{"date":"2025-02-26","type":"Board Meeting","videoId":"pydG3eHdP0M","audioDuration":6869,"speakers":{"A":{"name":"Mike Wells","role":"Board President"},"B":{"name":"Evelyn Sanchez","role":"Executive Assistant to Superintendent / Board Secretary"}},"utterances":[{"start":4640,"end":5960,"speaker":"A","text":"Okay, seven o'."},{"start":5960,"end":6120,"speaker":"B","text":"Clock."},{"start":6120,"end":10480,"speaker":"A","text":"So we will reconvene to our regular session. Evelyn, if you could start with the roll call."},{"start":11200,"end":19880,"speaker":"B","text":"Trustee Lee. Here. Trustee King is absent. Trustee Marquez. Here. Vice President Weekley."},{"start":19880,"end":20240,"speaker":"A","text":"President."},{"start":20480,"end":21520,"speaker":"B","text":"President Wels."},{"start":22080,"end":123670,"speaker":"A","text":"Here. Let's see. So report out on closed session. For 3.1 we received information and the board decided not to pursue the attorney recommendation. And for 3.2 and 3.3 we received information and no action was taken. Great. Welcome everyone. Good evening. It's the February 26, 2025 meeting of the Redwood City School District governing boardwood City District Board of Trustees. Okay. Again, welcome. All members of the public are partners in education and the board encourages you to participate in write comments on issues of concern regardless of whether they are on the agenda, so to speak. Please complete a speaker's card online or if you're here in person. You'll find speakers cards available at the entrance to complete and then hand to Evelyn. If you're addressing a subject that's listed on the agenda, you'll be called at the time the item is being considered. If the issue is not on the agenda, you'll be called shortly during your oral communication agenda item. And then as to be fair to all speakers, we limit public comments to 3 minutes per person per topic unless otherwise noticed. And we have. Okay, so this is for agenda item 15.4. One speakers card here. Let me check and see if there's any. Or Evelyn, I don't know if you've seen that. Are there anything online?"},{"start":123830,"end":124470,"speaker":"B","text":"No online."},{"start":124710,"end":259560,"speaker":"A","text":"No online. Okay, so with that we will move on to. Sorry. Then I'm going to jump to changes of to the agenda. Does anyone have any change of state Additional please. Okay, then let's make a motion to approve the agenda. Can I move? We approve the agenda. Second. All in favor? Okay. For oral communication we said we had no speakers and we'll jump to 9.1. Update on the facilities master's plan. Good evening to the board, staff and community. Tonight we are going to present to the board an update on the facilities master plan and the process that started really end of last school year but really got into full swing at the start of this school year. Joining me tonight is Aaron Jobson from qka, the architectural firm who has been charged with producing the facilities not to plan for city school district and turn it over to him to present the slides. Give me a second, Aaron, I'll share. Thanks Rick. Thank you for having me tonight. Excited to give us a quick update on what we've been working on. Time. Here's Our, our well oiled machine working together on this over the past few months, as Rick had said, with Rick and Martin from the district and Eric and Nick and Ben from Ben Peltz and myself and John and Ector from UK and shout out to Willie who kind of supports all of us and makes all this stuff happen in the background. Next. So today we just kind of, we always start with kind of a quick overview of the, of the process that we're going through. Just for folks that might be listening in for the first one of these updates. We wanted to spend a few minutes talking about we call the indicators of quality, which we'll get into and then a little bit of update on upcoming community meetings and kind of our approval timeline, proposed approval timeline for the rest of this process to walk through kind of the community input and how that's going to work itself in and then take any questions that you might have."},{"start":259960,"end":260440,"speaker":"B","text":"Thanks."},{"start":263480,"end":689690,"speaker":"A","text":"So first I start with why this is important, why are we doing this? And that really is because the quality of the facilities really matters to the quality of the education. And we know there are things that the district needs to improve in their facilities and we want to maximize the impact on, on students of every dollar that we spend and get community and school input into that process. And that's really what we're here to do as part of the facilities master plan. Next, just as a quick overview, master planning is really the first step in implementing facilities projects. Once there, we're really looking at general scope of the project, kind of level of modernization, which buildings we might be replacing, things like that, the budget for those at a big picture level and prioritization. And then we'll move into selected projects, we'll go into programming and into design where we'll increase that level of detail and get all the way down to, you know, what color the paint is and what, how many drawers are in the cabinets. And there is continuous stakeholder engagement throughout that process. So we always try to remind people that we will be back to talk about things in more detail as we get into individual projects. Next. This has been our overall schedule. So we started back in July doing our first phase which is really gathering information, so visiting all the school sites and doing an assessment, doing an initial meeting to get input from the site committees at each school site and reviewing the demographics and other background information across the district. And then in November and December we went into kind of phase two, which is really planning and design. So we take all that information we got, we who put together an initial draft, initial Idea of what that master plan might be. And then we review that with the site committee at each school site as well. And I think those, those meetings kind of rolled into early January as well. And then we've started into the last phase, which is really reviewing and finalizing that. So taking that. That information, finalizing the. The preliminary plans, setting those out for cost estimating, and then starting to look at project prioritization, which we'll get into tonight and have a chance for you all to give some review and input, have some community meetings to get to to allow opportunity for the broader community to give input, and then put the final documents together and bring them to you for approval, which we'll be working through this spring. And we'll get into that in a little bit more detail in a few minutes. Thanks. So one of the things that's always a challenge, excuse me, with facilities master plans, is working with public schools for 22 plus years. We've never had a project where we had enough money to do all that we should do. So figuring out what is most important and what is going to have the biggest impact is always a challenge, especially across a number of districts and how are a number of schools within a district and how to do that equitably. So a tool that we've used for that for the last few years on a series of master plans now is what we call indicators of quality. And so we kind of identify six categories that we want to rate each project in and kind of score them in each of those categories. And all this is really to assess their educational impact. That's really what we're after, is again, maximizing the value of each dollar we have in terms of the impact it's going to have in the classroom on the students and their ability to learn. And so we have six categories. We weight those categories differently based on the needs of each district, based on the input that we hear from site committees, that we hear from you all, and that we hear our executive committee team as well. And then we will actually score each project in each one of these categories. And typically our QKA stuff does that based on all the feedback that we've heard. Right. Based on our professional assessment, but also based on what we've heard in the site committee meetings. In each site committee meeting, we did a little exercise together their general priority of which projects are most impactful. And then we'll also gather some input on that in the community meetings, and that'll all go into those. Those scores. So you can see at the bottom of this Slide. This is kind of an example from a previous master plan of a project in Medidentify. So this is modernizing a classroom building. We identify some of the scope here. Here we're reconfiguring some available classrooms into transitional kindergarten and doing some other upgrades. There's a cost associated with it. And then you can see the indicators of quality there and those scores for. For that project. So that's kind of how we would typically present it so that it's. It's real clear and succinct package for each project. Kind of what's involved, how much it costs and what the impact is next. And so here are the six categories or the six indicators. So we have educational programs, community support, learning environment quality, maintenance and operations, safety and security, and code compliance. There's a long description of each of these. There was a description and a piece of the introduction that'll be in the master plan that was part of the packet that kind of gave a longer description. So I won't go into too much detail right now, but that max score is. That's the score that we do. So for each project we'll give it a 1 to 10 score. And then it just gets multiplied times the weighting factor, which reflects kind of for what current. Our initial response is for. For you all about what's most important for your district. And then that adds up to the total score. We managed to get this one to work out. So it's 100 points per project. So it's. It's easy to relate to our ABCD grading scale and easy for everyone to understand. So that's kind of our initial pass of this. And I think one of the things we really always ask for board input on and a good place to kind of target that upon is that that weighting column. Do we kind of get that correct as far as which categories are weighted the highest relative to each other and kind of whether that looks like it reflects the priorities and the needs of Redwood City School District. So we can pause there. I don't think there's any input or question, if you want me to hold that till the end. Questions, input or thoughts on the rubric? This is one of these areas where it might be helpful to learn a little bit more about the bucket. Like, so what, what goes into maintenance and operations, for instance? Like, what do these mean? Yeah, so the maintenance operations, for instance, is going to value things that are, you know, like repairing the roofs. And some things are going to have a pretty high impact in multiple categories, like upgrading H VAC equipment is a maintenance issue, but it's also a learning environment quality issue. So that's going to score highly in both of those categories. Right. Like each project is going to score in all the categories at different levels. Something that would score really highly in educational programs is TK classrooms. Right. That's a facility's need, that's going to meet an educational program need. So that's super important. And community support might be something for expanding a gym to meet the needs of a community athletic partner or something like that. That's kind of thinking about what improvements you can make for those community programs and community partners."},{"start":694090,"end":695770,"speaker":"B","text":"Very thoughtful. So thank you for that."},{"start":696880,"end":847380,"speaker":"A","text":"Are you looking for input from the board in terms of the selected weights or. I don't know if you could speak to the decisions around to weight the columns as you did? Yeah, sure. And yes, that is kind of what we're looking for in that weight row. I guess so for what we really talked about is that the things are going to have the biggest impact on students are going to be the educational program. So making sure we have facilities directly for that. I think that's, that's pretty straightforward. The learning environment quality is important because we know that the quality of the space and a number of dimensions has a direct impact on students and their emotional state and well being and ability to learn. And so that has a pretty direct correlation and that has a high level. Maintenance and operations is really about protecting your long term investment and making sure that we're addressing things when they come up and before they get to be a bigger issue. Right. If we don't fix the leak in the roof, it becomes a much bigger issue down the road. So that's really kind of of how that impacts learning because if we don't spend the money on those things, they grow. Safety and security in this case is a lower rating because you've already done a lot of work on that. So that's not as high of a need. In many other districts that is a higher need, which isn't to reflect its relative importance. It's more how much work there needs to be done there. And then code compliance really gets to accessibility improvements. That's the major piece that comes into effect. Occasionally there are more building code related things that come up that we notice. But for, for the most part that's usually accessibility code requirements which are important maybe don't have quite as direct of a correlation to impact on the learning environment. Does that make sense? It does. I would just think that the learning environment quality educational program so that's really what the facilities are for. Absolutely. So those, in my view, would have much higher weighting than the other things are important. And I think it's awesome that we've made good progress on safety and security, but, yeah, I can see even heavier weighting for educational programs and learning environment quality. Okay. Anyone else? I like the rubric. I thought it was really thoughtful. And safety and security, I agree, was something that historically had been much higher, especially for the Measure T fund. But it makes a lot of sense to have that lowered down to a one factor because so much had been invested in it. I think that the relative weights make sense. If you want to keep it at 100 points. I would keep it there."},{"start":848480,"end":848960,"speaker":"B","text":"Otherwise."},{"start":848960,"end":1336800,"speaker":"A","text":"Yeah, I mean, learning environment quality would be kind of the next one that I would. I would toss a little more weight into. But same discussion we had when we were talking about this, preparing for this too. And we liked the idea of keeping it 100 because it just makes it easier for everyone to understand. Yeah. It forces us to be a little bit more judicious in our reading to say that you only have 100 points to allocate across them. So that being said, it's not a magic number. You might have noticed the one before. We had a total of 120 because we kind of came to, you know, different. Different conclusions. But so that. That's really, you know, open to. To whatever input, direct. This isn't something that we necessarily need direction on tonight either. And, you know, this isn't an action item. It's. It's a discussion item. I imagine that if we start seeing projects that, you know, we're like, wow, that seems really awesome, but it's not scoring as high on it. And we realize it's because we didn't wait. Learning environment quality. We can come back and revisit the them in the. Yeah, absolutely. And I would say, like, it's. It's not like we do a spreadsheet and sort by, you know, the thing and then everything that it's one factor in what will lead into decisions about which project get funded. Right. It's. It's intended to kind of level out and help consider things across different contexts relative to each other and equitably. But it's. It's not a, you know, it's not a mathematical equation. It's not the only factor. Should we continue with that presentation? Thanks. Sure. Next. So one of the other important next steps is the community forum meetings. So our goal here is to have multiple open meetings that are that are open to anyone and we're still working on finalizing the kind of dates and the details of these but the goal really to be provide information and gather some targeted feedback from anyone in the community who's interested in these projects and the in the future of the school facilities. So in that meeting we'll, we'll provide an overview of the process and the timeline. Some of what you know, some of what I said earlier but probably a little bit more detail that you've seen in the past. We'll talk about a draft facilities master plan for each school. So typically we'll kind of show the overall map and kind of walk through what the needs we'll start with kind of the this is what the school looks like now. These are what the needs that we heard were here's our proposed plan and the major projects that were that we're proposing and why and then we'll collect some data on which improvements community members feel are most important to the education. So again informing the same kind of thing is that we're not going to go through each has people to score in each category but it connect collect some general information and then answer any questions about the process and any specific school site plans. And if you go to the next one is an example from the previous master plan that we completed. We use mentimeter in that in that forum to be able to allow folks to provide input. So after we went through the projects for Rancho Katari High School there were kind of those eight, nine major projects and so folks can use their phones or their laptops or whatever to to go to make 100 points to allocate to any of those projects however they want and those show up the results show up live on screen as we're doing that. So it kind of mimics a little bit the decisions that you all have to make. Right. You can't just make everything a 10 right. Everything has to be a little bit relative to each so it gives us a good feedback about what is most important. So in this case the community felt like some of the lighting and drop off improvements really important but also classroom buildings, practice fields so we get that's one other data point we get to kind of evaluate the priority of schools of the projects. We do that for each site. You can see we did that bilingually as well. So all the data is collected together in one pool which makes the text a little bit small but it's worth it. And that has worked really well. It's pretty easy. I don't know you may or may not have actually worked with mentimeter before, but it's a very simple, easy system to use with QR codes and everything else to make it easy to access. So this is kind of our timeline from here to approval. So we kind of worked as an executive committee team to figure out what's the right way to do this to make sure we have opportunity to get input from the community, but also give you all a chance to review and provide input to this document before you approve it. So currently we, at the beginning of the month, we set a draft plan to our cost estimator to put numbers to each one of those items. So they're currently working on that. We're here to give you the update tonight. And then over the month of March, we're planning the community forum meetings. So we're working on scheduling those, getting that input during that time, and then that'll lead into a board study session sometime in April is kind of what we're thinking to have some dedicated time for all of you to ask questions and provide input and we can have a good discussion about about the proposed plans. And we'll publish a draft a week or two ahead of that so you have some time to review it before that study session and then targeting the May 14 board meeting to present that for approval. And then of course we'll publish that, try to publish that. As we said, like, you know, a little more than week to two weeks ahead of time. So there's review that of the approval. And so just making sure that we have all those. Those time kind of pushes that out until May, but felt like that was kind of the right sequence and pace to make sure that we get all of the input and have an opportunity to incorporate it into the final draft. And I think that's it. Thank you, Aaron. I have one question before we jump to the. That's the last slide, right? I think it is, yeah. Other board member questions on the community forum meetings, if I understand it right, there's going to be maybe three or four for the whole district as opposed to one at each site. And I think one of them is going to be online, if that. Can you just say like, yeah, Rick, I was going to speak to that. At minimum meetings, two in person on opposite sides of the district to give opportunity for people to come the presentation by qka as well as provide feedback and then also have one online version of that meeting or possibly an online hybrid meeting as well. That's what we're working on right now along with days. It Won't be one per site. It will be a general review. I believe there are all sites during that meeting, but specific or more concentration with the sites closest to the area of the meeting. Right. So the five or six sites there for that. And that will be taken into account as they deliver the final or the draft master plan for in early April. Yeah, we've done those community forum meetings. Sometimes, like you said, sometimes we'll divide it geographically so that person who's there for one meeting doesn't have to wait through the whole district to get to their school. Right. But we're still working the details out for that to make sure that give people a chance to. To hear what they want to hear. Right. It makes sense. Yeah. I just wanted to be clear about that. Any questions or comments? Just a pop on this. And this is probably getting out of it. But on the meetings and making sure that that's getting all the input from the different community members. Is there a plan for ensuring that? That's like getting out to. Through different channels and stuff, just like I imagine there's different communities. Okay. Could you speak a little bit more to what the thinking is? I will be using all of the tools that we have in place and we'll be working with Jorge Quintana about the ways that reaches out to not only the school community, but the broader community as well. You don't have to be a parent, student or a student in the district to participate or come to the meetings, but to give input for the facilities that are in your neighborhood that you know, as we know, add value to neighborhoods are often a neighborhood gathering spot. Right. And so we want to make sure that the community is involved as well. Cecilia or David Weekley, just obviously thank"},{"start":1336800,"end":1341860,"speaker":"B","text":"you for the presentation. I really don't have any questions. I trust the process and look forward to it."},{"start":1342020,"end":1370940,"speaker":"A","text":"Thank you. So I think it's great that we're going to be working on communicating this out broadly. We've gotten very good at communicating and making ourselves known. So I think that's. That's wonderful. In terms of feedback on the weights, we already gave those. In terms of the columns, they seem reasonable. This is one of these things where the strength of the rubric is often tested in the actual practice of scoring things. Right. Because you use the rubric, you score things, you're, oh, no, but that can't possibly be right. And then you go back and you"},{"start":1370940,"end":1371900,"speaker":"B","text":"update the column weights."},{"start":1371900,"end":1417970,"speaker":"A","text":"Right. That's as much of the exercise as anything else. But I would imagine members of the public and Maybe even some members of the board would be interested. Like, how do the rows get selected? So are there ways to go and suggest projects for inclusion in the, in the fmp? Like, are we inheriting from the prior FMP and the things that didn't get done? I mean, all of those are sort of pieces of information that have gone into the hopper to put this together. Right. So we reviewed the previous master plan. The primary source is our site. Committee meetings is having those discussions with the stakeholders at each school site. It's also our team walking each school site with Martin as his team. So make sure we understand what the, what the background needs are, what the kind of infrastructure needs are."},{"start":1417970,"end":1418290,"speaker":"B","text":"Right."},{"start":1418850,"end":1475940,"speaker":"A","text":"So it's all of those pieces coming together into a plan that identifies the specific projects. We're also looking at the capacity and. Right. Sizing the schools and things like that that we've talked about before. Now, let's say there's a member of the community who watches this recording or is on live stream right now who thinks like, oh, I've got a great idea for what the district needs to get around to building or doing with the facilities in the next 10 years. How can, how can they get involved with the, with the process? Sure. Coming to the community meetings is a, is a great way to do that. I think that also if there's an issue they want to raise at a specific school site, I think Rick, probably directing that to the principal at that school site would probably be the best way to get that information to us. And the principal would make sure that that request was relayed to you and included. Yeah, yeah, they'd relay through Rick and Martin and that would come to us and we'd make sure to incorporate that information and evaluate that. As you know, definitely doesn't mean everything that's suggested gets in the plan, but it's all things that we consider as part of the process. There goes my mini golf course."},{"start":1476180,"end":1476660,"speaker":"B","text":"Thank you."},{"start":1477140,"end":1478980,"speaker":"A","text":"I don't think that would rank super high on that."},{"start":1480420,"end":1480820,"speaker":"B","text":"Cool."},{"start":1480820,"end":1481540,"speaker":"A","text":"Thank you so much."},{"start":1484350,"end":1484830,"speaker":"B","text":"All right, great."},{"start":1484910,"end":1509530,"speaker":"A","text":"One last process question. Is the study session already on our calendars? That's what the goal will be talking about later. The date. Yeah, we're looking at April 23rd. April 23rd. Okay. I think I said the 24th. I believe that's the. If that's the Wednesday, the Wednesday between board meetings at the end of April. Okay. I'm saying, I think. And normally that's starts at 6:00'. Clock."},{"start":1509930,"end":1510410,"speaker":"B","text":"Yeah."},{"start":1510410,"end":1513930,"speaker":"A","text":"Okay, great. Thank you, Aaron."},{"start":1514250,"end":1514770,"speaker":"B","text":"No problem."},{"start":1514770,"end":1610390,"speaker":"A","text":"Yeah. Oh, Rick, please. I just like to say we did have the CBOC last night and we had a discussion about this and I thought there was one really relevant question that I think would be good for the board to hear tonight too is there was a comment made in a question that followed around the timing of the approval of the facilities master plan being in May. And I believe one person remembered that originally it had been maybe February or March with approval and would that hamper or prohibit any projects moving forward? And so just to share with everyone here that does not because we already have our project selected for this summer. So the projects that will be identified in beyond H Vac and lighting are projects that would wouldn't have started until the summer of 2026. Right. So the May time frame and the May approval is not going to hurt or hinder the bond program moving forward. As we know we have the H Vac project going that's going to go out to bid next week and the lighting project that products are set to land in the next couple of weeks with that starting in late March or early April. So I just wanted to share that as well. Perfect. Yeah. Thanks for that update. All right, Aaron, thank you for the presentation, really appreciate it. No problem. Thank you. Okay, so let's move on to our school and community reports. We have 10.1, the annual update to the local control accountability plan. Anna, I'm going to hand it off to you."},{"start":1610470,"end":1610870,"speaker":"B","text":"Right."},{"start":1611520,"end":1611920,"speaker":"A","text":"Yeah."},{"start":1616400,"end":3427870,"speaker":"B","text":"Thank you so far. Thank you. Today we're going to be going over the local accountability LCAP mid year report. So I do want to thank my team for ED services because a lot of their work came into looking for the data, collecting it and making sure that it was prepared in the document for you tonight. So thank you. And I know some of them are online and some are right here in person so they'll be available to if you have any questions. Just as a quick reminder is our LCAP is a three year plan that describes our goals, actions, services and expenditures. And really our goal is to improve student successes. It aligns with our state priorities and make sure we are designing support for all students, especially our unduplicated pupils which are English learners, foster youth and low income students. We want to make sure that LCAP ensures that funding is used effectively to address our students needs. And of course our goal is to close the achievement gap. So our new LCAP was developed starting last year just as a side note there on the bottom to make sure that we have it's a three year implementation of the goals that we set. And so we look at progress, incremental progress every year from the start of the of the baseline data. So again just a quick reminder that our OUTCAP is just a document that's internalized to to all our stakeholders to make sure that we are operating equity and that we are looking set forward set forth all the actions that we have in our lcap. And so this meeting tonight and of sharing the information is really to see where we are in that process as a mid year checkpoint. So tonight we're going to be reviewing our three goals again the al. Our ALOP goals are goal number one is focus on attendance and suspension. And it's. It's one of our largest goals. It has a lot of many action plans in it to support our actions to support attendance and suspensions and our social emotional learning for students. Our goal two is multilingual learners and again looking at our large numbers of students that we have in the district. And then our goal three is academics. So I provided this because there's so many acronyms in education. So for those of you who are on the document you can see there's a lot and this is just some of them. But just want to make sure for people who are reading don't understand our acronyms. So just to quickly. This is our California Dashboard. This is one of our really one of our key elements that we use for creating the lcap. It is given to us by the California. So last year, just want to show the data for last year to this year because this is really important because when we look at developing our LCAP we have to look at our indicators, our red indicators and making sure that we are looking at our subgroups right now. We just. We were in directed assistance by the county from last year because of one subgroup and to get into that you have to have two years where those students have dropped. So our subgroup was for African Americans. As you can see we had chronic absenteeism and suspension. They were in two categories so last year and this year. And we will continue to monitor them throughout the plan. So we are really focused in on what that, what that looks like. Our this year if you look at 24, 25, we have our red indicators. We are out of. Out of direct desensit but we can always fall back in because it's all on based on a two year cycle. So we need to be monitoring all of our red indicators. And so I put them here because this is also when we start looking at our new lcap not the Al Nuoca but look our action plans. We want to make sure that we're taking in consideration who we need to be monitoring. And some of these are also things that I've been working with the principals on their SPSSAs because as we are looking at our groups, we have some target groups that are smaller than others. And so we need to make sure we have action plans in the SPSAs that also target those groups, especially if they're at specific sites. So this is some of our guiding information that we use for the Allyp. Again, this is just a quick reminder. We're at 62% of students that are unduplicated pupils, which means they are free and reduced. Foster homeless, immigrant and English learners. We have several sites that are at 90%. Part of our goals in the LCAP is to make sure we are supporting our underserved communities and students. So for I actually provided it's not moving last year so you can do a comparison. So we're going to head into goal one, which is kind of a hefty goal because it covers attendance, chronic absence and social emotional learning. We really want to improve our attendance. Our chronic absenteeism is at 3% each year. This is an area that continues to be a struggle. As we look at our data, attendance improved attendance by 2%. Again, we have some groups that have met that and we have groups that we're still, we're maintaining and we have, you know, 1% when you look at our data and reduce suspension, which has been one of our, our big highlights that we have been working on in, in the. In our goal this year. So when we look at our attendance rate again, I we are about 1% right now. And this is the data from 2 11. Our goal really is to be at 95.3 and then in three years be at 99. It's an area where if we can maintain this, this will be very helpful. So it doesn us into differentiated assistance. But if you look at our homeless, we've really had some changes in homeless which were really. That has been an area that we haven't really had a big bread indicator. But it is an area where we have had an increase of students in our homeless population, in our unduplic, in our insecurity and housed. So we have actually gone up on that. So it's really good that they're able to maintain the attendance at where they're at. We hope that we that will continue. Again, we're monitoring our African Americans because they're at 92 right now, they're at 91. So it can fluctuate within the year. And so we know that in looking at our data just recently Antonio and I were looking at it. January and December we had these huge dips at all the sites and it was probably because of the flu. So again and then we had these spikes back up in February like right now. So all of it comes into how the ebbs and flows of attendance throughout the year. So we're hoping that by, you know, by the end of this cycle in the new report at the end of the year, we'll hopefully be able to see how well we did. But we're hopeful that we're making some improvements. This is just a quick segment about so you can see we know that our schools are making improvements. We have a lot of schools in yellow, we have green. And then we have one outlier for attendance. That is a school that we're working with quite heavily in trying to make improvements. It's a middle school. And looking at the data just recently I was looking at all our comparison of our school sites, especially middle school. Our eighth grade classes tend to have a lot more students who don't attend. So that's just all the middle schools. It's just that McKinley's a little is one that's indicated in terms of our chronic absenteeism. This is another area again that we need to be monitoring. We're sort of stable right now in our complete district. We need to go in, decrease this number. So our el, we've been able to decrease 1% better than you look at our long term English learners. And we're back up. It's a big spike. We're talking about 200 something kids. Again, most of those are middle school. So long term English Learners are, are 7 years in the district as an English learner. So those are students in seventh and eighth grade. Our homeless again a nice dip there. And then our foster is actually a nice dip there. So again we're trying to decrease these numbers. And so we've had some good. We want to maintain those and that those continue to maintain at least for the homeless and our foster youth. Again, our African Americans we need to continue to monitor. So we have these ebbs and flows throughout attendance. So again, just quickly so you can see by sites what that looks like for chronic absenteeism for two years. This slide here is our red indicator. So I really wanted to showcase because this is one of the areas we really needed to work on for our African Americans. And then again, we're monitoring Pacific Islanders. We don't want that to because they're not big subgroups. We have 28 identified African Americans and we have 49 identified Pacific Islanders. So they're not huge numbers. And so that's why even one or two that go down brings us all down. So we really would need to be monitoring these students and our SPSA goals and what we're doing for attendance. So we really want to make sure to maintain or, you know, right now our Pacific otters are at 92 and African Americans are at 92 in this when we took this data. So the next slide, you can see our African Americans. It's sort of like these dips and lows. You can see where they're at right now. So February we're back up at 97. But you can see that overall we have had some good steady above from last year for our African Americans, which is really good. We want to make sure we keep that for those students. The same goes for our Pacific Islanders. Making sure that we're continuing to maintain that because we don't want to be in it again next year at the end of the year. And then it be said, we're told, told you have to monitor this group. So really trying to make sure that we are working with our staff and our principals about identifying and working with those students that are attendance suspensions. We made a lot of progress. We are very pleased to see that we have gone down. There's always work to do in suspensions, but overall our suspensions has shown a lot of good growth. I want to say that's been a lot of the work for from Antonio working with the school principals. And that really started a lot of that work last year in identifying why we were suspending kids, what were the reasons and him working with those principals to figure out long term, I mean alternatives. And one of the largest things that got us in and 23 was vaping. And so now we have alternatives to vaping and less of that being a suspendable. So we were suspending a lot for vaping the year before, where this year we're not. It's not one of our big suspensions. It's mostly fights that are suspendable that we're seeing. So again, a lot of good growth. But of course we would love to have zero in all of them. So just a quick, you know, graph about where you can see where they're at in 24. We've definitely had a big dip right there and we hope to continue that. And as you can tell, because suspensions for African American, we are really low at an African American right now. So which is a real. And we don't have any suspensions for African Americans. So that is really good because we're maintaining and making sure that that subgroup is being addressed. So again we continue to work on our PBIS district wide. Antonio has been really working with the sites and making sure they're implementing PBIS model and meeting with their staffs and really creating the system of change at the sites as well. So there's been a lot of support on his behalf in making sure that the school sites that are implementing year one and year two are doing that work and that groundwork. And he's been a lot at MIT recently as well. So. And I say MIT because as you see this graph, we were looking at the data. This MIT I know is an outlier. But I do want to say from December to now there has been a huge decline. So there has been some systems that have been put into place. There's been a lot of good. They were looking at data today in their PBIS team. So this again was a lot of the behaviors that were happening at the beginning of the year. And so now we are seeing a decrease and we hope that we will continue to see that decrease in behaviors as spring comes. Because spring comes and a lot of things happen. But we're hoping that that will continue. So there's been a lot of steady growth at mit even though it's an outlier right now, there has been a lot of work that's being done and systems being put into place. So we are seeing a lot of improvement there. Again, just by grade level, sixth and eighth graders, seventh grade, not so much same as last year last year. Eighth grade was the same last year for whatever reason. That's our eighth graders. Again, we have our opportunities, we have put into alternatives. And so you could see from last year to this year how many kids we've had in all other placements. We have 11. Some of those are. You can see sixth, seventh and eighth grade. Again, eighth grade being a class of sub needing support. This has been super helpful with when we're looking for an alternative. Again, Antonio meets the Opportunity School team which is a teacher and a counselor. Meet with the staff prior to going. They really try to be proactive at students that are identified and they monitor them. So it's a good program in terms of monitoring so that we're not bringing them to the alternative school but keeping them in the school and doing check ins. Again home. Our homeless, our McKinney Vento students, we have a large number, as you can see from this graph we've actually gone up and I think it's because we have better system to identify our students and temporarily doubled up. So you can see that doubled up number has gone up over increasingly over time where before we weren't capturing it as well as we are now in our system. So we're at 97.39 or doubled up. We have some in temporary shelters. Most of our students though are families that live together in homes. So again this is a target group that we work with and that we want to make sure that we're supporting. We also have behavior specialists when behaviors arise in the general education because we have our special education but we also have general ed. So we also have some behaviors who help support sites when there are egregious behaviors that are happening. It could be a one off. It could be a student that just needs some regulation for strategies. So we have behaviors that are going out or texts that are going out to help support staff. This year we did not do the student voice but we are doing a climate survey with students. So the following phrase is all students client. It's all student information. It wasn't teachers. I should have put student fall. But we, we decided to do this because last year when we did the voice we sort of took their and said this year let's try to see how they're at and we're going to gauge it with the new California Healthy Kids one to see where we're at. And these questions are exactly the same except for one on there that I added because last year they want. The kids kept bringing that up in the. In that. So you can see there's a lot of good positivity. Of course we would love to have 80s and 90s, right. That's what we strive for. But last year we were at lower numbers than some the of. So at the. This is the start of the year. So again one of the things that the students were asking for last year was number 14. They were asking in the student voice. They wanted more collaborative projects. So this again was done in October. And so we can see that there are some collaborative projects that now students are feeling they're doing. Really trying to listen to them and see where areas that we need to work on. And of course as we look at solving conflict is one of the areas we still need to work on and restorative practices. Okay. So then we have a lot of social emotional support that has been happening with pd. Again, another service that we have is our community schools which we have eight at and So I just want to highlight the amount of work they've been doing. As you can see on this slide, there's so much that goes into our community school and there's that sites that they're serving. You know, we have many students in our expanded learning programs that work through our community, through our community. We have a lot of mentoring, we have tutoring that we do as well and what they provide. So you can see there's a lot of work that goes into what is happening at the community schools and consistent monthly second food harvest, emergency essentials, all of these things that come into play to help support and wraparound school services. One of the things that we have that's new that really came on this year is the Thrive program which is really working with students and are experiencing insecurity in home. And so those are at our Garfield, Hoover, MIT and Taft. So you can see there's 49 referrals. And so they have active. 35 of those families are currently being served as students. So that's new through a grant. And so we also have our mental health as we've been very fortunate to have a really robust mental health program. As you can see, all of the schools are receiving. These are the ones that we have and we hope to continue next year. I know that Ana Paola has been working on providing more interns as well. So all our sites have some form of mental health. So she has just provided us some data. So you can see throughout these slides, you know how much counseling is actually happening at each of the each of the schools throughout the week and how many what she had last year and this year. So you can see the increase. So a lot of the work is being done on tier one interventions. You can see Kennedy is an outlier there that has a lot more. And part of that is just the check ins that happen at middle school mental health supports. This is the check in by provider. You can also see this is just quickly check ins. So most of our counselors get the counseling check ins, the daily check ins. And we have some one life and then individual therapy. We have more of those on the other one life has a lot more. But because RCSD is actually doing more check ins and opportunities for those daily and then you can zip by school site again. Then we also have group therapy that is happening. Of course we would see that that happens more in the elementary level than more than at the middle school. So it's similar to last year. Our crisis where we're having more is of course middle school Kennedy and MIT and then these are the type of crisis that we're seeing. This is similar to last year, but you can see that we've sort of switched a little bit, a little bit more suicidal versus extreme emotional distress from last year. So that's a change. Okay. So we also have, through a grant, through the grant, we also have trauma based training that was at Kennedy, Hoover, Garfield and Taft that are running groups as well. So lots of mental health support for all of the sites. And then to close out goal two, we have our MTs TOSAs who also provide lots of supports and they're overseeing our student success teams, our screen teams. They're working with the attendance, attendance teams and then working with the school sites who create the plans and looking at data analysis and supporting and all of the work. So there's a lot that has gone into goal one. In fact, I think when we look at the budget, Goal one has a big budget. There's so many health supports in that area. Moving into go to. We have of course our English learners. We want our students to really make progress. This is an area where we, we really need to work at and have been working at. We want to make sure we're increasing our rates and decreasing how many ltels we have. So we are currently in the process of doing lpac. So we don't have our current data as to where we are third, fourth and fifth, third through eighth grade just did their group work this month of February and then they're doing all the one on one. So we're hoping that that should be done by May 30th. That's our deadline. So our projections are, our goal is 55. So just moving back each year. So our goal this year is to have 44.25 make some progress. Right. Our reclassification rate is 4%. Looking at where we want it to be. Again, we don't have that data because we don't have RFEP right now. And then we really need to reduce our altes were our goal. We need to reduce that number. And so again, it's in progress. But you know, this is. So you can see where all our English learners are. We have 2,153 of them. There's a lot of students and you can see where they swing towards and where they're at. So you can see the numbers. You can also know that this year we have invested lots into our professional development, development with making sure we have coaching models. We have sites that are our priority sites. We have today, in fact, there was, we had One of our TCM coaches happening at Garfield yesterday, today at Roosevelt and really digging deep and planning with teachers at those sites. So we have had a lot of that happening throughout the year because Garfield and Rosa were CSI sites. They have been impacted with five cycles versus three like the other sites. So we're hoping to continue some of that work next year because it doesn't, it doesn't. You can't stop one year and you have to continue. And then from just from our dashboard again we know that our English learners are. We need to have them make more progress. So right now when you look at this DAs, we have 48.9 as ELs. And then you look at our ALTA because now we have to start monitoring our LTELs. Right. Even though there's only 200 and something 239 students we still have to monitor them because they are sixth and eighth graders. Sixth, seventh and eighth graders. So you can see where they're at and the distribution of the sites in the middle school. Then we also provide outdoor education which is the fee is about 510. So we're looking at the allocation as schools are going. You can see the dates on there. Garfield already went. Taft, Roosevelt and Hoover are upcoming. So as we look at the need that number, just an estimate of what the need may be, it may be even higher percent still waiting on those from the numbers from the schools. And again we have our newcomer supports which are part of our English learners. And that continues again we have a number of them. I think I'm trying to remember what I counted earlier. There's just a huge amount of kids everywhere. But you can see of course K1 is heavy and you can see how many are having our middle school which was where we have our newcomer at the sites of Kennedy, McKinley and at Hoover. That's where we have teachers. And then again you can see the site level which sites are heavily impacted by our newcomers. And you can see that Hoover has K2, 3, 5 and 6 and 8th grade. They're pretty heavily impacted more so than other sites. Okay, so going into GO three we. This is an area again that we really need to work on and we've been working on all year. We want to make growth in this because we are. Our English learners are really, really low and we really. That's an area we are working with and that's why some of the PD we've been working on has been addressing this this year. So for our projections because we haven't done. I ready. I ready will begin in March. So we will have that data later in April, but this is our projection for iReady, so that we can see that growth. We have seen being stagnant at 53 pretty much for the last three years. So we're hoping this year will be above now that we went down to two assessments, but we will see. I'm hopeful. And then again for math, again in math, we were in the 40s for the last three years, pretty similar. And then CASP again, you know, we want to hit that 50 mark and hopefully even higher if we can. We would love to be able to be up at the 60s. The more we can achieve, the better. We know we're working a lot, but we definitely, if you look at our English learners though, how low they are, and that really is an area that we really need to work towards to get those scores improved overall. And as well as our alteps, they're super low. Okay. So this really just shows that we have a gap and it's very. It's a visual. It's not a fun visual to look at, but it's the gap, right? It's an understanding. So again, we're similar in math, a little higher for our English learners, but still we have a lot of work to do. And again, the gap is very similar to what we need to close. So we're working towards that. With everything that we're putting into place this year, we've done a lot of work around integrated ELD in our priority sites. We put the cohesion slide deck and we're having priorities about what we need to focus on. As you all know, we're all at sites every week working with principals, observing classrooms, giving feedback to really help lift not only our administrators, but really know that we're checking and seeing what teachers are doing and how we can improve our practice for next year. As we begin to plan. I think we're hopeful with all the PLC work that we've been doing, it's been a lot. We've done a lot of that data analysis and really laying the foundation this year. We're hoping that now that we've laid the foundation, teachers are looking at data consistently every six weeks, that next year this will be a lot stronger as we move forward and have better systems for our assessments as well. So I'm very hopeful that we're moving on the right, direct, direct trajectory. It's going to take time to get out of the hole we're in because I feel like we're very low, but I do am hopeful that we're Doing a lot to put into place to move our student groups, especially our English learners. And so I actually just added the CASP1 because it's not on the dashboard yet. There's a lot of movement about where it's at. But I just wanted us to remind you know, this is still on, possibly start next year or the following year. So we really need to start monitoring what we're doing. So it's a goal for next year to really dive a little bit more deeper into our standards for science for fourth and fifth grade, as well as we know eighth grade has really our fourth and fifth grade. Again, the standards just show a gap too. Right. So we have in the gap everywhere. So really trying to work towards what we need to do. And I wanted to say the SARC number and the approximate 75 was. Wendy and I were having a conversation and maybe it fluctuates between 70, 71, 75. We were trying to get that number. So knowing that we still have teachers who are interns and not fully credentialed, and again, that hinders some of the work that we're trying to do. They're working really hard at really supporting the classrooms, but it also is. There's a lot of work to do when you don't have credentialed teachers in the classroom. It's 25%, some of them, you know, across. Across the district. So again, a lot of professional development this year, similar to last year. And we will continue. We are sending staff now to different conferences as well to build their knowledge. So we're looking forward to some of that coming back. We have cuts. Cabe is our bilingual conference. So we have. Who's. We're going Garfield. We have some teachers from Garfield going. We have Adelante going. And then we have Taft going. And then Learning in the Brain. We know NSA is going to that. And we were trying to hopefully get Orion and Roy Cloud, but they were. They had some hiccups. There's to go. But we're hoping that next year when they're in San Francisco, we could probably hopefully send some more groups from other sites. Well, as well that's in New York. And then we're. We'll be attending the MTSS conference just to build our own knowledge again to continue the work. And again, you know, we've done a lot of deep digging, working at where we need to go. We had a goal of Writing for Writing PLC that just did not take off this year. But we know next year one of our focuses will be writing and reading comprehension. That's across the district. That's. No, that's what I need. So we know we'll be working on that and then moving more into sciences as well into elementary. So again, a lot of things that we've got into place and looking at what we're doing for tier one in the next, we're hoping to be able to share in our end of the year report literally actually has our reading, some of our reading data. So we're hoping that we'll be able to have it ready for the end of the year. It's working on our platform and Ferrara Island Powers analytics so we can see some of what's happening in first, second and third grade in terms of their reading. But we just, it's not open to the system yet and so the data is a little skewed. So Brianna and I've been working on that. So we're hoping to have that for the end of the year for you guys. So you can see where some of our reading and just another capture of our reading data. All right. And then again our CSI sites have all coaches and our ATSI have supports. So a lot of work into those coaching that we've provided to help support and reduce and support our classes. But the good thing is our CSI schools got out of csi. Our ATSI schools, except with the exception of mit, all got out this last year. So that's a great highlight. A lot of work that has been done. It's just we have one MIT that we're going to be working on closely for next year as well. Okay, any questions?"},{"start":3428670,"end":3445770,"speaker":"A","text":"Thank you Ana, for the presentation. That was a lot of information in there. Also I'll remind everyone that there was the two page budget as an attachment there. So let's open it up to discussion or questions as the slide says. Cecilia, please start."},{"start":3446490,"end":3540490,"speaker":"B","text":"I'll start because I, you know, as you said. Well, first of all, thank you to your team, to the teachers, to the paraprofessionals that are in the classroom, to everyone that actually contributes to the improvement of our students or the progress that our students are making. And obviously as we've talked about it before, it's not what we all want to see but that we're moving the needle. And so I do appreciate that. And then I just have one question. When you first started the presentation, you mentioned the LTE are seventh. Our seventh and eighth graders. Yeah, six. They. Some are identified and if they. So it's seven year criteria. It used to be six year so it's, it moved to seven year criteria. So it could be some sixth graders because we used to test Kendrick T.K. we no longer test T.K. and then, of course, they could be LTELs, even if they came safe from another district, because they're just English learners in this country. Not necessarily that they started with us and they haven't progress in the. That is seven years. Yeah. So they could have moved into here and they're. They were in the California system already as a kindergartner, coming in as a seventh or eighth grader. Okay. And again, I don't have any more questions. I. Thanks to everyone, obviously, for making those phone calls, to meeting with the families, to meeting with everyone that needs to be involved. I really appreciate what you guys are doing. And again, being hopeful."},{"start":3546650,"end":3619810,"speaker":"A","text":"I will echo the same. There's a bunch of work, obviously, that's going on, so it's super important. So really appreciate it. I will also say I was nervous seeing the size of the slides, and I'm very impressed that we were able to get through very quickly. So thank you on that. I do want to make sure that for this, like, I'm getting a good sense of where we are. I think of this point as a gut check or a sense check on, like, do we feel we're on track? If not, do we need to redirect, et cetera. And I know that the LCAP is a huge document. You simplified it, but I've tried to go through it to understand all the different pieces. And so I'll go maybe one by one, the goal one by one. So I think I saw for the LCAP goal one, there are six different metrics that where we have set targets, and I think it's attendance rate, chronic absenteeism, suspension, expulsion, dropout rate, and then kind of this school climate sort of special. So I think what I got was attendance rate. Seems like we are on track. Maybe like a little bit low, but looking pretty good. Suspension rate, looking on track. I think separately expulsion and dropout. You told me, like, not only are we on. I mean, we are like, we're very good."},{"start":3619810,"end":3620690,"speaker":"B","text":"So zero."},{"start":3620850,"end":3621490,"speaker":"A","text":"That's great."},{"start":3621730,"end":3622210,"speaker":"B","text":"Yeah."},{"start":3623250,"end":3636090,"speaker":"A","text":"And then I guess the last two. This. I know that you gave some data on the school climate piece. Is I. I haven't put the time in. Is it. Do we. Do we feel like that is on track or."},{"start":3636410,"end":3728530,"speaker":"B","text":"So we moved away. So we used to do panorama survey in the last couple of years, and we used to do it twice a year, and the data really wasn't showing. And it was very. We had a lot of pair Even board was like, some of the questions that are being asked on there are kind of. So we moved away to it to our cow. This is the first year we're actually administering California Healthy Kids. So in order for us to have a baseline, we wanted to make sure we had something at the beginning of the year to see specifically for students. Because what we found in the data for the panorama, we had a lot of low markers, like favorably 30s, favorably 40s. But when we started looking at. We went deep into the questions and met with them. We were like, well, these questions are a little skewed. They would ask it here, and then they would change the wording here. So kids could always look at that as it's nationally norm. So it's a little skewed. And so we were trying to really look at how can we have less questions. And then we were asking if we could reword the questions because we were going through it as second language learners. I was like, with my second language learner cap, I'm like, wait, they're asking this question. What does this look like for someone who's learning the language? And what would it look like in translation? It doesn't translate very well. We have to do that. So. So we were finding all kinds of things as we. We started digging deeper. So we decided. We looked at California. So we moved into California. So we. We just are doing that now. It's currently. And we're only doing it through fourth through eighth grade this year for. For the next couple of years."},{"start":3728610,"end":3729330,"speaker":"A","text":"Okay. So."},{"start":3730290,"end":3742950,"speaker":"B","text":"So we were just finding. Our numbers were really low in terms of. It wasn't very favorable in terms of how the students were feeling about school because there were so many questions. Okay."},{"start":3743030,"end":3749350,"speaker":"A","text":"So on that specific metric, we are kind of re. Baseling now. And part of switching. We switched to the correct."},{"start":3749350,"end":3749750,"speaker":"B","text":"Correct."},{"start":3749990,"end":3751150,"speaker":"A","text":"So put that on pause."},{"start":3751150,"end":3751470,"speaker":"B","text":"Yeah."},{"start":3751470,"end":3760630,"speaker":"A","text":"And the last one, which is like something that I think we need to see, is the. The chronic absenteeism, which, based on the numbers you showed me, I think the answer is, no, we're not on track,"},{"start":3760710,"end":3762390,"speaker":"B","text":"and no, not in chronic."},{"start":3762470,"end":3774200,"speaker":"A","text":"There's. Based on the data, the big ones that sticking out are LTELs in MIT and perhaps the combination of those. There's a lot of newcomers. Is that a fair assessment?"},{"start":3774280,"end":3886440,"speaker":"B","text":"Yeah, I think the chronic absenteeism is something we have looked at. In fact, yesterday Dr. Baker and I, we addressed this with the county about, you know, we have some kids who are. And Tonya was working with one today about. We have some kids who are refusing to come to School, Right. We have a group of kids, students who are refusing. And how do you get them in school? We have students who in the middle school specifically will say, I'm going to school, and they're walking to school, don't make it to school, then come second, third period. So you just have a mixture of things that are going on, especially. I think a lot of it is across the board. But we do have some students that are refusing. We still have. We were just trying to figure out, is anything in immigration really helping hindering us? What we see, we don't see it right now. We haven't really been able to track that yet in terms of our students, because a lot of our students, when we were looking at our. We have students that are at 50 all the way to about 95, and we're talking hundreds in each of the school sites that are considered chronically absent. So just at MIT, it's 116. At Kennedy, it's 120. At Hoover, it's 100. So that chronic absenteeism, because it doesn't take you much to get into that category. And so three absences are here, but then you get into 10 absences, and boom, you're already considered chronically absent. So it doesn't really take you much to get into that category. And so it's. How do we. And once you're in there, you're after 10 absent, you can't get out of it. It's considered that way. The rest, even though you may come to school the rest of the year, you're still getting the ladder. So that's also part of the system. So it's hard to get out when you've already been at 80% of the day, even though they may be coming, that number stays stagnant."},{"start":3886440,"end":3896760,"speaker":"A","text":"Got it. So it is. Is it. Is it possible that, like, we have these numbers. That doesn't mean once you hit that point, we kind of can't fix it for the year because you're just there."},{"start":3896760,"end":3898040,"speaker":"B","text":"Kind of hard at this point of year."},{"start":3898040,"end":3898360,"speaker":"A","text":"Okay."},{"start":3898360,"end":3900720,"speaker":"B","text":"At this point. So one of the things, some of the schools."},{"start":3900800,"end":3919260,"speaker":"A","text":"Sorry, you can't fix the categorization as chronic. Obviously, we should still do the work in terms of. We're doing work. Okay. Because there's a certain degree to which I feel like there's reporting requirements and there's the things the state considers important. Right. And so the state came up with this definition of chronically absent, not us."},{"start":3919260,"end":3919820,"speaker":"B","text":"Correct."},{"start":3920540,"end":3922220,"speaker":"A","text":"And we can say it's a proxy"},{"start":3922220,"end":3923180,"speaker":"B","text":"for something that's very important."},{"start":3923180,"end":3924660,"speaker":"A","text":"Contestant must be present to win."},{"start":3924660,"end":3924900,"speaker":"B","text":"Right."},{"start":3924900,"end":3958260,"speaker":"A","text":"The. The children must be in the classroom to actually receive the benefit of the instruction there. Right. But. But it's almost like what we're looking for is. Is more of a continued indicator rather than a Boolean state about whether or not a given student is chronically absent, that we want as many instructional hours delivered as possible. Right. And just. It makes me think that if we could have a way of tracking that and optimizing for that, that's. That's really what we're shooting for. I. Yeah, I don't want to get into."},{"start":3958340,"end":3958820,"speaker":"B","text":"Yeah."},{"start":3959140,"end":3979140,"speaker":"A","text":"It is helpful for me to understand that that is the situation we're in now. And I get that. And I guess the next question is putting aside, if we have this group that is kind of where they are because you hit it and then you're one for the rest of the year, do it sounds like we are doing a lot of work on that front. Do we feel like we have changed that dynamic state where."},{"start":3979220,"end":3982900,"speaker":"B","text":"I'll let Antonio answer that with a few kids."},{"start":3982980,"end":3989520,"speaker":"A","text":"Yes, we have. But as Anna pointed out, when we were meeting the county yesterday and it"},{"start":3989520,"end":3993160,"speaker":"B","text":"was all about African Americans, we were"},{"start":3993160,"end":4052180,"speaker":"A","text":"talking about Al Cap and where we are and how we're progressing. We brought this up. We said, we have a. We have some students, no matter what we do, we've meet with the parents, we have the counseling in place that are not still coming to school. And the parents have kind of thrown up their. Their hands and said. Said, we're sorry, we can't help you. Yeah, Antonio's going to take him to Sarb. And I said, you know, school attendance review board. I go, they're not going to attend. So what that. How's that going to help us? So we brought this up yesterday, and I guess the county is working on trying to have something more teeth at the county level. And what that will look like, I don't know. They've hired a gentleman, I guess, to work with them in this manner for these students who are having this difficult time and don't have the support systems in place at home to get them to school. Like, Uncle Vinnie comes to your house with a pedal pipe and says that"},{"start":4052180,"end":4099780,"speaker":"B","text":"you better send this kid to school. Or like, I think it's too hard because I think one of the things that happened right there used to be. And Antonia, you can correct me if I'm wrong, you've been doing this a lot longer than I have. But there used to be a punitive part of a court. Right. That no longer exists. They took that out already. And so not that it ever worked anyways, but, you know, at least you had a little leverage on it. And so we have no leverage anymore. And I think that leverage, you know, not having that leverage or a little bit of it, getting a little fear it. We just are not making progress. We do have kids though, who do come out. I think that's one thing we have in track. How many kids have actually come out that really have made a difference? And we're seeing that unfortunate part on our data. And the way it's stated is because they've already reached a certain level. You never get out of it. Right."},{"start":4099780,"end":4117500,"speaker":"A","text":"But. But that's kind of what I was saying. Like there's mandatory data that we have to collect. We have to report. That's not optional. Fine. But like it makes me curious if there are other things that we should be looking at. Like can we get somebody back on track and give ourselves credit for that mid year even if the county and state don't."},{"start":4117500,"end":4135390,"speaker":"B","text":"I think we need to. We haven't tracked it, David. So it's something we need to start tracking with our TOSAs and what the work that we're doing because they are doing a of work and so it would be interesting. We just need to start tracking it about how many kids they actually get out of that that really come back in and we are making progress at that. So that is really good data and I think it's something we can work on."},{"start":4135470,"end":4137430,"speaker":"A","text":"Yeah. Because there should be high fives for the."},{"start":4137430,"end":4139190,"speaker":"B","text":"If that. If the hard work that people are"},{"start":4139190,"end":4214050,"speaker":"A","text":"putting in is effective and the students are returning to school, it's like even if they've already been labeled as chronically absent, like I want to know that and I want to cheer that. And it's something we can, you know, we can definitely aim for and come see what we can come up with because the schools are putting so much emphasis. For example, Wendy and I were at Hoover last. Was it last week? It was the last week. Right. And we got to experience the screen team and, and the screen team was, you know, the counselor, the principal, the dean was there, special ed middle school and so forth. And they were going through each of these students and I think there were like 50 students on. Not that they were absent or anything, but there was something that was impeding their education and they went through it with a fine tooth comb and what they were going to do to move it forward. It's a lot of work to put into place. But you. That, that is also something that we need to be able to track and have data that. That's moving the needle with these kids. I'll say I'm with. With Trustee weekly. That'd be helpful. I also want to be mindful of not creating new reporting requirements at least, you know, we gotta prioritize anyway. But yeah, point, I think. Point taken."},{"start":4215810,"end":4216210,"speaker":"B","text":"The."},{"start":4216530,"end":4235710,"speaker":"A","text":"The only other thing on the chronic absenteeism is like, I get it. The I. I would note one like Taft is killing it. It looks like, like huge gains. So that's awesome. I think Garfield had pretty significant gains. We're doing really great work and I just want to recognize that. But yeah, we still clearly have something else to solve."},{"start":4235950,"end":4267660,"speaker":"B","text":"And one of the things they have is an actual outreach specialist that works with some of the families because of the grant. So we have another additional person through the grant that they have for the community schools that were able to provide an extra resource that really does work with some of these families a little bit more. And that, you know, does they work in conjunction with the screen team. But they're very. It's targeted towards them. Hoover has the dean as well, so they do home visits. They do all of that work to really try to get the families back into school."},{"start":4268140,"end":4279840,"speaker":"A","text":"That's really. That's really good to know. All right, I'm happy to go on because we've gone through cold one, but I also don't want to monopolize the time. So maybe I'll take a break. You want. Anyone else want to. You're asking good questions."},{"start":4280070,"end":4280710,"speaker":"B","text":"I don't think it's always,"},{"start":4282790,"end":4284630,"speaker":"A","text":"yeah, offers, see you later, please."},{"start":4287910,"end":4320370,"speaker":"B","text":"That's what happens when you do discussions, when you talk about the kids are obviously truant. Right. And you're talking about hundreds. And then you also mentioned there some kids are struggling or having a hard time or just don't want to attend. Are those like, let's say a hundred the truant. But in reality maybe 20 of those are the ones that don't want to come. 80 are truant for other reasons. Reasons they're just absent a lot. Is that just more of a clarifying question? Because you've been working on that a lot more than I have. Well, it's true to what you're saying."},{"start":4320370,"end":4324690,"speaker":"A","text":"It varies based on, you know, this school situation."},{"start":4324770,"end":4329010,"speaker":"B","text":"Some students due to mental behavior health,"},{"start":4329410,"end":4332130,"speaker":"A","text":"they just are not able to attend school."},{"start":4332130,"end":4334850,"speaker":"B","text":"And I see we have a high number of those students."},{"start":4335650,"end":4338380,"speaker":"A","text":"And then if you place those students,"},{"start":4338460,"end":4348300,"speaker":"B","text":"they might have an active iep. So that apports to the same kind of like different. Two different groups with the same chronic"},{"start":4348300,"end":4354380,"speaker":"A","text":"absenteeism in that group of students might be an English learner."},{"start":4354380,"end":4357140,"speaker":"B","text":"So you have these chronic absence students"},{"start":4357140,"end":4364060,"speaker":"A","text":"under these three different categories in sense of numbers."},{"start":4365920,"end":4366600,"speaker":"B","text":"I haven't looked."},{"start":4366600,"end":4376600,"speaker":"A","text":"About 20% of the students are mental behavior, truant or the other 80% are"},{"start":4376600,"end":4378800,"speaker":"B","text":"just not wanting to come to school."},{"start":4379040,"end":4382080,"speaker":"A","text":"So I can look at it and"},{"start":4382080,"end":4389080,"speaker":"B","text":"share that with you about specific numbers, but I want to say that we had put into a lot of effort the school."},{"start":4389080,"end":4392750,"speaker":"A","text":"We had monthly meetings, attendance meetings, so"},{"start":4392750,"end":4393870,"speaker":"B","text":"the school get together."},{"start":4393950,"end":4395670,"speaker":"A","text":"So I get to attend at each"},{"start":4395670,"end":4397230,"speaker":"B","text":"different school once a month."},{"start":4398190,"end":4404590,"speaker":"A","text":"When they go over the data, they have very specific numbers connected with the"},{"start":4404590,"end":4406470,"speaker":"B","text":"mom, connected the student."},{"start":4406470,"end":4411630,"speaker":"A","text":"We invited the student. There are many different reasons of the absences."},{"start":4413710,"end":4416430,"speaker":"B","text":"This is a great opportunity to categorize those."},{"start":4417070,"end":4417710,"speaker":"A","text":"Mental health."},{"start":4418110,"end":4421390,"speaker":"B","text":"I just don't want to come to school. I'm afraid to come to school."},{"start":4421550,"end":4437070,"speaker":"A","text":"It's anxiety on my end or because there are different categories. But that's a, you know, we can work on it and do that kind of categorization of the reason for the students that are under the truancy group and the reasons why."},{"start":4438270,"end":4469160,"speaker":"B","text":"And then let me tell you what my reasoning for the question. I'm wondering if some of the students are absent because let's just say they weren't feeling good, whatever the reason was. And it's hard for the parent to send them to school to know that they're going to be called within the next hour or two because they're really not feeling well and the parent is not able to pick up the kid from school and therefore they just leave them at home. I'm just wondering if we have some of those. I don't recall hearing about those."},{"start":4469160,"end":4475120,"speaker":"A","text":"Probably, you know, minimal number because actually what the schools are saying, if your"},{"start":4475120,"end":4477400,"speaker":"B","text":"child says, I have a headache, we"},{"start":4477400,"end":4483120,"speaker":"A","text":"have a nurse at school, the nurse can check. And because we want them back, we"},{"start":4483120,"end":4484080,"speaker":"B","text":"want them at school."},{"start":4484800,"end":4493520,"speaker":"A","text":"So we actually, you know, I don't think so. I don't think that, oh, they're going"},{"start":4493520,"end":4495360,"speaker":"B","text":"to call me anyways to pick them up."},{"start":4495360,"end":4538990,"speaker":"A","text":"No, I don't think that's one of the reasons. And if it is, it's very minimal. Do you want to continue? I'll point out that we've been on the topic for 45 minutes, but I think this is an important one. I think 40 minutes was a little bit light on the agenda. So I think. But please apologize in advance. Sorry. On goal one, the only thing I forgot to Mention was I did see that spike in the suicide ideation that super concerning and it's consistent with what I think we've heard another committee earlier. Do we know is this, is this broader than our district? Like, do we have any sense of what is behind that? It's."},{"start":4538990,"end":4543190,"speaker":"B","text":"I, I know how to palaz on, on the chat."},{"start":4543190,"end":4639310,"speaker":"A","text":"Not only Redwood City School District, I'm sure when we are superintendents get together, that's one of the items that we've been talking about quite a bit. Okay. And what is each district doing to handle this now? We've been very fortunate that we do have a mental health clinician at our school sites, but not everybody has a full time one anymore. So looking at that and then meeting with the Sequoia Healthcare district today to make sure that we get additional supports in mental health. Although when you get those additional supports in mental health, it's through a contracted arena where it's a separate entity like One Life. And it's. Even though it is support, it's not the, it's an intern that's coming in to do some of this work. But it's not like having your own counselor at the school site that knows the child, knows the parents and so forth and can maintain that relationship. And then from what I've heard also at times the one life intern may not be the same person that you'll get over, you know, several days or something. So we're working with less, but we're getting a bit more when it comes to having an outside agency help us where this outside agency is. One of the examples was One Life and we are getting those dollars to pay for that agency from the Sequoia Healthcare District. Okay, got it. No, that's, that's helpful now."},{"start":4640510,"end":4671160,"speaker":"B","text":"Yeah. But it definitely is up from last year and you know, in a couple of years ago we were still having a lot of anxiety of coming to school and a lot of that. So it's definitely switched back to. I'm curious, I was going to ask Umbrella if we had tracked it but before the pandemic, what was it like back then? Because I think it may have been a little higher maybe. I don't know if we're back to what that was. I'd be interested to see for myself what happened in 2019 if it was similar to that to what we have now. I don't know if we have data on it, but"},{"start":4673640,"end":4695090,"speaker":"A","text":"going down the list then goal two, I think I tracked four different metrics that we were measuring. LPAC growth rate, classification, ltl Rate and then a similar sort of family engagement. These. It sounds like lpac. We maybe early but we feel like we are on track generally."},{"start":4695250,"end":4727790,"speaker":"B","text":"Hopefully a lot of work. I'm all Catherine is just is out. Catherine is really out at sites monitoring, looking at what's happening and what we've rolled out with our supplemental curriculum and see what supports we need to continue to use. So there's been a lot of. And we what one of the things we do know that that prior to two years ago, everyone's teaching ELD now. So we're very hopeful that some of that practice and consistency in all the sites is going to be helpful. So we're very hopeful."},{"start":4727790,"end":4729710,"speaker":"A","text":"Cool. All right. If you guys are hoping. I'm hopeful."},{"start":4729710,"end":4761760,"speaker":"B","text":"Not only that, but we've actually had principals really focus in on the altels. Like know who your altars, talk to your teachers. Because the altels we have altels are at threes that just need the bump. So for example, MIT did a whole boot camp before we started LCAP for three weeks. So kids on any of those students that were in eld, they were. They were coming after school for an hour for two days a week and. And for three weeks. So they were. She was looking at trying to do boot camp and trying to get kids going so that they get support. So I think there's different things that have happened. But we're very hopeful."},{"start":4761760,"end":4769110,"speaker":"A","text":"Okay. I guess like going then jumping to the LTEL piece because looking at the data it looked like like maybe the answer is we are not on track to meet our goals."},{"start":4769110,"end":4771350,"speaker":"B","text":"Not on altals. Not on altals."},{"start":4771350,"end":4788110,"speaker":"A","text":"Okay. So broadly, no need to deep dive on this, but this is a group clearly that we are highly focused on. Yes. I think it from the grapevine that is we are not alone. Okay. And then the reclassification rate sounds like we are maybe or close."},{"start":4788510,"end":4848170,"speaker":"B","text":"Close. I don't know that we're going to hit it, but we're close. It all depends on this year because la. So one of the things the criteria changed from two years ago. So with that criteria change, especially for our special education, that is a huge impact for us because our special education students who are dually identified have to hit a four in order to reclassify. We used to be able to do it with a three, but we can no longer do that. So it gave us some leeway and then we've. I don't know that we have domain. How many do we have A lot of domain specific assessments for our special ed. Yeah. Not much. Right. Because that yeah. So we've had. There's a hole for special education for students. You have to, you can qualify for only domain specific, but you have to, it's a high, you have to qualify under your specific learning disability. So we don't have very many that qualify for that. So we're still under that umbrella."},{"start":4848170,"end":4848330,"speaker":"A","text":"So."},{"start":4848330,"end":4849370,"speaker":"B","text":"Yeah, it's up."},{"start":4849930,"end":4850450,"speaker":"A","text":"Okay."},{"start":4850450,"end":4890390,"speaker":"B","text":"Yeah, that's the one that's, it's a hard number, but many of them are 8th graders and so they move on to high school as well. But then we're, we are tracking and when you see the CIPAS this year, you'll see we have long term fourth and fifth graders because we know they're at risk. So we're now tracking those at risk. Kids we're considering on the CPSAs, fourth or fifth grade that are at risk because we need to start early year. We can't start till middle school. We need to start in fourth and fifth grade to monitor. So we are now, Jenny is now pulling that data who is at risk in that area so that principals, everyone has that hindsight that we need to work with these groups early."},{"start":4890470,"end":4892430,"speaker":"A","text":"Okay, this is, this is for the upcoming SPSAs."},{"start":4892430,"end":4894750,"speaker":"B","text":"The ones that are coming. Yes, upcoming SEPSAs."},{"start":4894750,"end":4903430,"speaker":"A","text":"When you say that we are putting. Are, are we classifying them like in the same bucket as ltels or are we caveating as like they're at risk Because I don't want us to overstate it."},{"start":4903430,"end":4952790,"speaker":"B","text":"Yeah, yeah. And the spsa, you'll see fourth, fifth grade. And then you'll see especially like Hoover has fourth, fifth, sixth and seventh. You'll see that they have a fourth and fifth grade category. All the schools will have a four or five because those are kids who are maybe a one or a two or a three. We really need to be cognizant of who they are. And some, you know, there may be only 20 kids, there may be 10 kids, but those 10 kids are part of our numbers. Right. So we really want the teachers to know who they are, especially if they're a three, how do we get them to a four? And so that's been some of the work we've been doing this year. Look at your students who are threes. How do we up them? What are we really doing for that? So it's work that we've been doing, but, but because it's a new focus for us. We started focusing on it last year because we knew it was coming. But now we have more of the data."},{"start":4952870,"end":4974600,"speaker":"A","text":"Okay, going into group three, goal three. There's a bunch of them, I guess maybe just to fast track it sounds like a lot of it. We, we're waiting on data. We feel hopeful again, but we'll see. And then some of the SARC stuff. We are on track, except for credentialed teachers. We have some work to do on that."},{"start":4974760,"end":4975160,"speaker":"B","text":"Yeah."},{"start":4975160,"end":4980040,"speaker":"A","text":"Okay, so that's kind of snapshot of where we are on. Okay, that is, that's just, that's all."},{"start":4980360,"end":4980840,"speaker":"B","text":"Thank you."},{"start":4981800,"end":4984040,"speaker":"A","text":"Thanks. All right. Trustee Weekly."},{"start":4985240,"end":4985640,"speaker":"B","text":"Good."},{"start":4985640,"end":5005030,"speaker":"A","text":"Yeah, that was a good, good amount of questions, I think that was. Yeah, I think if I were. The only real question I had was like, are we on track? Like a stoplight kind of thing would have been perfect on each one of those slides to say, yeah, this one, given what we know right now we're on track or we're off track or we're not going to make it would have been really important."},{"start":5006150,"end":5011110,"speaker":"B","text":"I'll remember that for the end of the year report and put a green, red where we made it, where we met or did not."},{"start":5011910,"end":5100920,"speaker":"A","text":"Well, I do want to say that, I mean, it was really helpful having the, those, the slide there with the tables that said, here's the baseline, here's where we are, and here's the goal that we want to have at the end of the third year. It's just, you know, that I don't, I don't recall seeing a presentation even with just that format there. So just don't make me have to imagine where we are on the line for that progress. Tell me, are we above it, below it or on it? And then, you know that that would be the perfect part of it. You know, I'm also glad that you, you know, we're able to present the 75 slides so quickly. There was a lot of information in there. There's a lot of support that goes into the LCAP. I know with like 460 plus students that are under housed and over half the student population that's, you know, in families that are experiencing social economic disadvantage. We have numerous numbers of newcomers and other immigrants that, that perhaps even went through trauma even to get here to school. There's just a lot of. Lot that the school is doing to support the community before you can even say that they're really at tier one in the classroom. It's really nice to see all of that funded in the LCAP and be able to support that, you know, and, and then be able to see how that's showing up in the metrics and be able to put that together. So. Thanks for the presentation. I don't know if you have anything to add? No. I'm really thankful that for Ana and her team and not all the team is here. Some of them are online with us. But thank you for all you do."},{"start":5100920,"end":5116280,"speaker":"B","text":"Thank you. And thank you for recognizing that. I think, Mike, especially because we do deal with a lot of kids that have trauma, and I think it's super important that sometimes we have to deal with the trauma before we can deal with the educational part. It's really true. Thank you for recognizing that. Thank you, team."},{"start":5117400,"end":5129550,"speaker":"A","text":"All right, let's move on to section 11. And we'll start with 11.1, which is the first reading and discussion of board policy. $3,515. Sex offender notification. Wendy, do you have an intro for it?"},{"start":5129550,"end":5129750,"speaker":"B","text":"Yeah."},{"start":5129750,"end":5130230,"speaker":"A","text":"Okay, great."},{"start":5130710,"end":5175050,"speaker":"B","text":"Yes. Thank you. As you may have noticed, on this particular item, the board policy is new, but the ars were updated, which is a little unusual to see. And I know the board takes action on the board policy, But I did want to point that out. And certainly there has been some changes with communication protocols and identifying liaisons of the district and so forth. So this is our first batch with our new board policy committee that is being brought with Jennifer and David Lee joining the team. And so. And so, really, we were able to meet and talk through, and we took a first glance through, and I appreciate everyone reading in advance. Are there any questions regarding this particular board policy?"},{"start":5176250,"end":5196960,"speaker":"A","text":"Anyone have questions? Anything of interest from the committee to report back from this policy? It doesn't sound like it. Yeah, I didn't have any questions for it either. Discussion is over. Let's move on to 11.2, which is now the first reading and potential discussion of board policy. 6170.1. Transitional kindergarten."},{"start":5197120,"end":5223260,"speaker":"B","text":"Yes. And we already have board policy, so you'll notice this as an update, but it really addressed the different age groups that are now changing with this. The tk, of course, reiterating the credentialing and so forth that's needed, and the various assessment tools in this particular board policy. So this is an update as we brought this back a few years back when we really were diving into tk. Any questions?"},{"start":5225900,"end":5293820,"speaker":"A","text":"Questions about the TK Policy? I know I didn't have any. Nope. They look like straightforward policies. So thank you, Wendy, and the policy committee for prepping those and getting these on the agenda tonight. With that, we can move to the consent agenda, which we approve in one motion. Can I have a motion to approve the consent agenda? I move we approve the consent agenda. I second. Okay. All those in favor Aye. That was all on paper. Great. So now we're on to the action items. And the first one is 13.1, the submission of the 2025 CSBA delegate assembly nominations. There any questions in regarding this item? Something that. That takes place every year. There are three seats and three candidates. Conveniently, you know, Gregory. Gregory Land was a former Redwood City principal, so. Okay, great. Can I get a motion to approve the nominations? I move we approve these nominations."},{"start":5295660,"end":5296060,"speaker":"B","text":"Second."},{"start":5296220,"end":5307220,"speaker":"A","text":"All those in favor? Aye. Aye. Okay, great. So now we're on to 13.2, adoption of resolution number 16. And that is the release and reassignment of certificated administrators."},{"start":5308420,"end":5336860,"speaker":"B","text":"Yes, in regards to administrators. Certificated administrators, specifically, you'll notice a handful of positions that are either released or reassigned, and that is the pathway to make adjustments for site administrators under edco. And so I wanted to check to see if there were any questions regarding this. I know, I know the board did a very thorough analysis on these subsequent resolutions. I appreciate that, but are there any questions for me?"},{"start":5339580,"end":5345020,"speaker":"A","text":"Any questions? Okay, so this is an action item. Can I get a motion to approve the resolution?"},{"start":5346220,"end":5348970,"speaker":"B","text":"I will make a motion to approve resolution number seven."},{"start":5349120,"end":5365120,"speaker":"A","text":"Sixteen seconded. All those in favor? Aye. Okay, so now we're on to 13.3, which is resolution 17. And this is reduction or elimination of certificated services for the fiscal year 2024. 25."},{"start":5365520,"end":5477040,"speaker":"B","text":"Thank you. I know the board did take action on a PKS or layoff resolution back in December. This particular evening, and the subsequent resolutions that are coming are about the typical changes to positions that need to occur under ED code. And so many of these positions are actually grant or site based funded, for example, PTOs and other types of site funding which have not yet been secure yet. And so at this point in time prior to March 15, it is our duty and responsibility to bring to the board this elimination when there is unstable funding or lack of funding in this case. Now, please know that we could essentially get a letter of intent to fund in a month or two or what have you, and then that might change and we can bring back those positions. But at this moment in time, which is difficult because with some of those grant funds, those letters of intent are just not in yet. And fortunately, it's a timing problem. So for some of these positions, that is very much the case. And the other parts is that the other portions of this is it really decisions were made either on declining enrollment and making adjustments as such, or what is relatively new to our district over the last few years is this student needs assessment. Certainly for the elective positions. So I wanted to point that out that that has really driving what elective positions, for example, are being offered at sites with that student interest survey. And so we need to make adjustments accordingly in order to meet the needs of our students. So for this particular certificated PKS resolution, those are the rationale behind those items. Are there any questions?"},{"start":5479760,"end":5527940,"speaker":"A","text":"Does anyone have questions? I do want to say just for this one and the of ensuing ones, just that, you know, I think probably just the whole board, you just really appreciate the work that everyone's doing. It's really valuable work and I really value what they're doing. You know, at the same time, we have these timelines, these uncertain funding that we have to follow through. And we do have this responsibility to, you know, manage a budget which is really tight. And so as enrollment changes and that programming needs change, there are these adjustments. But it doesn't mean that it doesn't change how much we value and appreciate the work that's been done there. So I just want to make sure that at least that position is clear. So with that, can I get a motion to approve? This is resolution 17."},{"start":5529700,"end":5532100,"speaker":"B","text":"I will make a motion to approve resolution 17."},{"start":5533940,"end":5547680,"speaker":"A","text":"I'll second. All those in favor? All right, so now we are on to 13.4, which is resolution 18. And this is for classified services reduction for 20, 24, 25."},{"start":5548480,"end":5583290,"speaker":"B","text":"So similar to the previous resolution in regards to our classified staff, at this moment in time, with the information we know about enrollment and needs from our students around the district in anticipation for next school year, we are bringing forth this resolution for these particular kinds of service that, that we that we have at this moment in time. Once again, because of enrollment and the timing of it before March 15, and so should enrollment change, we'll have to take another look at that. But this is what we know at the time."},{"start":5584250,"end":5599760,"speaker":"A","text":"And we do have a speaker's card for this one. So I'd like to invite Maria Stockton to please come and speak. As a reminder, you'll need to turn the microphone on. Yeah. Which is the person on the right. And then you'll have like all our public comment. You'll have three minutes. Of course."},{"start":5599760,"end":5782950,"speaker":"B","text":"Hi there. Maria Stockton, an office assistant at Clifford School and CSEA Redwood City 5 chapter president. Before I read off what I wrote for this thing here, I just want to make one little comment. When training was here last board meeting, there was a person who gave a report and she talked about how she wished her instructional assistant knew enough math to assist the students. She has there now as well as her. That is not the problem of the instructional assistant. When they are hired in the district, they give a test that includes math and they're hired over the years. The district does changes to curriculum all the time. Unfortunately, they only train teachers. They do not train the teacher's partner along with them so they can support the child in what they're learning and the teacher. So I don't know why the classified staff that are in the class are being, you know, left behind. So that might be something you please think about when you talk about training. Okay. So my report. It used to be that cuts for the budget were to be cuts that was called furthest away from the child and the students. Now cutbacks have been heavily made to those positions that are closest to the child. This district has been. Has never been classified support heavy, teacher heavy or certified heavy. Our our approval of cuts. Let's see your Your approval of cuts don't affect just one person. A par educator, one on one may work with one child, but they also support the teacher. They support the special ed department as well as the child's families. If that peer is out, another other parent must move in and take over their child as what as well as this other one and do all the responsibilities. Librarians work with classes. Some classes, 25 to 30 students in each class. They work in groups, but also they work with each student individually, taking time to find the child's what they like, what they are studying in class, what report resources and information is needed to further their homework and project. Librarians also support the teachers, district and families. Office staff support the students and district at our sites, not only through our computers and phones, doing daily, weekly and model monthly attendance data where the district needs for the to receive their funding. But we also personally give each and every child that comes into our office, whether it's for illness, injury, issues at home. And we attend to them individually as well as all together. We support them. We support our administrator, we support every teacher and we support all those families. My school has over 700 kids. Please understand. We have two and a half, almost half people in our office and we will go down to 2. I would say that every classified support member touches the lives of children at our sites every day. Just as teachers do, just as certified. I just have a couple more sentence."},{"start":5783030,"end":5807340,"speaker":"A","text":"Thank you, Maria. No, I'm sorry but I can't allow. Yeah, just because of fairness. But I really appreciate your comments and the support that you and all the classified members provide the entire school community. So this is any Comments or questions from board members. So this is 13.4. Resolution number 18. Do we have a motion to approve?"},{"start":5809580,"end":5811900,"speaker":"B","text":"I will make a motion to approve Resolution 18."},{"start":5812300,"end":5814700,"speaker":"A","text":"Seconded. All in favor? Aye."},{"start":5814700,"end":5815180,"speaker":"B","text":"Aye."},{"start":5816540,"end":5826720,"speaker":"A","text":"All right, we're on to 13.5, which is resolution 19. And this is a resolution to approve the standards for local certification of universal transitional kindergarten teachers."},{"start":5827510,"end":5920640,"speaker":"B","text":"Yes, we do have a prior resolution in place over a year, actually about a year ago, in which the board took action to allow for a waiver so that preschool teachers could teach TK Very experienced with. With that age group, of course, and that was a successful move. Many districts did that around the. Around the peninsula and around the state. What we did not include in that resolution was actually the ability for kindergarten seasoned kindergarten teachers to actually work with TK And I think at the time, we're much more focused on the new start of these changes with TK So in hindsight, we probably should have included it back then as others did. So tonight I'm bringing to you this new resolution that will allow for the district to move seasoned kindergarten teachers into a TK classroom, assuming they have 12 ECE units. Early childhood education, which is determined to be the courses needed to serve that particular population, along with continuing the preschool teacher opportunity. Because the alternative is then a person that has a multiple subject credential and have only worked with 3 and 4 year olds and have 24 units. And so we're looking at another avenue of option when, if and when we need to use it. So that's for the purpose of the resolution."},{"start":5922720,"end":5931120,"speaker":"A","text":"Sounds like a sensible resolution to me to be able to satisfy the. Filling those positions. Does anyone have questions or comments?"},{"start":5935360,"end":6091880,"speaker":"B","text":"Quick question. So obviously, when needed, but say you have a TK open and there's a kinder teacher, would that be a. And I just went blank. Involuntary transfer or is that a voluntary transfer transfer? If they're going to teach TK Is that next year? Like, how do you work that out? So a current teacher who wants to voluntarily to teach TK a form that they fill out to want to transfer internally. And what will happen is we look at that, the requirements and the qualifications of the teacher and say, are you eligible? Similar to whether we look at multiple subject or single subject teachers as well when we're considering placement. So whether it's actually an internal teacher or an outside teacher candidate, they have to meet the minimum qualifications. And part of that is years of experience. And we really want seasoned teachers who are well versed in their craft to be in front of students. And so we Take all of those factors into consideration. For an internal candidate, there is a meeting, like an interview with the principal. They can learn about expectations and needs and collaborative information and all the data pieces and all those things that are important for a school site, and then that also comes across as an outside candidate at the interview. And then the best person for the job is considered, especially for our bilingual positions, because those are considered hard to fill in our teacher contract. Great. So I guess so if some kinder teachers would be interested, they would. You would look at their transcripts, I guess. Yes. Make sure that they're set. And is that something. Is that a position that you would have available, say, next year? Those kinder teachers would then voluntary move into apply to tk. You would still interview and the best candidate would get the position. Right. So I can think of one situation where we have a kindergarten teacher who is interested in pending this board approval at this moment is not eligible. But once the board assumingly takes action, then we've already reviewed that person's transcripts and the teacher has been a site teacher for many years, and the principal does feel that this person would be the best person for the job. And so we'll consult the teacher and go through Article 11 of the RCTA contract through the method needed to ensure that it's the best match for both of them."},{"start":6098530,"end":6120940,"speaker":"A","text":"Okay, so with that and no more questions, can I get a motion to approve resolution number 19? I move we approve resolution 19. Second. All those in favor? Awesome. Okay, so now we're to resolution 20, which is the approval of education code and title five options for teaching assignments in the current school year 2425."},{"start":6120940,"end":6146760,"speaker":"B","text":"School year. Yes. Typically we do bring this to the board in June and in August in preparation for the next school year. However, we did have a change of staff in the speech language teacher area, and this person is joining our team. And so we do need to bring this waiver. It's a credential waiver, specifically because it's a new person that has been added to our employee pool or potentially will be after this evening."},{"start":6149550,"end":6164590,"speaker":"A","text":"Great. Sounded qualified from reading the memo. Did anybody have questions or comments? The text of the resolution itself doesn't incorporate the name of the individuals as far as I can see. Is that intentional or."},{"start":6169310,"end":6170550,"speaker":"B","text":"So this."},{"start":6170550,"end":6178780,"speaker":"A","text":"I mean, I see it in the public content notes in the agenda, but taking a look at the resolution PDF, I don't see names there."},{"start":6178780,"end":6195820,"speaker":"B","text":"No. Wouldn't it be required in the name for this particular resolution, similar to the format that we use at the beginning of the year. So I don't think that's common to have the person's name in the resolution, but certainly in the board memo. Yeah, great question."},{"start":6197580,"end":6208810,"speaker":"A","text":"Sounds good. Can I get a motion to approve Resolution 20? Make a motion to approve Resolution 20. Seconded. All those in favor?"},{"start":6208810,"end":6209290,"speaker":"B","text":"Aye."},{"start":6210570,"end":6219690,"speaker":"A","text":"All right, our next action item in our long list here is this is 13.7. So we're on to approval of release of temporary teachers."},{"start":6220090,"end":6272820,"speaker":"B","text":"So I recognize that the appearance of this PDF is quite long and lengthy, but a temporary teacher is one that's defined as having an end date on their contract. And all of our international staff and our guest teachers are included in that group. Our international staff, we intend to have most people come back next year. So this list will be reduced dramatically under the provisions of ED Code that allow us to give temporary contracts for individuals that are on a visa. So this is more of a timing concern than anything else. And we'll be likely rectified as we move forward into March and April. And then we have a handful that are truly grant funded or PTO funded who will not be returning next year. And so that's why the list looks quite lengthy."},{"start":6274180,"end":6280660,"speaker":"A","text":"Thanks for the explanation. The additional information. Does anyone have questions or comments about this resolution?"},{"start":6281260,"end":6281420,"speaker":"B","text":"This."},{"start":6281420,"end":6288860,"speaker":"A","text":"No, sorry. This is just an approval. All right. Can I get a motion to approve the release of the temporary teachers?"},{"start":6291580,"end":6295100,"speaker":"B","text":"Sure. I'll make a motion to approve item 13.7."},{"start":6295340,"end":6302220,"speaker":"A","text":"Seconded. All those in favor? Aye. And finally, we're at 13.8 approval of declaration of Need."},{"start":6303340,"end":6384650,"speaker":"B","text":"So the Declaration of Need is an annual notice that is brought to the board which allows the district to, in the case of a needed situation. So this is what we strive to be the exception, are able to use the California Teaching Commission's approved pathway for waivers. So a very typical situation might be a seasoned teacher in our district who might want an ED Code waiver to teach an elective that they have experience in. They have units for in their university background, but they don't officially have a credential. So rather than have a misassignment, which is something that ANA monitors as well, through the lcap, we go through this process in order to go through the waiver allowable system through the CTC in order to have those situations occur, or a multiple subject teacher who may be working in a single subject environment, like an English language arts social studies teacher, that then is going to move into just teaching English. So they happen here and there probably about 10% of the time. But without the Declaration of Need, we're unable to do. So thank you for considering."},{"start":6387700,"end":6393380,"speaker":"A","text":"Thanks Wendy. And these are usually ones where we see the reassignment before they actually get reassigned anyways."},{"start":6393380,"end":6402580,"speaker":"B","text":"Or yes, I would bring an ED code waiver to you usually in June and August. Or the limited assignment option with a list of names and subjects."},{"start":6403300,"end":6450970,"speaker":"A","text":"Any questions? Comments? All right then I need a motion to approve the declaration of Need. Make a motion to approve the declaration of need. Seconded. All those in favor? Excellent. Okay, so now we're on to thank you Wendy for all those items that we were able to get through this evening. So now we're on to board and superintendent reports who has something to report and would like to start. Went to a few things I think since our last meeting we had the Health and Wellness Committee along with Google Trustee King a lot of similar data through discussion today. Very helpful to hear. I think this is also where we heard about the spike in the suicide ideation stuff. So it's something."},{"start":6451690,"end":6452170,"speaker":"B","text":"Yeah."},{"start":6452170,"end":6551920,"speaker":"A","text":"Something that we are mindful of. Also went to the CSB MiG training which is very helpful for me. Maybe you guys have done I imagine. But a lot of same things from today which are on accountability. So helpful to really hear dig in and also meet other trustees in other districts to get a sense there. Then did a couple of site visits, one at North Star and then one at Clifford. Both very helpful. Different populations, different things, but lots of it's just helpful to walk around, get a I'm very much still learning the canvas, learning the all the teachers, the staff, etc. But great to see. I think a few things that popped up to me were just this continuation among staff to build a culture of keeping on, pushing to do the next thing right. So it's not being complacent but thinking about okay, we've hit this mark like how do we make this even more enriching. And so that was really it was great to see and witness in person. One other thing Clifford that I was a little bit surprised I didn't know was just the kind of the concentration or the number of students with special ed needs, which it was I could see it in real time the demand that puts on the staff and the resources that takes away from classroom. I mean it's obviously needed but it also means that there's more IEP meetings which brings teachers out of classrooms. And so it's just something that I I was aware of as I walked around. And then one thing that was noted was just I have to meet one of the guest teachers who seemed to have very good relationship with the staff and the students and, And I think brought some consistency. So that was appreciated."},{"start":6553440,"end":6553920,"speaker":"B","text":"Yeah,"},{"start":6556080,"end":6568320,"speaker":"A","text":"well, powerful. And then do you have the slides from the Wellness Committee? Are they shareable with us, with the rest of the board? Yeah, I'll share those. Yeah, that'd be great. Yeah. Sometimes I think the previous members would send them around. I always found them pretty interesting. Okay. Cecilia."},{"start":6568720,"end":6595300,"speaker":"B","text":"Yeah. I have two things to report. I attended along with Dr. Baker and Michelle Redmond, Jorge Quintana, which by the way, shout out to both of them because they do so much behind the scenes. Right. The Spanish Superintendent Advisory Committee at Hoover and an evening of. I don't know what that was called. It was like a webinar for."},{"start":6595380,"end":6600420,"speaker":"A","text":"It was the information we gave to people who wanted to know about immigration"},{"start":6600500,"end":6603680,"speaker":"B","text":"and, and support the resources and that we're here to support them."},{"start":6603680,"end":6607440,"speaker":"A","text":"And there were what, 150 people on the webinar?"},{"start":6608320,"end":6610640,"speaker":"B","text":"Yeah, that was it."},{"start":6613440,"end":6799500,"speaker":"A","text":"I put together a guide for trustees on in general. Not, not focused on this set of trustees on, on how to most productively conduct site visits. And I ran that by a number of people, collected feedback, iterated on this, that. And it's my intent to publish that guide and potentially get it put out by csea. I attended my first RCTA Climate Committee meeting with Wendy and John, with Aaron, Brenna and Suzanne. So that was good. And then last night, Rick had already mentioned this was the Citizen Bond Oversight Committee. They got information about. About the audit, the audit that we had seen at our last board meeting. They got information about measure S and Measure T projects, expenditures, you know, the, the usual oversight that they, that they get for that stuff. Mine have already been mentioned. All right, well then we can move on to information. We have three information items here and Rick, I don't know if there's anything you want to say about them. We've received the information. Does anybody have questions about it? All right, perfect. Then I think we can move on to correspondence. Does anyone have correspondence that they want to share? Okay. Then we can move on to other business and suggested items for future agenda. I think we have the study session that's going to be on for the facilities master plan. And then I want to. Yeah, I want to sort of. One of the things that we're. We do as a board is we do superintendent evaluation. We have not as a board like rigorously done that regularly. I'd like to get that onto our regular governance calendar. So I'm hoping that we can do it over two closed sessions. One mid April. So April 16th and one middle mid May. So that would be our May 14th meeting. Probably an hour for the one in April and probably 30 minutes for the one in May. I'd also like us to try and do a board self evaluation that CSBA offers. I think that we would do that. I don't actually. I need your advice on whether that would be a closed session or an open session so we can figure that out later. Yeah, I think it's closed. Yeah, I think it's closed session as well. And I was thinking, but I'll take your advice on this, that we would do it on the last meeting in June. That one is usually on the shorter side because we're approving all the things that we discussed ad nauseam the week before. So I thought that we might have the energy to be able to do it there and we're sparing everybody else the time. Okay. So, yeah. So for June 25th, if we could get a closed session for governance team performance in the self evaluation. And I'll make sure to get all the materials out to everybody for those evaluations to be able to put that stuff in. And I'm hoping that by putting it onto the calendar now, it'll make it into next year's calendar and our next president won't have to remember to get these things onto the calendar. They'll be in your face and you'll have to follow it."},{"start":6799500,"end":6799940,"speaker":"B","text":"Yeah."},{"start":6800020,"end":6810330,"speaker":"A","text":"So. Okay, great. That's. Those are the only items that I had for suggested items for future support meetings, calendar. I don't know, Evelyn, if there are other teams changes that you have in there."},{"start":6811450,"end":6813050,"speaker":"B","text":"Not that I'm aware of. Now."},{"start":6814010,"end":6844980,"speaker":"A","text":"Can I actually add something to the other items for future meeting? So first also make training and all these things is great. This is like. I was like, yeah, we should do this. Anyway, the other thing was the sarcs. I think I know that we had that as an item, but then we pulled them. Is that something that we need to put back on? Yeah, yeah, we're going to bring them back. They were pulled. They were pulled. Yeah. Okay, cool. Good memory."},{"start":6845540,"end":6845940,"speaker":"B","text":"Okay."},{"start":6845940,"end":6854900,"speaker":"A","text":"And nothing on the calendar. So then we are on to adjournment. Can I have a motion to adjourn? I move we adjourn second. And all those in favor, Aye. Aye."}]}