that they have intensive instruction that teachers can track their progress, that if they need other interventions, that we're able to address those interventions in the classroom, and they were able to target it appropriately. So it's not just, you know, on the fly, really looking at what are the areas that they're struggling with to help identify their needs. So some of the recommendations for the universal screeners make sure that we have. These are the components that they have. Phonological, phonemic awareness, that means the segmentation, fluency, Alphabet Knowledge with rapid naming, phonics, reading fluency in the comprehension sentences. So this is what's recommended that when we look for a screener they have all of these components. So in our California guidelines one of the things that it get that tells us is that we should start by the spring of kindergarten to start continue to look at these screeners and that these universal screeners need to be evidence based and they need to be user friendly to provide our data that we need. So in not only are we starting kinder but we need to continue to monitor until we see that the child continues to struggle. Where if they're struggling that's a red flag but if they're not and they're making progress right. We continue to monitor and support. So these are some of the targeted areas that the guidelines tell us we need to make sure that we are addressing. There's a number of them as you can see. And so some of these things are things that we are currently addressing already. But there are other areas that we just need to make sure we're targeting in our classroom. So phonemic awareness, the letter naming that happens in kindergarten, the sound symbol correspondence not just in letters but in mathematics too. Single word decoding for real and pseudo words. So pseudo words are the words that are not non words. Sight word recognition, rapid naming, spelling, listening comprehension, oral. So all of these things that take place in our classrooms every single day, especially in our primary grades. Okay, so these are some of the that we just need to make sure we're aware of and that we're using in our classrooms. So what can we do in in schools? We can use structured literacy approaches. We need to make sure we're promoting dating fluency practices. That means with that means in the notion I've been reading is that we need to be reading to students, not students reading to us. We're reading to students to build their oral language and their capacity. We need to also make sure we're using multi sensory techniques that are using different senses, their hearings, their sight and find finger tracing, saying words, writing in the air, making sure we're calling on volunteers. Volunteers. We don't want students to call on them and then feel like they can't answer. And that's one of the things that they say that many students often will don't want to participate because they have difficulty and they don't want to be shamed."},{"start":845300,"end":845660,"speaker":"F","text":"Right."},{"start":845660,"end":950530,"speaker":"C","text":"So then that hinders their social emotional part. We want to make sure we're encouraging learning diversity discussions across in our classroom. We want to make sure we're accommodating them so that may be using audiobooks, using dictation, using different tools to help them access what we're teaching. We also want to be able to have them use prep, practice and perform, which just gives them, for example, if I'm calling on a student, I may tell a student, hey, I'm going to call on you to share an answer. So allowing them to know beforehand that you're going to call on them so that they're prepared to answer. So really trying to make sure we're in their social well being is part of this too. It's very important for us to make sure their self esteem continues to be positive. So these are some of the accommodations in the classroom that it's recommended. Using the use of audiobooks, making sure we have extra time, making sure that if there's a, a test, fewer test problems, fewer homework problems, if there's print or recorded verbal assignments that they're easy to follow, making sure we're looking at project based learning for some of the students, voice typing using our assistive technology and note taking tools and apps to help support our students. So one of the things really there's many, many, many programs out there that addressed the student dyslexia. So these are just some of the specialized programs that I found and there's many more. These are some of the more popular ones, but they're not the only ones. This is just a list of that I found on one site that several sites said they were the top five, but there's many more."},{"start":950930,"end":951490,"speaker":"E","text":"Okay,"},{"start":953410,"end":959330,"speaker":"C","text":"so I'm going to hand it over to our special ed director. So turn on that."},{"start":959409,"end":1745100,"speaker":"A","text":"Yeah, I think I'm on that. Thank you so much for the opportunity to be here. So we wanted to give you a little bit of information about how students with dyslexia are identified or provided services through special education. The first slide here again we refer back to these California dyslexia guidelines. They're six or seven years old now, but I can't emphasize how great they are as a resource and as a starting point for all of the conversations here. So what it tells us is that generally children with or students with dyslexia when they are assessed for special education services are identified under the category of specific learning disability. And there's a larger paragraph there. I'm not going to read the whole paragraph. I think one thing we could also note from assessment also is the child with presenting with features of dyslexia. Each child is going to be very individual. It's not a one kind of profile fits all. And so the severity of or the challenges in learning can really differ from child to child. But the gate that opens for services is the specific learning disability gate. So in our school district, the school psychologist conducts the assessment and we're really trying to be very conscious of the greater interest in our community and at the state level around dyslexia. And our psychologists have participated in a three part training this year from the Diagnostic center of Northern California. Not just on assessment, which is their area of specialization, but also on pre referral to assessment interventions and post referral qualification qualifying student interventions. Right now we have about 20% of our total enrollment have identified disabilities in Redwood City. Of those students 1,300 students, just about 400 students are identified with a specific learning disability. And we know from the research that of the students identified with a specific learning disability, probably close to 90% present with features consistent with somebody who has dyslexia. For students who are eligible, so they're going to have an individualized education plan developed. They're provided services from the special education teacher, specialized academic instruction to address their learning needs. This year we are focusing primarily for targeting dyslexia on two programs for grades TK 8. We have SIPs which really is a foundational skills program. Although it actually can be used right up through middle school. It's a pretty flexible stretch program. They kind of individualize it, make it a little bit different for the older students. And so it's really, really targeting decoding and early, early reading skills. And then for our middle school students we have adopted READ180 which is more technology based program and it instruction to really expand vocabulary, promote fluency and is very paced to the individual student. Some next steps for us. So we do want to. We have two component parts generally. Linda Mood Bell is another well identified reading intervention program. We're going to be rolling out two parts of that in the spring. Seeing starts and visualizing and verbalizing. And that's. You could think of all of these interventions or tools or methodologies as a tool in my toolkit. And as I said earlier, each child will present differently. So I might have SIPS as kind of a core instructional expectation within the special education department for students who are struggling readers. However, we're also recognizing that other children need other things and we to make sure our teams have what they need. We did adopt Redwood City Barton reading before I started. And I believe it may have been the year Covid rolled out. And we want to circle back around to that for various reasons we didn't return to it this year. Some staff are still using it, but we have a large cohort of newer staff who haven't been trained in Barton. But we haven't lost sight of it and we do have that program available to us. So thank you again for the opportunity. And it's already turned on, so I don't have to push it again. So I'm here to talk about what we're doing in our primarily in our TK through five general ed classrooms and how it's compatible with this path forward for our dyslexia program. As Dr. Baker mentioned, beginning two summers ago, we started to look into a partnership with the California Reading and Literature Product Project to learn more about the science of reading and how we needed to change our reading instruction in our general education classrooms. And so we have begun a systematic training of all of our. All of our TK through two classroom teachers will have completed this training by May of this year. Several of them have finished it already and some of them are doing it twice. And then a good percentage of our third through fifth grade teachers also will have completed it by May of this year. And there's supposed to be more pictures on this slide and they're not. And I'm talking slow to let them load and they're not loading, but that's okay. We don't have to see them. So one of the really great things, things about this training is that the, it turns out the science of learning, or excuse me, the science of reading, is also the way that we need to be teaching students who have dyslexic brains. The idea of the science of not the idea and idea behind the science of reading is that we are born our brains, none of us were born inherently knowing how to, how to read. That's just not how our brain is constructed. And so in order for a brain to learn how to read, there is a reading circuit that needs to be built and it is built through a certain. We'll see more about what structured literacy is in a couple of slides, but there are steps that need to be taken in order for that reading circuit to be constructed in a brain. A dyslexic brain just needs more of that in order. It's, it's a little bit less smooth and non dyslexic brain makes that circuit connect more easily and more smoothly. So the, we're going to have experiences for these students where what they're getting in their general ed classroom is coherent with and aligned with what they would be getting in in specialized services, which is not what most districts have had in the last 20, 10, 20 years. So I, I'm really. There are so many reasons I'm glad that we started on this road when we did, but this is one, definitely one of them. It's going to be, it's going to be helpful for so many of our students because structured literacy is what most students need and it's essential for dyslexic students. So in the past, so we have graphic here of a table on the right hand side are some typical literacy practices that classrooms have doing for years and years and years. And then the difference of what you would see in a structured literacy classroom. So we want to be emphasizing a phoneme grapheme level approach rather than a larger unit approach. We want to be building phonemic awareness skills such as blending and segmentation. And those are explicitly taught. It's not a belief that they're going to just pick it up again. These are all components of structured literacy, which is how we will be teaching. I've already started teaching all of our K through two students how to read. And those are again, as I said before, they're beneficial for everyone, but they're essential for students with dyslexia or several other different issues that might cause some difficulties with reading. So what we want to talk about now is specifically the California Dyslexia guidelines and how it intersects with the instruction that we've been getting through our CRLP training. So this is the table of contents and we just wanted to highlight how, how different components of those guidelines are addressed in the different modules. There's six modules in the CRLP training. Again, most of our teachers have taken four. Our last set of K2 teachers who hadn't taken the initial four will have their third and fourth modules tomorrow in this very room. And then everybody else is getting modules 5 and 6 in January and in May. But when we go through module one, then we're covering chapters one and two of the dyslexia guidelines lines. Module two is also covering chapter three. By the time we get to module five, which is what we're doing in January, that's going to be chapter 11, which is the approaches for teaching. Everything else up to now has been about assessing and understanding. And now we'll get into the the practice when we start in January. So we talked a lot about structured literacy and wanted to point out some of the different bullet points that are included in a structured literacy approach. And the first bullet point is really the important hallmark component and that is the explicit, systematic and sequential teaching of literacy with all those different components of the reading rope that Ana mentioned before. And then you want cumulative practice and ongoing review. And everything else on there is obvious. It's that first bullet point that really was the one that was ignored for many years. And so what we want to do is take those bullet points and show how they correlate to the instructional routines in CRLP and also our new Hegarty curriculum that we've purchased. So this is an example of the CRLP routine and where you would see all of these components of structured literacy. And then we have the scope and sequence for Heggerty. This is. I didn't give you the whole three years of Heggerty. This is just two units of. I think it's kindergarten. And so this is how it correlates with the different components of structured literacy. This is a scope and sequence. So you don't get as many of the bullet points because it's not showing the specific lessons. It's showing you more where the lessons would go, but also just to show you in a classroom, day to day students will be receiving this kind of instruction. And. And as I said, already are because we started Hegger D in August. And so I also wanted to point out my other hat besides literacy is in instructional technology. So I wanted to point out some of technology applications that we have that already and have had in many cases for years that will help to support all of these accommodations that Ana showed you before. We have licenses for many applications and for additional tools that give audio capabilities either to the actual curricula or to any other documents that the students are working with. Our licensed products like nearpod and Book Creator make it easy for teachers to record directions and make them multimodal so that students can play them back as many times as they need them. Then we have this tool called Read and Write for Chrome that's available for all students and teachers that give students and teachers both the opportunity to do voice typing and note taking and just translation, increase all kinds of accessibility. That's it for me."},{"start":1750300,"end":1753140,"speaker":"D","text":"Thank you. I'll go ahead and open it up"},{"start":1753140,"end":1754300,"speaker":"C","text":"if you guys have any questions."},{"start":1763740,"end":1766540,"speaker":"D","text":"So we're going to move on with oral communication."},{"start":1767340,"end":1768700,"speaker":"A","text":"Earth Neighbor."},{"start":1778390,"end":1986380,"speaker":"E","text":"Hello. Hello. My name is Ors Neighbor. I'm a father of four and we have three in the school district right now. And I just wanted to tell you a little bit about our story. So. So when our oldest son, Leor was in first grade, his teacher sat me down and she said he wasn't paying attention. And because of that, he was failing at everything. And also he couldn't read. Did he ever attend preschool? I had just finished medical school when Leo was born, and we moved around a lot, first for residency, then fellowship. My wife was also working full time, and we were both focused on our careers. And Lear had always been in daycare and then preschool and then school and after school. So I felt guilty. And I was also angry with my son. The teacher's advice was, you should read more with him. We had no tv, and we don't really have screens at home. And we also read pretty much every night. But, yeah, I guess we tried reading more with him. We asked his grandparents to read with him. We asked the school for reading intervention. And we read more with him. And after trying this for some time, we did notice that something was kind of really off. Lear had trouble recognizing words that he had just painstakingly deciphered a minute ago. He struggled and. And got worse the harder I pressed him. And we had heard of dyslexia and started searching for an independent evaluation. We finally found someone who would see Lear in six months for $7,000. I was shocked, but that really felt like we had no other option. And so after meeting this PhD neuropsychologist for multiple hours a day for a whole week, she diagnosed him with dyslexia. And again, we embarked on this hectic search for someone able to help our son. And Lear met with a dyslexia tutor every day of the week all summer long that year. And then Lear's school decided to independently evaluate him, too, and his test results came back shortly thereafter. He was in the 98th percentile for verbal knowledge, 75th for pattern reasoning, and scored pretty high in most other tests. However, when it came to reading, it was different. His irregular word reading fluency was in the second percentile. His isolated word reading fluency was in the fourth percentile. So after almost three months of intense remediation, he was in the single digits. And despite all of this data, the school determined that he did not have a specific learning disability. I was lost for words. And the school made some accommodations, but didn't seem to have the resources to support us at that time. So we were left with continuing to pay out of pocket for his tutor. And he has made incredible progress since. But I don't know what we would have done if we didn't have the means to pay for this. Reading is the key to knowledge, and I dearly wish that we as a community will find a way to teach reading to everyone independent of their resources. I appreciate your efforts. Thank you."},{"start":1986700,"end":1987340,"speaker":"D","text":"Thank you."},{"start":1992940,"end":2004380,"speaker":"C","text":"Dn delantoni. Giselle hale."},{"start":2019110,"end":2020310,"speaker":"D","text":"You'd think I've done this before."},{"start":2021350,"end":2022070,"speaker":"C","text":"Hi, everybody."},{"start":2022070,"end":2023830,"speaker":"D","text":"Good evening. I'm Giselle Hale."},{"start":2023910,"end":2025990,"speaker":"F","text":"I'm joined by my husband Brian."},{"start":2026550,"end":2046850,"speaker":"D","text":"We are the parents of two dyslexic students, district students, and Brian is himself also dyslexic. So in the fall of 2025, as you heard from Dr. Baker, when California implements the universal screening, families will be notified. They'll actually be required to be notified that their child exhibits signs for difficulties,"},{"start":2046850,"end":2048890,"speaker":"C","text":"reading difficulties, for dyslexia."},{"start":2049290,"end":2051770,"speaker":"F","text":"So as those notes go home, many"},{"start":2051850,"end":2073510,"speaker":"D","text":"will be looking to you. They'll be looking to the district for solutions for their children. And at our current enrollment rate, there would be approximately 950 students probably getting a note like that. So our district is actually very wise to be starting this conversation today ahead of those changes so that we're working prepared with a plan to support these"},{"start":2073510,"end":2076870,"speaker":"C","text":"students and hopefully by then already well on our way to implementation."},{"start":2078390,"end":2098110,"speaker":"D","text":"So I will say, as a policymaker, I'm very fond of study sessions. As a tool, you don't have the immediate pressure to vote. You have the space to get curious about an issue and to determine some meaningful next steps. So tonight, as you've already heard and will continue to hear, you'll hear stories, you'll consider information. And as you ponder next steps, I'd"},{"start":2098110,"end":2099190,"speaker":"C","text":"like you to consider this."},{"start":2100060,"end":2111740,"speaker":"D","text":"So in our examination of districts that are making the most significant leaps in literacy, they all seem to have one thing in common. They treat dyslexia as a general education"},{"start":2111900,"end":2119100,"speaker":"C","text":"issue, not as a special education issue solely. They're making moves not only in their"},{"start":2119180,"end":2122700,"speaker":"G","text":"overall literacy scores, but also among black,"},{"start":2122860,"end":2127230,"speaker":"C","text":"Hispanic and lower income students locally."},{"start":2127230,"end":2136670,"speaker":"D","text":"I'm talking about school districts like San Mateo, Foster City and Palo Alto Unified. They don't rely primarily on pull outs, special ed or screening."},{"start":2136990,"end":2140190,"speaker":"C","text":"Instead, they've trained all teachers in Orton"},{"start":2140190,"end":2144830,"speaker":"D","text":"Gillingham techniques to support all learners, including dyslexic ones."},{"start":2145070,"end":2147790,"speaker":"G","text":"They're rigorously supporting teachers in classroom with"},{"start":2147790,"end":2153830,"speaker":"D","text":"intense additional support because, you see, despite their challenges, dyslexic students can actually be"},{"start":2153830,"end":2155230,"speaker":"C","text":"some of the brightest kids in a classroom."},{"start":2156020,"end":2174740,"speaker":"D","text":"So they do belong there, and we just need to support them so that they can stay. These districts are the ones that I see weaving the tightest safety nets so that children aren't falling through the cracks. And at last week's California Reading Summit, there was another message that came across across clearly, and that is that implementation matters."},{"start":2175300,"end":2177020,"speaker":"F","text":"So there are districts that have implemented"},{"start":2177020,"end":2178940,"speaker":"D","text":"the exact same programs that you've just"},{"start":2178940,"end":2183720,"speaker":"C","text":"approved, SIPS and Hagerty. And they're not seeing gains, but those"},{"start":2183720,"end":2196560,"speaker":"D","text":"who are focusing on the more rigorous training and tutoring are the ones making strides. So it's not just the curriculum. In my nine years of service to Redwood City, I can probably count on one hand the number of votes that"},{"start":2196560,"end":2204920,"speaker":"C","text":"I cast that had the opportunity to change the trajectory for a family. One of those votes is across the street, Habitat for Humanity."},{"start":2206200,"end":2213340,"speaker":"D","text":"When we consider the overrepresentation of dyslexia in our prisons, on our streets, this may very well be one of those"},{"start":2213340,"end":2217100,"speaker":"C","text":"decisions for your board. And I look forward to participating in"},{"start":2217100,"end":2220020,"speaker":"D","text":"the conversation supporting the district however we"},{"start":2220020,"end":2221260,"speaker":"C","text":"can, to serve all learners."},{"start":2221340,"end":2224140,"speaker":"D","text":"Thank you. Thank you."},{"start":2229020,"end":2588610,"speaker":"C","text":"Fallon scoggins. Hi. Thank you. My name is Fallon Scoggins and I am the mother of an eight year old named Ender who was diagnosed with severe dyslexia and dysgraphia. We always knew that there was something different about our son. So similar to what you've heard, he never could sing his Alphabet. He never knew the letters or their sounds. He couldn't blend letters together like all of the other kids. You would teach him something all day, and at the end of that session, over a cookie, it's as if he had never saw what you just showed him. So, like, when he first started school, if you walked into his classroom, you would see all of the other students really engaged, and you would see him at his desk with his head buried in his arms, just out of sheer confusion, being lost and frustrated. So what this looks like for Ender is he hated school. He didn't want to get out of the car. He would cry, and he was, you know, first grade in tears, didn't want to go. He felt so lost and overwhelmed. And all of the other kids just seemed like they got it. So what we decided to do, we said, okay, let's do pull outs. And so he would go during school 30 minutes at a time. And a lot of the times it came at the expense of him having art or movement or things that really spoke to him. So his school day was really hard. And for him, what we saw is it wasn't just the reading and the writing topics that were challenging, but we also started to see that the other topics weren't accessible to him. He couldn't really participate wholly in science and social studies. So much of that is also dependent on reading, writing down your thoughts, of which he couldn't do that. So a Lot of the aspects of his education just were completely inaccessible to him. So with that, we said, okay, let's, you know, continue to accommodate him. Let's think about adding on after school tutoring. We're not moving the needle. So we added after school speech, after school, tutoring, after school, ot things that could really help him. But what we saw is he's taxed, he's at school all, all day long, then he goes to after school tutoring, and he's a child and he's struggling and he knows it. And so with that, we said, you know, we're not moving the needle with the remediation enough. So we really did pull the trigger and say, hey, he really needs specialized, a specialized school that can really focus and give him the structured literacy that we know works for dyslexic thinkers. So what we're finding is with that ability and also having built in supports for dyslexia all throughout the day, he's able to access other concepts and other ideas not just related to reading and writing, with that opened up to him. So I think we saw the stat during the presentation. One in five students has dyslexia. But I can tell you as a parent, even though that number is high, it feels so alone and so overwhelming. I think you'll hear that from parents that there's just so much to remediate and so much to learn in such a short amount of time that it is just really scary. And couple that I'm raising a black boy. And what we know about the path between literacy and prison, it is very clearly defined and very clearly present. What we know about that is 38% of the prison population are black. And we know 70% of inmates cannot not read above the fourth grade level. This line is very clear. My son has six times more of a chance on going to prison than his white counterpart. And then couple that with he has severe dyslexia. So I am very urgent about this and I really want to make sure that information is clear and known. You know, I'm really glad we're having this discussion. This is so amazing to have so many thought leaders and people really focused on this is so beautiful. And my heart is just so rich with just seeing us all come together with this. So I really kind of employ us as we think through this to think about two things. One is how do we rethink how we talk and think about dyslexia? So I tell my son, there's nothing wrong with your brain. You're not stupid. You think differently. So that means you need to be taught differently. So how do we think about that as we're starting to develop our way forward? And two, how do we make structured literacy instruction available to all throughout the day? I think about all the people I've met along my journey that don't have the flexibility after work to take their kids to tutoring, to take their kids to speech, to pay for it out of pocket, to maintain that it's, it's a lot and it really leaves a lot of people out that may not have the ability to access those services. What we know also is that students who are reading below the third grade level at third grade only have a 12 to 20% chance of ever catching up. My son Ender is in third grade and he is reading at a kindergarten level. So I know our clock is ticking for my son. And I really thank you for having this and I'm happy to help and would love to be a part of this in any way I can. Thank you all."},{"start":2589890,"end":2590530,"speaker":"D","text":"Thank you."},{"start":2594770,"end":2596290,"speaker":"C","text":"Jennifer salma."},{"start":2607420,"end":3020820,"speaker":"A","text":"Oh, thank you. Hi, Jennifer Salma, I am a regional leader with Decoding Dyslexia California. And I see some familiar faces who we organized with Giselle Hale Dyslexia Simulation about a month ago for Dyslexia Awareness Month. And I can't thank you for all of those who attended, including Dr. Baker. Came to something we put on with our support group for your interest in learning learning more about why people across the state, across the country have been standing up at board meetings saying please, as you've heard from the other parents, please listen to us. Our kids are not doing well. They. And so I want to thank you. I've heard a lot of great things. I can't tell you how excited I am to hear the educators in the room discussing and using the California Dyslexia guidelines. Decoding Dyslexia was instrumental in getting those passed several years ago. And our big success was this summer with universal screening for K through two students throughout the state of California. I'll mention, if you may not know, we are the 41st state in the union to pass to create mandatory screening for risk of dyslexia. And again, I want to, to highlight the difference. Often the word dyslexia. I mean, you could, you could have a whole hour discussion about the use of that word, what it means. And in the, in your presentations that you were given today, you can see even in the ida, the International Dyslexia Association. I actually met with Emerson Dickman who was up there with the 1994, he said I had to pull everybody in the room because I had a, I had a legal case and there was no deaf definition of dyslexia. And I knew I couldn't help this boy without going to court with a definition. So everybody was pulled into the room. Leading educators back then in 1994. And that's what that original definition was used for. And it has changed since. As a previous speak spoker, speak speaker was talking about when you talked to my child, I say, yes, you have a neurological difference. Difference. You don't necessarily, you don't have a disability because your brain is just slightly different. It actually comes with a lot of strengths. And I haven't heard that spoken about yet tonight with dyslexia. Yes, it is more of a right brain sort of variation. And when you are in school as a young child being taught to read and it has been in the last 20 to 30 years with three queuing and some of these methods that weren't really particularly aligned for science were particularly bad for students who have a dyslexic brain. They, they just need to learn a little bit differently. And because of that they actually have a lot of strengths. They Often, they say 40% of the entrepreneurs here in Silicon Valley are dyslexic. They're used to failure and they're big picture thinkers. They can overcome, they can see connections between things that most neurotypicals don't see, comes very easily to them. They often are highly visual spatial learners. They do, they do excellent with architecture engineers are problem solvers. So there's a lot of strengths that can be built into working with this population. As I like to say to my son, you have a variation. However, when a child is young and they're in a kindergarten and then a first grade and then a second grade and then a third grade class, they have experienced something that has been, is overwhelming to them and it's that they couldn't learn to do what everybody else around them could do. And that was to read, that was to write, that was to spell. And they're being asked to do this constantly throughout the day. So they become, they create their own narrative. They either act out, they either hide, they're really good at not doing anything. There's their story to themselves usually goes something along the line that I'm dumb, I'm stupid, I can't do this, I give up. And they have anxiety, they have a whole host of social emotional issues. And the point is, if we can help these children early access and not Sort of give them a disability because they really aren't for severe dyslexics are, I would say, for sure. But they say the. The research really indicates about 95% of dyslexics should be served in a general education environment with tier one, Tier two support. So if you can build those systems, those children who are working extra hard in the classroom, they don't need to go home after school to. To be tutored. They need to go home after school. They need a break. They need to have fun, and they need to find the strength that they can process because that is going to pull them through in. In their lives and where they're going to find confidence and success. So I, I want to thank you all for, for, for coming tonight and for learning and for the. To the school district. I actually went to Clifford Elementary K through 6, many, many, many years ago. And it's so. It's nice. My parents still live here. It's nice to be back. The only comments I additional comments I would have would be in your. Typically some with some of the programming, once the child is in special education, that the program be administered with fidelity. And that does not not mean that a little bit of this, a little bit of that. It cannot be an eclectic approach. It's not scientifically proven to be effective. So please make sure it's. It's done with fidelity. Also, your. Your teachers who are now being asked to do something more, and it's a heavy load and a heavy lift during today's days. So please make sure your principals are on board and there's systems and supports in place so they can go in and make sure that these students are getting the instruction and curriculum that you, as leaders, are trying to put in place. So that's also really, really important. So I want to thank you again for your support and for working to help your dyslexic students. Thank you."},{"start":3022020,"end":3035540,"speaker":"D","text":"Thank you. Okay, and with that, we're done with oral communication. Do you guys want have any questions?"},{"start":3039140,"end":3073960,"speaker":"A","text":"I know we are short on time at this point. So what? That's two minutes per. So I'll try to be quick, but this is. It's a subject I'm really passionate about, teaching people to read and how important it is for everyone to learn to read. Um, first of all, I want to thank all of the speakers that, um, came up tonight, the parents especially, um, your, Your stories, um, and your words are very impactful. Um, and I'm sorry, I don't remember your name, but when you were speaking the other Parents were sitting behind you. Um, no, not. No, not Jennifer."},{"start":3073960,"end":3074240,"speaker":"F","text":"The."},{"start":3075520,"end":3129300,"speaker":"A","text":"Fallon. Yeah. Anyway, so I love the way you talked about the dyslexic brain, too. I. I don't like using the word disability. I have one son that I talk to a lot about, like, oops, that's your adh. Your ADHD brain working right now. Um, I talked to my other son about his autistic brain, and that's how they talk about themselves, too. And. And they don't feel like it's some sort of label or disability. It's just a. A different way that their brain works. One of the. It was at the. The dyslexia simulation. I don't remember who said it, but somebody quoted a student that said, I'm a really good reader, but sometimes my brain gets in the way. And I love that. And just. I'm going to try to wrap this up. I'm sorry. I didn't realize I was going to talk about Linda Mbell so much tonight. So, just for the audience. I worked at Linda Mobel for 10 years."},{"start":3129370,"end":3129610,"speaker":"G","text":"Years."},{"start":3130170,"end":3198820,"speaker":"A","text":"It is a highly effective program. I absolutely believe in it. I taught Seeing Stars. I taught VV visualizing and verbalizing. I used it with my own kids in a modified version when I was teaching them to read as kids, too. I still use it. My question, Maeve, for you is you mentioned January 2024. Linda Bell, Scene Stars VV what does that mean? Like, is it professional development for teachers? Is it like, how is that being used? So we were able to purchase those programs through some Covid funds last year, but as part of our plan and rolling out interventions or professional development this year, we've slotted it in for a January rollout. That means at our full day PD in January, we'll begin that journey. But we have an additional four sessions set aside through the rest of the year. And it isn't fully articulated yet, but I can definitely keep you updated. Okay, so it's. It's PD for teachers for TK through 8. The special education stuff. Yeah, special education stuff."},{"start":3198820,"end":3199340,"speaker":"C","text":"Okay."},{"start":3199340,"end":3201020,"speaker":"A","text":"Thank you. I'll let you guys talk."},{"start":3203500,"end":3204140,"speaker":"B","text":"Yeah, sure."},{"start":3204220,"end":3316200,"speaker":"H","text":"Yeah. Thank you to the speakers for coming and sharing your stories. It was. It was important for us to hear about indoor indor and le lior and their experiences with their learning difference and how that went and again, how that affected the parents and brought. And the lack of joy. I mean, part of our mission is talking about a joyful and inclusive environment for students to learn. And it's really disheartening to hear that And I'm glad that we're taking steps now to be able to change that. Also, Jennifer, thank you for coming and talking to us and representing Decoding Dyslexia California. It's always great to hear from an alum. You can come and talk back anytime you want. And Giselle, I agree with your point that this is a general education problem. Like, we should treat dyslexia as part of general education. And I'm really glad, see that with the CRLP training that we're providing, the, you know, we're taking the first step towards providing the professional development and support for our teachers to be able to bring structured literacy into Tier 1 education, which, frankly, is where it belongs. I know it doesn't stop this year. This isn't just a, hey, we're done at the end of this and just push it forward. It's going to be ongoing, you know, assess, reevaluate, and fix and learn on. And so I'm glad that we're starting on this journey now. And then, Dr. Baker, the universal screening, I really think that that's going to be just enlightening to be able to have that information. So I'm glad that you're talking about trying to pilot a screener earlier. I agree. It makes sense to find one that's going to align with where California is going to select or one that they're going to try and pick on, because it doesn't make a ton of sense to train all the way on one that we then just have to replace the next year. But it would be exciting to see if we could at least pilot that and see what those results were. Thank you, Maeve, Bronya and Anna for presenting tonight as well."},{"start":3316200,"end":3316560,"speaker":"E","text":"Thanks."},{"start":3318960,"end":3477470,"speaker":"I","text":"All right, thank you, everybody. I do need to thank our staff, Ana, Brianna and Maeve, for all the work that you're doing and for your presentation tonight. And I wish we had more time. I think, as some of the speakers mentioned, this is the first of many conversations. Not the first, but it's a continuation of many conversations we've been having. I know that many of us up here on the board and many of our staff have been and experienced the dyslexia experience. We went to the right to read and had that conversation. Some of us have been out to Touchstone School, Dyslexia School, doing a lot of readings, really digging in. And I do want to say to the parents who spoke, thank you so much. We need to hear your stories. I want to validate your experience. I'm sorry that, you know, we we didn't do better at the time. And I hope that we will will move forward. We need to do more and we know that. I think Covid was a difficult time for everybody. Not to say that that was it, but I think we were starting to make some strides on a lot of stuff. And then Covid hit and we're really kind of getting back into it. I appreciate all the work we've been doing on professional development with our teachers and our principals. Principals are completely bought in as well, as is our district staff. So just know that. I know one of the things that came up with when we had the convers with Touchstone is that it's really important who's doing the screening and what the screener is. And so we want to be really mindful of that. And so I am fully supportive of us piloting when we're ready, when we know what are the options. And I'm glad you're having conversations with Stanford and others. So thank you for doing that. I do think in the meantime, as we know, I think any of the sorts of instruction that we're doing in Tier 1 and Tier 2 for all of our. For our dyslexic students will also be good for all of our students. So I'm really pleased that we're moving forward with more explicit instruction and I think we're going to see a lot of benefit from that. We're already starting to see benefit from that. We've been hearing from some teachers who are implementing this, who are really excited about it. So I'm looking forward to seeing more on that and there's probably more I could say, but we don't have a lot of time and I'm looking forward to more conversations and kind of hearing as we continue down this path. And I do want to give a shout out to Giselle. Thank you very much, much, Giselle and Brian, for your leadership in this area in our community and you know, just reaching out and, and giving us re giving particularly the board resources as you're learning as well. So I appreciate that."},{"start":3477790,"end":3478670,"speaker":"C","text":"Go ahead, David."},{"start":3480350,"end":3521760,"speaker":"B","text":"Thank you to all the speakers, all the parents and the educators. I'm glad we're on this learning journey together, looking at what's out there in terms of the evidence and, and hearing how it's impacted families. So thank you for sharing that. But absolutely agree that the goal here is to level up the whole classroom, to keep kids in the classroom and to have the quality of education be such that our dyslexic and non dyslexic students alike can go and benefit from taking an integrative reading approach. And we're on the we're early days in making good forward steps there. We've got a longer journey to go on. But I'm glad to see that the conversation's happening and that we're making good progress in this way. So thank you everyone who presented today. I appreciate appreciate it."},{"start":3524160,"end":3577650,"speaker":"D","text":"And then of course we don't have that much time, but I do want to say appreciate and I I don't want to repeat what everybody said diddle to what everyone said. And I do want to say I did get a chance to see a YouTube video that Giselle Hill had sent regarding Peggy Wi. I think it's that's how you pronounce her last name. So I, I do want to say I do believe in our district and I and thanks to all the teachers that have always been patiently and always there for PD and stuff. And so just as Peggy said and I don't know if you guys had a chance to see it, it's not if but how and how are we going to do things. And again, I do believe in our district, I just say have patience. We will be moving the needle because we have even if it's just a slower So I just want to say thank you to everyone for being here tonight."},{"start":3584450,"end":3698620,"speaker":"E","text":"And as as a district superintendent, I know the parents, you may think that this is really a slow process for us, but we are definitely committed to moving and moving in the direction to where we meet all the disabilities that all our children have in this school district. As the lease is said, Covid did take a toll, but we're moving on and we, we have to start moving that needle. And administrators, teachers who are here tonight that are going to be stay through a a report from their school site principal and they're also who's also probably out in the in the lobby have been doing an amazing job. And so as we move forward with this together, let's learn together. We are more than willing to work with others that have a specialized identity in this field and move in that direction and moving closer with and definitely learning from Anna at Touchstone. She said the screeners are screeners coming out on Friday that she is going to recommend after my conversation with her. And so I'm hoping that those screeners are going to be the ones that we will be able to choose from. And I asked her what's the chance chance of her just showing us some in the near future. But she's very, very committed to working with us also. So it's really good to know that we have someone who is the expert in this field who is right here in our backyard. So we are moving in that direction and moving to make sure that all our children are definitely literate by the end of third grade and moving forward and also any children that has a disability, that we are meeting that disability and moving it forward, forward and moving that needle. So thank you all so much for coming this evening. This is the first of other study sessions that we'll have around reading and instruction in this school district. Thank you so much."},{"start":3703020,"end":3707660,"speaker":"I","text":"I'll make a motion to close out this part of the study study session."},{"start":3707740,"end":3708740,"speaker":"D","text":"All those in favor?"},{"start":3708740,"end":3709260,"speaker":"A","text":"Aye."},{"start":3709260,"end":3709900,"speaker":"D","text":"Thank you."},{"start":3709900,"end":3710540,"speaker":"C","text":"Thank you."},{"start":3710780,"end":3712140,"speaker":"I","text":"Thank you everybody for coming."},{"start":3713190,"end":3713590,"speaker":"C","text":"Bye."},{"start":3822510,"end":4104540,"speaker":"D","text":"For those participant in the audience, I mean on online, we'll be with you guys shortly. We're just taking a quick two minute break. Thank you. Good evening everyone. Evelyn, can you please do roll call?"},{"start":4105580,"end":4106580,"speaker":"A","text":"Trustee weekly."},{"start":4106580,"end":4106940,"speaker":"B","text":"Present."},{"start":4107100,"end":4108620,"speaker":"C","text":"Trustee mcevoy. Present."},{"start":4108700,"end":4109580,"speaker":"A","text":"Trustee wells."},{"start":4109580,"end":4109900,"speaker":"E","text":"Here."},{"start":4110060,"end":4111580,"speaker":"A","text":"Vice president lawson. Here."},{"start":4111580,"end":4114300,"speaker":"C","text":"President marquez? Here. Thank."},{"start":4120640,"end":4120800,"speaker":"A","text":"You."},{"start":4121430,"end":4223850,"speaker":"D","text":"The report and close session, it's the board anonymously approved a settlement agreement in OAH. Case number 202-308-0610. The term of the agreement included that the district will fund tuition and transportation for a student at a private school through the end of 2425 school year at an approximate cost cost to the district of 128,000 in exchange for a release of all claims. And with that, moving on just to the agenda really quick for those that need Spanish interpretations. In a sita interpretacional espanol, por favor, llame al nueve siete ocho. Nueve, nueve, sero, cinco uno, tresiete y precion. El numero ocho tres siete, siet Par. And if you need to speak to the board on items not on the agenda, please go ahead and write a speaker's card and give it to Evelyn here to my left. And if you are online, if you can please submit the Google Doc. If you wish to speak to the board on a subject listed on the agenda, you'll be called to the podium at the time the item is being considered by the board. If the item is not on the agenda, you will be called to the podium. Podium. During oral communication, public comments are limited to three minutes per person per topic. Otherwise, I mean, I'm sorry. Unless otherwise noted. And with that, welcome again and thanks for everyone that's here. Welcome to another Redwood City school district board meeting. Are there any changes to the agenda?"},{"start":4225290,"end":4263230,"speaker":"E","text":"Yes, It is going to be 10.1. We are going to pull that till we get the further information for everyone to have ahead of time. And Mr. Weekly, I believe there was another one that we had a question on. I'm trying to find it myself. I didn't mark. It was 9.3 and it was a question. So if we could just have that, some elaboration on that."},{"start":4264190,"end":4266750,"speaker":"G","text":"Would you just move that to action then?"},{"start":4266830,"end":4271390,"speaker":"E","text":"Right. Thank you."},{"start":4272110,"end":4274590,"speaker":"D","text":"And with that, does somebody want to make a motion to approve?"},{"start":4274830,"end":4291430,"speaker":"I","text":"Yeah, I'll make a motion to approve the agenda with the changes that we move 9.3 to action and that we, I guess, do not hold. Hold 10.1. So we'll not discuss that tonight. That'll come forward at another time."},{"start":4293590,"end":4294230,"speaker":"A","text":"I'll second."},{"start":4294870,"end":4295950,"speaker":"D","text":"All those in favor?"},{"start":4295950,"end":4296350,"speaker":"A","text":"Aye."},{"start":4296350,"end":4303110,"speaker":"D","text":"Aye. Thank you. And do we have any oral communication?"},{"start":4303510,"end":4304710,"speaker":"C","text":"No oral communication."},{"start":4304710,"end":4315420,"speaker":"D","text":"Thank you. And with that, moving on to bond program consent Items, again with 9.3. That move to action. Are there any questions?"},{"start":4316780,"end":4318220,"speaker":"A","text":"I'll make a motion to approve."},{"start":4318860,"end":4319420,"speaker":"H","text":"I'll second."},{"start":4319900,"end":4321100,"speaker":"D","text":"All those in favor."},{"start":4321260,"end":4322300,"speaker":"A","text":"I thank you."},{"start":4322780,"end":4323660,"speaker":"E","text":"Thank you, guys."},{"start":4324059,"end":4330140,"speaker":"D","text":"Thank you. And item 11. School."},{"start":4334630,"end":4335030,"speaker":"E","text":"Yeah."},{"start":4335750,"end":4345030,"speaker":"D","text":"So 9.3. Approval of proposal for the infrastructure of two video intercom buzzers with Atlas Pelissari for Haas School."},{"start":4345750,"end":4346110,"speaker":"A","text":"Yeah."},{"start":4346110,"end":4349909,"speaker":"E","text":"Do you guys want me to speak to the scope of that proposal a bit?"},{"start":4350310,"end":4361730,"speaker":"B","text":"Yeah, that'd be great. You know, I was just reviewing the expenses. I noticed it was 58,000 for running two conduits, not including any of the electronics. I just was hoping to get some more elaboration about. About that expenditure."},{"start":4362210,"end":4362850,"speaker":"E","text":"Absolutely."},{"start":4362850,"end":4363570,"speaker":"H","text":"And great question."},{"start":4363970,"end":4382210,"speaker":"E","text":"So that work involves trenching across one side of the campus through asphalt, doing underground conduit and electrical infrastructure. So all the electrical wiring connections in that IDF and then also concrete work."},{"start":4382210,"end":4387050,"speaker":"H","text":"So a concrete pedestal on that side of campus, wiring connections on the other"},{"start":4387050,"end":4394940,"speaker":"E","text":"end at the gate. Gate. And then on the other side of campus, where the other gate is, the Roosevelt Avenue side, they're trenching around the"},{"start":4394940,"end":4399300,"speaker":"H","text":"perimeter of the campus through, you know,"},{"start":4399300,"end":4407900,"speaker":"E","text":"dirt, grass laying conduit, electrical infrastructure on that side as well, and then conduit along the building side as well as"},{"start":4407900,"end":4413780,"speaker":"H","text":"a connection to that IDF or MDF on that side. And I know that they're involving, you"},{"start":4413780,"end":4416660,"speaker":"E","text":"know, subcontractors, they're an electrical contractor."},{"start":4416660,"end":4418310,"speaker":"H","text":"There's going to be a general contractor involved."},{"start":4418380,"end":4423500,"speaker":"E","text":"Involved. So yeah, asphalt, concrete, a few different trades involved in this proposal."},{"start":4428300,"end":4430220,"speaker":"B","text":"Thank you. I have no further comment."},{"start":4434300,"end":4435740,"speaker":"D","text":"Do you want to make the motion?"},{"start":4435900,"end":4437020,"speaker":"B","text":"I'll move to approve."},{"start":4437900,"end":4438300,"speaker":"A","text":"Second."},{"start":4438540,"end":4441140,"speaker":"D","text":"All those in favor? Thank You."},{"start":4441140,"end":4441820,"speaker":"E","text":"Thank you, guys."},{"start":4441980,"end":4451190,"speaker":"D","text":"Thank you. So again, moving to 11.11.1 being Hoover and Henry Ford school presentations for the 2324 school year."},{"start":4451750,"end":4477120,"speaker":"C","text":"So we want to welcome the Hoover team to the podium. I'm not sure if all of them are speaking, but tonight we have our principals and vice principals. And I see a lot of teachers online as well that are joining. There's a clicker on the side. Yes, I have it here."},{"start":4478000,"end":4478880,"speaker":"D","text":"There we go."},{"start":4481760,"end":4483600,"speaker":"C","text":"Turn on, turn it on with the little."},{"start":4483840,"end":4485000,"speaker":"E","text":"On the right. There you go."},{"start":4485000,"end":4492360,"speaker":"F","text":"That guy right there. And I forgot my speech, so I'll just do it for my. My. My mind. Sorry, apologies."},{"start":4492360,"end":4492720,"speaker":"G","text":"Good."},{"start":4492800,"end":4504160,"speaker":"F","text":"Good afternoon. Good evening, everyone. Trustee, please. Dr. Baker, cabinet. Thank you very much for having us here today. I am Lupe Guzman, principal at Hoover Community School."},{"start":4505680,"end":4506920,"speaker":"E","text":"I'm John Michael Gomez."},{"start":4506920,"end":4508160,"speaker":"B","text":"I'm one of the assistant principals."},{"start":4509360,"end":4511680,"speaker":"E","text":"I'm Robert Feng. I'm the other assistant principal."},{"start":4512560,"end":4515280,"speaker":"C","text":"And I'm Alma Rosas. I'm the community school coordinator."},{"start":4517920,"end":4519680,"speaker":"F","text":"All right, and here's the clicker."},{"start":4519680,"end":4521990,"speaker":"E","text":"Let's see. Boom."},{"start":4524790,"end":4532550,"speaker":"F","text":"Technology. Here we go. All right. No, there we go."},{"start":4532550,"end":4533190,"speaker":"A","text":"Okay."},{"start":4533270,"end":4931560,"speaker":"F","text":"So we are going to begin to share information about our academics. We started the year with inauguration of our Husky learning lab, which is a beautiful space we created for our students staff to comfortably work, learn, collaborate and engage in all the new learning that we are doing this school year. One of our biggest projects or initiatives is the 5050 biliteracy pathway model. For those of you who are not familiar out in the audience, this is where we use the Spanish and English simultaneously in our classrooms. Starting from kindergarten, we use our Spanish to strengthen English language. And as we go through the years, our students grow up being fully literate in Spanish and in English. It is a source of pride for us. Our students need to be able to complete compete globally. And we know that in this global world, two languages give you. Gives you a leg up. Also, our students get to keep that, that pride in who they are and their culture and their language. And we know that bilingual brains have more connections and our students think more. And so last year we focused on really post pandemic getting back on track, getting everybody aligned to what the 5050 biliteracy model is. El Mariela and Laura, our district TOSAs, were instrumental in getting our teachers to a lot of our new teachers to learn what the program is like and also to help us practice and figure out how we're going to piece everything together. This year with all the new initiatives with the assessments CLRP and fastbridge, the beginning of the year was a focus on how are we going to integrate integrate all these assessments and phonics programs into our thematic units that we're already using and fit it within our 5050 biliteracy program. And so we've already had two release days. Teachers have had a chance to practice what their schedules look like, use the new curriculum and reflect on how it's going and what our next steps are. We actually finished our last release day today and we're planning one for January. We are also engaging in iready days where we look at data and set smart goals. Another important initiative for us. As I think all of our colleagues here have seen, our students need a lot more social emotional support and we are continuing our our work with Kamoches for our Littles and working with We Are for the Culture for our fourth through eighth grade. That is a more culturally relevant program that is of high interest to our students. We have in the middle school fortunately added our music and STEAM programs. Our kids are very excited to have choice and are enjoying doing projects and playing music. One of my little girls today said, Ms. Guzman, Ms. Guzman, I finally got that note on the trumpet. I'm learning how to play music. She was so cute. And so it's something we haven't had at Hoover in the middle school for a very long time and it's very exciting to see that that passion ignite in our kiddos. We have also created created a space for targeted instructional grouping for our middle school so that our teachers can provide our students with targeted instruction at their level and really differentiate what the kids need so kids get pulled out into small group to either work on a particular need or enrich something that they're passionate about. We we are growing with staff this year. We have our literacy and ELD Tosas who are fabulous. They have been instrumental in rolling out our new curriculum and are working really closely with our teachers in the classrooms, modeling lessons after school, offering support so that they can unpack the programs and write lessons and then they will push into the classrooms, model lessons, co teach and it would be impossible to do this wonderful work without them. We are working very closely with our MTSS leadership team on setting goals for the year, making sure that we are engaging in cycles of inquiry, identifying where our greatest needs are, are analyzing data release days for this too, setting smart goals and identifying who our students with the greatest need are so that we can support them daily. We continue to support our middle our primary school with Music for Minors PE plus and we are on year two of our PBIA initiative with the San Mateo. Sorry, Santa Clara County Office of Ed. And continue using our Golden Paw tickets and open our Husky Mart. Thank you RCSF for providing money for funding our student store. Our kids love it. They're waving those tickets around. I got the ticket and store opening. We also offer a lot of support extended for our extended day. We have CAP tutoring, after school tutoring programs, Casa Circulo pal, bgcp, the Community Community literacy Volunteers, which is a group of volunteers from Costco who come over and tutor our kids in reading, one on one and other fun stuff like field trips and whatnot. But I've talked a lot, so I'm going to handle. Hand it off to Mr. Go ahead."},{"start":4940440,"end":5237010,"speaker":"E","text":"Okay. Good evening trustees, Dr. Baker and cabinet members. I'm Mr. Fang. I am the new assistant principal Hoover. So I'm excited to join this school community. I come from Fremont, you know, unified, so it's a very different community. But I'm very excited to be at Hoover. At Hoover. As a community school model, we are focused on providing opportunities for our students, families and community partners to come together. Recently we had an assembly with a partnership with Stanford Live and had La Dama come perform for our students. Ladama is a group of four women who are musicians, composers and educators from different countries and cultures of the Americas, Harnessing music from the respective countries of origin, Brazil, Colombia, Venezuela and the United States. The group utilizes traditional and non traditional instruments from across Americas with with a modern twist to write and produce land alternative music. So this assembly actually came and presented with our students and then a lot of students that we never really saw, like really jiving with the music. We saw them on the side of dancing. We have a lot of pictures and videos. This is really a way to bring music to our school. In addition, we, we do have the ice cream products program that is coming to teach music to the third to fifth graders. And we also have our music program led by Ms. Linford who is teaching students to play individual instruments. And she is also looking to create more after school opportunities for music like a school choir and things like that as well. So we're really pushing our music program as much as we can this week. On Tuesday, November 14, we had our recent event called Walk for Unity. Our students wore purple, walked to the field and entered campus together as a student school. This event is focused on Ruby Bridges, believing that the most important thing is uniting students. So as we walk together as a school, we are walking united into Hoover. That is why this walk is to school is so important because it is a call to action. This day will be a day of dialogue, encouraging students to participate in discussions about racism, bullying and youth activism on this day and throughout the school year as we continue to build connections and build community at Hoover. On October 27, Hoover held our first fall festival and we had many students and families come out to participate in games, eating together as a community, and also participating in the family dance and middle school dances that we had arranged for our students and families. This was open to our students, staff, families and the school community. It was a wonderful event to connect and build relationships with our school community community. So it gave our staff a chance to bring their families to really be part of this community. And also gave me a perspective that seeing the entire community together for the first time, other than like the more organized events, this is more a fun event where everyone can just come and have fun and relax and enjoy all the things that we all activities we have planned for them. Other events we've held or are planning to bring to families together include Maze Days, which we had in August. We did our Halloween Parade where we invited parents to come watch the students in their costumes. We are planning awards assemblies every trimester, but we're also looking to increase our awards only with our pbis. Be Respectful, Be Safe and Be Responsible. And also our Back to School Night. We are. We have a lot of partnerships who came and provided items and backpacks to our students. And then also Open House. We're looking forward to bringing more partnerships to come support our faculty families. And then we have our family Literacy night, Dia Del Nino, Safe Rocks to School Spirit days that are coming and more events in the future. In addition, we do have other organizations that support our parents as well. So One Life and pal, the Parent Project and Familias Unidas. Many of these organizations provide parent workshops and learning opportunities and classes so that they can educate themselves and learn new skills. Skills so that they can better be involved in our school community, but also feel that Hoover is somewhere where is home to them as well. So that's the goal of a community school model is to make sure we build that community and everyone belongs. We would also like to invite all of our trustees, Dr. Baker and Cabinet members to our Winterfest which is on December 15 from 6 to 8. We will have many activities and performances planned from students, staff and the school community organizations. Many of our students are very excited to express themselves with their talents and to show you what they've done to get to where they are. So this really Leads to them expressing themselves, showing them, showing who they are, and also being able to show their voice. So over to Mr. Gomez."},{"start":5240930,"end":5574590,"speaker":"B","text":"All right, so my name is John Michael Gomez. Good evening everyone. This is my second year entering Hoover, and I'm excited to continue to still be part of this community and grow with Mr. Fang here. So like Mr. Fang talked about, he mentioned student voice. So we know that student voice is really important. And so we have worked hard this year, and we'll continue to work hard to gather students voice, gather student input, and really just make students feel a part of a sense of belonging at Hoover. We want them to get involved. And so part of that every day, our day begins with our daily morning announcements. So part of that is having students rotate through and we actually have them read the announcements over the intercom in both English and in Spanish. Something new that we started this year is Hoover Live. And Hoover Live is our live broadcast of announcements where students or classes all across campus get to log in through Zoom and see their fellow peers read the announcements with the news background. And so we built this into the schedule so it's the first nine minutes of the day. Sometimes we also have guest speakers, talk about a lesson, talk about the role, and we invite any of you all to definitely come and join Hoover Live. So always looking for people to come and speak to our community. A few other highlights just to talk about include the continuation of our student council program. And so we continue that we had elections this year. We got election booths from the San Mateo county elections office, which is really neat to just have students participate and really want to hear their voice. We even held an assembly where students got to speak and run a whole campaign. So that was great to see. Our student council has also been instrumental in really providing a lot of involvement on campus. Like Mr. Fang mentioned, we held fall fest. And so we had. Most of our booths were actually ran by students and also some parent volunteers. We actually were able to purchase a cotton candy machine this year to sell the cotton candy. And it was cool to see just the students in there twirling the cotton candy. Lots of sugar rush too, by the way. In addition TO that, like Mr. Fang mentioned, we also held our first family dance at our fall fest. So it was great to see families come out. And that turned into our middle school dance afterwards. So again, again, really just hearing what the students want and have want on campus. In addition to that, you know, our student council has been instrumental in providing those sponsored spirit days, fundraising opportunities, and even a homeroom rally where we held different homerooms get to compete against each other and just silly games like musical chairs and they win some fun incentives. So that's been really fun to do. We also plan another, we're planning another homeroom rally very soon. Part of the community school is this year is really working closely with Michelle Griffith who I know is online listening to us shout out to her and being part of this community school advisory council. So with that it's essential to have students on that. And so this year we've had, we have two students shout out to Dania our seventh grade member and Devian, our eighth grade member who's been participating in that will continue to participate in that all year here. Clubs have been instrumental this year. This year we had a club fair where our middle school students were able to come out, get a sense of what some of the clubs that we have on campus and get to talk to some of the club advisors. We know that students, we want them to give the opportunity to go, you know, get to know teachers outside the classroom setting and just really get to have the opportunity to explore their interests outside those academics. A few club. Our clubs this year include chess club with Mr. Shop Sugar, GSA with Ms. Carrasco and our new folklorico club for second grade and up for with Ms. Moreno, our new ELD tosa. One highlight I like to mention thanks to the Redwood City Education Foundation RSEF for sponsor sponsoring our Husky Chill Zone. So that picture is that bottom left picture there. And so they gave us, we're able to provide us funding to be able to, to provide students a space to go to if they need some extra. Just a space outside the classroom setting. We know students learn best when they're self regulated, when they're calm and when they feel safe. So for students who just need that extra tier 2 level of support if they can't take a break in the classroom, just need a space. This space is our Husky Chill Zone. It's in the office. It's a place where they can just practice some independent self regulation skills. And so that's been a real hit this year and really just bring students, you know, centered and they're able to practice their coping skills. The ultimate goal is to get back to class as soon as possible. So again thank you ARCEF for that space. We've even had staff utilize that space. So I also invite you to come and just take a look at that. Another part of our student voice this year ensuring that we're able to hear them is a lot of our students really wanted some organized sports. And so this year we're fortunate enough to partner with boys and girls to club and parks and rec to sponsor our 4th and 5th grade girls volleyball team, our middle school girls volleyball team, and this season our 6th through 8th grade flag football teams. For many of our students, this is the first time that they were able to participate in some organized sports. And so we're very proud of their work this season and their dedication. We've also had additional sports leagues this year, including Bossy, which is the Bay Area Area Women's Sports Initiative. And we've also had Stanford come out and be part of the sports initiative as well. So with that, I'm going to turn it over to my colleague Alma Rosas."},{"start":5577950,"end":5578830,"speaker":"G","text":"I'm shorter."},{"start":5580750,"end":5614440,"speaker":"C","text":"So like Mr. Gomez emphasizes student voices. We heard them and now we have a variety of sports to offer. Parent voice is just as important as we continue to focus on the whole child child. We have to partner and collaborate with parents. We've created opportunities for parents for parent involvement and parent voice, like at our monthly Cafecitos with the principal, Dr. Baker was just there last month. We have the English Language Advisory Committee meetings. We have School Site council and like Mr. Gomez said, new this year, thanks to the California Community Schools Partnership Program"},{"start":5614440,"end":5615840,"speaker":"G","text":"grant, our advisory council."},{"start":5617040,"end":5624450,"speaker":"C","text":"The advisory council consists of psychology, parents, teachers, admin and students where we will convene to analyze data and together create"},{"start":5624450,"end":5626970,"speaker":"G","text":"a plan to serve the needs of our students."},{"start":5626970,"end":5630890,"speaker":"C","text":"And that will happen all year. Also new this year are the goal"},{"start":5630890,"end":5633770,"speaker":"G","text":"setting conferences which gave teachers, students and"},{"start":5633770,"end":5641610,"speaker":"C","text":"parents an opportunity to align on expectations and their aspirations for the year. And as a community school, we want"},{"start":5641610,"end":5643050,"speaker":"A","text":"to be partners with parents."},{"start":5643050,"end":5649280,"speaker":"C","text":"So we encourage them to get involved, involved, volunteer, participate in their child's learning, like coming to support in the classroom,"},{"start":5650000,"end":5651840,"speaker":"G","text":"field trips, community events."},{"start":5652400,"end":5656720,"speaker":"C","text":"We had a lot of parent volunteers come out for Fall Fest and we have already. We already have a lot of families"},{"start":5656720,"end":5657920,"speaker":"A","text":"signed up for Winterfest."},{"start":5659040,"end":5661120,"speaker":"G","text":"And just like True partners, we provide"},{"start":5661120,"end":5668640,"speaker":"C","text":"necessary resources in return like mental health services when parents can fill out their own referral form if they have concerns for their own children."},{"start":5669760,"end":5670720,"speaker":"A","text":"Safety net services."},{"start":5670720,"end":5697500,"speaker":"C","text":"We offer adult ESL classes via our partnership with Kenyatta College Village on Hoover's campus. We have morning Zumba with PAL coming up soon for our community, not just our parents. We have parenting and wellness workshops with the North Fair Oaks Library and it is a continuous ebb and flow of support between teachers, parents and admin. So we need parents on board and the way to do that is to uplift their voice and become true"},{"start":5700550,"end":5701350,"speaker":"G","text":"Any closing notes?"},{"start":5702630,"end":5759070,"speaker":"F","text":"Thank you. Thank you very much. I did forget something in my nervousness. I forgot to highlight that we have a dean of students who we're very privileged to have on our site. He's an admin and he is focusing on supporting our Tier 3 students who are not in special education. As we know, some of our kids have very vast needs, difficulty getting to school, difficulty regulating their emotions, academic struggles. And he is able to go out and do home visits and support the entire family in getting the child ready to come to school and feel like they belong and they are safe. So it's an added layer to what we. The robust services that we have. And Rob, very grateful for that. So sorry, Josh, but thank you very much that this concludes our presentation."},{"start":5761950,"end":5766830,"speaker":"D","text":"Thank you so much. And I'm going to go ahead and open it up for you guys to have any questions or comments."},{"start":5770190,"end":5821010,"speaker":"H","text":"Thanks for coming down and presenting Hoover to us tonight and telling us all the, you know, sounds like a lot of really wonderful things that are going on there. Thank you to everyone that's in the audience, both online and here in person as well, for. It was, you know, it's literally throughout all the slides, it feels like there's just a lot of talk about partnerships. I'm going to highlight the partnership with the parents and I really like that we're doing all of that family outreach. But of course we have the Boys and Girls Club, rcef, countless others that you probably mentioned in there. And that's kind of what community schools do, right? They have to bring in the community and external partners to be, be successful. So I like, I like seeing a lot of that. One thing I would love to hear just a touch bit more on was the Community School Advisory Council and what those students are involved in and you know, and sort of how that works. Maybe you could provide a little bit"},{"start":5821010,"end":5824290,"speaker":"G","text":"more detail on that as the lead of that."},{"start":5824290,"end":5825050,"speaker":"C","text":"No, I'm just kidding."},{"start":5825930,"end":5829530,"speaker":"G","text":"So we got the grant approved and"},{"start":5830330,"end":5861020,"speaker":"C","text":"we invited parents, teachers, admin and students to come and participate in this council. We are gathering once upon month and we are going to discuss data based on needs assessments that we are going to conduct. We just had our first parent focus group. It's anonymous. We get to hear what they, what their concerns are and what they see that their needs are for their children. And then we will assess that data and we will come up with a plan together on how to move the work forward."},{"start":5862300,"end":5891370,"speaker":"H","text":"Super neat. It'd be interesting to hear how that works out. Yeah, we're excited as it goes forward. And then I'll ask one more question on the academic slide. Thanks for diving into sort of the return back to the 5050 by literacy and, and how that's going and the support that's happening there. I think you touched on PBIS being the second year of implementation. Is there like one other on that slide that you think we should really hear just a little bit more about? There's a lot listed on there. I don't know if there's one that you sort of sit there and think like this one's really effective and I wish you all knew more about it."},{"start":5894260,"end":5984990,"speaker":"F","text":"I want to go back to our MTSS work. There is so much that we're taking on this year and it can be extremely overwhelming for, especially for our primary teachers. They have a new ELD program, a lot of new components for literacy and a new math program and they feel like new teachers this year. So coming together as a team and discussing, okay, how are we going to manage everything together, together, how are we going to collaborate, what are we going to prioritize, what are our kids needs and what are they telling us we need to focus on? I think it's super important. So we're being very intentional in how we take everything we have to do, look at the data for our students and determine where the greatest need is and how we are best going to support it. And I have to give a big shout out to all the TOSA at our site and the TOSAs here at the district office. They have been amazing in coming together, listening to our needs, creating different support plans for different teachers, differentiating instruction and modeling what we need to do for our students. We have a huge task ahead of us and we are strategically identifying what our next five years are going to look like so that we can get kids ready for high school and to compete at high achieving levels."},{"start":5986350,"end":5986670,"speaker":"B","text":"Great."},{"start":5986670,"end":5989230,"speaker":"H","text":"Thanks for sharing and again, thank you for the presentation."},{"start":5998510,"end":6056460,"speaker":"I","text":"All right, thank you. We, we take turns here. We try to be respectful in how we make comments. Anyway, thank you very much for your presentation. It's so nice to have four of you be here tonight speaking and thank you to the audience, all the different Hoover staff and volunteers and parents who are out there. Really great to see you and I know we have some online I will say tonight, I think with Hoover and Henry Ford, this is our biggest in person crowd we've had. So hats off to you. Getting people out on a rainy night, very impressive. It shows the support that you have at your school. And I always enjoy coming to Hoover. In fact, I Sent you an email this week that we'll talk. I'm hoping I can come out either Friday or soon. So whenever it works for you, I'd like to get out. I really enjoyed the presentation and the highlights. You know, I'm so happy that Hoover, along with some of our other schools, we are teaching Spanish and English. I agree. It's so valuable."},{"start":6056460,"end":6056680,"speaker":"E","text":"We work."},{"start":6056750,"end":6110330,"speaker":"I","text":"We want our kids to be biliterate, bilingual, successful in life. I love the way you talked about MTSs and some of the new programming that we're having, the new supports. I know we have talked about it. You are not always at our board meetings, all of you here in the audience, but we know that we've asked a lot of you. We are grateful for everything you're doing. You've taken on a lot this year. I know in talking to some teachers and principals and other educators working with students this year, you're already starting to see some of the benefits of that. So I'm hoping over the next year or two we're really going to see the fruition of all the hard work that everybody's putting in this year. And, and thank you for giving our professional development and our toes a shout out because they really deserve it and it's. It's always nice to hear that they are supporting those of you who are on the front line every day. So thank you."},{"start":6110570,"end":6111610,"speaker":"A","text":"I have."},{"start":6111610,"end":6169550,"speaker":"I","text":"As you know, I've always been an advocate of enrichment and I've wanted every one of our school sites to have enriching programs. So I'm so excited to hear about STEAM and music and other sorts of things that are happening at the school site. And I know our. You didn't really talk about it, but our ext. Extended learning opportunities, providing more after school programming for kids and that fun stuff, I mean that's how you learn is if you're really engaged and having a good time. So I appreciate that. Love that you gave rcf RCEF a shout out and particularly helping with the chill zone and the markets. And I know they have help with, I think mental health and some other things. So the, our local ed foundation really does deserve some credit for all that. And then the after school sports, I mean, I've always loved sports and, and I know that kids also enjoy that too. So I'm glad you've been able to kind of bring that back. So anyway, lots of great stuff. I don't really have any questions. I may have more when I come out to your site and visit. So thank you so much."},{"start":6169550,"end":6214940,"speaker":"F","text":"I do want to add one more partnership we're working on fostering. We have the Four Forest BGCP High school program next door and we are working to bring our eighth graders over. We kicked off the year with a visit to the, to this, to the clubhouse. And then they are invited to go over on Thursdays early before anybody arrives to do, to get tutoring and also engage in activities, use their sound studio, their. Yeah, the recording lab, their. All the resources that they have have their media centers, the maker space. And then on Fridays they get to go over and hang out with some of the high schoolers so that when they leave us, this is their home too."},{"start":6215420,"end":6240460,"speaker":"I","text":"You know, I'm so happy to hear that because I've been over to that site quite a few times and I think the Boys and Girls Club does such a good job and it's hard for kids to sort of enter a new thing if they haven't had that experience. So thank you for giving them that transition. That's wonderful. And then the one other thing I did want to talk about about was just the parent engagement. Thank you for highlighting that. As we know, we need everybody involved and I'm really happy that you're supporting the parents and family members as well."},{"start":6243260,"end":6285470,"speaker":"B","text":"Thank you so much. The, the partnership component really comes through loud and clear and it's amazing to see. The one particular I, I liked was the. The partnership with Kenyatta College for, for Adult English. I thought that was really nice to see. Club Fair sounds like fun. The. Was it the Dean of students, Josh, you know, taking that role in responsibility for MTSS tier 3 students who are not in special education was very interesting. I think that level of attention on the students who really need it the most is fantastic. And we know that things like home visits are highly efficacious for keeping kids at school. So"},{"start":6287300,"end":6287540,"speaker":"C","text":"great."},{"start":6287540,"end":6289660,"speaker":"B","text":"Thanks so much. I'll see if I can make the Winterfest."},{"start":6289660,"end":6290100,"speaker":"E","text":"We'll see."},{"start":6290500,"end":6291380,"speaker":"B","text":"Thank you so much."},{"start":6293060,"end":6317890,"speaker":"A","text":"So this is kind of a happy coincidence that we have Henry Ford and Hoover here at the same time because most of you know that I, my boys were at Henry Ford. We were at Ford for nine years. I actually had a son that went to Hoover as a transition time to another school. So we were also a Husky family for a while. And shout out to Ms. Jackie. I know she's in the audience right now, so I wanted to say, say hi. And actually my dad went to Hoover also."},{"start":6317890,"end":6318770,"speaker":"D","text":"Oh, wow."},{"start":6319650,"end":6327010,"speaker":"A","text":"Anyway, fun to have both the youth schools here at the same time. I don't have a whole lot more to add. I did have one question, but it was."},{"start":6327330,"end":6327730,"speaker":"I","text":"I know."},{"start":6327730,"end":6335090,"speaker":"A","text":"You said it. I just. My brain missed it. The Husky Learning Lab, was that a staff collaboration room or is it for students?"},{"start":6335890,"end":6412480,"speaker":"F","text":"It's for staff. So I'm a firm believer. Happy teachers, happy kids, you know, happy, happy wife, happy life. And because we're doing so much learning, we need a comfortable space. So we're always fighting for where do we meet, where do we do that? I mean, the staff development room kind of has adopted that space for themselves, which you're more than welcome. I love having you there because that means I get you. And so it's a space that is comfortable, that is adult, that's created for adults. It has flexible seating, and teachers can go in there during their prep time. They could go. We have our release days. If they're meeting with our bits of. If they're meeting with their bits of mentors, they can come in. So this is a space. We went to the Chang Zuckerberg center at the beginning of the school year, and I just. Just love how professional it feels. And so how. I thought, how can we bring a little bit of that to Hoover so that our teachers feel professional and important and like they have a space, their own classroom where they're learning. So that was the thought behind that."},{"start":6412480,"end":6449670,"speaker":"A","text":"That's amazing. I love that. Thank you for supporting your staff like that. I just want to say I'll keep it quick, but the music and steam and the clubs and the sports. I'm so happy that you have those alumni electives for the middle school students. We talk about, you know, our mission, you mentioned it earlier, sets that we create a. An environment for. A joyful environment for all learners. And I think that especially when they can pick their own classes and have those fun electives, adds to the joy in their learning environment. So thank you, everyone, for your presentation tonight. And I know you have a lot of staff online, too, so thank you to you guys."},{"start":6450070,"end":6450510,"speaker":"C","text":"Thank you."},{"start":6450510,"end":6452030,"speaker":"F","text":"My lovely staff, and I love you."},{"start":6454270,"end":6454830,"speaker":"D","text":"Thank you."},{"start":6454830,"end":6455630,"speaker":"C","text":"And thank you, Mr."},{"start":6455630,"end":6455870,"speaker":"I","text":"I."},{"start":6455870,"end":6456590,"speaker":"F","text":"You're amazing."},{"start":6460590,"end":6539980,"speaker":"D","text":"Thank you. And I won't repeat what everybody said. I do want to say, obviously, thank you to all the teachers that I, you know, we know that they're online. Thank you for staying up, you know, and obviously supporting your school, your principal. I appreciate your enthusiasm, and student voice is very important, but I also feel parent engagement is very important so that the student voice can actually be supported. And so I do appreciate everything you guys do. And as you know, you guys wrote a quote of, I guess a Parent mentioned they feel very proud and they feel that they belong. And so being a volunteer at Hoover makes them again, feel proud. And so that's actually very, very nice when you make the comment of that one student that told you she, I believe you said, was able to play a note on the trumpet. Trumpet again, that was very nice. As Alyssa said, not everyone gets to have those enrichment classes. So it's nice. And obviously they're middle schoolers trying something new. They might just really like it and continue on in high school. So I do want to say thank you for everything that you guys do do. Obviously you guys make Redwood City a great district. So thank you very much."},{"start":6543820,"end":6611470,"speaker":"E","text":"So Lupe and your colleagues. Lupit, I've been reading, meeting with the principals individually. So, Lupit, the I ready days and your smart goals were quite impressive. She shared me what they've been doing and. And she created her own. I will not call it a dashboard, but it's a spreadsheet of some sort. But it looks like a dashboard. It's color coded and everything. So thanks so much for bringing that up tonight because you can share that with your peers if they're interested in looking at that, because it does. As we spoke, we want to see the needle move. That's the expectation is not a whole year's growth, but we want to see growth. And the way you have gone forward and created these. This one was for, I know, for I ready days. But how you've gone forward with staff to look at that data and then determine next steps and what those smart goals will be and then the next time that you're going to assess again to see if they've been accomplished or not. Good work. Thank you so much for doing that. That's great. That's really."},{"start":6611470,"end":6622280,"speaker":"F","text":"And I have to give credit to Annie Cho, my amazing MT TSS Tosa, who created that for me. I won't take credit. She understood my crazy brain."},{"start":6622360,"end":6641130,"speaker":"E","text":"But you're really good with technology. So I just took it for granted that she did it. The other piece that was. I'd like to. And Mike brought this up is the advisory council who came up with that idea where it's a community, it's the parents, it's the students, it's the teachers. Teachers."},{"start":6641290,"end":6641930,"speaker":"F","text":"Yeah, it's."},{"start":6641930,"end":6644730,"speaker":"G","text":"It's written into the grant that was written."},{"start":6644810,"end":6667130,"speaker":"E","text":"Oh, the community grant. Right, right. Community school grant that was worked on with Michelle and group. Yeah, that's that a great grant. It was not given for new community schools. It had to be existing already. So that grant is $5 million, I believe over five years. And three schools have it."},{"start":6667690,"end":6668090,"speaker":"B","text":"Four."},{"start":6668170,"end":6693260,"speaker":"E","text":"Four. Yeah. But I. I was saddened by. We couldn't give it to the new ones also. It just wasn't written in that format or the grant wasn't presented in that manner. It has to be your existing schools for several years, and you had to show what you had been doing over those years to have this additional money. So. So that's. That's great. And the other one that I like, the Husky Chew Zone."},{"start":6694060,"end":6694940,"speaker":"F","text":"We all love it."},{"start":6695580,"end":6696380,"speaker":"E","text":"That's really great."},{"start":6696380,"end":6697260,"speaker":"A","text":"Baby over here."},{"start":6697500,"end":6707100,"speaker":"E","text":"Oh, is that what yours, John Michael? Yes. Oh, it's fantastic. That's great. We all need to chill zone sometime. Believe me, sometimes more often than not."},{"start":6707180,"end":6732840,"speaker":"B","text":"And again, huge shout out to RCF for just part of our RSF grant was to be able to sponsor that and provide the materials. And there's a lot, tons of sensory stuff. So if you think of a sensory room, there's weighted stuffies, weighted blankets, There's a couch in there, beanbag, and there's sensory bins. Because we know students, you know, really like just fidgets and so just a lot of that, those types of materials. Sound machine. There's ocean waves. And so it's a great place."},{"start":6732920,"end":6735000,"speaker":"E","text":"Yeah, I have to check that out. Next time I'm there."},{"start":6735320,"end":6738600,"speaker":"F","text":"If you're stressed out, just go sit there for five minutes. You'll feel better."},{"start":6740360,"end":6750450,"speaker":"E","text":"Well, thank you all so much. It was great to have your report. And for those online, thank you for joining us and for you for. Thank you so much for presenting. Thank you. Next."},{"start":6759570,"end":6764450,"speaker":"C","text":"Okay, so next we have Henry 14, Ms. Knopf, and Hema."},{"start":6774850,"end":6797580,"speaker":"G","text":"All right, so good evening. President Marquez, Superintendent, Dr. Baker, board members, cabinet members, and all the teachers that are here tonight is very impressive. So thank you for being here and all the ones online. This is what you guys. I'm Jennifer Knopf, the principal at Henry Ford."},{"start":6797900,"end":6801020,"speaker":"D","text":"Hi, I'm Gemma Sanchez. I'm the assistant principal."},{"start":6801840,"end":6802800,"speaker":"A","text":"And I'm Marianne."},{"start":6802800,"end":7067600,"speaker":"G","text":"I'm the school counselor at Henry Ford. Mental Health counselor. And our newcomer teacher was supposed to be here too, but she wasn't able to at the last minute. So just an FYI. All right, so we actually did our presentation last. Last year. And so I was like, guy, that was just not that long ago. But so much has changed. It feels like it's been five years. We have five new classes this year. A STEAM teacher, a garden teacher, a TK, a TK SLC, and a K2 SLC. So we're adjusting to having three and four year olds on campus. But it's a lot of fun. But they're little, little people with very fast little people. It's an adjustment and as you know there's a lot of new curriculum. So that's really been our main focus is learning the curriculum and getting it implemented. The staff works really hard to get the math program going and the routines and they're embracing them. Move from the I do, we do, you do to you get to do it first. So that's a change. But whenever we get in the rooms we see kids talking to each other, working in small groups in showing their work in different ways. Whether it's pictures, numbers or words, whatever makes sense to them. Oh yeah, please. Yeah, I'm on this one. So I've kind of talked to teachers about like what do they like about it? And they like the concepts develop slowly, slowly and incorporate group work and that they apply to real life situations. They also really like the slides because it guides the class through the lessons and warm ups and synthesis and they find them to be very user friendly. The kids also like them. So talking to kids, they say they like the slides because it tells them what to do. So if they're not paying attention they just look right up there and it's like oh, group work time. But they also really like that they get to do a problem alone but then they get to talk about it and if they did it differently, they talk about why and how they found it. So the kids are enjoying that engagement piece. We're also, we started last year Hegarty, but we're doing it school wide now. So Heggerty is being incorporated into our benchmark ELD program as well as ufly and we're administering all the new assessments. We really like them, just not the amount of time it takes to do them, but especially the bpst. So that one is, it's very specific data. So it has helps you figure out who's struggling and what intervention they need and helps staff or the teachers make their small group or modify their instruction. It also helps them order the sequence. And teachers say they like it because they figure out like what they need to teach and why. Like why was this kid understanding what the kids need to already know and don't know? I think I talked a lot about our WIN program last time so we're still doing that but the BPST has made it much more efficient. So our win is for first and second grade and then third, fourth, fifth, three days a week for 30 minutes school wide. Everyone takes Kids, me, the resource teachers, our guest teacher, our Tosa, our newcomer teachers, everybody. And so before we would use the fnp. So like the ones, or I mean A's or B's, but they, it didn't tell you exactly what that meant. So they were getting intervention, but now you can see, oh, these kids need help with, I don't know, give me an examination. Final E. Final E. Thank you. Or digraphs."},{"start":7068000,"end":7068360,"speaker":"A","text":"Right."},{"start":7068360,"end":7138980,"speaker":"G","text":"The specific skill. And so Gemma actually went through our intervention materials and found the lessons that align exactly with that skill. So the kids are brought in, they work on that one skill. We reassess them. They're all moving because they're being taught the one skill. Not something they don't need. Because we just started doing our second round assessments and every student's moved at least one to four levels. So it's, it's going well. And we get a lot of feedback on our panorama from parents that we do a lot for our struggling students, but not our students on grade level and above. That's always kind of been a concern. So when is also an opportunity to do that? Because everybody's going somewhere, no one's missing anything. But kids who are on grade level or above get an opportunity to maybe go deeper into the curriculum or everyone has an area they need to work on, but at their level. So everyone on campus is getting targeted instruction. Let's see."},{"start":7139210,"end":7139450,"speaker":"E","text":"See."},{"start":7142970,"end":7146010,"speaker":"G","text":"Oh, so that newcomer part I'm going to do for. For that."},{"start":7146650,"end":7147050,"speaker":"C","text":"So"},{"start":7149770,"end":7155730,"speaker":"G","text":"we have a Newcomer teacher. Thanks to whoever bought them this year"},{"start":7155730,"end":7156810,"speaker":"C","text":"for us, paid for them."},{"start":7158890,"end":7191360,"speaker":"G","text":"And our newcome teacher pulls our newcomers every day to provide ELD and she also also pulls groups during win because we were finding our upper grade students were getting eld, but they weren't being taught to read in English. You have to be taught some rules. It's not an easy language. So they're getting both and that's really helping. We also purchased subscription to Imagine Learning, which is grade level content."},{"start":7191510,"end":7191750,"speaker":"C","text":"Content."},{"start":7192630,"end":7257850,"speaker":"G","text":"But you can translate the directions or the instructions or whatever you want into your language. So we do that during centers and we're rolling out it so that if any family doesn't have a computer at home, we're going to lend them that in a hotspot. So families are always asking what can we do more? So this is something families can do at home as well. Our newcomer teacher also is a resource to the staff. You know, help modify lessons, bounce off ideas. And I think most importantly, she's a safe place. She doesn't have to but her room is always open at recess and lunch. And so especially those first few weeks when a student comes just to have a place to go, someone you know cares about you, you and other kids that speak the same language. And so it's, it's a really nice safe place for our newcomers. Next up, next slide."},{"start":7260249,"end":7261130,"speaker":"C","text":"Good evening."},{"start":7261690,"end":7263170,"speaker":"D","text":"I'm just, I first want to say"},{"start":7263170,"end":7265410,"speaker":"F","text":"that I'm so happy to be part"},{"start":7265410,"end":7266810,"speaker":"A","text":"of Redwood City School District."},{"start":7267370,"end":7333330,"speaker":"D","text":"And I think I found my people here as I amazing school. I mean they just took me in and made me feel like family right away. So I'm going to talk to you about some of our amazing school events and programs that we have at our school. So for enrichment courses, they help our students to practice creativity, problem solving, public speaking and social skills. We have a beautiful garden where students learn about horticulture. We also have music for minors, art and act collection, library and PE. All four 21st century skills can be seen and steam. Yes, in our, in our Richmond, critical thinking, collaboration, communication and creativity are practiced in our makerspace with our incredible teacher, Becky Fouch. I've been in her classroom several times and every time I go in there I wish I was a child again. Because the thinking that's going on, if I feel like if I was exposed to that, like maybe, you know, who"},{"start":7333330,"end":7334370,"speaker":"F","text":"knows what I would have become."},{"start":7334370,"end":7337890,"speaker":"D","text":"Maybe an engineer. When I walk in, I saw one"},{"start":7337890,"end":7339530,"speaker":"F","text":"time, one moment I walked in, I"},{"start":7339530,"end":7351050,"speaker":"D","text":"saw a student up in front sharing her engineering design with a microphone in hand. I mean talk about public speaking. All the kids were attentive and watching."},{"start":7351450,"end":7356000,"speaker":"F","text":"And then Becky paused and allowed the rest of the class, class to think"},{"start":7356000,"end":7357480,"speaker":"D","text":"about that design and think about how"},{"start":7357480,"end":7360680,"speaker":"F","text":"they would modify it, if they would make changes to it, if that was their design."},{"start":7361160,"end":7493000,"speaker":"D","text":"And she also gives them so many opportunities to differentiate that question. So I just thought that was just amazing. Right after school at Henry Ford, we offer our families a variety of after school programs which by the way are free thanks to a grant, an ELOP grant and or school for funds. To date, students have participated in martial arts, basketball, soccer, choir, cooking, chess, girls on the run, which in fact just recently we have our girls on the run coaches here. They, yes, they just ran a 5K in San Francisco and completed it. So I hear running builds just so much self esteem for everybody and, and it's a great free sport to have as you grow up. Poetry and crochet. And we are working on adding ballet, world culture classes and ukulele and maybe more. I'm still, I'm always looking for some more pbis. PBIS is not new to Henry Ford. But with changes in staffing, our PBIS team decided that we needed to start fresh and rebuild PBIS with our current team. The PBIS team presented to the staff the why behind pbis. Next, the PBIS team reviewed our behavior incident data. Anytime there is a behavior incident, we record who, what, where and when the incident occurred. Our data indicated that most behaviors are occurring at the lunch tables. And so we decided that this would be our first focus. Our next goal was to create a new matrix that outlined our behavior expectations so that we would have buy in at a staff meeting. Grade levels collaborated to come up with positively stated rules. We are respectful, we are responsible, and we are safe. A rough draft was sent out to staff to comment and revise and add images to make the rules accessible for all. We have also asked the class classified staff and students to ensure that everyone"},{"start":7493000,"end":7494480,"speaker":"F","text":"has a voice and buy in."},{"start":7495360,"end":7536450,"speaker":"D","text":"After we finalize our matrix, we will order large versions to display by our lunch tables. We are excited to share that we are currently working on a kickoff video to show our students. To show our students. The video will feature our students correctly following the rules. And our naughty teachers and principal here will be doing everything incorrectly just to add a little humor and to make the rules memorable for our students. So lastly, we are streamlining our reward system. And we all agree that we're going to go slow because we want to do it right and we want it to stick and be successful. Okay, so next slide."},{"start":7537250,"end":7538290,"speaker":"G","text":"Can I just say one?"},{"start":7538370,"end":7539330,"speaker":"D","text":"Sure, go ahead."},{"start":7540050,"end":7578160,"speaker":"G","text":"Because it came up, I think at a few meetings that a lot of teachers are concerned about the. As much as they love enriching, it's cutting into the curriculum. So we're working, they're collaborating a lot to make it align. Like in gardening, they're doing scientific method journaling, makerspace, they're all, even the library, they're reading books about what they're studying. So we're trying to make it not a loss of. So it's still. They're still getting the curriculum, the contents in while they're in these classes. It's kind of hard to do with music for minors, but everything else."},{"start":7579840,"end":7581240,"speaker":"C","text":"Yeah. All right."},{"start":7581240,"end":7604800,"speaker":"D","text":"I'm going to speak briefly about the goal setting conferences. The teachers at Henry Ford are dedicated and passionate about education and they truly are. First thing I noticed about them when I met them, no matter how much they are asked to do, they want to do it well. And in a way that is most impactful for Our students, students, our teachers collaborated within and across grade levels to"},{"start":7604800,"end":7606960,"speaker":"F","text":"decide on how they would implement goal"},{"start":7606960,"end":7625400,"speaker":"D","text":"setting in their grade levels. Many teachers guided students to choose both social, emotional and academic goals. We presently have a survey out to teachers to find out how their conferences went. We will use their feedback when preparing for our future goal setting conferences. Thank you, Marianne."},{"start":7628690,"end":7629530,"speaker":"A","text":"Hi everybody."},{"start":7629530,"end":7635970,"speaker":"G","text":"I'm so excited to be here in my Henry Court blue, representing my team out here."},{"start":7639170,"end":7640770,"speaker":"A","text":"So I'm going to be talking about"},{"start":7640770,"end":7643970,"speaker":"G","text":"student voice, which is so important at Henry Ford."},{"start":7643970,"end":7647250,"speaker":"A","text":"We really value what our students think and we want to make sure that"},{"start":7647330,"end":7648850,"speaker":"G","text":"our ed, the things that we're teaching"},{"start":7648850,"end":7650290,"speaker":"A","text":"them are relevant to them."},{"start":7651650,"end":7658910,"speaker":"G","text":"So one of the first things I want to talk about is the Panorama service survey. So as I mentioned, we find a"},{"start":7658910,"end":7666710,"speaker":"A","text":"lot of value in hearing what our students have to say and what they think. So one of the things we do at Henry Ford after the Panorama survey"},{"start":7666870,"end":7670390,"speaker":"G","text":"is distributed is we give out another"},{"start":7670470,"end":7678190,"speaker":"A","text":"survey, a post survey, so that we can collect more data. We think that hearing student voice and"},{"start":7678190,"end":7682570,"speaker":"G","text":"the data, the collection piece, is so important so that we can have an"},{"start":7682570,"end":7690610,"speaker":"A","text":"accurate read on how students are feeling on our campus and how we can modify our programs to better fit their needs. Oh, thank you."},{"start":7690610,"end":7691810,"speaker":"G","text":"That's really helpful."},{"start":7693250,"end":7697250,"speaker":"A","text":"Should have adjusted it. Okay. Anyways, another thing we do on our"},{"start":7697250,"end":7709100,"speaker":"G","text":"campuses, we have student council and we have our lovely teachers here who run student council. And our student council on our campus is so important because they help make big decisions."},{"start":7709170,"end":7715090,"speaker":"A","text":"Decisions like what our spirit days will be so exciting, what our dress up"},{"start":7715090,"end":7716210,"speaker":"G","text":"days are going to be."},{"start":7716770,"end":7729170,"speaker":"A","text":"They also help decide what charity projects we get involved with and what fundraisers we do on our campus. In addition to that, we have them doing morning announcements as well."},{"start":7729170,"end":7733890,"speaker":"G","text":"It's really exciting hearing them on the loudspeaker."},{"start":7734450,"end":7736610,"speaker":"A","text":"In addition to that, they go into"},{"start":7736610,"end":7739890,"speaker":"G","text":"the lower grade classrooms and they present"},{"start":7739970,"end":7749670,"speaker":"A","text":"on the events that we have coming up around our campus, which is really exciting. And finally, about our student campus or"},{"start":7749670,"end":7753590,"speaker":"G","text":"student student council, it's really important because"},{"start":7753590,"end":7759590,"speaker":"A","text":"they represent the thoughts of the student body and they bring voices and ideas"},{"start":7759590,"end":7761990,"speaker":"G","text":"into the mix and it's really, it's"},{"start":7761990,"end":7763550,"speaker":"A","text":"really helpful to collaborate with them."},{"start":7764910,"end":7765990,"speaker":"G","text":"The next thing that I want to"},{"start":7765990,"end":7775270,"speaker":"A","text":"talk about is our kindness box. We have a kindness box on our campus that was actually Ms. Knopf's idea. And with our kindness box, students get"},{"start":7775270,"end":7778430,"speaker":"G","text":"to write notes about kind things that are done around campus."},{"start":7778510,"end":7788870,"speaker":"A","text":"And it's really cute getting to, to read every morning on the announcements, what it is that they wrote and Some of the things and ideas that they have to share. And our kindness box is really important"},{"start":7788870,"end":7791510,"speaker":"G","text":"on our campus too because it reminds"},{"start":7791510,"end":7796910,"speaker":"A","text":"students that, you know, it's really important that we treat each other well and"},{"start":7797230,"end":7799650,"speaker":"G","text":"things we can do do to be kind around campus."},{"start":7801490,"end":7818530,"speaker":"A","text":"So that's been really good. Another thing that we have on our campus is SEL lessons in our K through TK2 now we do SEL weekly and in our 3 5, we do SEL every other week. And we really work to collaborate with"},{"start":7818530,"end":7820170,"speaker":"G","text":"teachers to make sure that the lessons"},{"start":7820170,"end":7822450,"speaker":"A","text":"are relevant and they meet the needs of the student."},{"start":7823490,"end":7826410,"speaker":"G","text":"In our lessons, we try to teach"},{"start":7826410,"end":7837090,"speaker":"A","text":"confidence to students and making sure that they feel valued and respected for who they are and that they can respect express themselves around campus."},{"start":7837650,"end":7840530,"speaker":"G","text":"We also teach them how to deal with adversity."},{"start":7841570,"end":7846490,"speaker":"A","text":"As I mentioned earlier, our lessons are created and selected based on trends we"},{"start":7846490,"end":7849970,"speaker":"G","text":"are seeing in each grade level and in collaboration with the teachers."},{"start":7850610,"end":7852170,"speaker":"A","text":"So we try to email our lessons"},{"start":7852170,"end":7853370,"speaker":"G","text":"ahead of time and try to get"},{"start":7853370,"end":7864900,"speaker":"A","text":"feedback from them on what they think could be tweaked. And we also like to ask students what they would like to learn about and what subjects are important to them. So that's another key component for student voice."},{"start":7866260,"end":7867500,"speaker":"C","text":"Finally, one of the other things I"},{"start":7867500,"end":7872259,"speaker":"A","text":"wanted to talk about is our mental health campaigns. We actually have one running right now on kindness."},{"start":7873700,"end":7892200,"speaker":"G","text":"And it's a time where we can focus on different characteristics that we want students to value. We do lunch activities, dress up days, recess activities, and it's a good time to focus on different messages and mental health messages. Oh, and then there's one more thing. We also have lunch clubs on our"},{"start":7892200,"end":7893880,"speaker":"A","text":"campus, which is really exciting."},{"start":7894520,"end":7897320,"speaker":"G","text":"We have a de stress club where"},{"start":7897320,"end":7900360,"speaker":"A","text":"students can come and relax and take"},{"start":7900440,"end":7902400,"speaker":"G","text":"20 minutes of lunch after they eat"},{"start":7902400,"end":7907920,"speaker":"A","text":"to just be able to be students and kids. We have mindful art club where kids"},{"start":7907920,"end":7918460,"speaker":"G","text":"can come participate and do some art activities. We have a lunch bunch where kids can come socialize. So we have so many wonderful things happening around campus tied into student voice."},{"start":7918460,"end":7920460,"speaker":"A","text":"So I'm excited that I got to share some of them."},{"start":7925659,"end":8196240,"speaker":"G","text":"Are we okay on time? This last one's short. Okay, so the last one is parent outreach. You know, I just feel like we're really lucky. Henry Ford for one. It's a very diverse school, but it's the most involved. The parents are involved, just nice families. Some parents I feel like are full time employees because they're there so much. They. They just do. They bring so much to the school. Art in action project cornerstone. Just anything and Everything, the garden, it's all parents. So reaching parents, like probably should get a job with class dojo, because I love it so much. But it just really works. It is. Once you sign up, you roll over and It's. We've got 98% of our parents signed up. And I think I talked about this last time too. But there's a picture. Like it shows you how many people looked at it, how many translated. There's a place for comments, comments, and then each teacher has their own same one. I think one of the best things about it is how easy it is to communicate with me and the teachers. That's how all the parents communicate with me now instead of having to look up my email address, you know, it's like an extra step. So that really works well, the PTA newsletter, they just pull everything they read, everything that is sent out, Dr. Baker's newsletters and I don't know, they just know everything, everything. And they put it all in one place. So that's great. We have elac, site, Council, pta, Cafecito, all the the usuals, Panorama survey. It doesn't always apply. Like one is academics. How do you feel? And the question is how worried about you are about vaping. Like that's the only question. So some of them don't really apply to elementary school. So I really liked the comments. So I spend the majority of my focus on that. But what stuck out this time was parent. The question about, do you talk about school with other parents? Are you in clubs? That area was low. So I'm going to do some outreach to find out why and what we can do different. We're going to start with surveys, but it's the ones that who don't do the surveys that we want to get the information from. So we're thinking about calling, doing it while they're pulling up and dropping off their kids. Like really hearing from the families that we don't hear from. Because I want to know what we can do differently. Is it the time? Is it, you know, is it the topics? Like, what can we do to make you to make it easier for you to join and attend? We have a lot of events and we purposefully design them to be inclusive and free. So for example, Halloween parade, fall fiesta, winter concert. It was a fire hazard indeed. So this year we're renting Sequoia because we needed more space. The Valentine's Day dance, pasta dinner, a variety show. The Kinders do a ice cream social for the incoming and outgoing parents so they can meet and ask Each other questions. But basically, you know, you know, you can look around. This is just a dedicated staff who is willing to do whatever needs to be done to take to meet our students needs. And I think also I want to say thank you to you or whoever's making the decisions about how the money's being spent. Because having a guest teacher, having resource teachers, having a counselor, having an assistant principal, having these people on campus makes it so we can meet their needs because the teachers can only do so much. Right. And so I feel like when someone comes to us, 99% of the time we're able to help them whether it's transportation or counseling or whatever. So it's, it's really nice to have the extra resources on staff. So that's all like that."},{"start":8196640,"end":8200960,"speaker":"D","text":"Thank you. Thank you so much."},{"start":8202240,"end":8202880,"speaker":"E","text":"Go ahead."},{"start":8204000,"end":8209510,"speaker":"B","text":"There's so much I loved in that presentation. Just the school spirit. You can just feel it right here in the room."},{"start":8209660,"end":8209900,"speaker":"E","text":"Room."},{"start":8210780,"end":8286250,"speaker":"B","text":"The combination really of the quantitative rigor of all those different assessments, as much of a pain in the butt as they are to administer and wanting that data, wanting to know the data that's missing, who are the people who were not surveying here is just absolutely fantastic. And then combining that academic rigor with the qualitative compassion and enthusiasm. Enthusiasm is just like something that's a really fantastic theme. You can go too far in either direction. It feels like your team has really figured out how to split the middle in a really nice way. So I really liked that going through the SPSAs. 77% of the folks surveyed indicating that there are rigorous expectations in the school. And again I can see that the rigor is telegraphing which is just fantastic. I really appreciate it as well in the deck, having the linked kind of sub deck so we can go and kind of paw through them as well and you know they're ready to be dismissed. Signal from the students was, was, was fun. I gave away my only donut in the kindness box. Even though you're not supposed to give away food. Right? Allergies. Yeah."},{"start":8286250,"end":8287370,"speaker":"E","text":"And it's. I don't."},{"start":8287930,"end":8362390,"speaker":"B","text":"But I thought that was, was great. And just like to tie back to the study session that we had before this about the importance of phonics. Just the real call out of bpst. People who are on. On the call here may not know what that acronyms were. That's the basic phonics skills test and is like a critical component of making sure that kids are making good forward progress on literacy. And so the fact that you're finding the outputs of that actionable in terms of how to address reading needs in students and integrating that already is just. It's great. And it goes along with the brain. Big theme of what we care about here in. In the district. So I really interested to hear about, like, what a big fan you are of class dojo and just want to make sure that if there are particular things that your school is doing with class dojo, the other schools could. Could learn from and adopt those best practices. So I'm not sure I've heard that as a consistent theme for other schools in the district. Would be wonderful. We could sort of spread that knowledge. I'm glad to hear that our elementary students aren't vaping. It's not a concern for us. Yeah. So just like, lots of like, wonderful best practices here. Thank you so much for combining the quantitative rigor. Like, are we really teaching our students well? Do we have the data that we need with just the qualitative love and joy that really shines through? So thank you."},{"start":8369510,"end":8370870,"speaker":"E","text":"Okay, great."},{"start":8371350,"end":8375670,"speaker":"H","text":"Yeah, thanks for the presentation. It was great to hear about Henry Ford and everything that's going on there."},{"start":8376500,"end":8376700,"speaker":"E","text":"Yeah."},{"start":8376700,"end":8379060,"speaker":"H","text":"That just working kind of backwards through the presentation."},{"start":8380660,"end":8381020,"speaker":"E","text":"Yeah."},{"start":8381020,"end":8441330,"speaker":"H","text":"You're doing something magical with class dojo. 98% is a pretty good adoption rate for it. So that's. That was really neat to hear. You know, I love hearing about the lunch clubs, the SEL activities, the kindness box, the student council, and then all the enrichment and the SEL events. And thanks for clarifying how, you know, the enrichment. You know, we're big supporters of. I. I don't want to say speak for everyone. I'm a big supporter of enrichment. I think it's a great thing to bring into school. But I'm glad that you're finding ways that makes it also so that it doesn't feel like we're then crunched in the academic time to be able to get that stuff to fit in. And for clarifying that, I did want to say thank you so much for diving into how you're using BPST and when and using that in the classroom. I mean, we hear about these assessments, but it's really nice to hear like, these really specific examples of how the implementation is working. Working or not working in other cases, but in this case it sounds like it is working and sort of running us through that detail. You know, I could almost picture it."},{"start":8441330,"end":8441570,"speaker":"B","text":"Right."},{"start":8441570,"end":8464940,"speaker":"H","text":"And visualize how that was coming. Coming together. And it's really helpful to hear some of these things in practice. The one question I wanted to ask was, you Kind of mentioned this at the end that you are getting a lot of support to be able to address students needs and things like that. But then does the, is, does our teaching staff feel like they're getting the support to do all of the implementation of these new curriculum. Curriculums. Is that stuff being met? Is it. How is that going?"},{"start":8468220,"end":8479340,"speaker":"G","text":"I think the days are set up, but I think how we do them, maybe a little more flexibility for teachers to work together instead of."},{"start":8480700,"end":8481020,"speaker":"C","text":"But."},{"start":8481020,"end":8481980,"speaker":"G","text":"But it's, it's working."},{"start":8482940,"end":8483420,"speaker":"C","text":"Yeah."},{"start":8484540,"end":8489470,"speaker":"H","text":"Room for improvement. But maybe, you know, like nothing. Nothing's perfect of course. Yeah, nothing's perfect, of course. Okay."},{"start":8489470,"end":8490310,"speaker":"D","text":"Yeah, great."},{"start":8490310,"end":8490990,"speaker":"F","text":"Add to that."},{"start":8490990,"end":8491950,"speaker":"C","text":"Yeah, yeah."},{"start":8491950,"end":8508030,"speaker":"D","text":"We're helping each other too. So we have a strong team here, as you can see. And if we're available then we go around and we support teachers and we. To give. Help them with their assessments if they want that help. Many of our teachers prefer to give"},{"start":8508030,"end":8510870,"speaker":"A","text":"the assessments themselves, which of course is"},{"start":8511110,"end":8513310,"speaker":"F","text":"excellent because that's all the fun."},{"start":8513310,"end":8525680,"speaker":"D","text":"I think it's really fun to do the reassessments because you get to see the growth both and that's the excitement and the fireworks for me is to see that. So yeah, we are a team and anyone who needs help, we come to"},{"start":8525680,"end":8526920,"speaker":"A","text":"their aid and help them."},{"start":8528760,"end":8634500,"speaker":"E","text":"I think, Mike, to answer your question, and I know the Henry Ford staff, known many of them for many years, I think the support is needed in the classroom, especially when you're talking about giving the assessments. There's only so much time during the day. And before at one time we used to have a sub come into the classroom and the teacher could give the assessment. Correct. And that's when we did have a lot of subs and it was a lot easier at that point in time. Right now I get that they would rather give the assessments themselves and somebody else, Jen or Gemma come in and give the assessment. It's best if the teacher does because you get to see. See what's missing. Where the, where are we not moving the needle and then when that needle moves. Oh my God, that's great. I did it. So whatever we can do to get more substitutes in this district. And I know I talk to Wendy about this all the time. Does it mean we up the ante again? But that's what they need. It's not that they're not willing to do the assessments. They want to see the assessments. They want to see where the kids. Kids are and where do they need to be. Because if you don't know and you're spending time spinning Your wheels. Hoping and wishing, but I need more support. That's where I think we need to really look for that. And we did it with the guest teacher, and that was a. That was wonderful. But sometimes those guest teachers need to be in the classroom. I know. Especially if you don't have a sub. So that's probably what you'll hear me say as I. We come down these recommendations after we see the budgets and everything. And then Rick will run hiding. No, I'm kidding. I'm kidding."},{"start":8634900,"end":8635340,"speaker":"H","text":"Got it."},{"start":8635340,"end":8635700,"speaker":"E","text":"Thank."},{"start":8636020,"end":8651800,"speaker":"G","text":"I think, too, it's the loss of instruction. Like, you know, we look at absenteeism. Teacher absences have just as much as impact as student absences. And so pulling a teacher to test or pulling a teacher for whatever the kids are losing."},{"start":8652590,"end":8652910,"speaker":"C","text":"So it's."},{"start":8652910,"end":8655310,"speaker":"G","text":"It's just such a hard balance. It's hard to balance."},{"start":8655870,"end":8657470,"speaker":"H","text":"Got it. Thanks for the explanations."},{"start":8662830,"end":8687180,"speaker":"A","text":"Thank you so much. Thank you, the staff, for being here. Where was I going to start? I don't even know. I love Henry Ford, and you are such a dedicated staff. You. You are the one school that everybody shows up for the board reports, and you're always in your Henry Ford shirts. And it's just because that's the culture."},{"start":8687180,"end":8687860,"speaker":"F","text":"That's the."},{"start":8687860,"end":8784340,"speaker":"A","text":"That's the family of Henry Ford. So I appreciate that. And I know everybody's tired and wants to go home. I thank you for your presentation. I love just where Henry Ford is at now from, you know, the earlier days that I knew Henry Ford. There's so many. So there's so much being offered that I'm really excited about. And on one of those slides, I think it was the kindness box picture. There's a. The. The board above it, the glass case. Is that the one right when you walk into this, there's no blue sweatshirt there anymore. Wow. It's. It's like. It's so exciting. I love it. I think Marianne can give a presentation on anything, and we would all get super excited. So, Marianne, I think you. You have a gift, and it's. It's amazing. I did want to say with the Panorama, we know there are some questions that aren't relevant. So with panorama, we. We pick. We can pick this subject, the group, the groupings. So, for example, like school safety or parent involvement. But you can't pick the questions within that. You just have to go with their cache of questions. So we've over the years tried, well, let's do a different category. Let's do this. We. There was a time we were doing like seven or eight categories and it was a very long panoramic survey. So yeah, there's going to be questions in there that aren't relevant. We know that. And unfortunately there's nothing we can do about it. So. All right."},{"start":8784580,"end":8840440,"speaker":"I","text":"Thank you so much for the presentation. I really appreciated it. And thank you to all the teachers and staff who are here today. Tonight, you. Henry Ford is a very fortunate school, I think particularly as Janet said, but all of our, my colleagues here, the experience, the longevity, the dedication, showing up for the kids and it really comes through when I'm visiting the site as well as in your presentation. And what we hear about Henry Ford is just you're doing whatever it takes for the students. Right. And you have the support of the parents and the families, which, you know, thanks for highlighting that. I do know some of the parents there. They are full time volunteers. Right. That's what they're doing for their job right now. They're dedicating it to Henry Ford. So you on the beneficiary of that. And I won't repeat everything that my colleagues said, but I did. I appreciate your sort of honesty and"},{"start":8840520,"end":8840920,"speaker":"A","text":"your"},{"start":8843240,"end":8885200,"speaker":"I","text":"selection of talking about some of the instructional work that you're doing. Thank you for doing. It was great to hear about class dojo and the communication again, I don't think that we've heard the. How successful that's been for you, but I do want to make sure that you know, I know there are other school sites are using it but if there's some. If there but maybe not to the, to the fidelity. And you know, we always talk about how important communication is and if you found something that works, maybe that's something you could talk about about. You know, we always want to share when we hear best. We hear. We get to hear best practices sometimes first here. So anyway, maybe you can. Well, you want to say."},{"start":8885200,"end":8895120,"speaker":"E","text":"I don't know, we can definitely, we'll definitely share it at principals meeting but superintendent's advisory. And I told you this during our meeting. You have parents, weren't you."},{"start":8895120,"end":8896280,"speaker":"D","text":"I think you read the meeting with."},{"start":8896600,"end":8899480,"speaker":"I","text":"I was. Oh, oh, I'm sorry. Not the Spanish speaking one."},{"start":8900120,"end":8900840,"speaker":"E","text":"And no."},{"start":8901000,"end":8901580,"speaker":"A","text":"Who were any."},{"start":8902290,"end":8923290,"speaker":"E","text":"Who were Taft and. And the parent. Your parents from Henry Ford are not only dedicated to come to these meetings but they're, they're very, they're vocal. They're vocal. And class, class dojo. We were talk. Because remember another parent said we didn't hear anything about that. And your parents said Ms. Knoff, class dojo. It's all there."},{"start":8923290,"end":8923890,"speaker":"B","text":"It's all there."},{"start":8924770,"end":8929170,"speaker":"E","text":"And they went on and on and the other parents going, what are they talking about? Do you remember that?"},{"start":8929280,"end":8934560,"speaker":"D","text":"It was a lady. I. I forget her name, obviously, because she's like, n. That's it."},{"start":8934560,"end":8953680,"speaker":"E","text":"That's Nudia. Yeah. Yeah. So. And as we spoke, it was amazing. And those parents, the other parents are really interested. Okay, what's. What is that? And she goes, well, Miss. No, she. She's on that and she gets it. The teachers have theirs and they're on it and they're. Yeah, 98%. I didn't know about the 98%."},{"start":8953680,"end":8963510,"speaker":"G","text":"And teacher could email them in English and then they just hit translate to Spanish and then they write back in Spanish and the teachers or whatever."},{"start":8963510,"end":8963950,"speaker":"A","text":"Yeah."},{"start":8964030,"end":8965950,"speaker":"G","text":"And we have 14 languages, so"},{"start":8968670,"end":8969390,"speaker":"C","text":"Instagram."},{"start":8969470,"end":9013630,"speaker":"I","text":"All right. Well, I think Henry Ford needs to give a training to some of our other school sites because we hear so much from parents who, you know, it's like, well, I didn't know. And, you know, we've. We've tried to give it in different ways, so if you found something successful, then we should definitely run with it. And I'm sure that Jorge, our communications director, would love to hear this and it'll give him some. Yeah, give him some assistance in talking to others. And thanks for highlighting the climate survey. We've heard from a few other schools as well. So, you know, we haven't really looked at that bank of questions in a while. Maybe. Maybe we, you know, we try to have consistency, so then you can sort of look from year to year. But if some of them are not working, then maybe we need to have a little committee and kind of look at that. So thank you for highlighting that."},{"start":9013860,"end":9014100,"speaker":"C","text":"That."},{"start":9014100,"end":9054490,"speaker":"I","text":"Because. And I'm really glad to hear that you use that data and that you're recognizing that when you have parents or students or staff who are not filling it out, that you're trying to get that information elsewhere. Because I do think it tells us a lot beyond your academic assessments. Right. It talks a lot about the other things that are important. Love the kindness box. I mean, that just. I feel like we all need to be kinder to each other, and there's a lot of reasons for that. So thank you for highlighting that. And then again, the enrichment is just great. Great. Oh, and I did want to say, you know, I really appreciate you talking about the newcomer teacher and how there's a place for our newcomers to go and feel safe and welcomed and. And included."},{"start":9054490,"end":9054730,"speaker":"A","text":"So."},{"start":9054730,"end":9060010,"speaker":"I","text":"So that's really wonderful. Anyway, I could go on and on, but I think I'VE highlighted enough. All right, thank you."},{"start":9060090,"end":9060890,"speaker":"A","text":"Can I go again?"},{"start":9062890,"end":9063210,"speaker":"E","text":"No."},{"start":9063210,"end":9099640,"speaker":"A","text":"Just, just two things on the, the communication, the class dojo part. I will say when, when we brought you On, Jennifer, when Dr. Baker brought you on, that was a big thing. We said communication needs to happen. It's a big. It was something that Henry Ford really needed. And you've done a great job with that, with using class dojo too. And then with the full time volunteer parents. I know them. That's where Becky and I both started. So now you know, you have a board member and you have a teacher. So Henry Ford is raising up the next educators, I think."},{"start":9105160,"end":9155360,"speaker":"D","text":"Again, thank you so much. I do not want to repeat what everyone said. I did want to just to touch base on the SEL and you know how you guys do TK through second weekly or every week and then bi weekly for the older grades. And then I just want to say obviously thank you teachers for being here, of course, being supported, supportive. That's a total plus. The only question that I do have when Marianne, you mentioned that you survey even students and one of the things is what do they want to learn? I'm just curious, what are you guys doing with some of the things they say they want to learn? Because obviously maybe if it's not part of the curriculum, how do you fit that in so that they can actually have, have a voice or actually can feel that they're being heard?"},{"start":9157920,"end":9165000,"speaker":"A","text":"At Henry Ford, we actually make our own curriculum. So a lot of the lessons that we use we make on our own."},{"start":9165000,"end":9167200,"speaker":"G","text":"We find the videos, we find the books."},{"start":9167520,"end":9173520,"speaker":"A","text":"So it's all created by us counselors. So that's how we are able to"},{"start":9174240,"end":9177950,"speaker":"G","text":"be creative with the lessons that we teach. And we're able to tie in with the students need."},{"start":9179390,"end":9185630,"speaker":"D","text":"And this is just when they're with you. So the lessons that you're saying that"},{"start":9185630,"end":9189590,"speaker":"G","text":"you put together when she pushes into the classroom."},{"start":9189590,"end":9189910,"speaker":"D","text":"Right?"},{"start":9189910,"end":9192030,"speaker":"G","text":"Yeah. I mean, there's a district curriculum."},{"start":9193390,"end":9195270,"speaker":"C","text":"What's it called again? Changing Perspective."},{"start":9195270,"end":9202190,"speaker":"G","text":"Changing Perspectives. So that's the guide, but she supplements it and changes it accordingly."},{"start":9203090,"end":9208450,"speaker":"C","text":"And today at recess of lunch, she was out all day. Activities with kids who wanted to participate."},{"start":9209330,"end":9270500,"speaker":"D","text":"Great. Thank you. And I don't have any more questions. I do have a comment. Talk about class dojo. When my kid might, I forget if it was my middle child or my youngest child, they went to Adelante and they use class dojo. And to be honest with you, the only way I would see it, first of all, as parent, you never get trained right they just said, download the application. I don't know what it was. And so the only way that I remember them sharing was, like, pictures but not communication. So, again, we may have some schools that may be using it. They might be using it a lot more. I mean, it's been quite a few years now. But I just wanted to make a comment, and maybe it is true, not necessarily that every principal or every school site wants to use it, but if it's something that is actually. Actually really helpful and you guys are actually seeing lots of participation, I think, again, I'm a big communications person. We need to, you know, do something. So, again, thank you so much for everything that you guys do."},{"start":9270660,"end":9284380,"speaker":"G","text":"There is a little work on the front end because not everyone knows how to do it. So, like May's Day, we have a station set up, and anytime we have a new parent, our secretary or office managers will walk them through it because it is new for some."},{"start":9285090,"end":9286690,"speaker":"D","text":"Yeah. That's awesome. Yeah. Thank you."},{"start":9288210,"end":9332800,"speaker":"E","text":"Well, your parents definitely use it. I. I mean, at least the ones that came to, you know, the Spanish portion of the. The Superintendent's advisory council, so good job. Great job on that. As far as staff, my gosh, I think this is the most we've had for staff members come so far. Right, Right. Congratulations to Henry Ford. It always does that. Very good. What was that? Class dojo. You guys did great. Yeah, let's. We'll do it. We'll all do a photo. Come on. Come on. We'll get it. We'll get it."},{"start":9334400,"end":9337290,"speaker":"C","text":"Yeah. Let's go talking."},{"start":9362420,"end":9412940,"speaker":"E","text":"Then. Jennifer and team, thanks so much. And we know it's a. It's a school night, so you're not. You don't have to spend the rest of your evening here with us. Thank you so much. Great report. Thank you. I think Elisa's visiting tomorrow. Is tomorrow. Yeah, that's what I thought. You are. You want me to."},{"start":9418050,"end":9418290,"speaker":"G","text":"This."},{"start":9418450,"end":9440380,"speaker":"E","text":"This. Remember when Evelyn asked for this name and they didn't respond? Well, they're back online now. Do you want to take the comment? I think it was during. During dyslexia. I think it was what it's about, but I'm assuming it's it."},{"start":9480150,"end":9495710,"speaker":"D","text":"So would participant name Dion Dilloni. We noticed that you had submitted a speaker's card, and we're wondering if you will still like to speak. You do have three minutes. If you could please raise your hand. Thank you."},{"start":9501470,"end":9502190,"speaker":"G","text":"Oh, yeah."},{"start":9505230,"end":9508190,"speaker":"A","text":"Oh, did she just leave? So she doesn't want to talk a."},{"start":9510350,"end":9513710,"speaker":"I","text":"Unless she accidentally hit the wrong button, which she can also do sometimes."},{"start":9514830,"end":9517070,"speaker":"E","text":"Okay. All right, hold on."},{"start":9518490,"end":9534250,"speaker":"D","text":"Okay, great. So moving to item 12 for discussion. 12.1 being first reading and discussion of board policy and Administrative Regulation 6173, Education for Homelessness, Homeless Children."},{"start":9541690,"end":9711220,"speaker":"C","text":"Good evening. Well, we are here tonight with a variety of board policies and, and their accompanying administrative regulations because either one CSBA has an update, which is very typical. And the board, of course, prioritizes these board policy reviews, but also because we are here in a time period of federal program monitoring, and that's a very common activity that occurs every few years or so for districts that receive Title 1 funds and other title monies. And so we are currently in the process of having our review coming up very soon. And in order to prepare for that, there is quite a lot of work that needs to be done from a variety of people. There are identified schools that are. That will be reviewed with more scrutiny than the entire district. But as, as an entire district, we look for our policies, procedures and the assurances that we are incorporating the guidelines within the title one structures in order to fulfill the needs one of the funding, but two of the programs. And so we are in this moment right now. And so the following board policies that you see tonight were all recommended for update from the federal Programming Monitoring Group, group that gives guidance to our Director of Multilingual Learners, Catherine Rivera, who's, bless her heart, spearheading this endeavor for the district along with consultation from other directors and so forth. So for the ones that you see here tonight, of course, starting with the education for homeless children, we have Assistant Superintendent of ED Services on Herrera, who was involved with men many of these this evening, and of course Catherine Rivera, our Director of Student Services, Antonio Perez, and then myself as the facilitator on the board policy committee, but certainly can help assist with the board with any discussion. Now, these were sent to you last week and I really appreciate all the input, questions, inquiries that were produced and the time that you took to review them because they are quite length, lengthy. I know it is uncommon for on some policies such detail to be put into the board policy, but that was a requirement under federal program monitoring. So what I'm expecting actually, as we progress on over the next year or so, is that CSBA will catch up and then this will be reduced back down to something that we typically see. So I think we're in a different situation this time around where, where"},{"start":9713940,"end":9714260,"speaker":"A","text":"the"},{"start":9714260,"end":9833810,"speaker":"C","text":"ED code and so forth hasn't caught up yet through csba, but yet the federal government is requiring certain things so that's why it was quite lengthy. So I appreciate the time and energy that you put in. There were responses that were emailed out for all of the input that was, that was questioned and so forth as we went along. But tonight, over the next various six board policies, please. It's a great opportunity for discussion. Katherine Rivera is a panelist with us tonight, of course, Ana Herrera. And we are here to answer any questions that you might have. And, and also as we progress along, I want to point out the board memo is usually quite detailed about the different laws and things that are changed or associated. Some of the board policies don't have that detail. And that is directly because these are policies that come straight from federal program monitoring. They don't provide it, but certainly it's embedded within it. So we don't get the bird's eye view and the board memo. And that's a little bit later on. So anyway, the first reading at 12.1 is regarding education for homeless students to re to see the. To incorporate, excuse me, the new laws of AB408, but other ways to assist with students that are experiencing homelessness to get the supports that they need. I do want to point out, just as a logistical point that you'll see throughout the policy that sometimes the phrase homeless student or student experiencing homelessness, there's various phrases that are used to define these groups of students. And once again, some of Ed code hasn't caught up with other parts of Ed code. You know, I think there's binders and binders and binders of ED code. So that is a little awkward. But we can't change Ed Code as it's written. And so those things should be updated over time. But are there any other specific questions regarding this policy?"},{"start":9836050,"end":9838250,"speaker":"D","text":"Did we get any comments on any"},{"start":9838250,"end":9840850,"speaker":"C","text":"of the, any of the policies from the public?"},{"start":9843090,"end":9845410,"speaker":"A","text":"I don't see any speakers cards regarding the policies."},{"start":9853900,"end":9854020,"speaker":"E","text":"No."},{"start":9854020,"end":9858220,"speaker":"H","text":"My only question was about the language, about the being able to use person first language or not."},{"start":9858220,"end":9858620,"speaker":"E","text":"Yeah."},{"start":9859020,"end":9864979,"speaker":"H","text":"Can we change the title though? Or is that also part of Ed code of the policy? No, can't change it."},{"start":9864979,"end":9867660,"speaker":"E","text":"Okay. Yeah. Especially."},{"start":9869020,"end":9869460,"speaker":"I","text":"Okay."},{"start":9869460,"end":9869780,"speaker":"F","text":"Yeah."},{"start":9869780,"end":9870380,"speaker":"H","text":"Makes sense."},{"start":9873260,"end":9875060,"speaker":"I","text":"That's not the language that we use anymore."},{"start":9875850,"end":9927910,"speaker":"B","text":"It's almost like we want like one color, like blue line changes for like literally it has to be this word by word and it's not really something that we can discuss or debate or reword because just it is what it is. And then maybe red line for things that are advisory in nature for like, hey, maybe CSBA suggested something or a board member suggested Something or this came out of policy committee that maybe we could do this and like it is up for discussion just to help focus us because I think for things that are like pro forma, we kind of got to approve them. It's not really an option to say like, no, we're not going to be compliant with federal policies. Right. But for other things, we, we do have some degree of autonomy in setting our policies as a district. Right. And so knowing where that autonomy lies and the kind of choices that we get to make would be helpful for me and it would probably be helpful for the members of the general public as well to have that clean discernment."},{"start":9935990,"end":9951270,"speaker":"I","text":"Just for clarity. So in the future, is that what you're saying, when the board policies come through, it would be helpful for you maybe in the board memo or, or either in a separate something or somewhere to identify where we actually have the flexibility."},{"start":9951270,"end":9951790,"speaker":"B","text":"Correct."},{"start":9951790,"end":9952910,"speaker":"I","text":"Because you're right, some of this we"},{"start":9952910,"end":9960420,"speaker":"B","text":"just don't like what's mandatory verbatim. Like this is the language full stop. You got to put it in. And what's like, hey, you don't worry,"},{"start":9960420,"end":9966140,"speaker":"I","text":"you know, so then you're not spending a bunch of time really thinking about it, making comments because you know, you could be spending your time elsewhere."},{"start":9966140,"end":9966420,"speaker":"E","text":"Right."},{"start":9966420,"end":9969700,"speaker":"B","text":"No, no need to re litigate stuff that literally cannot be litigated."},{"start":9969780,"end":10013480,"speaker":"I","text":"So I will say one of the things that I personally am a little annoyed with with the requirements around federal monitoring, and maybe you said this is that the level of detail that's in these board policies, a lot of times, times that would be put into administrative regulations and we don't even approve those because it gives more flexibility that you can change those over time. And it's a whole lot of detail that frankly it's just the implement or it's the educator or the administrator who needs to understand those AB to cd, you know, whereas usually our policies are just sort of, here's the broad strokes of, you know, so anyway, unfortunately we were told that it has to have this level of detail. So then of course we were sort of similar. Like we start reading and getting into it and wanting to make changes and we realize, oh, that's what the law says, so we can't do it."},{"start":10013480,"end":10013800,"speaker":"E","text":"Right."},{"start":10013960,"end":10038610,"speaker":"A","text":"So I, I think to your point, David, in most cases we do have the flexibility. It's just these ones with the federal monitoring, we don't. In the outside of federal monitoring, I think we have a lot of flexibility except for where it says specifically, like it would reference ED code. So you'll see that on it where it says Ed Code Code."},{"start":10038770,"end":10043330,"speaker":"C","text":"Do you think I was going to say government code. Ed codes in general."},{"start":10044850,"end":10045890,"speaker":"E","text":"Penal code."},{"start":10046130,"end":10076300,"speaker":"C","text":"Right, Penal code. And those are in parentheses at the end of a paragraph. That paragraph can't be changed. I mean, President Marquez has also brought up Ed Code that has stated through 12th grade and said, why can't we amend those? And we said, well, we can't really change that either. Which is odd because we wouldn't say serve students in 12th grade, but up through 12th grade. So. But, but to your point, what we, what I could do in terms of the presentation is color code accordingly."},{"start":10076540,"end":10076980,"speaker":"I","text":"Yeah."},{"start":10076980,"end":10081980,"speaker":"C","text":"So blue are things or red are things we can't change. Blue is, is some other."},{"start":10081980,"end":10083100,"speaker":"E","text":"That's up for discussion."},{"start":10083100,"end":10085620,"speaker":"C","text":"And we can actually do that prior to the board policy committee too."},{"start":10085620,"end":10086780,"speaker":"A","text":"Yeah. Yeah."},{"start":10086780,"end":10087300,"speaker":"C","text":"Okay."},{"start":10087300,"end":10165620,"speaker":"I","text":"I mean so many of the policies really on one hand. The other is some flexibility. Maybe in the words you like, we change all the he she todays as an example. But, but I think even in this one, like if it's in the code, we can't even change it. So these are a little bit different. But we do have some flexibility. But I will say typically our district, because back in, I think it's when Shelly, you and John and we, we went through everything because we hadn't gone through board policies in like 30 years or I don't know it was that long. But some of them were 30 years. Some of them were like 10 to 30 years. So we went through every single policy. We spent months on it, the three of us. I remember and this was before we did virtual meetings. We sat in a conference room and did it. And we wound up making some changes to CSBA policy templates. And then what we found is over the years, when the templates come through and you're then comparing them, it actually became quite. It actually added extra work than we'd want to do. Again, it kind of goes back to what was the ROI on what we were doing doing. So we have typically tried to stay with the CSBA policy because those get up the template, stay with the template where we can. Unless we really feel strongly like the he as an example, the he she going to they anything that's really inclusive or that sort of thing. So."},{"start":10166580,"end":10175700,"speaker":"B","text":"And ideally it's two way as well, where if we note things where it's like we don't love how CSBA has framed it, that we've got a channel back to CSBA to provide that feedback."},{"start":10176100,"end":10176860,"speaker":"I","text":"And we have done that."},{"start":10177010,"end":10177810,"speaker":"F","text":"That. Yeah, yeah."},{"start":10177810,"end":10178770,"speaker":"A","text":"Yeah, yeah."},{"start":10179410,"end":10215930,"speaker":"I","text":"I mean, because one of the things about CSBA's templates is it is meant instead of a thousand school districts in California having to do them themselves, and almost all school districts use the CSBA templates because they have a whole team of a legal team and a policy team that's taking the new laws, taking the updated laws and they're putting them into policy to make them easier. I think the problem is with these last ones, it didn't necessarily make it. It provided so much detail that it's. Anyway, yeah, it's not necessarily making these ones easier, but it will. It's going to give us the guidance. Everybody's going to have the exact detailed guidance of what we ought to be doing."},{"start":10216730,"end":10217850,"speaker":"E","text":"Okay, thank you."},{"start":10219210,"end":10265810,"speaker":"D","text":"Although I do want to just make a comment and more as a classified employee because I know they have someone doing this. This is my suggestion. Rather than having the person that is going to be doing this changing color code coding and I'm just going to call it wasting her or his time. Why don't we maybe whether in the rationale or if we could just all remember that ED code and penal code and stuff like that just doesn't change. I would rather see that person do something else around the office than to do tedious work for us board members when, if we could just remember, again, I don't know, it's just more my comment because I would be doing that"},{"start":10265810,"end":10268290,"speaker":"I","text":"work if so, you know how much"},{"start":10268290,"end":10278050,"speaker":"D","text":"so I know what it is. So I just want to be conscientious of their time. But again, obviously as a board, whatever you guys decide is just my personal opinion, it's fair."},{"start":10278050,"end":10355840,"speaker":"B","text":"But I think that we, we do need to know what areas are fruitful for discussion and if that could be called out even in the board memo note, that would be helpful. I just, I, I'm still very new at this, but I still, when I'm seeing a lot of these first readings and the like, there's a nice, well put together board memo. But I, I don't get a sense for like. And where is there an opening for substantive discourse about what is, what is here? I don't get that sense. I see the ED codes cited. That doesn't tell me like, Well, I, I suppose that I, I'm to read that as like, this is not a thing that really can be discussed. But then where should we discuss policy? And that should be a thing that a board does is to discuss policy and like, what, what kind of policies do we want to have as a district? So I just want to make sure that like we, we flag things for discussion where we believe discussion can be had. And it may be happen to be that for all of these six items under discussion items are not actually really discussion items in which case we should just go ahead and approve them. But it looks like there was actually some meaningful back and forth that happened about these agenda items."},{"start":10356400,"end":10417630,"speaker":"I","text":"I mean I will say with board policy we're required to do a first reading and a second reading and then approve and then sometimes you can combine them. So it's a requirement and I think ultimately it's supposed to make it easier for us in the public and everybody, the educators to go to the policy policy and understand what we need to do in order to stay true to the law or the regulations. I think in some cases it's not necessarily making it easier. Well, except for the, I think for the, some of these it is going to make the educated, the practitioners, it's going to be easier for them. I think for us it's a whole level of detail that maybe the whole public doesn't need or somebody's interested in the policy because typically they just go to the policy and then if they want that level of detail they go to the ars. These have been just kind of mushed together. But anyway, these are probably not the best examples because you know, we have so many policies that are just that they are. That's where the opportunity is. What is the direction we're giving. Right."},{"start":10418270,"end":10420270,"speaker":"A","text":"Yeah. Okay."},{"start":10420270,"end":10431920,"speaker":"I","text":"Well we can, why don't, we can talk about it as a board policy committee and also taking in the input, what you said about staff and. Well, it's good to have everybody engaged in policy."},{"start":10435920,"end":10450160,"speaker":"D","text":"Well, thank you. So with that we could move on to 12.2. Again, First Reading and Discussion of Foreign Policy and Administrative Regulation 6173.1 Education for Foster youth."},{"start":10454650,"end":10469449,"speaker":"C","text":"Once again, this is a board policy that's up for discussion tonight regarding the federal program monitoring updates. Certainly. And what's noted in the board memo. Any questions about this one or any discussion to be had?"},{"start":10472970,"end":10506630,"speaker":"D","text":"No question. I mean I did have a question and the question was answered and it was are all the activities, activities, activities listed in the policy happening already? And yes, they are. They're already happening. And so all parents from Title 1 schools were invited to the October 24 meeting that was held at Hoover with Catherine and Anna and Title 1 schools host sites meeting which can be combined with back to school nights and it's not required by this an option. So again, thank you guys for the"},{"start":10506630,"end":10514270,"speaker":"B","text":"response, it sounds like several board members noted that it was. It seemed unusual to cite a specific district employee, but that was required."},{"start":10514750,"end":10515150,"speaker":"E","text":"So."},{"start":10515230,"end":10515790,"speaker":"B","text":"Yep."},{"start":10517150,"end":10531700,"speaker":"H","text":"I think we're mixing policies here. Just specific for the specific position in the policy was for 12.1. Are we talking about 12.2 now? We're talking about 12.2 now. And then parent involvement was the one with the questions. Which is the next one? 12.12.3."},{"start":10531860,"end":10532460,"speaker":"B","text":"But it's good."},{"start":10532460,"end":10540780,"speaker":"H","text":"These were all the comments that were coming in across the different policies. But the, the activities around, you know, the annual meeting and SSCS and all"},{"start":10540780,"end":10541980,"speaker":"E","text":"that is for 12.3."},{"start":10541980,"end":10542980,"speaker":"D","text":"Yes. Yeah. Okay."},{"start":10542980,"end":10544180,"speaker":"E","text":"Thanks. Sorry. Yeah,"},{"start":10548420,"end":10549580,"speaker":"C","text":"Well, in this one they did"},{"start":10549580,"end":10550980,"speaker":"I","text":"a better job of what should be"},{"start":10550980,"end":10552180,"speaker":"D","text":"in the policy and what should be"},{"start":10552180,"end":10553500,"speaker":"I","text":"in these administrative rags. Right."},{"start":10553500,"end":10572510,"speaker":"D","text":"That's why the. Okay, so if there are any. Not any more questions, moving on to 12.3, which is BP and AR 6020 parent involvement."},{"start":10573390,"end":10653220,"speaker":"C","text":"So this particular policy probably had the most discussion, or I should say, excuse me, the most inquiries and responses over the course of the week. Week. Please know that for many years there has been a parent involvement policy. We use the word policy guidelines, what have you. But it is a very formal process for parents to meet and get input and as it's outlined here in the board policy, with lots of detail in regards to surveys and information that's discussed about, about the courses and the education of students at the school, parent engagement, outreach efforts and so forth. And so this is not new. However, what is new in this policy is just much more detail about specifics that have to be done. And you can see all the new items that are added that are bolded here. But sites have been having these conversations, usually linked to a site council meeting, meeting at the beginning of the year with a formal presentation with surveys and so forth. So this is. And then that guides the work of the site Council to oversee the use of Title 1 funds and the engagement of the stakeholders at the site."},{"start":10654100,"end":10654500,"speaker":"A","text":"So"},{"start":10657220,"end":10659380,"speaker":"C","text":"any particular discussion on this item."},{"start":10663950,"end":10675230,"speaker":"D","text":"Looks like none. Thank you again for all the responses. And moving on to 12.4, first reading and discussion of BP and AR6171 Title 1 programs."},{"start":10676270,"end":10744230,"speaker":"C","text":"So this particular board policy, certainly on page one and two, will require a few more steps for our district to do. And I know that Rick Edson and his team are pulling data regarding staffing and looking at salaries and so forth to compare Title 1 versus non Title 1 schools so that we can look at comparisons of equity and so forth as outlined in the first portion. Of the policy. And so I don't have that information yet for you tonight, but we are in progress and that's what we will report out to the Federal Program Monitoring Group. Certainly that comes to Visit us on December 8th. But that report will be part of, I know, multiple conversations that are up and coming. And please know that back in 2020, when we adopted our equity policy, these elements were incorporated. And so there has been progress in various departments to, to move in this direction, but there's still more work to be done. Other questions about this particular policy or any discussion?"},{"start":10747670,"end":10759430,"speaker":"H","text":"No, again, you know, just thanks for answering the questions. I think that was the big one that I had was, you know, were we meeting that 90% rule that it was saying? And so I guess we'll look forward to hearing about that, you know, in the next month or two."},{"start":10759510,"end":10760310,"speaker":"C","text":"Yes, thanks."},{"start":10766960,"end":10773600,"speaker":"D","text":"So with that 12.5 first reading of BP 6163.4 student use of technology."},{"start":10774640,"end":10795900,"speaker":"C","text":"The primary change in this board policy, which will also lead to other documents that will be sent out to parents and so forth, is an update in student privacy and how our district is managing student privacy within the organization. And, and so that was the major shift within this board policy and ars."},{"start":10803820,"end":10815420,"speaker":"D","text":"And if there is no questions, Moving on to 12.6 first reading and discussion of board policy. NAR 5144.1 Suspension and expulsion due process."},{"start":10818790,"end":10840550,"speaker":"C","text":"This particular policy really looks at with the updates that have occurred recently in ED Code regarding which activities can or cannot be suspended for. We talked about willful defiance recently. So those elements were included in the pathways in which suspension occurs in our district. That was the primary focus in this one."},{"start":10844560,"end":10859200,"speaker":"H","text":"Yeah, I'll just say that this one made me the most uncomfortable to read. I realize that we have to have a policy around suspension and that there are going to be some very, very extreme cases where that may be the action of last resort that we're able to turn to."},{"start":10859200,"end":10859520,"speaker":"F","text":"But,"},{"start":10861600,"end":10862160,"speaker":"B","text":"you know,"},{"start":10864240,"end":10895260,"speaker":"H","text":"I hope that we continue to, you know, treat it as the action of very last resort. And that isn't actually captured in the podcast policy that says anything about like sort of what is the governing board's belief about suspension or something like that, which I don't know if we could even put that in. I kind of thought that maybe this was also one that had that same rigor expectation in it as well. But that was sort of the only thing that I felt was kind of missing about it is what's the, you know, is there. That's what made Me uncomfortable was it sort of felt like, hey, you know, suspensions."},{"start":10895260,"end":10895740,"speaker":"E","text":"This is."},{"start":10895740,"end":10903930,"speaker":"H","text":"This is just how they're done. And not. Not, you know, hey, this is really, really for last resort only for extreme cases."},{"start":10905450,"end":10907610,"speaker":"I","text":"You know. That's a good point."},{"start":10908010,"end":10908610,"speaker":"A","text":"I don't know."},{"start":10908610,"end":10909290,"speaker":"I","text":"We talked about."},{"start":10909290,"end":10910730,"speaker":"H","text":"And again, I don't want to say that that's."},{"start":10910730,"end":10911130,"speaker":"E","text":"That's."},{"start":10911130,"end":10911610,"speaker":"I","text":"Yeah."},{"start":10911610,"end":10914050,"speaker":"H","text":"Is enabling it to be that way. I just felt like no."},{"start":10914050,"end":10949060,"speaker":"I","text":"But I think, you know, we've made a lot of strides. Certainly when. When I joined the board, we were doing a lot more suspensions. We were even doing expulsions. And there were several. I was like, this is just not okay. Right. And so you look, today, we don't have that many suspensions and most of them are in house or in classroom or maybe the. The student moves from one classroom to another. For our more extreme places. We've had our opportunity school, but I don't even. Have we had that open recently."},{"start":10949300,"end":10949860,"speaker":"D","text":"It's."},{"start":10949860,"end":10954310,"speaker":"E","text":"It's open, but. And the students move in for a period of time. They move back to."},{"start":10954310,"end":10963870,"speaker":"I","text":"But a recognition that it's a short. You know. Yeah. Anyway, so I don't know if there's a place for us to talk about our philosophy there or I'd have to remind myself."},{"start":10964430,"end":10967550,"speaker":"C","text":"I believe that's. That's more suited in a different policy."},{"start":10967950,"end":10968510,"speaker":"D","text":"Okay."},{"start":10968670,"end":10970670,"speaker":"I","text":"Oh, this is just conduct."},{"start":10970750,"end":10976990,"speaker":"C","text":"This is nuts and bolts about due process and rights of a student and family as they progress along. And so."},{"start":10976990,"end":10978180,"speaker":"I","text":"Right. It's about the Duke."},{"start":10978420,"end":10984660,"speaker":"C","text":"Yes. And so there. But there are other areas in board policy and we can bring those actually back I can take a look at."},{"start":10984660,"end":10987100,"speaker":"I","text":"Right. Because you're right. Our philosophy very much is."},{"start":10987100,"end":10987580,"speaker":"D","text":"Yeah."},{"start":10987580,"end":10990020,"speaker":"I","text":"We try very hard not meeting with the principles."},{"start":10990020,"end":10991980,"speaker":"E","text":"They're. They're doing a lot of restorative justice."},{"start":10991980,"end":10994660,"speaker":"I","text":"Right, right. Right. Absolutely."},{"start":10994660,"end":10995060,"speaker":"F","text":"Yeah."},{"start":10995060,"end":10995540,"speaker":"E","text":"Yeah."},{"start":10999140,"end":11023070,"speaker":"D","text":"Thank you for hearing that. You. And with that, it is 9:03. Do we want to take a five minute break before moving forward or do you guys want to continue? We'll consent items and then we have two action. Then the board report. You guys want to just go ahead?"},{"start":11024990,"end":11025550,"speaker":"C","text":"Okay."},{"start":11026030,"end":11045830,"speaker":"D","text":"Okay. I'm fine too. Okay, great. Just. Just wanted to check. Okay. All right. Yep. Okay, great. Thank you. Yeah. And so moving to item 13, consent items. If there are no questions, can I please get a motion to approve."},{"start":11045910,"end":11046950,"speaker":"H","text":"I'll move to approve"},{"start":11048710,"end":11049270,"speaker":"E","text":"a second."},{"start":11049750,"end":11050750,"speaker":"D","text":"All those in favor?"},{"start":11050750,"end":11051190,"speaker":"A","text":"Aye."},{"start":11051510,"end":11065800,"speaker":"D","text":"Thank you. And moving on to action items. 14.1 is adoption of resolution number five to approve continued funding application for the 24, 25 for district, state preschool programs."},{"start":11068360,"end":11074680,"speaker":"E","text":"There any questions regarding this? This is something that is done every year for their funding."},{"start":11076440,"end":11087140,"speaker":"H","text":"Yeah, this is a regular one. Can you just clarify? Everyone's, regardless of need, qualifies for the half day preschool. Is that what what that says or is that. Is the half day preschool need based as well?"},{"start":11087220,"end":11088940,"speaker":"E","text":"The half. It's need based."},{"start":11088940,"end":11090420,"speaker":"H","text":"Need based as well. Okay, got it."},{"start":11092820,"end":11093220,"speaker":"E","text":"Cool."},{"start":11093220,"end":11094500,"speaker":"H","text":"It's great to offer preschool."},{"start":11094580,"end":11095020,"speaker":"A","text":"Okay."},{"start":11095020,"end":11098580,"speaker":"D","text":"And with that, does somebody want to make a motion to approve?"},{"start":11099620,"end":11100660,"speaker":"H","text":"I'll move to approve."},{"start":11101700,"end":11102820,"speaker":"D","text":"All those in favor?"},{"start":11102820,"end":11103300,"speaker":"A","text":"Aye."},{"start":11103540,"end":11111790,"speaker":"D","text":"Thank you. 14.2 Adoption of annual organizational meeting date set for December 6, 2023 at 7:00pm."},{"start":11118590,"end":11124110,"speaker":"H","text":"Sounds like the right date to me. All right, I'll move to approve."},{"start":11126190,"end":11136510,"speaker":"D","text":"All those in favor? Aye. Thank you. Okay, so now on to board and superintendent report."},{"start":11146190,"end":11171980,"speaker":"A","text":"I can go. Just two things we had. The RCTA climate committee meeting was our first one of the year. So that was nice meeting new, new faces this time. And we had. Let's see my. Mike, John, Rick and I attended the CBOC meeting. This is citizen Bond Oversight Committee last night. That's all I have."},{"start":11173100,"end":11188760,"speaker":"H","text":"Yeah, that's it for me was the cboc. They kind of went through the last quarter of bond expenditures. There were no change orders, so nothing to review there. Any of the. No bid contracts? I think there were two or three. There were a handful of them."},{"start":11188910,"end":11189030,"speaker":"E","text":"Them."},{"start":11189030,"end":11189390,"speaker":"B","text":"Yeah."},{"start":11189710,"end":11190110,"speaker":"G","text":"And."},{"start":11190670,"end":11211310,"speaker":"H","text":"And then any new projects that have been approved by the board. And this was only up until September, so even the. The final list that we'd been talking about and putting in there was. Wasn't on that. That'll be in the next meeting in the. In the future. Yeah, so that's pretty much what was covered. There was a quorum and there was."},{"start":11211470,"end":11212030,"speaker":"E","text":"It was."},{"start":11212270,"end":11226890,"speaker":"H","text":"Yeah, we just. Yeah, we. We. They just got to a quorum. So of course we would not hold a meeting, take and do a quorum. It would get rescheduled, which it has in the past. So it's not unreasonable to ask that."},{"start":11226890,"end":11227930,"speaker":"A","text":"The answer is barely."},{"start":11228090,"end":11228490,"speaker":"E","text":"Yeah."},{"start":11228490,"end":11228970,"speaker":"D","text":"Yeah."},{"start":11229450,"end":11231370,"speaker":"I","text":"I guess that's how I should have asked the question."},{"start":11232090,"end":11232530,"speaker":"D","text":"Yeah."},{"start":11232530,"end":11232970,"speaker":"E","text":"Yeah."},{"start":11236330,"end":11272950,"speaker":"I","text":"Let's see. We had a San Mateo County School Boards association board meeting on Monday night. It's a huge board now. They've got regions, regional reps for every region, a couple of them. So I think there was like 12 of us or more on the meeting. They should be coming out with dates soon for a variety of general program meetings. And they are going to have one on mtss, which I think will be good. And then they had A couple of other topics which I'm forgetting right now just because it's getting late, but they all seem good. And they are doing a mixer, which I think everybody probably got."},{"start":11272950,"end":11273190,"speaker":"A","text":"Yes."},{"start":11273260,"end":11344230,"speaker":"I","text":"Yesterday. If you're not getting those, let me know. I can just forward them to you. But it's a great opportunity just to learn from other school board members and superintendents and others. I am going to be attending the CSBA board meeting and delegate assembly, not next week, but the following week. And that's right before the annual education conference. If there's anything, Gosh, I don't want to. If there's anything you want me to bring up with csba, it's a great time for me to be talking with staff or other board members. Let me know and I will say that, yeah, happy to, to bring up, you know, things. And then. And again, because of the Brown act, they shouldn't be specific things to our district. More like general. Like I'm concerned about mental health as an example. Just more high level issues that they might care about. So again, just to be clear. Clear. And then I will say we're going to be talking about mental health at the delegate assembly because that's been a hot topic that. I know we have a lot going on. So I actually wanted to share some of what we're doing in our district particularly. Anyway, so I'll, I'll just get some information there."},{"start":11344230,"end":11345710,"speaker":"E","text":"You take, you should take our slides."},{"start":11346030,"end":11348670,"speaker":"I","text":"Yeah, that we do the slide deck. Okay, that's what I'll do."},{"start":11348670,"end":11351790,"speaker":"E","text":"Somebody else has been asking them for them. Also another district."},{"start":11351950,"end":11420520,"speaker":"I","text":"Oh, great. Okay. You know, that's a good point. So I'm glad I brought this up tonight. So I'll, I'll just bring that. That'll. I don't even have to ask anybody because we have. And then finally, I just want to let you know that I am going to be speaking at one of the annual education conference workshops. It's one of the critical issues on declining enrollment. They asked Redwood City to be a case study on closing emerging schools because we kind of were ahead of some of the districts who have actually needed to do it for a long time. And so declining enrollment has been a big issue. So that's going to be a whole session. We're going to have a Stanford professor who's going to talk about the data. Declining enrollment. Where have the kids gone? Kind of what's going on? He's out of Stanford. And then there's a CSBA person that will talk about kind of the legal requirements around Closing emerging schools and some of them have changed a little bit. Now you have to do an equity report. When I looked through it, I think it's a lot of stuff that we actually did, but there's a few more requirements there. And then somebody's going to talk about consolidation of school schools and then we'll give a case study. So I just wanted to give you a heads up that I'd be doing that on Friday afternoon."},{"start":11420520,"end":11433800,"speaker":"A","text":"That's interesting because I remember having those conversations about how, you know, we're just going to rip the band aid off and do it because we know we're going to have to in the future. And then like a few years later, you know, Oakland started talking about it. Then there's these schools that had to do it in the middle of the pandemic."},{"start":11433880,"end":11435080,"speaker":"G","text":"Right, right."},{"start":11435320,"end":11435960,"speaker":"A","text":"I can't."},{"start":11436520,"end":11438680,"speaker":"E","text":"Yeah. It's bad enough we had to do."},{"start":11451650,"end":11472810,"speaker":"D","text":"All I have is I attended the Oye Planning committee, just joined and so very well organized meeting. And I would have to bring you guys the actual date of the conference happening sometime early next year in 2024. And so that's all I have to report for this time."},{"start":11475210,"end":11581240,"speaker":"E","text":"The only thing I have at this point in time that has not been mentioned is I met with Redwood City together. The executive group met regarding the, you know, Rafael's been working on the wanting the Data Council to come up with data that will be you that he can utilize with, especially the North Fair Oaks area, the Bayside area. And it has to do with education. And Crystal Leech was there, Amy Gernstein was there, myself, Raphael. That was it. My point was as a school district, we are the ones that are going to make wealth, have our, our benchmarks and we have our goals. I don't want going back to the leadership group and discussing those because that's not going to happen. If you want to that, if that's what you're thinking of, help me out because we are the ones that make that determination, how we get supported. Fantastic. And Crystal said the same thing. So I think it kind of took Raphael off guard. I've been mentioning that this to him quite a bit. But it's going to be coming forward about, you know, our, our benchmarks, our goals, where we expect our kids to go, that we come up with. And then the same with Sequoia. His whole thing was that, I guess wanted more of the leadership group to also pipe in on that. And I said no way. I, I, I, I don't want to go down that road. We do that we do that. And Amy said yes. She agreed. Totally agree. Agreed. So it kind of burst his bubble a bit. So I've got to explain it tomorrow at the executive board meeting. So just if you hear about it, that's what happened. That's it for me."},{"start":11582920,"end":11595420,"speaker":"D","text":"Okay, so moving on to item 16.1, information on San Mateo county investment fund. Are there any questions? If not, moving on to corresponding correspondence."},{"start":11599580,"end":11610300,"speaker":"I","text":"Yeah, I got a correspondence from. I don't know who all was on that email. A parent with questions around pesticide use and."},{"start":11610779,"end":11611580,"speaker":"D","text":"Yeah, right."},{"start":11611740,"end":11613980,"speaker":"I","text":"Okay. And I think that went to you"},{"start":11613980,"end":11617860,"speaker":"E","text":"but and some others got it also. And I, our attorney has that one right now."},{"start":11617860,"end":11620300,"speaker":"I","text":"Okay, so you're looking at the pesticide use."},{"start":11623010,"end":11623330,"speaker":"C","text":"Yeah."},{"start":11623330,"end":11632690,"speaker":"I","text":"And then I got a couple of different emails from a community member concerned about bond measure issues and workforce housing."},{"start":11639890,"end":11643730,"speaker":"E","text":"I just received something this evening. Who brought this in? Evelyn?"},{"start":11643730,"end":11644370,"speaker":"D","text":"They were."},{"start":11644450,"end":11649180,"speaker":"C","text":"It was a group of parents. It was a group of parents from Rocket Ship."},{"start":11650700,"end":11717120,"speaker":"E","text":"So this from. And I haven't read it all yet. And I, and I will read it and then I'll get it translated and get you copies of all these issues that are taking place at Rocket Ship. So let me get it translated, I'll get it sent to you. I can copy, but I'll get it translated for the rest of you and I'm going to have to take it. You know, I'll give it to the, the director because we really don't have any guidance over what I'm reading here. I mean it's signed by two pages of parent signatures on each other and the items the title of scary. But I, I, I'll get you the, the translated and I'll get you a copy of this. Okay. Or would go to close session possibly with an attorney with us."},{"start":11720880,"end":11721440,"speaker":"C","text":"Okay."},{"start":11721760,"end":11744220,"speaker":"D","text":"With that, moving on to item 18. Other business possible other business suggested items for future agendas. Okay, so moving on to board meeting calendar. Are there any changes to the board meeting calendar? Okay, with that it is 9:15."},{"start":11745900,"end":11748700,"speaker":"E","text":"What you say? What did you say? What time?"},{"start":11750620,"end":11759970,"speaker":"D","text":"I'll second, although we didn't hear you. Okay, so all those in favor, thank you. Thanks everyone."}]}