{"date":"2024-01-10","type":"Board Meeting","videoId":"KRjx8Mh0MZ0","audioDuration":10846,"speakers":{"A":{"name":"Cecilia I. Márquez","role":"Board President"},"B":{"name":"Evelyn Sanchez","role":"Executive Assistant to Superintendent / Board Secretary"},"C":{"name":"Mike Wells","role":"Clerk"},"D":{"name":"Alisa MacAvoy","role":"Trustee"},"E":{"name":"David Weekly","role":"Trustee"}},"utterances":[{"start":4720,"end":8240,"speaker":"A","text":"Welcome, everyone. We'll go ahead and get started. Evelyn, can we have a roll call, please?"},{"start":8240,"end":12760,"speaker":"B","text":"Trustee Marcus? Yeah. Trustee Weekley?"},{"start":12760,"end":13120,"speaker":"C","text":"Present."},{"start":13200,"end":14240,"speaker":"B","text":"Trustee McAvoy?"},{"start":14240,"end":14640,"speaker":"D","text":"Present."},{"start":14800,"end":15800,"speaker":"B","text":"Vice President Wells?"},{"start":15800,"end":16080,"speaker":"C","text":"Here."},{"start":16240,"end":17120,"speaker":"B","text":"President Lawson?"},{"start":17120,"end":46670,"speaker":"A","text":"Here. Welcome, everyone. Happy New Year. To our first board meeting of the 2024 school year. See Nedu and Espanol, Por favor. Al nueve, siete. Ocho, Nueve, nuevo, nueve, nueve, cero, cinco, uno, tres, siete. E presione. Ocho, tres, siete, siete. Sero, quatro, uno. El signo de numero parla contra."},{"start":46990,"end":47790,"speaker":"B","text":"Did I get this?"},{"start":49230,"end":50750,"speaker":"D","text":"The public is encouraged to speak to"},{"start":50750,"end":68660,"speaker":"A","text":"the board on issues of concern, whether or not the issue is on the agenda. To address the board, please complete a speaker's card available online or at the entrance to the boardroom and hand it to Evelyn. 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 that the item is"},{"start":68660,"end":69820,"speaker":"D","text":"being considered by the board."},{"start":70380,"end":109850,"speaker":"A","text":"If the item is not on the agenda, you'll be called to the podium during oral communication. Public comments are limited to 3 minutes per person per topic unless otherwise noted. Consent items are voted on simultaneously with one motion and are not debated or discussed by the board. The action indicated on each item is deemed to have been considered in full and action will be taken as worded in the item. If a board member or superintendent so requests, any item can be moved in order or removed entirely from the agenda. If you want to discuss an item on consent, please let us know with the speaker's card before we change the agenda so we can pull it from consent items for discussion. That said, do we have any changes"},{"start":109850,"end":113090,"speaker":"B","text":"to the agenda hearing?"},{"start":113090,"end":113450,"speaker":"C","text":"None."},{"start":113450,"end":114650,"speaker":"A","text":"Do we have a motion to approve?"},{"start":118170,"end":120410,"speaker":"B","text":"I'll make a motion. Thank you."},{"start":121450,"end":122090,"speaker":"E","text":"I'll second."},{"start":122570,"end":128290,"speaker":"A","text":"Thank you. All those in favor. Item five, oral communication."},{"start":128290,"end":130970,"speaker":"B","text":"Do we have any speakers cards? No speakers cards. Thank you."},{"start":131690,"end":135210,"speaker":"A","text":"So we're on to 6.1 Orion and Taft School presentations."},{"start":138740,"end":153540,"speaker":"B","text":"All right, so tonight we're going to start with Orion with Ms. Winnie Wong and her team, Right?"},{"start":154180,"end":247400,"speaker":"A","text":"Really excited to be the first one. All right, we get get started. Good evening board of trustees. My name is Winnie Wong, honored to serve as a new principal of o' Brien School leading two unique program on site, the Mandarin immersion program and the parent co op program. Our Mandarin immersion program is a two way immersion program starting with a 8020 model in TK to first grade. Students are immersed in learning Mandarin, language, art, science, social studies and math. 80% of the day in Mandarin and 20% of the day in English. As they move up to fourth and fifth grade it becomes 50 50. Our goal is that all of our students are fully bilingual and biliterate. Our Parent Co Op program is a unique and collaborative program designed to foster a sense of community and share responsibility among parents and caregivers. We create a supportive network where parents and caregivers actively participate in educational experience of their children. Our goal is to guide our students to embrace the many culture in the world as global citizens. Tonight my team are really excited to present to you a comprehensive overview of Orion School's academic achievement, enriching programs, diverse school event, our commitment to amplifying student voices and the various avenue through which we actively engage with our community. So we start with our Vice Principal."},{"start":249750,"end":252790,"speaker":"B","text":"Thank you Good evening board members."},{"start":252950,"end":275030,"speaker":"D","text":"My name is Briana Turner and to your computer. Thank you Good morning or Good evening board members. My name is Briana Turner and it is a privilege to serve as the Vice Principal of Orion School."},{"start":275820,"end":278260,"speaker":"A","text":"Students at Orion have the opportunity to"},{"start":278260,"end":286060,"speaker":"D","text":"engage in Redwood City School District learners framework each day through a variety of academic and enrichment curriculum and programs."},{"start":286700,"end":289340,"speaker":"A","text":"Over the summer, our teachers participated in"},{"start":289340,"end":295100,"speaker":"D","text":"training with the California Reading and Literature Project to deepen their understanding of the"},{"start":295100,"end":296900,"speaker":"B","text":"science of how our students learn to"},{"start":296900,"end":314590,"speaker":"D","text":"read and strengthen their reading instructional skills. Our kindergarten, first and second grade teachers are using our new Hegarty Bridge to Reading curriculum to provide their class daily systematic phonics instruction. Teachers are administering one on one reading"},{"start":314590,"end":323150,"speaker":"A","text":"assessments including the Basic Phonics Skills Test to our primary grade students in six week intervals. Teachers are then using this data to"},{"start":323150,"end":325310,"speaker":"D","text":"target phonics instruction for their students in"},{"start":325310,"end":326390,"speaker":"A","text":"a small group setting."},{"start":326870,"end":329310,"speaker":"D","text":"Our ongoing data is showing that our"},{"start":329310,"end":331510,"speaker":"A","text":"focus on phonics is truly paying off"},{"start":331590,"end":333710,"speaker":"D","text":"as our youngest learners are making steady"},{"start":333710,"end":336230,"speaker":"B","text":"gains in their foundational skills with each"},{"start":336230,"end":337350,"speaker":"A","text":"new round of assessments."},{"start":338610,"end":345130,"speaker":"D","text":"This year, our multilingual learners are receiving supplemental designated English language development instruction through"},{"start":345130,"end":350010,"speaker":"B","text":"our new Language Power curriculum. Through this curriculum, students receive small group"},{"start":350010,"end":355490,"speaker":"D","text":"instruction and targeted support for their reading, writing, speaking and listening skills."},{"start":356530,"end":359290,"speaker":"A","text":"Our Mandarin integrated units aligns with the"},{"start":359290,"end":361250,"speaker":"D","text":"district's integrated units curriculum."},{"start":361570,"end":372740,"speaker":"A","text":"We've crafted our Mandarin curriculum in house with with collaboration amongst our teachers, Mandarin Immersion instructional coaches and site leadership to create read aloud books for each integrated unit."},{"start":373140,"end":376900,"speaker":"D","text":"Students further enhance their language proficiency through reading and writing."},{"start":377460,"end":379700,"speaker":"A","text":"We take great pride in the instructional"},{"start":379700,"end":382420,"speaker":"D","text":"materials developed in conjunction with our team,"},{"start":382820,"end":384580,"speaker":"A","text":"some of which have even been published"},{"start":384580,"end":387220,"speaker":"B","text":"on Level Learning, a widely used curriculum"},{"start":387220,"end":394590,"speaker":"D","text":"resource website for Mandarin immersion programs across the state of California. Students at Orion have a unique opportunity"},{"start":394590,"end":396750,"speaker":"A","text":"to engage in hands on science learning"},{"start":396750,"end":398510,"speaker":"D","text":"through the FOSS science curriculum."},{"start":398910,"end":402110,"speaker":"A","text":"Students develop collaboration skills as they participate"},{"start":402110,"end":417670,"speaker":"D","text":"in FOSS investigations that develop their scientific thinking skills. Students receive social emotional learning lessons from both classroom teachers and our team of mental health counselors. We have social skills groups available on campus to support students as they learn"},{"start":417670,"end":420110,"speaker":"B","text":"how to make friends and resolve conflicts with one another."},{"start":421380,"end":428980,"speaker":"A","text":"Students at Orion participate in a variety of enrichment opportunities each week. Each class spends time in our makery"},{"start":429220,"end":441620,"speaker":"D","text":"constructing their knowledge of science, technology, engineering, arts and mathematics. Students in all grades also have the opportunity to participate in climate science lessons in our thriving school garden several times each month."},{"start":442420,"end":446740,"speaker":"A","text":"Students in our co op program participate in parent led art and action lessons"},{"start":447180,"end":449180,"speaker":"D","text":"and students in our Mandarin Immersion program"},{"start":449180,"end":451500,"speaker":"A","text":"receive their art lessons in Mandarin."},{"start":452060,"end":454180,"speaker":"B","text":"Students in all grade levels participate in"},{"start":454180,"end":458820,"speaker":"A","text":"PE two times a week and students in third, fourth and fifth grade participate"},{"start":458820,"end":463820,"speaker":"B","text":"in weekly music lessons as well. We have a robust school library that"},{"start":463820,"end":468740,"speaker":"A","text":"students visit weekly with their class as well as during recess and lunch should"},{"start":468740,"end":478150,"speaker":"B","text":"they choose to do so. Thank you. The next slide let's do here."},{"start":483270,"end":730330,"speaker":"A","text":"Here's a snapshot of the many cool and unique school events going on at Orion School. Our commitment to diversity, cultural celebrations, academic excellence and global citizenship is reflected in a wide range of activities throughout the school year. Our Manual Immersion Program has two signature schoolwide event the Lunar New Year Celebration and the Mid Autumn Harvest Moon Festival. Those events provide opportunity for our students to immerse themselves in rich traditions of Chinese culture, but also for the entire school community to come together in celebration. During the Lunar New Year Celebration, our students wear Chinese traditional clothes in red and yellow and perform fan and Kung Fu dances for families and community members. They also make crafts such as paper cutting art, red envelope and writing, Chinese calligraphy and couplet to decorate for Lunar New Year. Students get to make and enjoy delicious Chinese food such as dumplings and dessert. Last, our students sing traditional Chinese song and watch a lion dance performance to welcome the Lunar New Year. Our students also get to share what they have learned with the broader community by performing in a downtown Redwood City Lunar New Year Celebration next month. Really exciting. On March 9th, I would like to invite all of you to come to Orion School to celebrate Lunar New Year with us. We also have the Mid Autumn Harvest Moon Festival which offer a wide magical evening under moonlight cultivating a sense of unity and cultural appreciation. Our students make lanterns with rabbit and moon symbols. They perform a skit called on the Origin of Mid Autumn Festival. They got to participate in family friendly activities such as making boba milk Tea and selling mooncake to fundraise. Our parent co op program also has two signature school wide event, the other Illustrator Fair and also the multicultural study. The Author Illustrator fair brings the literary world to life. Our students get to interact with different author and illustrator to get to know to immerse themselves in a book creating process. The author also visit all the classroom to read aloud their books to students. The Multicultural study event provide a platform for exploring and celebrating the rich cultures represented within and beyond Orion School. Our students work with the classroom teacher to vote for a country that is studied. Throughout the school year. Students engage in learning about geographical feature architecture, appreciate local cuisines, music, art and dance. Students present what they learned to their peers by hosting a travel day. These events are great at developing our students into global citizens. Throughout Hispanic Heritage Month, our students engage in Los Dichos which is led by our amazing parent volunteer providing them with craft and read aloud to students in both Spanish and English. This deepen our students understanding of Hispanic culture. Recognizing the importance of heritage, we also celebrate AAPI Heritage Month and also the Black History Month with meaningful event that honor the contribution of these communities. Our students were selected to co host the weekly morning assembly with me presenting their writing about impactful leaders from various heritages to entire school. We also host a Steam Fair, Maker Fun night and Science Olympiad to foster a love for innovation. This event highlight the scientific engineering achievement of our student. In the second picture on the left, our students and family design a robot that automatically draw lines on paper. All of these activities collectively contribute to a well rounded and inclusive educational experience for all of our students at Orion School."},{"start":734410,"end":736650,"speaker":"B","text":"Next slide. Okay, there you go."},{"start":738330,"end":984820,"speaker":"A","text":"As we reflect on a diverse school event that brings our community together, it becomes evident that the true strength of Orion lies in the unique perspective each student brings to the table. By elevating student voices, we foster a school where every student feel a strong sense of belonging in shaping the narrative of their own learning experience. At Orion, by involving students in decision making processes, our student council provide a platform for our leaders to express their opinions, propose ideas and influence school policies. This school year we have a new initiative for our leaders to co host the weekly morning assembly with me. This increases students involvement, empower them to develop their leadership and communication skills, provide an opportunity to showcase school spirit, celebrate achievement and reinforce a sense of pride in being a leader. At Orion School, the Author Illustrator Fair featuring student docents is another powerful avenue for amplifying student voices by showcasing their distinctive insight and entrusting them with the role of guiding families and their peers. During the fair, our students feel a really strong sense of confidence. On a multicultural study day, students become teachers through their presentations, performances, and interactive displays. They actively engage their peers in meaningful, meaningful conversation about cultural differences and similarities. Our students also become cultural ambassadors for the Lunar New Year. They perform traditional dances, musical performances, or storytelling to the community. Additionally, our students leave interactive stations to share their knowledge of Chinese traditions with their peers. This school year, our students will also have the exciting opportunity to participate in event planning and implementation. In the second picture on the right, Redwood City's Mayor Jeff G's classroom visit served as a special opportunity for our fourth and fifth grade students at Orion to directly engage with local government and community leadership. Mayor G's presence in a classroom not only exposes students to civic responsibility but also provide a platform for them to express their thoughts and concern about the community. Our students actively participated in discussions, asked really great questions, and shared their perspective on various local issues. This school year, the Student Led Goal Setting Conference offer yet another impactful avenue for amplifying student voices within our school. In this initiative, students actively participate in participating in discussions about the academic progress, personal goals and areas for improvement. It promotes a sense of ownership and responsibility for the academic endeavors. The Student led Food Waste Recycling initiative provide our leaders with an opportunity to contribute to sustainable practices within Orion. Our students actively participate in reducing our school's ecological footprint. They become advocates for environmental consciousness, fostering a sense of responsibility toward the planet. They educate their peers on the importance of reducing food waste, implementing proper recycling practices, and understanding the environmental impact of their own choices. Our school administration team listen to our students voices and use their feedback to directly inform school decisions. For example, we talk to students all of all grade level during recess and lunch and gain insight into how they feel about Orion school experience. We also conduct formal panorama survey to collect student feedback. This school year we added opportunity for our younger grade students to provide their feedback using illustration."},{"start":989060,"end":993730,"speaker":"D","text":"Good evening Board of Trustees. My name is Maribel Ibarra and I"},{"start":993730,"end":1021790,"speaker":"A","text":"am the MTSS TOSA at Orion. Orion, we are very fortunate to have a strong parent presence. Our parents are supportive, take initiative and are truly the foundation of our school. Our parents are highly involved in our parent teacher organization. Our PTO is made up of parents from both the Mandarin Immersion and the Parent Co Op programs. They work collaboratively to fundraise to support many of our enrichment programs like Steam, Climate, Science and Art."},{"start":1022510,"end":1027190,"speaker":"D","text":"Our parents recently started a tutoring program to support students who need additional support"},{"start":1027190,"end":1028670,"speaker":"A","text":"in math and reading."},{"start":1029150,"end":1040390,"speaker":"D","text":"Parents have worked Tirelessly to organize and staff this program. We also have Mandarin and Parent Co Op advisory committees. These parents meet regularly with school leaders"},{"start":1040390,"end":1059030,"speaker":"A","text":"to make decisions around program specific initiatives. Parents are an integral part of our school Site council. Parents collaborate with school members to identify ways to support our students. We ensure that our families are informed about our school by sharing bi weekly principal newsletters."},{"start":1059270,"end":1062510,"speaker":"D","text":"This includes upcoming events, important information and"},{"start":1062510,"end":1068790,"speaker":"A","text":"photos showcasing our students in school. Our school leadership team hosts a monthly coffee with the principal."},{"start":1069030,"end":1081490,"speaker":"D","text":"We also host coffees with the principal in Spanish to engage our Latino community. We share the importance of literacy with parents at Mandarin and English Literacy Nights. At these events, we provide parents the"},{"start":1081490,"end":1084250,"speaker":"A","text":"tools they need to support their students learning."},{"start":1085050,"end":1089050,"speaker":"D","text":"Orion has many parent run activities such as a campout at the beginning of"},{"start":1089050,"end":1094850,"speaker":"A","text":"the year where families get to build community. Our dad group bro Ryan frequently cooks"},{"start":1094850,"end":1096650,"speaker":"D","text":"delicious meals at our school events."},{"start":1096970,"end":1103650,"speaker":"A","text":"We are grateful for our parent community for always going above and beyond to advocate for our students and to support our school."},{"start":1104210,"end":1104850,"speaker":"B","text":"Thank you."},{"start":1106930,"end":1142440,"speaker":"A","text":"As I reflect my seven year journey at Orion School, I love Orion. I'm reminded of the incredible growth and achievement we have witnessed as a community. From my early days as a teacher to the role of instructional coach last year as Vice Principal and this year as the Principal at Orion School, each step has deepened my appreciation for the entire community and a vibrant and nurturing environment that define Orion. I also want to take this opportunity to thank our staff, families and community members for their ongoing support. You really make Orion a really special place. Thank you."},{"start":1151320,"end":1152280,"speaker":"B","text":"Questions or comments?"},{"start":1152280,"end":1153240,"speaker":"A","text":"Who would like to start?"},{"start":1153800,"end":1154680,"speaker":"B","text":"Go ahead David."},{"start":1155560,"end":1235400,"speaker":"E","text":"I'm so excited to have you all up here. I think you know I've voted with my feet, which is to say I voted with my children that I think Orion is a fantastic school and it's just great to see how much work that the staff and the teachers and the administration put into the overall educational process and the extra challenges that come with doing that in multiple languages. So I think that's really superb. I was very excited. Max is now on the student council there and so that's cool to have some representation there from the students. The parent population is extremely involved and that's been really exciting to see not only on the PTO but also in the various WhatsApp groups and just it really creates a cohesive community. One question, Winnie, you mentioned that one of the targets was full biliteracy, but for many immersion Mandarin immersion programs in particular, full Chinese literacy is not often listed as a target goal because of just the raw number of characters that are required. What are the targets of the school in terms of Chinese literacy at graduation? Assuming that someone joins as a kinder."},{"start":1237560,"end":1297650,"speaker":"A","text":"So the requirement for our expectation and then what we want, the end result for our student is they will be able to pass the AP test because their proficient level is really high. When comparing with automatic immersion program across the state, we have data to show that we are really meeting the standard of a really high quality manual immersion program. And our goal is for our student to be able to continue to take AP classes, I would say like almost to intermediate level. So they're really ready and prepared to take the high school AP test. Because I used to teach also Mandarin AP classes in high school. So I can really see like wow, I'm really confident with our students. They'll be able to pass the ap, the AP Mandarin test and also like enroll in the IB courses to take Mandarin as one of the course essential course. So that is our goal to be, to have our students to be able to communicate freely in China when they travel to China and they will be able to read and write."},{"start":1298610,"end":1299130,"speaker":"C","text":"Awesome."},{"start":1299130,"end":1306050,"speaker":"E","text":"Thank you. And in terms of being able to pass that AP exam, would that be in high school or when they graduate from Orion?"},{"start":1307070,"end":1319710,"speaker":"A","text":"So when they graduate from Orion, like through our data we can tell like they have met the entry requirement of passing the AP test. But of course they need to continue to sharpen their language skill to continue to practice and review."},{"start":1320110,"end":1376420,"speaker":"E","text":"I just want to clarify for people who are on video here, we're talking about people who have just graduated fifth grade being able to complete a effectively college level Mandarin qualification, which is extraordinary, which is pretty incredible. So, so thank you for that. For for most of the schools in the district there, there's a bunch of core things that we look at to assess whether students are progressing in, in English and math in particular. I know that Orion has got a number of benchmarks that you use for students to assess their progress with like level Chinese and the like. It would be interesting at, in some venue to get some of have that presented to the board in terms of how overall Orion students are progressing in their Chinese proficiency. You mentioned you're looking at some data that is encouraging. We would love to see that data as well. Thank you so much for your presentation for all that you do."},{"start":1376420,"end":1377340,"speaker":"C","text":"It's a wonderful school."},{"start":1377660,"end":1431620,"speaker":"B","text":"Thank you. Thanks again for your presentation to all three of you. And obviously my kids don't go to Orion, but I do have a lot of friends that have gone through still at Orion and so I have always heard Such a wonderful program for having the co op, especially, you know, before it was a Mandarin and now with the Mandarin program too, that has actually bloomed and there's more students. And so I do appreciate, obviously throughout your presentation you spoke about student voice and it seems like you guys are doing a lot of that, which is actually really good because we want to get them there. So I do want to say thank you so much for all that you guys do. I know sometimes you may not hear it, but please know that we do. I appreciate everything that you guys do. So thank you."},{"start":1436590,"end":1436990,"speaker":"C","text":"All right."},{"start":1437310,"end":1458190,"speaker":"E","text":"Yeah. Thanks, Winnie, Brianna and Maribel for coming here and presenting tonight. It was great to hear about the Mandarin immersion program and the parent co op. I actually had a couple questions, so I'm going to fire off. Start with those on the academics and enrichment. You talked about CRLP and Heggerty. What does that look like in the Mandarin immersion?"},{"start":1461790,"end":1462750,"speaker":"D","text":"Yes, thank you."},{"start":1462990,"end":1465750,"speaker":"A","text":"Yes. I have worked very closely with our"},{"start":1465750,"end":1475370,"speaker":"D","text":"incredible Mandarin immersion teachers who are working very hard to understand in a second language all the nuances of teaching phonics,"},{"start":1475770,"end":1477050,"speaker":"A","text":"which is difficult for me as a"},{"start":1477050,"end":1492330,"speaker":"D","text":"native English speaker because there's so much to it. So they're doing an amazing job of providing their students, in addition to foundational literacy skills in Mandarin, also providing access to foundational literacy skills in English. And so in our lower grade classrooms,"},{"start":1492330,"end":1494730,"speaker":"A","text":"students have the opportunity, even though they're"},{"start":1494730,"end":1525440,"speaker":"D","text":"learning Mandarin most of the day, to to still get those hagerty bridge to reading lessons daily and targeted small groups several times a week in English as well. It's a busy day. They have a packed schedule, but they are making it happen, which is really great. So we're making sure, because we understand that in addition to acquiring these language skills in Mandarin, we do want to make sure that all of these students are reading proficiently in English as well. So teachers are working very hard to ensure that there's access to access to those foundational skills in both languages."},{"start":1525760,"end":1526040,"speaker":"C","text":"Great."},{"start":1526040,"end":1540080,"speaker":"E","text":"That's good. That's cool. Thanks for sharing that. And then on the student voice slide, I know you couldn't get to every bullet point there, but there were two I was kind of curious about, so I'm going to ask about them. One was the empathy interviews with students. What does that look like and what sort of information are you getting out of that?"},{"start":1540400,"end":1612850,"speaker":"A","text":"Yeah, so it is a really fun experience to talk to different students from both program about the experience because, like, we have many good ideas like what of what we want, but it is really important to ask students Voice because when we decide about what kind of enrichment classes we should offer at Orion School, and then we receive feedback from a family and then I have my own idea like of what I like. And just at that moment I was like, oh, I need to ask the kid what they were really excited about. And then we really need to use their voice and as reference to make decisions. So that's why I go and I talk to students. What you enjoy the most about garden class, why do you love steam? STEAM is ranked as number one in our school at o' Brien School. So our instructor Brian is doing a wonderful job. He got our student really excited every single week about STEAM class. So that's something that I would, I, I mean I collect the information and I bring it to the PTO to share with family because they are doing a lot of fundraising to support our enrichment classes. So through this empathy interview I will be able to collect more information, not just ranking like which one is a top one, like what really make our STEAM lesson really impressive for our students and what keep them coming to school and keep them really excited in school."},{"start":1613420,"end":1620460,"speaker":"E","text":"Cool, that's neat. And then the other one on the student voice one was the Shadow a student. What goes on in Shadow a student?"},{"start":1621260,"end":1621740,"speaker":"B","text":"Yeah."},{"start":1621740,"end":1675860,"speaker":"A","text":"So I also really enjoy that because I mean we're always so busy as administrators and like to be able to shadow a student for a day to see like how they get started and then to see like what really you can see, you can see in students eyes when they're really excited about learning and then how they feel really helpful. They refer to the sentence starter and the work bank. When they have like collaborative conversations pair share with their peers. You can see like, wow, the energy level is really going up. So like after shadowing student for a day and really like I collect this observation data to share with our staff and you can see it in our Panorama survey. Our students feel, 80% of our students feel really excited that student teachers show real interest in teaching them. And after observing and after scheduling a student for a day, I do see that, like why they ranked that 80% and then I really see it in action."},{"start":1676980,"end":1690900,"speaker":"E","text":"Oh good, thanks. Thanks for sharing that again. No, but again, thanks for the presentation. It was exciting to hear about what's going on in Orion around academics and enrichment, student voices, school events, parent voice and outreach. So thank you."},{"start":1694900,"end":1764660,"speaker":"D","text":"Great presentation. Thank you so much to the three of you for being here. I love the Orion School and I was reflecting a little bit as Cecilia, you were talking about Orion that we've had for many, many years. And then we had the MI Strand at the former John Gill site and we merged those schools together four years ago. Right. And then pretty quickly we had Covid, which kind of was a bumpy time for everybody, to say the least, particularly for those schools that were just coming together as a community. Right. And getting to know each other and building those, those bonds and everything that we know we need to be successful. And so listening to you tonight, it's like, I feel like, wow, like four and a half years later, I think we' getting to the place we wanted to be, you know, right away, which was not really, you know, that wasn't, was going to say that that's, that's probably that that wasn't going to happen anyway. But then Covid really created a lot of problems. So anyway, I'm really happy to hear about the various structures that you've set in place, particularly with the parents in terms of how they're working together to support the whole school in addition to their individual programming and the, and the nuances and the differences in the co op and the, and the Mandarin immersion."},{"start":1764760,"end":1764920,"speaker":"B","text":"So."},{"start":1765230,"end":1906580,"speaker":"D","text":"So I think that came through in a lot of what you talked about where there are commonalities and where they're coming together as a school. And I know, I've seen it when I've been out there and I love, you know, some of the events and celebrations that you've mentioned. I've been to all of those over the years and they're just, they're amazing. And I think one of the things I think about, you know, traditionally it was always true with Orion and with mi, but coming together, the multicultural education that's happening at your school is extraordinary. And I would say it's probably at the top of what you see in the United States. I mean, truly, when you think about all the different cultures that the students are getting at that school and it's a real model and we should be so proud of that. And it gets me thinking that maybe we need to think about that for like a, you know, some kind of a Kent Award or a Golden Bell or something like that. So anyway, I just, you know, bells were kind of going off in my head as you were talking. Really happy to hear about all the student voice. I mean, it's pretty clear again when I've gone out to the school site, the little student ambassadors that are taking you around and how knowledgeable they are about their school and what it provides to all the students. And I just want to say thank you so much to all the staff. I know the teachers and the staff and all of you work so hard to make all of this happen. It doesn't come easy. And I really appreciate it. And I know we have a few on ZOOM tonight, so just please, those who couldn't make it tonight, please let them know how happy we are with all that you're doing and really appreciate that. And then the one other thing I want to just say is I think, you know, this idea of shadowing a student for the day, what a great best practice. And I don't know if all of our principals have done that. Great. I mean, we've talked about that over the years and I think it's eye opening. I mean, I'm so, like, I think the education our kids are getting today is so much better than, say, 15 years ago where I did shadow for a day. And it was hard. I mean, I was so tired by the end and there were times when, frankly, it was a little bit boring. Right. And hard to sort of keep the kid engaged. I think our curriculum now and what we're doing is so much more engaging. But again, I'm sure it was eye opening for you to kind of see what are those kind of highs and lows. And I bet you were just exhausted coming out of that, right? That feeling of being a student for a day."},{"start":1907030,"end":1932950,"speaker":"A","text":"Yeah, it's one of the most amazing memory because at first I'm like, oh, we have a new MAP curriculum. That sounds really challenging. You have to facilitate a discussion with students. But when you're there, actually being in a discussion, you can see students are so excited to share their strategy. They feel so proud to be able to share their voice, their idea with other classmates. And everyone is listening. So really exciting to see it in action."},{"start":1933770,"end":1936410,"speaker":"D","text":"Yeah, that's great. Great. Well, thank you very much."},{"start":1936570,"end":1937450,"speaker":"A","text":"Thank you very much."},{"start":1940570,"end":1941650,"speaker":"D","text":"So I'll echo the."},{"start":1941650,"end":2011450,"speaker":"A","text":"Thanks for your presentation. It was wonderful to see. And I'll just repeat what Elisa said, particularly just how. How far Orion has come in the last four years since we've merged. I am really proud of the work that you've done and that the staff has done to make the school site as cohesive as it is now. Happy to see the parent community working well together and leading events together. And I was thinking the same thing about the multicultural education that the students at Orion are receiving. I think it's phenomenal and definitely top tier compared to what most of the rest of the country is receiving. So kudos for that. And I loved seeing all the number of student led events that was listed student led. Really giving them a voice and a leadership and an ownership over the events and their school. And I think that makes them more invested in their education as well. I'm looking forward to the Lunar New Year event. I believe I'm free that that day. I'm going to put on my calendar."},{"start":2011930,"end":2013130,"speaker":"D","text":"And then I just want to say"},{"start":2013290,"end":2020260,"speaker":"A","text":"you mentioned Mr. Howell in the steam classroom. My now 10th grader had him in"},{"start":2020260,"end":2021820,"speaker":"D","text":"second grade at Henry Ford."},{"start":2022460,"end":2035340,"speaker":"A","text":"So I know Mr. Howell and I know his passion for steam and I, I just think he's into the element there and I, I'm so happy that he's your STEAM teacher there. So I think that's all I have tonight."},{"start":2038780,"end":2223020,"speaker":"C","text":"Well, great presentation, Winnie and group and just a little, a little background here. So when we started the Mandarin program and went out to look for those teachers that would help us bring that program to fruition as the board knows it, we took a year, about a year and a half to study and research and determine which manner we were going to go with Mandarin. And you were selected as, as one of the teachers. And so you went from teacher to you're an instructional coach because Catherine found your abilities to be in an area where you could not only support but engage teachers on how the instruction of management should take place. Then from there we got you as a VP and now you're the principal. So congratulations. That is something to be said that does not often happen, especially in an area where it's another language, a language that we have not attempted in the past. As board members know, this program was created because there was an interest in parents and not necessarily our district parents. It was outside the district that brought it to us with a previous superintendent. And during that time it gave myself and at the time, Dr. Montes Time to research what it would look like. Because we had seen a program that had started in Cupertino many, many years ago and went from that program to a private school that's in San Francisco to another school that's in Fremont and determined that we would go in this direction, knowing that we needed to really put forth a program where it would encourage parents to apply and want to maintain in that program. I think what has happened over the last four and a half years, the program has grown in a manner in which not only does it supply the academics for Mandarin, but when you talk about the academics that one still needs to continue in English and done in fidelity. Brianna, as you stated, is outstanding. Maribel has been there since John. It was John Gill, she had a couple people that I know as her teacher and done an outstanding job. And now in the position of an MTSS coach. What an opportunity you bring to not only the staff, but to the students and the parents that community. The other piece that I want to mention, you did not mention this, and I think it's still happening. Aren't you presenting at coppe?"},{"start":2223980,"end":2225500,"speaker":"B","text":"Yeah, yeah."},{"start":2225980,"end":2236540,"speaker":"C","text":"And she is presenting because it is a submission that she submitted in regard to our Mandarin program here in Redwood City. I don't know if you want to say a little bit about that."},{"start":2236540,"end":2302420,"speaker":"A","text":"Yeah, yeah. Because science of reading now, like, it's a big trend, big movement. And so I'm look, so I explore like science, Science of reading and how we can integrate it into Mandarin foundational skill development. So I submitted a proposal to Cabbage. So I'm feel really excited since Cabbage is usually for other foreign languages. But I feel really honored. Like this time I can represent Asian languages to present our manual immersion program to not just our community, beyond our community. It's not just in like Asian Language Institute, it's with all other teachers, like with all the language teachers there. So really excited. And then in actually next week, I'm hosting a preschool tour for the NCLC conference. NCLC stands for National Chinese Language Conference, which is the highest profile conference in the Mandarin teaching industry. So I'm hosting their coordinator to come to see our Mandarin immersion program because we want to provide a school tour for our. Our colleague in the industry to show that the great work our teachers are doing here. Thank you for bringing that up."},{"start":2302660,"end":2357020,"speaker":"C","text":"Well, I wasn't gonna let it go because when she asked and I said that was great because normally when we go to Cabe, it's. It's all Spanish. It's for, you know, second language Spanish learners. And so when you brought that to my attention and then you submitted and you got it, that's kudos. Kudos for you. And so it shows you the manifestation of this program and where it has started from where it was a bit rocky. I'll be perfectly honest with you. It was a bit rocky. I remember going to those night meetings, parent meetings, and being facilitated by an outside facilitator so that we could get this off the ground. And I'm sure Maribel remembers and so do you, Winnie, but look where it is come to now. So kudos to all of you and thank you so much. And the teachers and other staff members at Orion, you know, you have done an outstanding job. So thank you, really appreciate it."},{"start":2357100,"end":2359340,"speaker":"A","text":"Thank you, thank you. So much for your support as well."},{"start":2359500,"end":2373020,"speaker":"B","text":"You're welcome. So next, next we have David Camarena, who will be presenting for Taft."},{"start":2379670,"end":2382150,"speaker":"E","text":"Hi, everybody. Make sure this is working,"},{"start":2386630,"end":2387070,"speaker":"C","text":"Okay?"},{"start":2387070,"end":2951340,"speaker":"E","text":"Yes. Good evening, board of trustees. How are you doing? Hope you had a great new year. I know I did. Before I get started, I just want to say, first and foremost, I want to just thank the staff and who's out there watching. I want to thank my partner and everybody who I've been working with. I want to thank the students at Taft and the parents. I've been welcome there. It's been quite a transition for me. You know, I did high school, I did middle school and at elementary school. So I figured I have little kids at home so I could, you know, do K to pre K, Pre K to 5. So for you, I'm sure you know, but I just want to stay for the record that we have various programs that at Taft. So without further ado, get started. So we know is we do have CDC on site. Our pre K students who are special education pre K students, we have about three cohorts. One of them is an inclusion classroom and they join the CDC program every morning, Monday through Thursday. It's quite an interesting thing because what we're doing there is we're bridging to worlds so that, you know, the students who are in special education pre K are now being included with our CDC. So Ms. Ariana and I go over there and visit and hang out and play, you know, blocks and things with those kids. So when I asked folks for pictures, I had so many, I didn't. It was hard to choose all these great pictures that I put up. So as you see on the bottom right, we have somebody down there playing bowling and that's from our pre K class. So. And I asked them what they were accomplishing and they were really happy that they were working on fine motor skills, numbers, colors and play based social skills. And that is important for us, especially as I see it as a father of a three and a five year old, because, you know, a lot of these kids are going to feed into Taft. So we want to make sure that we get them prepared. And as they get into our TK and then pre and then kindergarten, in addition to our pre K and cdc, we have our specialized learning center and our therapeutic learning center. And those classrooms, you know, they have a wide array of challenges, but it's, it's been fun. I get a lot of hugs, a lot of hugs, a lot of high fives every morning and, and one of Our one of the things that we do at Taft and I don't like having any meetings at 8 o' clock because that's when I open the gate and goes to the back and I give everybody a high five as they walk in. So that's really important to me because it sets the tone for the day. I've noticed that if I'm not there in the morning and I show up later for whatever reason sometimes it can get a little rambunctious. But the kids are, they're great and they do that. But we have a lot of things going on at Taft. There's a ton of things. And moving from Kennedy to Taft, I figured it might be a slower paced environment. No, it's not because like I said, we have a lot of programs there and it's quite a. For me it's been a great learning experience and I'm super thankful for the staff who has and the parents and the students who have accepted me because it's not easy when you have such a great person who is leading. And then I had a big shoe, had a few big shoes. But it's been, it's been working and we've been following all of the district mandates in terms of our math and our ela so it's been working. The buy in at our school has been immense. Our teachers have put in a ton of work, they're doing their centers. Im illustrative. Math has been a challenge. Has like every other school but they've embraced it. Some teachers like it, some people like it more than others. But it's been, it's been, it's been, it's been a good, good start. And we're halfway through the year and we see folks that are being more and more in terms of, they're more savvy with it, they're more familiarized, they feel a lot more confident. So we're really happy about that. We have our CRLP and our Hagerty going also in ELA and we have a strand of 50, 50. So we do have 50, 50 bilingual and then that goes from K to third and then fourth and fifth. They do all English but so we do have two tracks. So we do, we're monitoring that and we do a lot of data. We actually been using a lot of data dives recently in our, in our faculty and I've made teachers, thank you teachers who are out there listening complete their data reflection sheets which is important for us to be looking at that data as we try to get our scores up. We have A nice steam room. We use every single room at our school. And our teacher is doing a great job of providing STEAM lessons every, every week to every class. So all students make the trek. It's upstairs, and they walk up there, and even the little kindergartners get up there and. And we're using our steam room and they're learning a lot of different things. We have Legos, coding, makerspace. And then also our steam teacher is helping out with some foss. So she's also going to be doing some integrating units in that portion. So that's going to be important for us to consider looking at and looking how we improve. Our third grade went to msi. I know MSI Marine Science Institute, because at Kennedy the sixth graders go in Canoe. So it was nice to see our third grade folks. Our third grade teachers put a request to go do that field trip. So that was granted. And so we're doing a little bit of that there. Our ELA folks in fourth grade, I asked what they thought was a celebration for them, and they told us that they've been working on opinion and narrative writing and they're making progress there. So very excited about that. And for our kindergarteners, I asked what are some of the challenge celebrations that you've been having? So we have an English track and we have a Spanish track, but everybody learning their syllables in both languages. So that's important because especially in our. In our Spanish track, you know, we have our teacher who's. She's doing a little bit of span. She does a lot of Spanish instruction, and she also has to do some English instruction. So, you know, she's teaching some phonics. And they're really. They're actually all the curriculum that's been provided to us. They've been using it with fidelity. So we're excited about that. So we have a lot of specials happening. We have PE steam, like I mentioned, art and music. And so we have our. For music for minors with us, K through 2. And then we have our wonderful Julia Ferrico Youngs, who's been with us for a while, and she does the virtual for the third grade through fifth grade. So it's, it's, it's busy. It's busy at half with all our electives. I don't want to say, like the special. Sorry, that's my high school and middle school. One of the things that we have promoted, and thank you to Ms. Ariano for this, is the art piece that Ms. Lawson asked for. We actually have a bulletin board now in the front office. So we put together a spreadsheet and our teachers are signing up to put their students work in. So as I say walk in, you'll be able to see that and that bulletin board. We also use it for like Dia de los Muertos and African American Month is coming up so we're going to put something up there too. So we want to make sure that as parents walk in we're showcasing, you know, diversity and our, and our student art. And with my work we have a great mental health team. We have one full time lead counselor who's part of the district and then we have three partners and all of them are busy. All of them are working, doing their work. We check in regularly and they're providing some good feedback. Previously we had Changing Perspectives curriculum that was purchased and that's being used. So what happens with that is the mental health counselor, Ms. Lauren Abrams has created a schedule where she is doing a rotation. So she has visited already at the beginning of the school while the first half of the year she did seven classes and now she's in the second rotation and then she's going to come back to those seven and keep it going. And during that time she's providing lessons so that in classroom while they're having their seven week break, they're still doing some type of SEL in the classroom. We have lunch bunch and friend groups. So we have social groups so that kids can learn some, you know, social skills. And that's happening regularly as well. And that's a lot of what's happening in our academic piece. So we're really excited about what's doing. We do look at our data regularly and we are excited about what we see. We're making growth and Taft is a place that, that has a lot of potential and I'm excited to be there and I'm hoping to just keep it pushing there so our student life through life is fun. It's kids there are great, they're amazing. Like I said, I get hugs and high fives before at Kennedy I never got any of that. So you know, I got other stuff at Kennedy, you know, because I was a disciplinary in there. But anyway, that was another time. But here at Taft it's, it's fun, it's fun. It's good to see kids having fun, excited. Teachers care about our kids. We have a student council. They're going to help us with the great Kindness challenge that's coming up, not 22nd to the 26th. So we're going to make posters about that and post Them all over campus. Thank you to Ms. Arano regarding thr console. So she decided it would be a good idea for parents to watch their students give their. Their. Their presentation online. So we created a link and we set some time aside in the morning and how many people showed up?"},{"start":2951340,"end":2953020,"speaker":"B","text":"A good 40, 50, right?"},{"start":2953100,"end":3008710,"speaker":"E","text":"Yeah, it was a lot. And that was a parents whose kids were running for office. Right. So it was a. It was. It was a great thing to do and some of them missed it, but, you know, sometimes you have glitches and, you know, but it was. It was fun. And it was cute to see the kids go up there and write their speech. It wasn't say their speech. So that was good. We had spirit week thanks to student council. We had that famous nothing but a backpack day. So you see the tamale pot or, you know, the baby carriage and things like that. So that had not been done, I guess, at the elementary level there. So we were just. We saw it at Kennedy, which is. It was just fun to see him walk in with all these different bags or whatever it is that there was. So that was. That was fun. We are actually in the midst of doing our pancake breakfast for planning it. Anyway, I think they assigned me what to do. Cleanup."},{"start":3008710,"end":3008950,"speaker":"C","text":"Right."},{"start":3008950,"end":3158180,"speaker":"E","text":"I'm the one who's doing the cleanup. So that's going to happen in February. So, folks, February 10th is our pancake breakfast. Don't miss it. Okay? Write that down because we expect to see all board members there and cabinet members. Okay? So we've been eating pancakes with our students who are. Those are fifth grade outdoor ed fundraisers. So we have 46 kids going. That's about two thirds. A little over two thirds. So that's exciting. One of the things that came up through MTSS and again, thank you to Ms. For putting this together. She got together with Ms. Betty Momjin and Ms. Robin Porter and they created the cutest PBIS school procedure video. So two fifth graders and two second graders created us a video. They put it together and we actually showed it this. We had our student assembly back on Tuesday. I was gonna wait till Friday, but it was like, no, because, you know, after two weeks, kids forget and all this. I was like, no, let's go ahead and do it. So we put it together. Thank you to Robin Porter and Ms. Betty Mumchen. They sent me the link and. And it just has the kids showing them. This is what you do when you go to the cafeteria. You grab and sit down and they talk about like, you go to the bathroom right away and you go back to class and then you. And the gate opens at 8:00'. Clock. You go to the back. It's the cutest thing. And we showed it to all the, all the students. So in our assemblies we have, we'll do k through 2, k, k second, like one 20 minute session and then right after that we do the upper grades because I don't know, we putting them together might just. It might not, it might not. You know, little ones get antsy and I could talk to the older ones a certain way and I can't do that same for the K2. So the Panorama survey gave us some good results as you could see there. The students are happy. They, we are kind and respectful. So that's great. The teachers care about them and they say we do fun stuff for them, which is great. One day I went and got ice cream October 5th and just handed out ice cream because it was hot and people loved it and they ate it right after lunch. Okay, so that was like dessert. So that was nice. You know the diff. We have a dolphin ticket raffle. So it's part of our pbis. And every Friday I have the teachers, they have a box where they put their dolphin tickets in. And it's for the traits of be safe, be respectful, be a problem solver. And what's the fourth one? I don't think."},{"start":3158180,"end":3159220,"speaker":"C","text":"You don't know what the fourth one?"},{"start":3162740,"end":3491180,"speaker":"E","text":"Be kind. Yes, thank you and sorry, my apologies for that. But anyway, so we, we, we, we do it every Friday. So they, they, we have a box and the teachers drop off their, their, their tickets, right? And nine o' clock Mr. Camarena with their weekly Friday raffle and we call them down and the whole school hears and it's sometimes will be having elac and they, they, they have to hear it, you know, because it goes through the whole school. So here come all the kids and the counselors there for a while now they're busy but they would like make a little like walkway where like they give them high fives. So the kids are really excited about. And you know, we give them little trinkets, you know, just like pencils sharp and dolphin emblems. And they love it. They love it. They, they, they can't get enough of it. And so we, we like that, that you know, kids are really excited. They come with a big smile every last Friday of the month and they get a free dress day. We also have students involved in our community school advisory council. So as a community school we were offered a grant that we took we're taking part, we're participating in and so that the grant, the grant. In the grant we have to include parent voice and student voice on this community school advisory council. We have students who are serving on it and we have our actual. Every month we have a meeting where and led by our community school coordinator Jocelyn Ariaga. And so we're getting a lot of student and parent voice involved there and we're working on getting folks into the LCAP advisory committee and, and we're just going to keep trying to get, you know, students to enjoy their time at, at Taft. It's, it's a really cute place and thank you Mr. Walls. You came and saw us. Yeah, he came visit and he got to see our assembly on that Friday. So thank you for that, our parent voice and outreach. As a matter of fact, I have a principal's coffee tomorrow so if you're free from 8:45 to 9:30, come on down. I'll have coffee and donuts for you. If you see that picture there with the monster there, that was a Halloween. We partnered with Subaru Carlson and they brought four cars. Was it four? Three, four, I can't remember. And they had. We made a parade for the kids and they loaded it up with candy and they were, they're willing to do it again every year with us. So we're going to be excited about that. My. You folks get my. My weekly newsletter, bi weekly newsletter. I hope you have some fun times reading that. That's important for parents to know. I have gotten good remarks from parents. The communication is in clear and clean and I appreciate that. Sometimes I joke that I might be sending them a little too many messages but hey, you know, and I use the, I use the blackboard text feature because I know sometimes they don't read my emails as you could see there. We get some good, some good comments about how we treat our kids and our parents are excited and again a lot of them come in the morning and drop their kids off. So I'm out there visible and sometimes there's a little trash and I grab a broom and I'll be sweeping out there just to make it look nice and clean and. But the parents are really nice for our, for Thanksgiving, that break, right before that break we asked for donations so that we could have like a Thanksgiving breakfast for the staff. And what do we have? We had tamales, we had hot cocoa. We had a tolle. It was great. The teachers loved it. So that was right before Thanksgiving. That was our way of saying thanks. So again, staff out there. Who's watching. Thank you for all your hard work. We're continuing. We have ELAC which will happen this Friday. I have my student SNC site council that happens monthly. We're working on attendance. So attendance is a big issue at least at our school where we're trying to promote attendance to be frequent and you know, regular. We are working with something called the student engagement and student plan which is a CESS plan. And so what we do is we have a quite a robust method of checking attendance via PowerSchool and something else called A2A which is attention to attendance. And we look at the data and we really look at who's been out and why. And as a matter of fact today we looked at all the folks who have been late and tardy for since trimester 2 and I sent a robocon a text reminding parents to try to make it there. So we're working on getting everybody involved and again parents are appreciative of that and very we're open open door policy. So they come in and ask questions about how to get better with you know, just overall school life. We are planning on having a steam and math night sometime in this spring. More details to follow on that. And we've had a good turnout for parents volunteering on field trips. So we've had a number of field trips and especially in the fifth grade we had a number of parents who came out. So if any of you want to volunteer and be a chaperone by all means. And we bro. You know we've had our, our typical back to school night. We the goal setting conferences worked a lot of folks gave us some good feedback actually presented and I on one of my back to school my principal's coffee I asked parents what they liked about it and what they did not. So it was a forum, open conversation. They said they really like the one that, that time that, that one to that FaceTime that you know they haven't. Well obviously after CO it was a little bit limited but"},{"start":3493100,"end":3493500,"speaker":"D","text":"it."},{"start":3493900,"end":3640600,"speaker":"E","text":"Parents were excited about being included in, in the process of making goals for their students. And then the fourth and fifth grade parent teachers I had the kids there going over their goals. I sat in a couple of them those conferences. So it was, it was quite, it was very nice to see all that. And I am partnering with, we are partnering excuse me with the ymca. We're going to start Project Cornerstone. It's a, it's a series of workshops for parents. So that would be something that actually talk to them prior to the Break and I'm going to start making decisions on what type of workshops we're going to be providing parents. And I want to work with our mental health counselor with that and also with our community school coordinator to see how we can, you know, raise parent voice and get them involved. And we feel, we, we feel that if we give parents opportunity, yes, we do have. The vast majority of our parents are working one or two jobs, two or more jobs sometimes. And, but we want to be able to give them opportunity to be active in their student life. And Taft is a great place. It's a great little place and the parents there, they want the best for their children. And we have as a community school, we have a ton of partnerships. It's a busy place. It's a busy place. So we actually I'm looking at college advisory prep and it's just a college advisory prep that we have two. It's a. So they come in and they do tutoring for after school program. So we were looking at some of the data with Leila, who's that founder and the director there and we saw that some students needed some help with ela. So they were typically working on math but now they actually have one group working in ELA and they recently asked for the second round, the second diagnostic of I ready. So we'll be sharing that information with them and we'll be looking at, to see if things are moving in the right direction. We, our boys and girls program and our PAL program, they're good partners. They've been there for a long time and they're really open and they work with us. There's a lot of kids enrolled there. I was looking at the roster today as a matter of fact and it's over 150 plus with both programs."},{"start":3640600,"end":3640920,"speaker":"A","text":"So."},{"start":3641080,"end":3770840,"speaker":"E","text":"And every single room mostly is being used at Taft left for, for some type of after school. We are partnering also with Menlo Math and this was a partnership that was, went dormant after the pandemic. But we're going to bring that up again. We're trying to, we're trying to work with those kids that are already on campus, but we also want to provide those because not every, out of the 375 or so kids that they're about 2/3 stay for an after school program. So we try to get our pull out of those kids because they're already there. But we're trying to figure out what can we do for those kids who want tutoring but go home right away. So we got to, we're thinking about Adding some of those kids into Menlo Math and Menlo Math, if you're not aware of that, it's through Menlo School and they bring high schoolers to come down here and tutor kids. And we are partnering with Healthy Cities, Healthy Cities Tutoring and we actually met with them, they do more one to one. But what's happening, what we met with georgeann prior to the break is they're also wanting to help with ELA reclassification. So we looked at today, as a matter of fact, I pulled the, I did a cross reference check of all the kids in our ELA, I mean in our Pell and BGBC program. And then I looked at ZQools hasn't reclassified because they want to be able to help put more support there so that we could get some reclassification going. And we had our holiday gift program that was a success. A lot of families came and there's some pictures there that happened right before the break. And we have the, you know, the normal safety net services, backpack uniforms. We refer families. Today we found out about a certain family, sent them over to the family center and we're trying to support them. And our mental health continues. We have mental health happening actually in the after school program program as well. Unavida. So one of our counselors there, Ms. Kim, she works throughout the day and she also works in after school program to provide mental health support. And that's pretty much it for my report. Do we have any questions?"},{"start":3782210,"end":3789570,"speaker":"B","text":"Thank you. From your paisana. Yes, I was actually looking up because I was like, how do you say Paisana in English?"},{"start":3789570,"end":3790690,"speaker":"E","text":"A compatriot."},{"start":3790770,"end":3838680,"speaker":"B","text":"Yes. So as an English learner, I didn't know what to say. So I was looking it up and I was like, okay, so his parents are from the same state. Yeah, from Shihua. So anyway, I want to say thank you for your presentation. Thank you for everything that you're doing. Obviously I got to see you as a parent at Kennedy and you as a vice principal. Definitely your personality. I was going to say when you talk about the students hugging you and giving you high fives and all that, I got to see that too when I visited Taft last year when Anna was there. And I want to say is the only school that I've seen actually kids kind of more loving with the principal. So I think it might be the community at Taft perhaps thanks to Anna."},{"start":3839080,"end":3841840,"speaker":"E","text":"Yeah, she went and it was. Everybody came and hugged her."},{"start":3841840,"end":3890730,"speaker":"B","text":"Yeah, really Like, I was like, what about me? And so I also to think that Your personality might just, you know, kind of shift them a little. And maybe again, going back to your Kennedy days, I used to love hearing during the pandemic, your here's Mr. Camarena with your daily news or whatever. And so I think that brings up whether you're a principal or an actual teacher. Again, if you want the kid to be engaged, you need to be friendly to a certain extent because you need to be stern when you need to be. But I do think that people's personality, just like Winnie was talking about, I think that's what makes the student feel comfortable. So I do appreciate that about you. And so. And I appreciate hearing you that you thought TAF was going to be kind of easy. But no, it's a lot of work."},{"start":3891050,"end":3892970,"speaker":"E","text":"Every ideal, every school is too."},{"start":3892970,"end":4017280,"speaker":"B","text":"Right. And so I do want to tell you I appreciate everything you said. Obviously, there's so much when you talk about you partnering with YMCA and Cornerstone and talk about parents voice, and obviously we do know, unfortunately, there are a lot of our parents that have it tough. Like you said, some of them have probably more than two jobs. It's hard. And again, how do you, as a parent, especially when you're working so hard, help that student? Right when. I mean, it takes me back to my English days when coming into a new country, learning a new language, it's so hard. And yet you don't really have the support of your parent, even though, yes, they're there. But how can they help you when they don't even know the language sometimes? Right. So I think it's tough. And I also think that we do have to realize that's the one thing that we have to think about. Some of our kids struggle, but there's very reasons, important reasons why. So anyway, I do want to say thank you for everything that you're doing. You know, like you said, obviously all parents care for their students. Just like Orion and all the other schools that have presented student voice. You also mentioned, I mean, obviously we have been hearing student voice for a long time throughout the district. And I think we are blessed as board members to have the staff we have, whether just here at the district office or at the school sites, because you guys do. The teachers do a lot of the work and the paraprofessionals and office staff that work there, again, I think it's a big community and I think that makes Redwood City such an important place. I do feel that obviously all parents like whatever school they go to, you know, they're unique in a certain way. So with that Said I will go ahead and pass it on to my colleagues. So thanks again."},{"start":4017280,"end":4017960,"speaker":"C","text":"You're welcome."},{"start":4017960,"end":4018320,"speaker":"A","text":"Everything."},{"start":4025120,"end":4035390,"speaker":"E","text":"Thank you so much. Thank you. Really appreciate your efforts, the efforts of your, your administration, your staff and, and your teachers. It's great to see all the effort."},{"start":4035390,"end":4035870,"speaker":"B","text":"And there's."},{"start":4035870,"end":4104290,"speaker":"E","text":"There's also a lot of work that, that needs to be done here in the, in the school. Couple different questions for you. My understanding is there. There's not a PTO currently at Taft. There used to be, but it. There's not now. Yes, and I'm not sure how long that was. I imagine it was about four or five years ago. Are there things that we can do to help facilitate the. Encourage the creation of a, of a PTO to get parents more involved? You come visit and on a, you know, on a principal's coffee and talk about, you know, creating a pto, it's there. I mean, last I want to say, the principal's coffee in December had 25, 30 parents. That seems, you know, but they talk about it, you know, how about like, let's get together. But it's. For some, for whatever reason, maybe it might be like they work or, you know, they just. It's been, it's. They'll donate and they'll help with food and things of that sort. But yes, that would be a task to take on. It would be something that I would require help because."},{"start":4105810,"end":4192120,"speaker":"C","text":"And you are correct, Anna struggled with it also. And it was create. It was started, but there were some issues that came about and we met with our attorney and so forth. And it is different. It's a different community. And as Cecilia has alluded to and spoke about it quite openly, it's difficult when you have a community that is working. Parents are working two, three jobs. Their main, Their main concerns right now are they putting a roof over their heads and putting food on the table and getting their kids to school. The rest is all a lot of commotion. Where they feel that's not where they want to put their energy at this point in time. So we even. And Anna can speak to this a lot better than I can. When she went to Taft, there was an outside person who wasn't even a parent at the school that was trying to create the pto, but we had some issues. And I think when you're not a parent at the school site, living in those types of conditions and trying to"},{"start":4193640,"end":4194040,"speaker":"B","text":"create"},{"start":4195960,"end":4198840,"speaker":"C","text":"something out of the ordinary that they're not accustomed to,"},{"start":4201010,"end":4201810,"speaker":"E","text":"it's not easy"},{"start":4202050,"end":4203570,"speaker":"C","text":"and you're trying to push something."},{"start":4203810,"end":4204210,"speaker":"D","text":"Right?"},{"start":4204450,"end":4270800,"speaker":"C","text":"So I think we could probably try something similar, but as a person of experience of working on the east side for many years. And no, I did not have a pto. I had a really great psych council that helped. But to provide me with what PTOs around the district were doing, that was not going to happen. So I was not going to push it. But I wanted them there for the school site council. I wanted them to participate in elac, and I wanted to participate in the different activities that were happening at the school sites. And that I got great. I didn't have the monies that my counterparts, my other colleagues in the districts had and wanted them, but I had the parents there that really, number one, appreciated what the staff was doing, and number two, were really grateful for the education that their kids were getting and would support us in a manner that they could and which they did. Yeah."},{"start":4272080,"end":4273920,"speaker":"E","text":"Thank you for that feedback."},{"start":4276490,"end":4345110,"speaker":"B","text":"Well, I think when it comes to a pto, I mean, I worked a lot, trying to really work with the people we had. I think one of the most difficult parts of a PTO is all the legalities. Right. The documentation. When you really look at that part, it's a difficult part. I mean, I learned a lot. I learned more than I ever wanted to know. And I was on a PTA when I was a parent. But being learned about PTO and all of the bylaws, it was a lot of technicalities. And that's very difficult for a lot of parents because it's not something they're accustomed. Accustomed to. So we continued. We had teachers, we had our librarian. We had different people taking on the role. But it was very difficult to maintain when you don't have the parents. But it was that we were trying to fill in because of the technical parts, accounting part, you know, the taxes. We learned more than. And I have to say the teachers and Elsa, who was our coordinator, we learned more than we ever wanted to know how to get, understanding how to support the system. But it's a very difficult system for a community that is not knowledgeable in those areas."},{"start":4345110,"end":4346870,"speaker":"A","text":"So what we learned is we relied"},{"start":4346870,"end":4349750,"speaker":"B","text":"on other people to help us balance things out."},{"start":4350070,"end":4351590,"speaker":"A","text":"And I have to say, one of"},{"start":4351590,"end":4378870,"speaker":"B","text":"the Clifford parents actually supported us on helping us, making sure we were in compliance with all of the state laws. And that was cumbersome. It took us two years to do that. So it. It's just. It's a process that our community just can't do. And so we did focus on all of the other parts. How do we build the community? How do we engage them in all these outside activities. And they do show up. They definitely show up, but they don't show up in the leadership part. They're very."},{"start":4379670,"end":4381310,"speaker":"A","text":"It's. It's just one of these things where"},{"start":4381310,"end":4391110,"speaker":"B","text":"they're not comfortable with it. Yeah, but again, Taft is changing. There's a lot of, you know, the d. The. The diversity is coming about very different."},{"start":4391110,"end":4394690,"speaker":"A","text":"So maybe in the future those will be, you know, things that will come"},{"start":4394690,"end":4400970,"speaker":"B","text":"about as the community is changing around it. But the parents are always really, really involved and want to be part of it."},{"start":4401050,"end":4401570,"speaker":"C","text":"Awesome."},{"start":4401570,"end":4402770,"speaker":"B","text":"So thank you."},{"start":4402770,"end":4404010,"speaker":"E","text":"I really appreciate the color."},{"start":4406330,"end":4409130,"speaker":"C","text":"When. When we had synced last and heard"},{"start":4409290,"end":4456700,"speaker":"E","text":"about Taft previously, one of the things that we had heard about was some transportation issues for kids at this school. I would just love your temperature on. Do you feel like that's still. Still a major problem? Do you feel like things are getting worse on the transportation front or better? I don't think transportation is really that big of an issue. You know, I mean, there was that time where folks were being given transportation last year and the year prior, but for the most part, I mean, we have kids who move to a different part of town and they still want to stay at Taft. But then that could be challenging. But it's. It's not a. It's. I don't think it's one of those issues that. That's, you know, taking over, you know, so it's. Kids are still going to school."},{"start":4456700,"end":4457060,"speaker":"B","text":"We."},{"start":4457460,"end":4653420,"speaker":"E","text":"We do have certain number of kids who are chronically absent and things of that sort or tardy. So we're targeting that. But it's very rarely does the topic of transportation come up, does it? Yeah. So it's other factors. So she works on our attendance review team, and during our CSPs and things of that sort, transportation has a bit an issue. It's been other things that are making kids not come to school. Thanks. I really like that there's a clear focus on attendance, on using systems like A to A. When we had previously talked about attendance at Taft, it had been mentioned that home visits were less effective than hoped. You mentioned doing robocalls and the like. Do we have a way of measuring these different interventions and seeing whether they're effective and whether we need to explore new interventions for trying to resolve absenteeism? Well, you know, usually when I send out some form of communique about attendance, it'll improve for a bit and then. But then it goes back, but we find it. It's typically the. I wanted the same. The same group that will you know, and we'll work with them. And we haven't got to the point of home visits yet. We haven't got there because we. It hasn't been required. But we're going through the steps that the district has given us following the test and things of that sort. So we've had two and we've closed those and we're going to have another one soon. But it's just something that we just got to keep trying to push and figure out. We do look at again. I like PowerSchool. I feel like I know how to use it very well. I did the master schedule for Kennedy and I know how to do it tenant and so I also like to use blackboard and I'm really well with that. And then a 2A. I'm kind of familiar with how it works so I blend all that together. And we were actually in our front office meeting this morning and we're looking at all this and next thing you know I have the 75 plus kids who need to be attended. I just organized in a way and it's shut out today. So the. I have the resources it might be. It's a good idea to just take what you're saying and like let's see if does this work or does not. You know what I mean? Because that's something that I'm not doing regularly. I'm doing it in here but whether I'm sitting down and like, like no, this they worked out. But we do have records of who we communicated to what we've done because it's there. You know, we have it via blackboard or we have it via email or and that we find that a lot of times it that we've had a couple of students and whose attendance has improved because we've. I think after trimester one we sent out a. Right. We looked at the attendance data and I sent a. Another one saying hey, during trimester one, blah blah, blah, blah. And then we figured again just after the break because you know, after a two week span of not coming to school you might see some kids just be at home still. So we decided it'd be a good idea today as a matter of fact to send out another communicate on attendance and just targeting those families, you know, so. And there's a way to do that via PowerSchool. Awesome."},{"start":4653500,"end":4653960,"speaker":"C","text":"Awesome."},{"start":4656590,"end":4675230,"speaker":"E","text":"We, we obviously rolled out a whole bunch of new curriculum and math and English and eld. I'm wondering if you're seeing some early signs in your school in Taft of whether the new curriculum is landing well with the teachers and with the students. It's a mixed bag, but they're doing it right?"},{"start":4675230,"end":4675550,"speaker":"C","text":"They're."},{"start":4675550,"end":4696680,"speaker":"E","text":"They're doing it. It's. She came and she saw mass all day and, and there's one teacher who I went in there to observe and she did math. This was October and she wasn't afraid to. And I was like, okay, well. And you know, it's, it's, it's working. I mean folks are doing what they"},{"start":4696680,"end":4697320,"speaker":"B","text":"need to be done."},{"start":4697320,"end":4800170,"speaker":"E","text":"It's the centers. Everybody talks about math centers being like one of the more familiarized places where they feel more confident in it. But. And then CRLP and Hagerty. There's just a lot. And so it's like your priority. You have a trial run. Right. You're doing what you can. And we're hoping that we get data and opinions from folks and feedback and then see how it hopefully gets better for next school year. In terms of checking my data with our data. Excuse me. We are seeing some growth from trimester one to trimester two. And both Ira and both math and, and Nealy. So that's not a lot. But it's where I look at the projected growth on I ready and I look and also we got a nice worksheet that has all the data. So I tend to look at all that. And we share with our staff. We share with our staff. I made everybody. Thank you staff to complete their little. Because I wanted them to look at the data and it's also important for them to see like what it is that they're doing. Is it paying off? So all that ties together and they're. They are following through on the curriculum set forth by the district. Awesome. Awesome. Thank you so much for. I, I know it's a lot that we, we put on you all so thank you for executing on that. And we, we hope to see the, the results that it's, it's not effort for nothing that we're. We're going to see. It's not the results pay off of the students. I was psyched to hear the. About the student led plans and that it sounds like that that went well. So can you. I'm sorry. Oh, just the student driven learning plans having. Oh the goals. The goal setting. Oh, yes, yes. So we. I sat and interpreted several."},{"start":4800410,"end":4800810,"speaker":"C","text":"Yeah."},{"start":4800810,"end":4827050,"speaker":"E","text":"Yeah. So you know, especially in fifth grade and the teachers did a good job of putting their, their, their goals together. So. And the parents that I talked to in. Because that happened in October. So in my November principal's coffee I asked parents, like, what you think? Did you like it? Did you not? What could be changed? And this was a formal conversation, an informal conversation. And they were like, this was. There was something that was good to them because they. Nobody ever asked them. That's right. What do you want to do?"},{"start":4827050,"end":4828050,"speaker":"C","text":"Right. Yeah."},{"start":4828210,"end":4856010,"speaker":"E","text":"Which kudos to you folks, Dr. Baker, and all that to putting that together. Because they, I think at the first, at the beginning, people were like, oh, it was new. But if you talk to a mom or dad at my school, every single one of them said yes that attended anyway. So it was, you know, it's good because it gives them, you know, ownership and they're. It's more of a part thought partnership and that's what we do. That's what we do."},{"start":4856010,"end":4856409,"speaker":"B","text":"So."},{"start":4856650,"end":4862490,"speaker":"E","text":"And that's what we're trying to get at. Taft is a great place. It's got a lot of potential and it's. I'm excited about it."},{"start":4862570,"end":4864170,"speaker":"C","text":"That is fantastic. Thank you."},{"start":4864330,"end":4891790,"speaker":"E","text":"Last question for you. And I know I'm a little long. It's okay that when I went and toured about a year ago, there were a couple different furniture issues with furniture being the wrong size and the like. I just want to make sure that, that, that all got sorted out and there's no furniture issues now. Okay, That's a good sign. Why don't you come visit us sometime? Okay, you got it, sir. Thank you so much for your presentation. Really appreciate it."},{"start":4894590,"end":4900470,"speaker":"D","text":"All right, well, thank you very much for your presentation. It was a lot for you to do solo, so usually."},{"start":4900470,"end":4901390,"speaker":"B","text":"Oh, no, no."},{"start":4901470,"end":5081050,"speaker":"D","text":"Yeah, well, I mean, you spoke though the whole time, so I just wanted to say thank you for that because a lot of times there'll be, you know, three or four people speaking to us. So you're up there with support. Thank you. So anyway, thank you for the presentation. And I do want to just say thank you so much to both of you. And then also just all the teachers and staff at Taft, I think, you know, we've talked a little bit about the support that the students and the families need in the community. And I know that the students school is a real hub of support. I mean, I would say that that's probably where those families are getting the most support they're getting in our community. Right. Is the school. And so we know how important that is for their well being and just their education. So thank you so much for all of that. And I was thinking, you know, kind of on the pto, for me, that's less important than really just having the parents engaged, supporting their students at home, coming to school when they can. I love that you're thinking about different ways to engage them. Like when the student presentations were going on, they could come in virtually. They couldn't be there in person. I mean, that's brilliant because a lot of times someone could take, you know, 15 minutes or half an hour to do that. But it's hard to sort of travel to the school if you're working your jobs and stuff like that. So thank you for thinking about those opportunities. And then, you know, the principal's coffees. To get 25 or 30 people in any of those, I think is a really good showing. That says a lot. And I think there's ways to convey information. I love that you're going to be working with the YMCA Project Cornerstone. I know that's been really successful at some other schools. And, you know, I know Familia Sunidas has also done a lot of support for Taft families. I think any of those kind of programs where parents can feel supported and have a place to ask their questions and feel like you're working as a team together is so important. So, anyway, just thank you for all the different ways you're doing that. I think it's. It's really great. I also really appreciate the focus on attendance. We know if students aren't in the classroom, then they're not learning, right. And so it's so important. And it, you know, as much as we can do for those families that are, or the students who are consistently chronically absent, we've got to get them in school. And, you know, through your communiques or however you can do that. So important. Thank you for all the supports, like with the college advising prep, all the afterschool. I mean, really thinking about supporting the students on a longer day. And then finally, I just want to say, because both of your schools got pretty big upgrades with measure T. And I know when I've been out there to see those new facilities, a lot of the things you're talking about with the libraries, the steam maker spaces, all of that, that's a result of the bond money. And so I once again just want to thank the community for saying yes to upgrading our schools. It is so important. And I know it makes. I see all the heads nodding, makes such a difference to the people who work in them, to our students who get to learn. I think we need to honor that and remember that, you know, you guys are in these amazing spaces now that are really making a difference to students."},{"start":5081050,"end":5082890,"speaker":"E","text":"So, yeah, we're using them too."},{"start":5083690,"end":5094770,"speaker":"D","text":"I know. I love it. I love it. I mean, you know, again, 10 years ago we did not have Steam and maker spaces. That was not happening. We didn't have the facilities to do that sort of thing. So anyway, super exciting. So thanks a lot."},{"start":5094770,"end":5095370,"speaker":"C","text":"You're welcome."},{"start":5096090,"end":5124640,"speaker":"E","text":"Yeah, thanks, David. Thanks Karina, for being here and thanks to all your staff for the work that you're doing. Taft is a great place and thank you so much for hosting me a few weeks back. Back. It was, it was wonderful to see it in action. You know, you hit most of the, most of the questions that I was going to have just from having looked at the slides before. I really wanted to hear about just all the programs that are going on at Taft. And you covered it right at the beginning. The CDC with the inclusive group, the Specialized Learning center, therapeutic learning center, 5050 program."},{"start":5126000,"end":5126320,"speaker":"C","text":"Just."},{"start":5126320,"end":5197310,"speaker":"E","text":"There's a lot going on and the campus just hums. You know, it's. At least when I was there, it felt like it was just moving along really well. It was kind of vibrant and really cohesive. I enjoyed it. I also wanted to hear about a little bit about. I think you called them specials. I would have called them electives too. Yeah, yeah, specials. And so it's just neat to hear about the different music programs and offerings and how that's happening and putting that in there. And then I did have one question about mental health. I'm glad that we have the district provided counselor and the partners there as well. Is it meeting the need? Is there a wait list? Is it, you know, is it, Are the groups too big? Like, how's that? I kind of knew that question was going to come up. So. 82 SEL lessons using changing perspective have been done. 72 students have received individual group therapy. And we've had 350 informal check ins on topics such as conflict resolution, period relationships and emotional resources, regulations. It's, there's a lot of work, but those girls are putting in the time and I appreciate that. It's, it's getting done. It's. But it, the work will never stop there. Right, okay. But it's."},{"start":5197310,"end":5197630,"speaker":"D","text":"It."},{"start":5197630,"end":5210110,"speaker":"E","text":"We're excited with it. The kids have a way of, you know, come and check in and the system there is robust and we check in with Lauren regularly and we, we bounce ideas off each other and"},{"start":5212000,"end":5212160,"speaker":"C","text":"there's"},{"start":5212160,"end":5328180,"speaker":"E","text":"always going to be mental health support, but it's working for us. And they're building billboards out there and it's working especially because we are able to support the kids. During the after school program. So one of our counselors who works with us all day, she works another three hours in the after school program. But we have our group sessions, we have our one to one sessions and then we have a lot of informal check ins and then we have sessions, our screen team that we have a system where we, we put in the referral whether it's through a staff member or a parent and. And then we do our screen team every two weeks and we identify kids there as well. Great, thanks for sharing that. And actually Al, you mentioned the after school programs. It's great to hear that 2/3 of the students I think are able to take advantage of an after school program that's there and how it's really weaving in with the school day. It sounds like at least to me that it's weaving in a lot more with the, with the school day mental health as you mentioned going throughout it. But it sounds like also I think you'd mentioned about Healthy Cities tutoring coming in and looking at some of the after school data and trying to focus on students that need reclassification. It'll be interesting to see how that works out. Hopefully. We see. Yeah, that's in this beginning station. Yeah, she came in Georgian Maureen who is a direct executive director and she had this idea and, and she has her son goes to mellow school. So they're going to have those kids come in. So we're in the. That's because we. They do one to one but sometimes that's hard. And so she's just trying to think outside the box. Great. I'm looking forward to see how that is. And Cap was something we'd heard about last year too being really having really positive influence. So hopefully we're finding that that's still having a positive influence. Yeah. For them I had, I asked that they do a diagnostic in the beginning and now in the middle and then again the end because we want to. And also see if the program is working."},{"start":5328500,"end":5328900,"speaker":"C","text":"Yeah."},{"start":5328900,"end":5344740,"speaker":"E","text":"Great. A lot going on. Great place. Thank you. And surprised that this is your first elementary time in elementary. It really seemed like you seem like a seasoned professional by the time. Well, I'm seasoned. You are my fellow professional. Seasoned professional for elementary school."},{"start":5344820,"end":5345220,"speaker":"B","text":"So."},{"start":5345300,"end":5347740,"speaker":"E","text":"Thanks. This is going to be my last rodeo, folks."},{"start":5347740,"end":5348340,"speaker":"C","text":"I'm just kidding."},{"start":5348660,"end":5349540,"speaker":"E","text":"I'm just kidding."},{"start":5349940,"end":5356360,"speaker":"A","text":"Thank you so much for your presentation. I'm sure it was not easy giving a presentation at a school that you haven't been at that for very long."},{"start":5356360,"end":5357280,"speaker":"D","text":"So I appreciate that."},{"start":5357280,"end":5360160,"speaker":"E","text":"It was great. People were there yeah. It made it that much easier."},{"start":5360640,"end":5367760,"speaker":"A","text":"On your first slide, you have a photo of a student in Hippotherapy. The student on the horse is that with Joe Lansdowne."},{"start":5369120,"end":5371239,"speaker":"E","text":"So that's our specialized learning center."},{"start":5371239,"end":5371600,"speaker":"D","text":"So."},{"start":5371680,"end":5372720,"speaker":"E","text":"Done it already? Twice."},{"start":5372800,"end":5373240,"speaker":"A","text":"Okay."},{"start":5373240,"end":5380800,"speaker":"D","text":"I just, I think it's fantastic. It's such an amazing therapy, both physically and emotionally for the students to build"},{"start":5380800,"end":5391480,"speaker":"A","text":"their core and to communicate with the horses and, and be comfortable on the horses too. So that's awesome. Can you remind me, do you have a dedicated STEAM teacher?"},{"start":5391480,"end":5391920,"speaker":"E","text":"Yes."},{"start":5391920,"end":5392440,"speaker":"B","text":"You do."},{"start":5392440,"end":5392880,"speaker":"C","text":"Okay."},{"start":5392880,"end":5396480,"speaker":"A","text":"Because I remember for a long time that position wasn't filled, is it?"},{"start":5396640,"end":5397440,"speaker":"E","text":"It was half."},{"start":5397600,"end":5398519,"speaker":"D","text":"It was half time."},{"start":5398519,"end":5398960,"speaker":"C","text":"Yeah."},{"start":5399120,"end":5399440,"speaker":"A","text":"And."},{"start":5399440,"end":5400480,"speaker":"D","text":"And it's full time."},{"start":5400480,"end":5406280,"speaker":"A","text":"Okay. Awesome. You have some really unique partnerships that I think a lot of our schools don't have."},{"start":5406280,"end":5407720,"speaker":"D","text":"Subaru and the Menlo Math."},{"start":5407720,"end":5408640,"speaker":"A","text":"I think those are exciting."},{"start":5409510,"end":5421430,"speaker":"E","text":"Yeah. Subaru came. I don't. I don't remember how I showed up. Yeah. You with them. Okay. Yeah. So it wasn't. We inherited it. I wasn't a payment as my. I was gonna claim it as my own, but I can't."},{"start":5421990,"end":5422830,"speaker":"D","text":"You can claim it."},{"start":5422830,"end":5423510,"speaker":"A","text":"You can claim it."},{"start":5425190,"end":5426430,"speaker":"D","text":"Oh, yeah, yeah."},{"start":5426430,"end":5477520,"speaker":"E","text":"So they came, donated a bunch of books. Cool. So we looked at books about on green topics, you know, like trash. And if you look at the Subaru Promise, it's an education piece and it's a lot about science related stuff. So they brought us a ton of Books. Ms. Ariano worked on looking at them, and then we donated them to each classroom library. Right. And so then the representative was like, oh, hey, you know, if you're interested in something for Halloween, they were like, sign us up. So they came and our community specialist, she was able to get a donation of 400 Halloween buckets. So, I mean, all the candy got taken, you know, so it was, it was, it was a fun little place. But yeah. So they're going to come again next year. We're excited about that."},{"start":5477840,"end":5513730,"speaker":"A","text":"So, David, I debated whether or not to share the story, but in light of your comments about getting the hugs and high fives at Taft and not at Kennedy, about a year ago, maybe, my husband and I were downtown at the movie theater and it was. It was a busy Friday evening. And when we were leaving, I guess I was giving off mom vibes because I walked out of the theater and a group of students rushed me and they came over and they said, can you order us an Uber to get us home? We're stuck here because I can't use Apple pay on the Uber."},{"start":5513730,"end":5513960,"speaker":"D","text":"App."},{"start":5514030,"end":5514270,"speaker":"B","text":"App."},{"start":5514590,"end":5517910,"speaker":"D","text":"And this is, it's actually a really"},{"start":5517910,"end":5523590,"speaker":"A","text":"frustrating system that Apple has in. In place. And I know this because I go"},{"start":5523590,"end":5526870,"speaker":"D","text":"through it with my own kids. So we said, sure, got them an"},{"start":5526870,"end":5528590,"speaker":"A","text":"Uber and we were waiting with them"},{"start":5528670,"end":5531470,"speaker":"D","text":"until it arrived and I."},{"start":5531550,"end":5533550,"speaker":"A","text":"You started prodding and asking some questions."},{"start":5533550,"end":5534870,"speaker":"D","text":"It turned out they were Kennedy students."},{"start":5534870,"end":5535470,"speaker":"E","text":"Okay."},{"start":5536270,"end":5537550,"speaker":"D","text":"And so they knew I was a"},{"start":5537550,"end":5545150,"speaker":"A","text":"parent there, but I didn't, they didn't know my role with the district. And so I was just asking questions. And they raved about you."},{"start":5545550,"end":5548150,"speaker":"D","text":"They were so happy having you there"},{"start":5548150,"end":5551630,"speaker":"A","text":"and they just thought you were amazing. I think they use the word chill."},{"start":5552270,"end":5552670,"speaker":"C","text":"Really?"},{"start":5553070,"end":5553550,"speaker":"A","text":"Yeah."},{"start":5553950,"end":5557710,"speaker":"D","text":"So my bullhorn and yelling at kids in class."},{"start":5557950,"end":5561110,"speaker":"A","text":"So. And you know, through, you know, my"},{"start":5561110,"end":5562990,"speaker":"D","text":"own son and his friends because they"},{"start":5562990,"end":5569900,"speaker":"A","text":"tell me what they think and so you are really good at building rapport with students and so I think you need to give yourself credit it for that."},{"start":5574140,"end":5579420,"speaker":"E","text":"I didn't realize I was loved so much there. I remember when I told everybody I was leaving, you could hear that."},{"start":5579420,"end":5579900,"speaker":"B","text":"Yes."},{"start":5579900,"end":5605630,"speaker":"E","text":"In the background, you know. You know, somebody told me that in the bus they're like, Mr. Camarina is not at car no more. They're like, yeah, you know, whatever, it's okay. But it's fine. It's fine. I always make that joke because, you know, Kennedy was a really great place to me as well. Well, you know, and it's just like, it's just different right now. I get hugs and it's. I got hugs. I can't. Yeah. I'm not lying. But it's just, you know, middle school versus elementary, it's different."},{"start":5606110,"end":5606750,"speaker":"B","text":"It's different."},{"start":5608350,"end":5626980,"speaker":"C","text":"Well, you can certainly tell that elementary does suit you, David. Even though it was. You had high school, middle, and now elementary. I've been there when the gate opens at 8 o' clock and you're giving those high fives to all the kids as they come in. So congratulations. And, and moms, you know, and dad stopping to talk to you at that point in time."},{"start":5626980,"end":5627700,"speaker":"E","text":"I get coffee."},{"start":5627700,"end":5628780,"speaker":"B","text":"I don't bring a coffee."},{"start":5628780,"end":5648220,"speaker":"C","text":"Right, right. And, and, and they're great. They're great. I mean it's a community. That school is definitely the hub. Yeah, it's the hub for that community. And whenever there is an issue, they are coming to you or, or to Karina to figure out how they can work on a problem together."},{"start":5648300,"end":5648780,"speaker":"E","text":"Yeah."},{"start":5648860,"end":5659410,"speaker":"C","text":"But your personality along with, with the academics that you bring with you and the experience definitely does show that there is a difference happening."},{"start":5659410,"end":5659850,"speaker":"E","text":"Thank you."},{"start":5659850,"end":5720550,"speaker":"C","text":"At the school site, one of the things That I really, and I know you probably all read his bi weekly newsletters like I do but how he makes them kind of personal. He'll have his family or he'll have his kids with their, with their, with their soccer, soccer uniforms. And there's a little, little paragraph that starts out and then he starts in into his explanation of what's going to be happening at the school and so forth. And the parents is kind of a connection for them here. They have a principal, has two guys at home so he kind of knows what we're going through. So that, that connection is, is really a plus. So I, I, I really want to commend you on that. And the other piece that we've been talking about individually are his, his data sheets. And he does go through the data with his staff stuff and I know we'll be looking at it again in a few weeks but not only with you but other principles. But his data sheets are really good. It's something that I kind of have copied for the other principals start using for this go around and can we see some examples?"},{"start":5720550,"end":5721390,"speaker":"E","text":"It sounds great."},{"start":5721550,"end":5797030,"speaker":"C","text":"Oh sure, we can see examples of it. Yeah. And we'll take the student's names off it and so forth. So that, that's not on there but that's a really good practice that he started there at Taft. Thank you. And the teachers and other staff members at Taft are doing a fantastic job and you will see progress, There is progress that is moving forward. And I know Jenny's going to be presenting in a little bit but not presenting on, you know, individual schools. But when I look at the data, I'm looking at individual schools so I'm seeing the progress that is happening. So, so it's working. So to the Taft staff, thank you so much for everything you're doing. Karina, thank you so much for all your hard work that you are bringing forth at Taft. And then there was what was the other thing I had written down. This is the communication, the data sheets. And just to continue that, continue the movement that you have with the parents right now is great with the coffees and, and, and bringing it forth and, and those communications that you have and just open forums of you know, what's happening, how can I help you? What's, what do we need here at Taft and what could we do better? So I applaud you for that. Thank you so much."},{"start":5798230,"end":5798710,"speaker":"B","text":"Thanks."},{"start":5798790,"end":5799670,"speaker":"E","text":"Thank you very much."},{"start":5803910,"end":5807270,"speaker":"A","text":"Thank you. Orion and Taft, you're welcome to leave."},{"start":5807270,"end":5808150,"speaker":"B","text":"I know it's late."},{"start":5808310,"end":5823570,"speaker":"A","text":"We do have a couple of interesting data presentations if you want to stay. But we understand if you want to cut out. So we are on 6.2 report on local indicator measurement for the California dashboard."},{"start":5824530,"end":5825650,"speaker":"D","text":"Is that Anna?"},{"start":5825650,"end":5854060,"speaker":"B","text":"Yes. Trying to find it on my computer now though. I'm like, let me see. Good night. How come? I'm having a hard time. I have it open, but it's not coming out. See, it's only coming out here in Google. Yeah, it's in. Yeah, it's in my Google. It's. Let me see."},{"start":5855580,"end":5859620,"speaker":"C","text":"Yeah, definitely, because it will be 9 o'."},{"start":5859620,"end":5871670,"speaker":"B","text":"Clock. That's what happens with my."},{"start":5875430,"end":5881030,"speaker":"A","text":"Okay, we're going to take a five minute break for the audience. So while we get this presentation up."},{"start":5881670,"end":5882310,"speaker":"B","text":"It's not even."},{"start":5882710,"end":5883750,"speaker":"A","text":"We'll be back in five minutes."},{"start":5886950,"end":5888150,"speaker":"D","text":"All right, thank you everyone."},{"start":5888470,"end":5890230,"speaker":"A","text":"We can go ahead and get started"},{"start":5890230,"end":5892950,"speaker":"B","text":"with the dashboard report. All right, thank you."},{"start":5892950,"end":5897950,"speaker":"A","text":"So Jenny Chan, I know, is on as a panelist and she'll be going"},{"start":5897950,"end":7080890,"speaker":"B","text":"over our two data, the dashboard and the I ready today. Jenny, are you on? I know that Jenny has been feeling sick so we'll help her along today. But we're going to start with our school dashboard. And so some of the data that'll become that was just released in September. So my advance apologize if I start coughing a lot when I talk, but I'll try to make it free. So. Good evening members of the board. Today I will have two presentations for you and the first one today is the California School Dashboard. Go ahead, next slide. So just a quick recap on what the dashboard is and what, what informations are on there. So state of California recognized that there are many different elements that are critical to, you know, our kids being healthy, happy and learning and growing in their school. So they have put together a priority that would drive our district funding and to measure these eight priority and we also call, some of us call it LCFF priorities. There are at least either a state or local indicator in place to show our progress toward each priority. So this chart kind of gives you a summary of what are the state indicators in place and what the local indicator in place. For today, our focus is actually on the state indicators which we publish on the dashboard. So next slide. California School Dashboard is designed just for that purpose to report on many of these measurements for the committee and for the federal and state accountability. This dashboard is released annually each fall before pandemic. We've seen this dashboard before. When the pandemic happened, up until last year, we did not have this five by five colors because we did not have the ability to have A consistent data to compare growth for students. So this is actually the first year that we are fully implemented this 555 California school dashboard. There are many indicators on the dashboard, but each indicator is assigned with a status that go from very low to very high and the change that indicate whether our performance increased significantly to decline significantly and the combination of the status of where we are right now and the change how we did compared to last year will determine a performance color. And that there are five color on the dashboard going from the lowest, red and then orange, yellow, green and blue. Next please. So you probably only know this information, but I just want to put it out there just to remind. So the student group that are being reported on the dashboard are all students and then all the race, ethnicity, including African American, American Indian, Asian, Filipino, Hispanic, Pacific Islander, white or two or more races. Also students in special program like English learner, students with disability, socioeconomic advantage, student homeless, and fast Cuz. Next please. This is just informational only. So basically only student group with 30 or more students are accountable on the dashboard. Except for foster youth and homeless. We only need 15 or more students, then we're accountable for them on the dashboard. So let's say if we only have 29 students who are Asian, then we're not accountable for that student group on the dashboard. It would need to be in generally 30 or more students. So sometime if you look into the dashboard and the student information is not available, most likely because they're under the threshold for accountability. Okay, next slide. So the dashboard for 202223 was published in December. This is, this is the phase when you get in. So this is just the general information of our district enrollment and demographic information as of census day, which was October 2022. Next slide. On the dashboard you will see all indicators. The state indicators would have that rainbow color of five colors. The local indicator you will see either we have standard net or standard not met. So for Redwood City, we have always been having the standard net for local indicator. And then for the state indicator, there are chronic absenteeism, suspension rate, English learner progress, ELA and math. Most of the students landed on orange color with English learner progress landed in red and mathematics landed in yellow. And I'll go over the detail for each of these indicators for the next slide. So academic performance eoa. This measure how well students are meeting their grade level standard based on their performance in the English language art portion of the cat, which were taken in spring of 2023. Only students in grade three to eight take the test. So we can see that on the first snapshot right there is our school. We are 12.3 points below standard. And let us say that we maintain 2.2 points. It means that we have maintained our performance compared to last year that give us a status of orange. So to the right you will see how the state are doing. They are pretty close to us. They're 13.6 point below standard that they also maintain the performance compared to last year. Next slide. Here is how all our student groups are doing in English language art. Most of our student group end up in the orange color, some end up in blue. But the two student group that end up in red, oh actually there's only one. English learners is the only student group that are performing very low on eoa. And next for math again this measure how our student is meeting grade standard. For math portion of the CAS only grade 3 to 8 take the test took the test in spring. For math we are at yellow color. We have 35.9 points below standard. However we increase 4.1 points. This increase means that last year we had 40 points below standard but basically negative point. But this year we only 35.9 below grade standard. So we basically improved 4.1 points. That put our status performance become yellow. So on the right you will see the state is 49.1 points below Santa and they maintain and they stay the same that give them a status of orange. Overall our student is doing a little bit better than the state in the math. Next please. This is how our student groups are doing for math. One thing to point out here is we have two student groups that are doing very low on math is African American and English learner. We have some student group we're doing in orange. That's most of our student group actually. And then we have some in blue and some in green. Next slide. The next indicator is English learner progress what we call elp. ELP measure look at the progress that an English learner student are making toward achieving their proficiency by taking the LPAC test each spring. The result from the LPAC score are used to calculate their progress. And because of the two years of data are required, only students in grade one through eight are included in this measure. So as a district we have 40.1% of our English learner increase at least one LP level or maintain the level four because you cannot increase anymore. That's the highest level. With this percentage it translates into a status of low performance. Because we have declined 14.8% from last year. We were at 55.7% of our student making progress markets last year. Okay. Comparing to the state, even though you see the state have the state made 48.7% progress, just a little bit higher than us. But they maintain their performance, they did not decline. So the status is actually two status ahead of us. Yellow. Next slide please. So this would tell you show you the comparison between last summative LPAC 2023 versus the year before 2022. So this is so you can see that by looking the purple color, the number of EL who progress at least one LP level, we actually decline. Next please. So summative alternate LPAC. This is a brand new test that launched in 202122 and because we need two years of data to see growth. So last year we did not talk about that. This was no growth. Yeah, there's no growth. So when the 2223 LPAC came out with this dashboard, we able to see one year growth. So basically 78.9% of our students when they took this test, they did not show any progress between 23 and the year before. So for summative alternate LPAC, it's only for English learner who have the most significant cognitive disability. That is like about less than 1% of our student population. The alternate LPAC is similar. The purpose of the alternative LPAC is similar to the summative LPAC which is to measure student progress. But alternate LPAC is designed to measure this special ed student ability to only express and receive information through different communication modes. So whatever communication mode that already being used in the classroom, that's what being used on the test to help student to help us be able to measure whether student has achieved the proficiency in English. Next please. The next indicator on the dashboard are conics of this measure show how many students who were absent for 10 or more of the instructional day they were enrolled in the school. But only the student who enrolled for 31 days or more are calculated in the chronic absenteeism rate. So we see that there's a positive sign that our chronic absenteeism declined 2.6% from last year. And then at the 24.8% we are in color orange. For the dashboard we are compared to the state. If you can see that our chronic absenteeism and the state chronic absenteeism are pretty similar 24.8 versus 24.3. However, they in yellow in orange because the state is showing a 5.7 decline, a bigger decline than us. So that's why they have a one more color high up than us. Okay. Next slide. This is how our student groups are doing in chronic absenteeism. It's all spread out, but again we notice that our African American group are having very high chronic absenteeism. So they're receiving the red color dashboard. Next please. Okay. Suspension rate. So suspension rate is the measure of the number of students who have suspended for one full day. So if the student is counted once already at one school, they would not be counted again for another school. If you're looking at the district count, you can see that our suspension rate has went up 0.4% and we are at 3.2 suspension and cola orange. We're pretty on bar with the state. Next slide. This is how our students are doing for suspension indicator and here we see it again. African American group are having higher suspension rate than other student groups. So they're in red. Next slide. So what are we with all these data result on the dashboard? What are we being held accountable for? So the state accountability system is using what we call differentiated assistance framework where the result from the student group data are being used to determine district eligibility for assistance. The goal is for the county and the state to support the district to meet the need of the student being served. So there are different ways that a district become eligible for different differentiated assistance. Either through state priority, local priority, or a combination of both. For Redwood City, since our students part of our local indicator have been met for our years, we would only be in differentiate assistance due to performance of our student group in the state priority. In this case it will be priority four, five or six. Next slide. So the criteria to be in differentiate assistance is that a student group need to meet the criteria in two or more priorities. So for priority four, you consider the student group consider meet criteria if they are read in both EOA and math, red in LA or math and then orange in the other or red in their English learner progress. So any of these red they consider meet one criteria priority four. If the student group is read in chronic absenteeism, they consider meeting criteria priority five. If the student is read in suspension then meeting criteria priority four. So the student group would be in differentiated system. If they're meeting Criteria for priorities 4 and 5 or 5 and 6 or 4 and 6. So it's a combination of two or more priorities. Next slide. So this is how each of our student group are doing based on their 2023 dashboard. There are two student group that's standing out from this view. Right here are African American and English learners because they have many red in their performance for African American they have red in math, red in chronic absenteeism and red in suspension. And because these three red are in three different priority, they met the criteria for different issues system. So we will be in differentiated system for African American starting this year. For English learners they have three red in EOA Math and English learner progress. However, all these three red are in one priority. So they would not consider being met the criteria for differentiate system. So we would only have one which is African American. And for those of you who wonder how many African American students we have from the data from last year we have roughly about 49 to 50 students. So also something new this year is that starting with 2023 Dashboard, once the district is eligible for differentiated assistance, we will receive two years minimum of support from the county. So it's going to go from dashboard to dashboard. So we'll have to wait until the next year dashboard data and see how we're doing and to determine whether the support will continue. But the support would be two years. The eligibility will be determined annually though. So let's say we are eligible for different assistance for one group this year. Next year, let's say I would pick a group two or more races somehow meet the criteria then our differentiation system will be extended for two years from next year dashboard. So 2024, 2026. So basically every year they going to determine the eligibility and each time we are determined for eligible, we are getting support for two years. Does that make sense? Does anybody have any question? I do have a question. Jenny. Yes. Yeah. When you talk about getting support, can you explain that please what the what that means? Right."},{"start":7081050,"end":7081450,"speaker":"A","text":"So"},{"start":7083530,"end":7144810,"speaker":"B","text":"a lot of district would or people would say current state assistant is bad. It's a bad thing. Like, like you know, basically you're getting monitored. But from the eyes of the state is that when the district is getting to Prince Assistant we will get help from the county to they will be actually we get money from the state. The county will get the money from the state. They will put more resource and stuff in there. They will work with our district staff to make sure we create the plan and put in resource to address, you know, the issue and the performance to make sure that our African American group, the student group that are on different to make sure their performance are improving. So it's more like an eligibility. We're getting more support from the county. Thank you. Anyone else?"},{"start":7146250,"end":7158490,"speaker":"E","text":"At what point do we get the support and what does it look like in terms of if the support is dollars, what quantity of dollars, if the support is time or AIDS from the district. When do those arrive?"},{"start":7159370,"end":7203760,"speaker":"B","text":"I think they. The county probably already reaching out to Anna or May soon or probably already did to start on the process. No, we do. We will not get any money for a different assistant. We will get the support in terms of times, a lot of meeting to go over and they're going to ask us, like, for example, what kind of data you have to show that you're monitoring this. How are your African American students doing in map? What is your strategy? And so they actually make us to provide a plan specifically. And also we'll have to specifically point out the support and the strategy for this student group. Also, in our lcap, have we been"},{"start":7203760,"end":7205640,"speaker":"E","text":"in differentiated assistance before?"},{"start":7206120,"end":7206600,"speaker":"C","text":"Yes."},{"start":7208920,"end":7211440,"speaker":"E","text":"When was the last time we exited differentiated assistance?"},{"start":7211440,"end":7276700,"speaker":"B","text":"We were in it last year. Okay, so we were in it last year. So there were different priorities. I mean, the same priorities. And so when you, if you guys remember, when you guys read probably the lcap, we didn't. Had. Didn't have to be named out in the lcap, but the new lcap, we have to name it that we're in differential and why. But if you remember, all the schools in their SPSAs had ATSI, which is attention. So they were in there. So one of the things that we were in were chronic absenteeism. So we're out of that for this year. And we had multiple different school sites. Most everybody was for students with disability and suspensions and in chronic acid in many of the sites. So a lot of them are out of that. That. But we as a district are in it for these two parties for African Americans. But we are monitoring. We have to monitor all of our reds, which is our schools, our English learners, as well as our African Americans in all of these areas. So the new Al Cap will address all of these issues. We have to create a plan that will be embedded in the LCAP to address the. Any reds that we have on the dashboard."},{"start":7276780,"end":7292380,"speaker":"E","text":"I would suppose that the good news here is that we're talking about small percentages of a small cohort, so that literally moving the needle for 1, 2, 3 students could make a very large difference in the colors that we're seeing here."},{"start":7292860,"end":7301340,"speaker":"B","text":"That is correct. That is correct. Anybody else? Yeah."},{"start":7301340,"end":7328490,"speaker":"D","text":"So, you know, the data we're looking at was from what spring of. What are we in now? 20. 20, 23. Yeah. So, you know, it's so interesting because by the time we really get the data and stuff, you're almost. I mean, it's not quite a year, but you're getting towards that. So it's always interesting to me to look at it reflecting. And we've got so many new things that we've been doing, so, you know, it's hard to see a lot of these."},{"start":7328730,"end":7329810,"speaker":"A","text":"Your mic is resetting."},{"start":7329810,"end":7342890,"speaker":"D","text":"Oh, I'm sorry. It's resetting. Yeah. But it decided on its own. It didn't like my voice coming through it. You know, it's hard to see all the reds and oranges. You know, we'd like to see more yellows, greens and blues, of course."},{"start":7344890,"end":7345290,"speaker":"A","text":"So."},{"start":7345610,"end":7440980,"speaker":"D","text":"But I know, you know, we're doing a lot of the right things. So one of the things is, you know, we have a lot of data that the teachers and the principals and you all at the district office is looking at. And so I was curious, you know, in an honest way, how useful is this compared to the other thing? Because, you know, the color schemes and everything are kind of interesting and all the, you know, that. And I'm just. I'm just curious. I mean, are we just going to stay focused and we know that we're going to do what we need to do, which is, you know, get the kids reading and get the kids learning math. And, you know, this is sort of a byproduct of something that we need to do and pay attention to. But. And anyway, so, you know, I think it's useful to look at. I think the reality is we just need to do the work we're doing and we're. And I know we're making progress, so I'm hopeful next year things will look better. I know one of the things I was a little surprised at was kind of just the suspension rates, because I've seen those going down. So it's sort of interesting that, you know, for whatever reason, you know, we're not where we want to be on suspension rates. You know, everybody's been struggling with chronic absenteeism, but we know that kids need to get in school. So a. I know. We're working on that. And then I was kind of curious on the English learner, do any districts get a lot of those kids? I mean, because they're learning English and as they get reclassified to get out of the English learner. I'm just curious, how hard is it to. To move from red to orange or yellow with the students who, once they're proficient, they exit out of the program that you're testing them? You know what I mean? It's a weird one to me. So I don't know if you can speak to that at all."},{"start":7441140,"end":7581170,"speaker":"B","text":"I was looking at this today because Mike had the same question and so I. And so did. So did David. So I think one of the things that when you look at. And we don't have the data here, but when you look at school sites, I know when you actually look at the individual school sites, you'll see that some school sites made huge gains and then you see some like huge, huge dips. So when we look at those schools and that we have four that are really, that made really, you know, that dropped but were had been steady. So something happened within those. That grouping in that test. But the LPAC test itself changes. So kinder is one test, second K. Every year, K12 is a different test. Third, fourth and fifth grade, it's the same test. So there's opportunities in third through fourth or fifth grade that it is the same exact test. They have to practice those skills. But when you get into middle school, it almost is like a standard. It, it is very difficult. And it's the same test for sixth, seventh and eighth. But the reading is almost like if you're looking at the cat, the state standardized test cast. So it's very. And all of it is on computer. And actually we were talking today about how even on the CAST testing, I was talking. We were talking about stamina, how we have to build stamina with a lot of our kids because the sustainability on all of these, these tests take a long time. And so the sooner and the sooner we reclassify kids and the younger grades the better because their stem the test gets harder and harder. And you have to remember they take this test in February. So we, we start February and then they go right into cast. Well, last year it was this. We went into I ready and then we went into cast. So the kids were being tested throughout from February all the way to May. That's a lot of testing that happens. So that also becomes test fatigue. Right. So I think when we look at all of this, there's a lot of things for our English learners that we're putting into place. But it is, we. I look at it more as school site to school site. And what do we need to do to target at those school sites to make sure that everything is happening, that their ELD classes are happening, which is a state requirement. And you know, we have curriculum. We had curriculum and probably wasn't as robust and teachers weren't using it, so they were using what they could to do it. So now that we have more of a curriculum, we're hoping we'll start seeing"},{"start":7581170,"end":7600010,"speaker":"D","text":"more gains because we did hear that pretty consistently from teachers that they didn't have the curriculum they needed a couple of years ago. And so some of these kids were not getting what they needed. Yeah. Anyway. And I do think some of the scores are still a result of COVID I mean, we're still coming out of that."},{"start":7600010,"end":7600330,"speaker":"A","text":"Right."},{"start":7600410,"end":7603120,"speaker":"D","text":"So anyway, I'm hopeful that next year they'll. They'll look better."},{"start":7603680,"end":7706450,"speaker":"B","text":"Yeah. So I do have the answer to most of your question. I hope that would make sense. So the first one I heard is that you want. It's. It's weird that we're in almost 2024 talking about 2022-23 dashboard, but the state is trying to. Because, you know, all these data come from us. We do the reporting, push it up to them, and then they analyze it, they come out these numbers. So they are trying to push all the district to try to submit data early every year. So eventually, so like this year, we got our dashboard published December 15th. Next year will be published December 1st, and then the year after next will be November 15th. Eventually, when we get to the year that is October 30th, that will be the day going forward that we'll get our dashboard. But they're doing it slowly. The second question I heard about is the suspension. So I heard the comments that, you know, the principal are, when they present their data, it seems like their suspension has improved. But they. That did not reflect it on the dashboard. That is because something you might have to take into consideration is that the, the dashboard is suspension rate is based on the count of student being suspended, not the count of the actual incident and suspension that actually happened in school. So you may have a principal knowing, oh, last year I have 10 kids with 50 suspension, but this year I only have 20 suspension. Oh, of course my suspension improved."},{"start":7707170,"end":7707500,"speaker":"C","text":"But."},{"start":7707570,"end":7723570,"speaker":"B","text":"But guess what? This year the 20 suspension involved 12 kids. So you actually suspended more students with less suspension, but more students. So that caused the rate to go up. So that one thing."},{"start":7724530,"end":7738770,"speaker":"D","text":"Thank you for that explanation because I was having a disconnect. So that makes a lot of sense. So actually, I mean, the good news is we are, you know, we don't want one student to have five or six suspensions either. So anyway, that's, that's helpful to think about."},{"start":7738770,"end":7822400,"speaker":"B","text":"Thank you. Okay. And then for the ELA math performance for the English learners. So some school district does complain that at one point you want us to reclassify more students, but at the same time, the more we reclassify and then become reclassified, they're no longer English learners. So when the student take the test in spring, we end up with a bunch of English learners who are less proficient because we reclassify all of our proficient speaking English learners. So how does it work? So turns out that for dashboard purpose only, the English learners on here included all your current English learner and any student who've been reclassified for the past four years. So they do include our rfep, even though they call English learner, but I guess they call it forever. So once you're an English learner, you have like forever an English learner. But for to give it right fair and you know, make sense. They include the RFAP student in the English learner count also so that it would not not hurt the district when it comes to the performance for English learners. I hope that makes sense."},{"start":7824560,"end":7831440,"speaker":"D","text":"That does. So then. Yeah, it doesn't really explain the. The reds then the red. Right."},{"start":7832320,"end":7832840,"speaker":"C","text":"Okay."},{"start":7832840,"end":7909570,"speaker":"B","text":"Right. It doesn't. But for the lp, that one is specifically just English learners because only students who are English Learners Take the LPAC. The R5 kid don't. So one thing I mentioned to Anna is that I know last year before Leslie Daniela, our previous director left, she pushed really hard to reclassify recipe every single kid. So basically we're testing May 1st and May 2nd. The result come out. She reclassified them like five days after. So we classified a lot of kids before we took took the LPAC in spring. So mostly the kid that took the tests are lower, less proficient, like level three and below. So that maybe contribute to the result of being read. Yeah, and that's still going on today. So Katherine has also continued to reclassify, especially starting at middle school where it's so important before they go to high school. So she definitely has continued what Leslie started in, in terms of reclassifying and making sure looking at the data that just came out most recent because it was based on their ELA and math as well for cas."},{"start":7910530,"end":7926220,"speaker":"E","text":"I mean, I understand how it can fuzz the data in some ways to be rapidly reclassifying, but I, I think we should do it anyhow because A, it's right for the kids and B, it produces like a really clear data trail about like how, how quickly did we actually get these kids English proficient, so."},{"start":7926380,"end":7927260,"speaker":"B","text":"Oh, absolutely."},{"start":7929260,"end":7932940,"speaker":"D","text":"This, this stuff just like every time I look at it."},{"start":7934460,"end":7935260,"speaker":"B","text":"Mike, did you have any."},{"start":7935260,"end":7935540,"speaker":"C","text":"No."},{"start":7935540,"end":7967110,"speaker":"E","text":"Just. Yeah. This is, this is tough. It's one, it's one number at the end of the year. It's not really the progress and it's like it's accumulate. It's a summative score. It doesn't tell us how they're doing on a building up their basic skills or what kind of progress they're making, what growth is happening in there. I do think it tells more of a story than just differentiated assistance. So I think that there's questions that can come out of it. But I think that looking forward, particularly because of the amount of changes that have been put in place from last year to this year, you know, it's the right thing to do. Which fortunately is going to be our next agenda item anyway."},{"start":7968470,"end":7980980,"speaker":"A","text":"Yeah, it's frustrating to see so much orange on here and the red too because I know pre pandemic we had a lot more yellow and green and I know that these results are really"},{"start":7981540,"end":7982580,"speaker":"D","text":"due to the pandemic."},{"start":7982820,"end":7998640,"speaker":"A","text":"So like Elisa said, I think that, you know, next year we'll see improvement too and get back up and beyond where we were before the pandemic. Thank you. Jenny saw the presentation come back. Yeah."},{"start":7998640,"end":8288630,"speaker":"B","text":"So then now we'll move on to Jenny. We'll continue with diagnostics. So. Okay, I'm just going to jump right in. It's the time of the year, look at how our kid is doing, you know, halfway through the academic years. So next please. So this just give you a quick look up how many students that we got tested. One thing to note is that I ready it gets a little bit confusing this year for reading I ready all the grades second to eight are required to take the test. Lower grade Tk 21 is like optional. So even though you see first grade here, that's why the number is so low because it's optional sometimes. School ticket I'm down so I just leave the number there. With the number of students who took the test for grade second to eighth we are at 97 participation. So most of our kid ticket. And then on the right you see the number of English learners, newcomers long term el and then students with disability. These are the students group that will be focus of our presentation today because that's where our most of our school are in assistant status. So we want to look at how these kids are doing in their performance for academics. Next slide. And just to add to that so that you guys know the reason we're not doing first K1 is because of all the new assessments with BPSD and Fastbridge for our younger students. Okay, so this is how we're doing for winter. It's just a simple graph. It's a, I would say a even distribution. But overall 39% of our students are on above level and then majority our students, 61% are below benchmark. Next please. With that, how did we do compared to the fall? You can see we moved a little bit. The green on above level kind of expand a little bit and then the yellow, red, orange shades are shrinking a little bit. So there's some progress in terms of how the student is changing their placement level on their task. Next slide. So this is how each of our grade level are doing in winter. Already there's a very obvious color that stand out on this screen is 30% of our middle school students, grade 6 through 8 are falling three or more grade level behind reading. Next slide. I know this one is one of the board member favorite graphs, but it doesn't show what we hope to see. So 65% of students did not make change in their placement level between fall and winter. Next slide. However, when you don't, when we look at the data differently, instead of the change in the level we want to see, we want to know did the kid make. So to do that, each of the student is provided with an annual expected growth score based on their baseline data they took in fall. This score basically represents the number of points we would typically expect a student to grow on their test annually. So to monitor their mid year progress, we take this expected annual growth score and we divide it in half to determine the mid year benchmark. So for the winter, 53% of students have met or exceeded their mid year expected growth. And then I also have a comparison of what we did last year. So overall we show some improvement in growth compared to last year. Winter. Next slide. Next we want to look at how our English learner is doing, especially how long term English learner doing compared to English learner who are not long term. So long term English learner in this case are defined as five or more years of being English learner. Non long term are less than five years of being English learners. So we can see a big learning gap between these two groups even though they're both English learners."},{"start":8288950,"end":8295030,"speaker":"E","text":"The the LTEL population is relatively small though, right? I mean we don't see the ends on this graph."},{"start":8295990,"end":8305830,"speaker":"B","text":"Yes, the LTL numbers is actually on slide two and actually that is 548 kids out of 1500. So 1/3."},{"start":8306310,"end":8307590,"speaker":"C","text":"Oh, that's larger than."},{"start":8307670,"end":8662190,"speaker":"B","text":"That's larger. Yes, 1/3 of our English learner are ltech. The non nail tail is the 2/3. But the percentage and the proportion is the percentage of the placement is within their own 500 population. So 71% out of 548 kids are below 3 or more standard. Next slide. There's another way of looking how English learners doing is we're comparing how our newcomers English learner vs non newcomer English learners doing. Newcomer in this case is defined as English learner who born outside US and within and have been in the US less than three years. Non newcomers are English learner who are born in the US or born outside of the US but in the US for more than three years. I don't know, it sounds confusing right there but hopefully everybody get it. But compare between these two groups, they're pretty comparable. Not so much of a different graph gap between these two groups. But again all our English learners majority are seeing RB low grade. Next slide. Student with disability. Right here we're looking at our SWD student but we split into student with disability who are in STC program and student with only resource program. So I think we've seen this plan before. We've seen is data before for the fall. Majority of our student and SDC students are doing not as well as the non SDC group. Next please. I'm sorry. So for math winter for Math only grade 1 through 8 I keep mistook between reading and math. But for math grade one through eight are required to take the math assessment. So kinder but not required. So that's why you see some very low participation on the kinder. With this number of student tested we have 94% about grade one through eight tested it while ready. Next slide. This is how our student doing for winter math. One thing stand out here is 1/3 of our 1st to 8th grader are 1 grade below in winter. So that's the orange color right there. Next slide. Here is the comparison of how we are in terms of how students are doing in terms of their placement on level we show some improvement compared to the fall. Next slide. Here is how our student relative placements are by grade level. You can see one thing stand out here is that there are significant percent of our first grader are one grade level behind behind in the math. And then as the grade levels increase the number of students below grade level 2 or more grade below kind of also increase. Next slide. And then 63% of students did not make any change in their grade level performance between time when winter. Next slide. However, using the mid year growth score we're able to see that you know there's a slight increase with 49% of our students meeting their mid year growth and that is a slight increase from last year. We were still 46%. Next slide. This is how our English learners do in their math. Majority of our EL English learner also below grade level. But for our long term English learners, majority of them are ended in the three or four more grade level below. For the non long term, the performance are kind of spread out in all the levels. 1 grade level below, 2 grade level below, 3 level below. Next slide. How our EL student is doing comparing between newcomers and non newcomers. Very interesting that these two groups are. Are pretty comparable in terms of how they're doing in each of the placement level. Next slide. This is how our student participants are doing. And you can see also that same pattern that we see in reading. Most of our STC students, they are more available below while the non STC students are spread out between the three lowest grade level performance. And that's all I have for today."},{"start":8666110,"end":8668750,"speaker":"A","text":"Thank you. Jenny, any questions from the board?"},{"start":8671870,"end":8672830,"speaker":"C","text":"I mean, you."},{"start":8672830,"end":8705640,"speaker":"E","text":"You sounded a little disappointed when you were voicing fly slide 15 on the fall winter change in placement level, but I actually took a more cheery note from that than you did. Maybe, but that 30% of our students advanced at least one level between fall and winter, which is actually not bad at all. And only 6% regressed. And it's actually outperforming the advances that we saw on the English side on slide six. So I took a cheery note that like math progress is actually going better than expected from this data."},{"start":8706810,"end":8708570,"speaker":"B","text":"Okay, sorry."},{"start":8709130,"end":8710050,"speaker":"D","text":"Harder every month."},{"start":8710050,"end":8710410,"speaker":"B","text":"Right."},{"start":8713370,"end":8716810,"speaker":"D","text":"I mean, or is the. Is the fall test the same as the winter test?"},{"start":8719850,"end":8722570,"speaker":"B","text":"No, no, it would be a different test."},{"start":8722809,"end":8723370,"speaker":"D","text":"Right. So."},{"start":8723370,"end":8725730,"speaker":"B","text":"Well, different questions. Different questions."},{"start":8725730,"end":8729290,"speaker":"D","text":"Right. But they're continuing to learn additional math. So my point is."},{"start":8729290,"end":8730410,"speaker":"B","text":"Yeah, it's."},{"start":8730730,"end":8731570,"speaker":"D","text":"I agree with you."},{"start":8731570,"end":8732250,"speaker":"B","text":"That's good news."},{"start":8733540,"end":8748580,"speaker":"E","text":"What's the version of this slide that we had last year? And if we look at the delta, there is. Are we getting some glimmers of light that the illustrative math curriculum is starting to pay off? Is my real question here."},{"start":8748900,"end":8751060,"speaker":"B","text":"Yeah, I mean, you'd think it would"},{"start":8751300,"end":8753180,"speaker":"D","text":"take a couple of years because, you"},{"start":8753180,"end":8757800,"speaker":"B","text":"know, the teachers are just learning it along with the students and anyway."},{"start":8758270,"end":8759030,"speaker":"D","text":"But who knows?"},{"start":8759030,"end":8764430,"speaker":"B","text":"I mean, I guess we could go back and look at the presentation. Ginny, thank you."},{"start":8764750,"end":8771470,"speaker":"D","text":"Jenny, thank you so much for all your work on this. You do such a good job displaying all the data and making it really easy to understand."},{"start":8771870,"end":8774670,"speaker":"B","text":"Appreciate that. You're welcome."},{"start":8775390,"end":8776270,"speaker":"A","text":"Anybody else?"},{"start":8776670,"end":8785990,"speaker":"E","text":"No, thanks for. Yeah, thanks for putting together the presentation. I know last year we were saying, you know, we need new curriculum, and that was Kind of like when we looked at the data because, I mean,"},{"start":8785990,"end":8788700,"speaker":"C","text":"you know, like our English, you know,"},{"start":8788700,"end":8858120,"speaker":"E","text":"our emerging bilingual, multilingual students are not, you know, they're, they're not showing as well in the data as we want them to. And we said we need a new curriculum. I think it's going to obviously take time. As I mentioned on at the dashboard, I think that there's probably even, even this I ready number doesn't tell us like what basic skills are they getting and how that's happening. You know, at, at some point we'll want, want. We want to see the numbers going at that point. This feels a little bit early on that winter assessment, but it is nice to be able to look at the fall to winter and be able to see, yeah, there's some growth going on there and we'll just have to keep monitoring it. I think that the new curriculum for both math and for English is the right thing to do and that's the right place to keep investing and continuing that time. So, so I think we hold the course and keep watching for progress and hopefully the leadership is looking at, hey, are there adjustments that need to be made? And when you see them and are making adjustments and that's what you've done in the past and that's what I expect is going to continue in the future. So thanks for presenting."},{"start":8859480,"end":8862680,"speaker":"A","text":"And Anna, when is the spring assessment?"},{"start":8863320,"end":8866980,"speaker":"B","text":"The spring is in March. Yeah. Thank you."},{"start":8867780,"end":8868740,"speaker":"A","text":"Thanks, Jenny."},{"start":8869780,"end":8910110,"speaker":"B","text":"Thank you, dav. David, to answer your question, actually for reading, we're exactly the same on the winter, fall, winter last year and fall winter this year in term of like the percentage of student who did not change and the percentage of students who improve in their level. Yeah, like almost like I think 65 versus it is 65. So 65 versus 65. And then for the green curler is 25 last 26 last year versus 26 this year. Very interesting there. Okay, thank you."},{"start":8910350,"end":8910910,"speaker":"E","text":"Thank you."},{"start":8913230,"end":8916620,"speaker":"A","text":"Okay, so we are moving on to consent items."},{"start":8917330,"end":8918370,"speaker":"B","text":"Is there a motion to approve?"},{"start":8918370,"end":8919330,"speaker":"E","text":"I'll move to approve."},{"start":8921250,"end":8922850,"speaker":"B","text":"Second, all those in favor,"},{"start":8925650,"end":8930130,"speaker":"A","text":"item 8.1, approval of the 2324 first interim budget report."},{"start":8942460,"end":8942700,"speaker":"B","text":"Foreign."},{"start":8951020,"end":9252200,"speaker":"C","text":"Excuse me. Sitting here through those presentations, not talking. Good evening again, everyone. Tonight we're bringing the first interim report for the 2324 school year to the board for approval. As we go through, through this, we're a little bit late this year and we'll talk about that in just a minute. But in terms of the annual budget cycle, the first interim, which normally comes in December, is coming for approval tonight. Coincidentally, I should have put a star around the governor's proposed budget because that also came out today as well for the 2425 school year. And we will be bringing the audit report to the for the 2223 school year at the February 7th board meeting. And our auditor will be here to discuss that document as well. So as we go through this, a familiar slide. The first interim report covers July 1st through October 31st of the fiscal year. The second interim goes through January 31st. And if we are qualified as a district that second interim, then a third interim report is required with that, this report is generally due 45 days after the October 31st cutoff date for first interim. This year we ran into several issues with the software and the reliability of data coming out of the software for budget development, along with some key staff members that were not available to assist during that time. So the perfect storm, if you will, in late November, early December, and then working with the county, they're allowing us to do it tonight with their deadline to turn it into the state next Tuesday. So we've been working with them. They're well aware. And so I'd like to acknowledge and thank the county for working with us on this as we work through some of our issues, not only with personnel, but with some of the data that was coming out of the state, software that was found to be mapping errors that they are putting fixes out for now. So I'd also at this time like to acknowledge a couple of my staff members, Heather park and Maria Morales, for really stepping up during this time period and doing what had to be done to get the support to the point that it was for this reporting period. So a big thank you to them. So as we go through this on the overview, there's three certifications that a district assigns itself as it turns it into the county office for review, either positive, qualified or negative. Tonight we are presenting a first interim report with qualified certification. And the reason for that, which we'll talk about a couple slides down, but is because we have some unidentified fiscal stabilization measures that we have to identify. And once we do that, we'll be able to restore positive certification at second interim. So it's not something that I feel alarmed about right now. It's just there's some additional work to do as we go down this path, taking into account the changes that happened since the adopted budget in June, along with new information that has gone come to us throughout the first half of this year. So when we go through this, the budget assumptions These are some of the high level budget assumptions we used, including this year's district enrollment projections for 2425 and 2526 average daily attendance, and then our unduplicated pupil percentage that you can say, you can see is staying pretty flat right around that 60% mark. The local control funding formula this year was an exceptional COLA year. 8.22%. For the first income report we used 3.94. That was the best available information that we had at that time, without guessing. And then today, Governor Newsom put out a 76% COLA for the 2425 school year. So for us, it doesn't mean the same. It doesn't mean the same thing to us as if we were an LCFF funded district, we'd be virtually getting no increase with this, because we're a community funded district. We'll still receive our property taxes, the money that we allocate to my friend over here for her supplemental and concentration funds, and some of the base LCFF funding will be relatively flat and not as high as we were projecting an adopted budget for the 2425 school year. But it's not a decrease in funds for our school district."},{"start":9255240,"end":9263060,"speaker":"D","text":"Just to clarify though, it does mean that we need to give our charter schools more money. Right, because we have to give them the cola, don't we?"},{"start":9263940,"end":9302570,"speaker":"C","text":"But we're projecting them at 3.94%, so we'd actually be giving them less money because the percentage that we used for multi year projections was based on the school services estimate back in late October. So we've increased them by 3.94%. This will actually only increase them by 0.76 if they. The enacted state budget stays with this LCFF 76%. So it actually be more money staying with the district and less money for taxes and l. To charter schools."},{"start":9302890,"end":9308930,"speaker":"D","text":"Okay, so I'm sorry, so the seven point whatever is for this school year?"},{"start":9308930,"end":9313580,"speaker":"C","text":"No, the 0.76 is the projected LCFF COLA. So less than 1%."},{"start":9313970,"end":9321410,"speaker":"D","text":"Oh, I heard 7.76. That makes a lot more sense. I was like, I have no idea where he's getting that COLA from. Okay, thank you."},{"start":9321490,"end":9321930,"speaker":"C","text":"Yeah."},{"start":9321930,"end":9322450,"speaker":"A","text":"Okay."},{"start":9323490,"end":9332370,"speaker":"D","text":"You know, just given the state of the budget and stuff. Okay. Okay. Thank you for. I just misheard. So that's why I was very confused and just ignore everything I said then."},{"start":9332690,"end":9334770,"speaker":"C","text":"No problem. Good question. I'm sure."},{"start":9335090,"end":9338250,"speaker":"D","text":"No, I'm glad I got it clarified because otherwise I would have left thinking that I."},{"start":9338250,"end":9338970,"speaker":"B","text":"It was. Yeah."},{"start":9338970,"end":9456770,"speaker":"C","text":"Okay, so, yeah, less than 1% COLA, which is extremely low and you know, two and a half basically percent lower than what we were projecting at adopted budget. Cal STS and CalPERS remains unchanged in the assumptions as well as in the budget today. There was no money put towards either of the retirement systems by the governor and his budget proposal stepping column is 1.5%. We did increase property taxes from adopted budget from 2.75 to 5%. And then the consumer price index is what they were estimating in October. That has not. There's been no revision to that. That comes out from our sources that we use. So going into Fund 01, the general fund showing the revenue differences from adopted budget to first interim, we're showing an increase of approximately 9.7 million. And that's mostly coming from other state revenues where we didn't know the exact number to project for a couple of programs. We've gotten that information now for this year and we've used that for this year and are two out years for the increase in revenue. Here is a breakdown of those revenue sources showing about 63% coming from our LCFF and property tax funds. The big one on here of note that's unchanged since budget adoption is the transferring of our RDA funds of $14.3 million, roughly 10% of our revenue sources for 2324. Here's just a pie chart which I found out on the last presentation. The board members like pie chart."},{"start":9456770,"end":9457130,"speaker":"B","text":"So"},{"start":9460490,"end":9811630,"speaker":"C","text":"just a visual way to break down the previous slide. Going into expenditures. Just as revenues increase, so did expenditures. A couple of things of note on here where we see the biggest increases on books and supplies and services and other operating expenses. That's because of some of those monies that came in to revenue will be spent in those areas generally under restricted resources. The services and operating expenses as a reminder are all our contracted services including PG&E, Internet, phone systems, insurance, as well as the employees that we're contracting in various areas including SPED and other places that are hard to fill that we've brought in contracted employees to fill those positions to provide, to administer and provide programs and services to our students. A breakdown on this slide shows it by percentage. I'm going to skip forward to the pie chart. This shows that about 71.75.1% of our expenditures are to our employees. Between certificated, classified and the benefits generally school districts are somewhere in the 78, 79, 80% range which we would be as well if we weren't contracting. Not so many employees that fall into a different bucket. So we're right in line with other districts. Here you can see the ending fund balance for Fund 01, a minor change. As we saw on a couple of the previous slides, the new revenues almost equaled new expenditures based on that. So you can see here that we had a difference of $361,000 between our projected ending fund balance at adopted budget and now at first interim. Here's another view of that transfer in from fund 25 of the 14.3 million as well. So going into our multi year projections for this year, in our two subsequent years, 2425 and 2526, a recap of our total revenues for this year equaling about 141 million. That includes the transfer in of the RDA funds expenditures and then going into 2425 and 2526. The part I talked about on the first or second slide about the qualified status is because of those two numbers under fiscal stabilization plan of -5 million in 2425 and 2526 of 6.5 million. With that, that allows us to meet our minimum economic reserve of 3% and those will be identified. The work has already started on that and we'll continue on through second interim where as I mentioned and we will have identified those measures. With that we'll be taking a close look at our vacancies and what's going on now. Other money that's encumbered that may not be spent and then looking at, you know, programs and services in the district and making sure that we're still providing what's necessary for our students but making sure that we're doing it in an efficient manner. So that'll be the work over, you know, the next eight weeks or so before we come back with the second interim report. Also any cuts that we do make, if they are ongoing cuts during this time period, that takes away from the six and a half million dollars in the out year. So $5 million of ongoing cuts would result in additional 1.5 million reduction in 2526. If they were one time cuts or one time savings then we'd have the 5 million and 6 1/2 million dollars respectful respectively. Important to note, you know, this report doesn't normally come out on the day that the governor drops the budget on us. Obviously none of that is factored into this multi year projection. So some of these numbers are already going to change because of that. But because of that projected COLA for lcff, it's going to change some of these numbers. So we'll start working on updating that. So we're working with the most current Data as we go through our discussions over that time period to bring this back to the board going on here, you can see that we are making our 3% for economic uncertainty. But as a goal of 3% for the board mandated reserve, we're unable to fulfill that at this time. So that's another thing that we'll be looking at. I'm going to go back just one slide. Not only is the goal and the need to identify that five million and six and a half million in either one time or ongoing cuts, but it's also the goal to work towards reducing the transfers in from RDA in 2425 and 2526. Potentially we may have some savings even this year. But right now the focus is really on those two out years to reduce, to identify those items and then also try and reduce the transfers in of the fund."},{"start":9816110,"end":9852400,"speaker":"D","text":"As a reminder to the public because we do have some people on zoom and then people always watch our budget recordings after the fact. The RDA is really one time money. And so that's what you're talking about. We need to be cautious in how much we're putting in because at some point, you know it's the big chunk is going to go away. Right. So five years. Yeah. So it's not something we have to worry about today necessarily because you know, there's so much uncertainty in the next three years. It's hard to say, but it is something that we want to have available when we need it."},{"start":9852400,"end":9852800,"speaker":"B","text":"So."},{"start":9853600,"end":9871770,"speaker":"C","text":"Yeah. And at least in the last several budget, budget and internal reports we've been able to minimize that through, through, through our processes and we want to look to do that again in our two out years."},{"start":9872730,"end":9891690,"speaker":"D","text":"In a way it is a bit of a, it's like having a bit of reserve, you know, which has always given me more comfort when we've, we've rarely been able to meet our extra 3% board goal. But then I know, okay, we always have this RDA which has been really useful over the years, right?"},{"start":9892490,"end":9912500,"speaker":"C","text":"Yeah, for sure. And it does obviously the. Right now the 14.3 million is bringing down that fund significantly. The pass through dollars that are coming in annually stop in 2029. That'll be the last year of receiving."},{"start":9914580,"end":9937549,"speaker":"E","text":"Just a question on language here is as much for the board as anything else. But if we have a board mandated reserve and we get told no, you can't have that. I mean what, what is the meaning of mandated or hoped for suggested? I mean we, we could have it right. We have that choice to be able to Say we want that funded or not. Right. Like, I think that's just an extra"},{"start":9937549,"end":9942270,"speaker":"D","text":"thing the board put in place years ago and then we just haven't been able to meet it lately."},{"start":9942350,"end":9967830,"speaker":"E","text":"So I mean, it suggests a conversation about like, what's the degree to which like, like we want to give that teeth versus just sort of make. Have that be something that we hope for. I mean, do we maybe at some point later we can go and pull some of the rationale for like why that was put in place and just make sure we understand that. But before signing off on plans to just, you know, basically discard it."},{"start":9967990,"end":9991020,"speaker":"D","text":"Well, I can say one of the reasons we put it into place was back in the Great Recession when we realized that we had some years when we were state funded that the state told us how much money we had and then we set our budget and then after the school year had started, they took money away or they delayed the cash flow of that money. And so we realized that it was important to have a bigger reserve than we had."},{"start":9991180,"end":9991580,"speaker":"B","text":"Right."},{"start":9991740,"end":10031340,"speaker":"D","text":"And I would say as a basic aid funded district, typically, I mean a district that's financially more stable than us has a larger reserve than the 6%. Basic aid districts ought to be operating more recognizing that your property taxes can fluctuate a fair amount. Now, we've been fortunate in San Mateo county that the property taxes have continued to go up a little bit, but there are some areas where that's not true. So anyway, so ideally you'd want to do 6%. And the problem is we're qualified right now and we know we're going to have to do $5 million in cuts. So."},{"start":10031340,"end":10032300,"speaker":"E","text":"So it's anyway."},{"start":10032300,"end":10038420,"speaker":"D","text":"But, but you're right, it is, it is sort of funny. We call it mandated and yet if we're not meeting it, it's not really mandated, is it doesn't seem like a"},{"start":10038420,"end":10054330,"speaker":"E","text":"mandate if we're, you know, signing off on, like, let's not do it in for the next three years. Now maybe the other take on this is like, hey, the reason why we put language like that in there is for a rainy day when budgets are getting really hard and it's raining is I think sort of the message here."},{"start":10054730,"end":10066730,"speaker":"D","text":"Well, and, and we know that we had all this Covid surplus money and that's going away. So which is in part why we're needing to do some of the stabilization measures or the cuts."},{"start":10066730,"end":10067050,"speaker":"B","text":"Right."},{"start":10067850,"end":10070810,"speaker":"E","text":"What was the last time we had a qualified interim?"},{"start":10071610,"end":10075370,"speaker":"C","text":"I. I don't know. Okay."},{"start":10075450,"end":10082310,"speaker":"D","text":"We've never had one. I'm trying to think in the. I think in the Great Recession we probably did, but we haven't had one in a long time."},{"start":10082310,"end":10082870,"speaker":"E","text":"Not recently."},{"start":10083750,"end":10084070,"speaker":"B","text":"So."},{"start":10084070,"end":10085270,"speaker":"D","text":"So it's not since I've."},{"start":10085990,"end":10086550,"speaker":"B","text":"Okay."},{"start":10086630,"end":10101950,"speaker":"D","text":"I mean, it's. Lots of districts do have qualified, and in fact, a lot of the state funded districts are having qualified. And in fact, this year with the state budget, we could see a lot more. I mean, it's going to be a big deal. We're going to be fortunate that we're basic aid and not state funded."},{"start":10101950,"end":10102390,"speaker":"E","text":"Yeah,"},{"start":10104230,"end":10107350,"speaker":"D","text":"but of course, you never. You. You don't want to be qualified if you don't have to be."},{"start":10107350,"end":10108190,"speaker":"E","text":"But of course not."},{"start":10108190,"end":10108470,"speaker":"B","text":"So I'm."},{"start":10108470,"end":10114160,"speaker":"E","text":"I'm wondering, is there like a plain English summary of like, how did we get in. In this situation?"},{"start":10119200,"end":10208360,"speaker":"C","text":"Yeah, I'll touch on it. I mean, I think part of it too right now is it really was. It was an influx of money into school districts through Covid. Right. That every school district needed this money not just for Covid, they just needed this additional money that came in seemingly out of thin air. Right. Even in the last district I was in, I mean, it was a windfall of money where we could do things, not only address needs of COVID Right. The things we had to do for safety at work or safety at schools, that type of thing. But also it allowed more resources to be brought in to help students. Right. You know, MTSS supports mental health across the board, things that are needed, and those things are of value and we want to keep them. There's a lot of good things that came in because of COVID in Redwood City that we are trying to hold on to right now. But we didn't have money for it before COVID and we don't have money for it necessarily after Covid. So we're doing a stopgap of not getting rid of all programs and services that came in with that. We're using RDA funds to balance that out right now. And then looking at the structural issues. Right. Of what's going on. District in terms of enrollment, class sizes, so that we can be more efficient with how we're allocating dollars now that this influx of money is seemingly gone. Right."},{"start":10208840,"end":10234930,"speaker":"E","text":"That makes sense. So it seems like we got kind of an influx of extra Covid dollars. We decided to spend those on programs. We're pleased with how those programs worked. The COVID money went away, but we are reluctant to wind down the programs that we spooled up with the COVID money. And it's not. But it's not super clear where we're going to get the extra resources to be able to continue to fund those programs that we brought into fruition during the COVID times."},{"start":10235250,"end":10236290,"speaker":"C","text":"That is a true statement."},{"start":10236530,"end":10237090,"speaker":"B","text":"Okay."},{"start":10238130,"end":10243330,"speaker":"A","text":"And so like I asked you the other day, Rick, just to move from qualified to positive."},{"start":10243330,"end":10249010,"speaker":"B","text":"All we have to do is identify what we're reducing. Yeah. So just naming those things."},{"start":10249330,"end":10263650,"speaker":"E","text":"Yep. And then I think for context, I mean, was it two years ago that the federal revenues was in the order of like 18, 19 million dollars, whereas you can see now it's like five or six. And so that's. That kind of set the stage for. Yeah."},{"start":10265570,"end":10291020,"speaker":"D","text":"And so my understanding in talking to you is the process. The. The district superintendent and cabinet, you. You've already started. So you're going to be identifying various measures that we could take. And then the board will hear about that. The public, of course, can come and make comments and that sort of thing. So we'll go through that process."},{"start":10291820,"end":10294380,"speaker":"A","text":"So do."},{"start":10294380,"end":10310380,"speaker":"D","text":"Have you decided what is the. The date we need to make those decisions in terms of meeting requirements for human resources, for finance, for staffing purposes? I'm just curious, like, are we talking in the next six weeks, eight weeks?"},{"start":10310380,"end":10312740,"speaker":"C","text":"We're talking in probably the next four to five weeks."},{"start":10312740,"end":10313700,"speaker":"D","text":"Okay, four to five weeks."},{"start":10313700,"end":10316340,"speaker":"C","text":"We started today. The. We started today."},{"start":10316340,"end":10319060,"speaker":"D","text":"So it'll be quick. Okay."},{"start":10319700,"end":10321140,"speaker":"B","text":"When is the second interim."},{"start":10322260,"end":10326760,"speaker":"C","text":"It'll be presented. It's either the 20th or 22nd of March. Know I don't remember the board,"},{"start":10329400,"end":10329640,"speaker":"A","text":"so"},{"start":10329640,"end":10356330,"speaker":"D","text":"I think it'll be important to make sure then that that agenda item, you know, it's explicitly stated. So if any of our parents or staff or anybody wants to provide comment as we make these important decisions, they're able to do that. So we'll just mean make sure the word gets out because we don't want to have happen where we make a bunch of decisions and for whatever reason, people weren't informed. Informed and didn't have an opportunity to. To give us their feedback."},{"start":10356650,"end":10357050,"speaker":"E","text":"Right."},{"start":10357210,"end":10358410,"speaker":"D","text":"So definitely. Yeah."},{"start":10358410,"end":10363370,"speaker":"C","text":"And not only we'll make sure that it's in a communique that goes out."},{"start":10363530,"end":10377610,"speaker":"D","text":"Yeah. Like even your superintendent weekly. You could, you know, link to it or something. Because this, I mean, generally speaking, we don't have that many people in the audience. But as soon as you talk, start talking about budget cuts, that's when people come out and are interested in our budget."},{"start":10377850,"end":10380820,"speaker":"E","text":"And we've got to find 5 million bucks somewhere."},{"start":10380820,"end":10381260,"speaker":"D","text":"Yeah."},{"start":10381260,"end":10381980,"speaker":"E","text":"TLDR."},{"start":10381980,"end":10382380,"speaker":"D","text":"Yeah."},{"start":10382540,"end":10384420,"speaker":"B","text":"Yeah. Ready?"},{"start":10384420,"end":10388140,"speaker":"A","text":"Let Rick finish his presentation. There's a couple More slides."},{"start":10388140,"end":10480010,"speaker":"C","text":"I think there's a couple more slides. I'm not going to go into great detail on this one. This is just showing the adopted budget versus first interim with expected ending fund balances of other funds through here. The state budget, state and national economy still, still addressing the shortage of teacher substitutes and classified staff. Right. That's why we talked about the Opera, other services, the 5000s. We have employee negotiations coming up and then always looking at enrollment and appropriate staffing due to that and needed programs and services. So with that next steps, and we've kind of talked about all these for the Most part, the 22, 23 audit will be brought back in February. We just got confirmation, I think yesterday from our auditor that they'll be available for that meeting. The governor's budget proposal came out today. We'll continue to go through that to see if there's any other impacts to Redwood City School District. March, the second interim report at that second board meeting in March, the May budget revision, which should be interesting this year. And then in June, we'll be coming back with the LCAP and the budget for our public hearing and then adoption approval of the LCAP and budget adoption for 24, 25. So that I'm happy to answer any questions and hand it back to the board."},{"start":10481850,"end":10483460,"speaker":"B","text":"Other comments or questions?"},{"start":10486330,"end":10527440,"speaker":"D","text":"The only other comment I would make is I was happy to see the balances in our other funds like the Child Development and cafeteria. Right. Those look pretty good, I think. Right. I mean, remember we were, we were concerned in the cafeteria fund that we didn't have enough money and we were going to be needing to take money from the general fund. And I think over the years we've also had that happen with child Development. So anyway, I just wanted to point out that this particular chart looks like good news, which is great. I mean, if anything, well, we know that we have extra money in cafeteria that we could spend and we will if we could stop up. Right. I mean, that's been one of our issues. Anyway, I just want to point out that looks good."},{"start":10527520,"end":10546620,"speaker":"C","text":"And that's thanks to Covid, too. Right? I mean, with the free meals for all, for all students and how they're funding that, we've been able to hold a balance in there. And then there's also been some other fundings come in that will be used for kitchen infrastructure, et cetera, moving forward."},{"start":10549900,"end":10659730,"speaker":"E","text":"Anybody else, I'll just say thanks, Rick, for putting this together. I know that it was kind of a, kind of a scramble on Heather and Maria and your office for really working to get this together and I guess the county for letting us work on the timeline that we were on there. You know, it takes a lot of work to put this together. I think that, you know, most of my questions were really going to be around, like, what's. What's the process? Make sure there's enough time for feedback and sort of everything. Before we get to the point where we have to approve the second interim by the deadline date, we want to have at least one conversation, maybe even two, around what the proposed stabilization plans are. I do think that, you know, just like when we adopted the original budget at the beginning of the year, it was. I think. I don't think that right now is the right time to build up the additional reserve in the general fund. I think that we should set the stabilization part in place and then once we have that set, then might be the right time to look. Because I agree with Elisa that as community, we've been fortunate that our tax rolls have always been going up. But I mean, there are going to be fluctuations. We've seen it already already with like, legal disagreements about large tax funds coming in, and that can really affect the budget. So I think at some point we will want to be able to build up a stronger buffer in the general fund for it. But I don't think that right now is the right time to do it. I think, you know, get the stabilization in, get it. Get everything established, and then we should come back and look and see. Okay, once we have that all together, how do we build up a little bit of resiliency for that, you know, in the. In the coming years? But thank you. I think that makes sense. I think we just want to make sure to record the thought about why we're not doing it now and when we will do it, and then we bookmark it so that we don't forget and just sort of get lazy and like, keep it at 0%, because who cares?"},{"start":10659890,"end":10661890,"speaker":"C","text":"So, yeah, I think we'll cool."},{"start":10664610,"end":10669010,"speaker":"A","text":"I just want to acknowledge too, that Rick worked through his break to put this together."},{"start":10669170,"end":10670730,"speaker":"D","text":"So thank you for your time on that."},{"start":10670730,"end":10678600,"speaker":"A","text":"And please, please extend our appreciation to Maria and Heather. Also, I know this has been hard on your department, so appreciate the work"},{"start":10678600,"end":10679520,"speaker":"B","text":"that you guys have put in."},{"start":10682560,"end":10683600,"speaker":"A","text":"We ready to move on."},{"start":10683840,"end":10687800,"speaker":"D","text":"So I actually have to do an approval. Oh, yeah, yeah, I'm sorry."},{"start":10687800,"end":10688640,"speaker":"B","text":"I'll make a mo."},{"start":10688880,"end":10690880,"speaker":"D","text":"I'll make a motion to approve the budget."},{"start":10691200,"end":10691600,"speaker":"B","text":"Second."},{"start":10691840,"end":10692800,"speaker":"D","text":"The first interim."},{"start":10693440,"end":10694120,"speaker":"B","text":"Is that a second?"},{"start":10694120,"end":10694520,"speaker":"A","text":"David?"},{"start":10694520,"end":10695680,"speaker":"B","text":"Okay, all those in favor?"},{"start":10697850,"end":10705290,"speaker":"A","text":"We actually need to pause for a Second, because I believe our policy says if we reach 10 o', clock, we have to take a vote on extending it. Is that right? Yes."},{"start":10706570,"end":10708250,"speaker":"D","text":"So we're almost through."},{"start":10708970,"end":10711930,"speaker":"B","text":"Looks like we have like 15 minutes, maybe till 10:30."},{"start":10712010,"end":10714450,"speaker":"D","text":"I'll just say till 10:30. I don't think we need it, but."},{"start":10714450,"end":10716850,"speaker":"B","text":"Okay. No, yeah."},{"start":10716850,"end":10718770,"speaker":"A","text":"Do we need an actual motion or are we sure."},{"start":10718770,"end":10720410,"speaker":"D","text":"I'll make a motion to extend to 10:30."},{"start":10721290,"end":10721690,"speaker":"B","text":"Sure."},{"start":10722410,"end":10723100,"speaker":"A","text":"All those in favor?"},{"start":10724210,"end":10724610,"speaker":"B","text":"Thank you."},{"start":10727650,"end":10731410,"speaker":"A","text":"Board reports. I'll start. I have nothing since our last meeting."},{"start":10732770,"end":10734850,"speaker":"E","text":"Similar. I don't have anything since our last meeting."},{"start":10734930,"end":10735330,"speaker":"C","text":"Same."},{"start":10736130,"end":10739970,"speaker":"E","text":"Fiji and New Zealand are great. Wow."},{"start":10740850,"end":10746770,"speaker":"A","text":"Nothing. All right. Information on San Mateo county investment fund."},{"start":10746850,"end":10747890,"speaker":"B","text":"Any questions,"},{"start":10751100,"end":10752140,"speaker":"A","text":"see correspondence."},{"start":10754220,"end":10755900,"speaker":"B","text":"We're not going to make it to 1030."},{"start":10758700,"end":10761740,"speaker":"A","text":"Possible. Other business suggested items for future agenda."},{"start":10765980,"end":10766460,"speaker":"B","text":"All right."},{"start":10766780,"end":10770220,"speaker":"A","text":"Hearing. None. Are there changes to the board meeting calendar?"},{"start":10771180,"end":10778390,"speaker":"C","text":"The only question mark have is for the January 19th meeting. We just got an email from."},{"start":10778470,"end":10779030,"speaker":"A","text":"Okay,"},{"start":10781990,"end":10789430,"speaker":"C","text":"I'm sorry. Anna and I received an email from Catherine. We may have to be here for the exit report for the federal monitoring."},{"start":10790150,"end":10791670,"speaker":"B","text":"Oh, what time is that?"},{"start":10791670,"end":10801400,"speaker":"C","text":"They want to start it at nine. I'm going to see if I can they. So I'm going to see if we really have to be for the whole thing. But I'll."},{"start":10801400,"end":10801600,"speaker":"E","text":"I'll."},{"start":10801600,"end":10804080,"speaker":"C","text":"I'll find that. I'll find that out tomorrow. Fill that out tomorrow."},{"start":10806800,"end":10807360,"speaker":"A","text":"All right."},{"start":10807840,"end":10809280,"speaker":"C","text":"And then let everyone know."},{"start":10809920,"end":10810280,"speaker":"A","text":"Okay."},{"start":10810280,"end":10810560,"speaker":"B","text":"Y."},{"start":10812720,"end":10814080,"speaker":"A","text":"That brings us to the end."},{"start":10815759,"end":10822240,"speaker":"B","text":"If there's a motion to adjourn, I move we adjourn. Second. All those in favor."},{"start":10822240,"end":10822600,"speaker":"A","text":"Aye."},{"start":10822600,"end":10823040,"speaker":"D","text":"Aye."},{"start":10824640,"end":10825440,"speaker":"B","text":"Thank you, everyone."},{"start":10825440,"end":10826800,"speaker":"A","text":"Thank you to the audience for sticking"},{"start":10826800,"end":10829900,"speaker":"B","text":"out too See, but several of you still here."}]}