{"date":"2025-05-28","type":"Board Meeting","videoId":"KCn4WYhU0wo","audioDuration":10151,"speakers":{"A":{"name":"Mike Wells","role":"Board President"},"B":{"name":"Evelyn Sanchez","role":"Executive Assistant / Board Secretary"},"C":{"name":"Wendy Kelly","role":"Deputy Superintendent"},"D":{"name":"Rick Edson","role":"CBO / presenting FMP context; also Aaron Jobson voice merged — see note"},"E":{"name":"Cecilia I. Márquez","role":"Trustee / Clerk"},"F":{"name":"David Weekly","role":"Vice President"},"G":{"name":"David Li","role":"Trustee"},"H":{"name":"Anna Herrera","role":"Assistant Superintendent"},"I":{"name":"John Baker","role":"Superintendent"}},"utterances":[{"start":6320,"end":16800,"speaker":"A","text":"I think we can reconvene to open session. Trustee King is joining us online, and so, Jennifer, I think you need to make a statement before we start with roll call."},{"start":18400,"end":31200,"speaker":"B","text":"Yep. Good evening. Sorry, one second. Before we proceed, I am participating remotely under AB 2449 due to just cause, specifically child care responsibilities. I am in a private location where I can."},{"start":32060,"end":33020,"speaker":"C","text":"Confidentiality."},{"start":33340,"end":33940,"speaker":"B","text":"Oh, sorry."},{"start":33940,"end":41420,"speaker":"C","text":"I'm currently in a private location. I confirm that no individuals 18 years or older are present with me. Only one minor is present."},{"start":43980,"end":45340,"speaker":"A","text":"All right, thank you. Evelyn."},{"start":45340,"end":47260,"speaker":"B","text":"Rol. Trustee Lee."},{"start":47979,"end":48380,"speaker":"D","text":"Here."},{"start":48860,"end":52620,"speaker":"B","text":"Trustee King. Present. Trustee Marquez."},{"start":52620,"end":53020,"speaker":"E","text":"Here."},{"start":53100,"end":54340,"speaker":"B","text":"Vice President Weekley."},{"start":54340,"end":54700,"speaker":"F","text":"Present."},{"start":54940,"end":55860,"speaker":"B","text":"President Wells."},{"start":55860,"end":56220,"speaker":"D","text":"Here."},{"start":59030,"end":86590,"speaker":"A","text":"All right, I'm moving on. I'll do the report out on closed session from today. May 28, 2025. The board received information and no action was taken, so. Good evening. Welcome to the May 28, 2025, meeting of the Redwood City School District governing Board. Bienvenidos Sotodos. Si raquiere interpretacional. Por favor. Llama al nueve seatea. Ocho. Nueve. Nueve. Cerro cinco uno. Tres. Siate y presione. Ocho, tres."},{"start":86590,"end":86810,"speaker":"B","text":"Sieto."},{"start":86880,"end":156170,"speaker":"A","text":"Siete, siete. Cerro cuatro uno. E el signo de numero si assiste a la reunion. Un Persona solicite, un truns misor situar fondo de los ala. Okay. Welcome. Thank you for joining us. We're all partners in education. The board encourages all to participate and provide comments on issues of concern, regardless of whether they are on the agenda. So if you're attending online via Zoom and wish to speak, please compete a speaker's card online. It's linked from the agenda. You can find the links there. If you're here in person, you'll find speaker cards available at the entrance to the room. Just fill it out and then hand it to Evelyn. And if you're addressing a subject listed on the agenda, we'll call you at the time that item is being considered. And if the issue is not on the agenda, you'll be called shortly during the oral communication agenda item that's going to occur right after we approve the agenda. Okay. And then to be fair to all speakers, we do limit public comment to 3 minutes per person per topic, unless otherwise noted. With that, does anyone have changes to the agenda? Perfect. Then can I get a motion to approve the agenda?"},{"start":156330,"end":157610,"speaker":"G","text":"Move to approve the agenda."},{"start":157610,"end":160010,"speaker":"A","text":"Seconded all in roll call."},{"start":160010,"end":160490,"speaker":"D","text":"Vip."},{"start":160810,"end":161770,"speaker":"H","text":"Trustee Lee."},{"start":162330,"end":162730,"speaker":"G","text":"Here."},{"start":163290,"end":173020,"speaker":"B","text":"Trustee King. Oh, here. Hi. Sorry. Trustee Marquez. Vice President Weekley."},{"start":173020,"end":173540,"speaker":"G","text":"Aye."},{"start":173620,"end":173980,"speaker":"H","text":"President."},{"start":173980,"end":174740,"speaker":"A","text":"Well, I."},{"start":175620,"end":176020,"speaker":"E","text":"Great."},{"start":176180,"end":187620,"speaker":"A","text":"Okay. Now we are moving on to oral communication, and we do have A few speakers in person and a couple online. So I'm going to start with Maria Stockton."},{"start":195870,"end":196430,"speaker":"C","text":"Are we good?"},{"start":196670,"end":197190,"speaker":"B","text":"Okay."},{"start":197190,"end":339040,"speaker":"C","text":"Hi there. Maria Stockton, the president for the classified employees. I'm coming out, hopefully get this done really fast. Just want you to know that we raised our dues months ago because, you know, it's hard to appreciate and do for your members as much as you can if you get $2 a month. So we raised our dues and what we have now is we want to kind of like share the wealth. So what we have done is we have now created a scholarship just like RCTA for a graduate of each school that has eighth grade. And so I have put that out to the principals. Unfortunately, I've received one positive response. I received one that just asked for comments and I have not heard back from any of the other principals. So we know everybody's busy, but. But we really want to highlight somebody that the school would like to highlight that they don't have the funds for or they haven't looked at, you know, best grades or whatever. Maybe you have a different category that you would like to highlight. And so we would really like the principals to think hard about that and let us know. And we would like to present that $100 scholarship to them and hopefully continue it and just maybe increase it each year. So that's one thing. Also this year, the third week of May, is the Classified Appreciat Appreciation Week. We share here Staff Appreciation week in the school district, which is great, but we still want to take care of our own people. So we sent them and I'm sorry, I was going to bring you each a little goodie bag of things. Usually we do something nice, but this year was just a little goodie bag because on August, Saturday, August 23rd, we are going to have a welcome back classified appreciation family picnic where the employee can bring their whole family. They're going to have games, they're going to have fun, they're going to have prizes, they're going to have food at no cost to anybody. And that we're picking it up in honor of our people. So you're all invited. Come get to know your classified employees, your support staff here of the Redwood City School District. They would love to know your school board meeting and where you, what school you represent and you know, get a little get. No, get to know you more and you get to know about them. So we hope somebody will attend. Thank you so much and have a good evening."},{"start":340000,"end":351120,"speaker":"A","text":"Thank you, Maria, for sharing the CSEA updates with us. Our next speaker is. Hope I get this right. Huzbam Sharifi,"},{"start":353600,"end":354480,"speaker":"I","text":"right? Yes."},{"start":355760,"end":356240,"speaker":"D","text":"Perfect."},{"start":357360,"end":362320,"speaker":"A","text":"And you'll have three. You'll have three minutes. It's on the timer in front. You can see it on the screen up there when you start talking."},{"start":362520,"end":381960,"speaker":"D","text":"Oh, can I. Okay. Okay, great. I'm Hashem, and I've. Okay, great. It's useful. I've lived here in Redwood City for four years. I have. I'm here to talk about the enrollment of my daughter, who's four and a half years old, in the Mandarin Immersion Orion TK program."},{"start":382520,"end":382920,"speaker":"G","text":"We."},{"start":382920,"end":397020,"speaker":"D","text":"When we moved here, I had started her, along with my wife, of course, in the Odyssey pre school that is on Orion campus, with the intention to enroll in Mandarin Immersion tk. And so we've been involved with the community there the whole time."},{"start":397660,"end":397980,"speaker":"C","text":"And."},{"start":397980,"end":495880,"speaker":"D","text":"And when the time came, we enrolled and we received confirmation of enrollment and. And went to tours and were involved with all kinds of things, including the fundraiser. And then only this month received word that, in fact, she's not enrolled. She's been dropped from the register, leaving us in a situation where we actually have nowhere to send her for this coming school year in August. Apparently, what happened is you also need to be registered after enrollment. And we have two kids. This is our older one. This is the first time we've gone through this process, and we're told that we were called with the. The notification that we should register. We have no record of being called, and we have no other communication of any kind, no letter, no email, no text of any form. And. And our contact information has been available the whole time. So I. I've had a very good discussion with Jorge in. In Mandarin Immersion about this in Orion, but I also want to bring the concern to. To the board to. To the extent that I plan to be in this community, I plan to be involved and also be involved in the school and be supportive as I can. But this was very disappointing. And it was a process that I felt for really the first and most simple step of starting a child's education there was a major failure."},{"start":500560,"end":505760,"speaker":"A","text":"All right, thank you. Sean, did you have any comments you wanted to add? It sounds like he's already in touch with Jorge."},{"start":506720,"end":511280,"speaker":"I","text":"He has spoken with Jorge. So let me talk to Jorge and see if I can get some more information. Okay."},{"start":511600,"end":513280,"speaker":"A","text":"Yeah, perfect. All right, thank you."},{"start":513360,"end":513920,"speaker":"D","text":"Thank you."},{"start":515120,"end":534900,"speaker":"A","text":"Okay, then we have two online, and that's going to be. Oh, Huam was one of them. And next speaker is Suzanne Ruiz Dunlop. See if they have an online. Yeah, there she is."},{"start":537380,"end":538740,"speaker":"E","text":"I'm Sorry. Can you hear me?"},{"start":539220,"end":540060,"speaker":"A","text":"We can, yes."},{"start":540060,"end":540619,"speaker":"C","text":"Oh, great."},{"start":540619,"end":540939,"speaker":"E","text":"Sorry."},{"start":540939,"end":543620,"speaker":"H","text":"I couldn't get online with the computer, so now I'm on my phone."},{"start":544020,"end":544820,"speaker":"A","text":"Sounds perfect."},{"start":544980,"end":547620,"speaker":"E","text":"Okay, say thank you. So I want to say good evening"},{"start":547620,"end":548580,"speaker":"H","text":"to all the board members."},{"start":548820,"end":554250,"speaker":"E","text":"My name is Suzanne Ruiz Dunlap and I'm a kindergarten teacher at Adelante Selby School."},{"start":554810,"end":558450,"speaker":"H","text":"And I wanted to talk tonight to"},{"start":558450,"end":565610,"speaker":"E","text":"express my concern about this and shared by many kindergarten teachers in the district regarding the start of the year schedule."},{"start":565930,"end":568170,"speaker":"B","text":"As of now, we're expecting up to"},{"start":568170,"end":571290,"speaker":"E","text":"28 students in each of our kindergarten classrooms."},{"start":571690,"end":573930,"speaker":"H","text":"Despite this, there's currently no plan."},{"start":574650,"end":578730,"speaker":"E","text":"Actually, there is no plan for an early release days or staggered start, which"},{"start":578730,"end":581400,"speaker":"H","text":"was critical support for us in the past."},{"start":582040,"end":584000,"speaker":"B","text":"Anyone who has spent time in kindergarten"},{"start":584000,"end":587320,"speaker":"E","text":"classrooms knows that the first days are absolutely critical."},{"start":587960,"end":589880,"speaker":"C","text":"This is when we build trust, teach"},{"start":589880,"end":592560,"speaker":"E","text":"routines, comfort those who are scared or"},{"start":592560,"end":595720,"speaker":"B","text":"overwhelmed and begin to understand who our students are."},{"start":596200,"end":601280,"speaker":"H","text":"Now we're beginning being asked to do all of this and begin our assessments"},{"start":601280,"end":605360,"speaker":"E","text":"without any time to do it well. Attempted to do all of this at"},{"start":605360,"end":608140,"speaker":"H","text":"full capacity for without any additional time"},{"start":608140,"end":613820,"speaker":"E","text":"or flexibility is incredibly challenging. I also want to say we have"},{"start":613820,"end":619140,"speaker":"H","text":"a strong experienced kindergarten teachers in the district. We are deeply committed to our students"},{"start":619460,"end":624740,"speaker":"E","text":"and we know what's best for our kids. We want to be part of this conversation."},{"start":625220,"end":627660,"speaker":"H","text":"We would really appreciate the opportunity to"},{"start":627660,"end":637370,"speaker":"E","text":"be included in the conversations that directly impact our classrooms and the well being of our students. We are asking you please urgently to"},{"start":637370,"end":641450,"speaker":"H","text":"reconsider the start of the schedule for the kindergarten classrooms."},{"start":642090,"end":648410,"speaker":"E","text":"Thank you for your time and consideration of this request to revisit the kindergarten start schedule."},{"start":648570,"end":649530,"speaker":"H","text":"Thank you so much."},{"start":651370,"end":688630,"speaker":"A","text":"Thank you. Suzanne. Let's move on. I think that's it for our speakers. Okay, so now we're going to move on to 9.1, which is the facilities plan master update. This is just a discussion item tonight. I know that in the past we had talked about it being an action item, but we're just going to have it as a discussion item tonight. Bringing that to Rick, we do have. We do have one public comment for this. I figure we'll kind of before the board starts any kind of discussion and questions, maybe we'll take our public comment, but we can go with the preamble and whatever introduction we want to do now."},{"start":688630,"end":916270,"speaker":"D","text":"Perfect. Good evening, members of the board community. Tonight we're here to give a second full update on the facilities master plan. Previously on April 23rd at the Study session, we went over the first draft of the plan. And since that time, our partners QKA along with VPCs and district staff, have been working to refine the facilities master plan that was included in the board packet for tonight and that's shared on the screen tonight. Joining me is Aaron Jobson from QKA who will go over the plan again and talk about some of the, I'll say, additions and modifications to this point in preparation for additional board comments input as we finalize the draft with the intent to bring it back on June 11th. So with that I'll hand it over to Aaron to start off the presentation. Thanks Rick. Thank you all for having me back. I'm excited to be here. Kind of a final step almost, but as Rick said, I think we'll just kind of go over quickly what we've been working on over the last few weeks. I figured we'd kind of go quickly through the introduction and executive summary sections and then pause and as you said kind of maybe take the public comment and take and then questions and comments from you all if that sounds good. So as Rick said, since the last time we were here, I guess about a month ago, it's been our effort has really been focused on kind of making some of the changes and revisions we talked about when we were there, there were some refinements to the cost estimate that we needed to make. We also at per your direction, got additional feedback from the site administrators by sending kind of that specific request to them and we got feedback from a number of them that we're able to incorporate and respond to some of their questions and have some good feedback there to incorporate a few changes and just clarify a few things as well and then put this final draft together. Make sure we're kind of trying to cross most of the T's and dot most of the I's, one final pass through and kind of correcting things and making sure all the tables are correct and the numbers line up and all of those things are one of the kind of last pass of revisions that we'll be doing over the next week to figure that out in addition to responding to your comments and any other comments that come through that need to be addressed. So just kind of I'll just kind of high level you all have heard a lot of this before, but I'm sure there are folks that are in the audience today and some form that probably haven't. So just kind of quickly overview of the process. So master planning is the first part of the project development process. Once project is really looking to identify broad project scopes, cost and prioritization so that we can create A long term plan and provide information to the board to select which projects are going to be most impactful with the funding you have. And that's kind of really what this page and those two diagrams talk about is that we're starting at the master plan level. We had a lot of stakeholder engagement that will continue throughout the programming and design process of projects that are selected. And we're currently looking at the facilities master plan. And the next step will be to select projects from that facilities master plan to create an implementation plan for measure S. Okay. I think kind of one of the things I wanted to clarify too is that the process of doing that is not formulaic. It's not driven by any one piece of information. We have the IOQ scores, the indicators of quality that we'll talk about. And those are a tool in helping understand the impact on education of each proposed project. But they're not the only factor that will be considered when we decide which projects get funded in the implementation plan. There are a number of other things we'll need to consider as well. So go and go to the next."},{"start":923230,"end":923870,"speaker":"I","text":"There you go."},{"start":923950,"end":984470,"speaker":"D","text":"So this is the overall summary, sort of the drum roll moment, if you will. So this shows the total identified project cost for each school and the the over the grand total of just under $820 million. Just a couple of pieces of context with these. This is current costs today for what these projects would cost if they were built in 2025. We have information from our cost estimator about what they might cost into the future as well, because costs go up over time. But that's really part of the implementation planning process. When we identify which projects and when, then we can build in an estimate for escalation to that as well. But this is kind of the first step in that process. And then these are also total project costs. They include not only the contractor costs, but design, legal costs, DSA fees, permitting fees, all of the different pieces that go into a project contingency, all of that. So that this is intended to estimate the total cost of that project to the district"},{"start":986470,"end":986870,"speaker":"B","text":"next."},{"start":988550,"end":1141820,"speaker":"D","text":"So we have a few different graphs that kind of break that data down in different ways. So this first one just looks at kind of three types of projects. New construction, modernization, site improvements. And you can see this shows that the significant majority of the costs and projects that we identified are modernization of your existing facilities, which I think is probably to be expected. There's a little bit of site improvement cost and then a good chunk of new construction, in some cases replacing existing buildings. That it made more sense to recommend replacement rather than modernization. Next. And then this is looking at those indicators of quality and those scores for each project and kind of sorting the projects into four buckets of kind of or sorted by score and therefore kind of level of impact. So on the right is the highest impact, which is actually the largest category, at just over $360 million, about 44% of the total projects identified. And then the next category is 261, another 32%. And then the last two are 130 and 67 million each as well. So from that, you can see that, you know, a lot of your projects have a significant level of need and will have a significant impact on education, and that those are just. And then this, this graph kind of shows you the darker blue being the higher impact projects and kind of gives. It gives an initial pass at sort of how those projects and their scores are distributed across the different schools. I think what you can see here is you have a pretty broad range of conditions across your different schools, both in the level of need and the distribution of that need. And that's kind of reflective of a lot of things, in some cases, reflective of schools having different levels of investment in PASS bonds too, which is a natural part of a process. It's a continuous process of facility improvement over time, over multiple years and multiple bond measures. And then also just different ages of facilities, different conditions as well, and different sizes of facilities too. Next. So you can kind of go ahead and skip ahead to the next one. So this kind of just really the introduction is a bit more in depth on the process. So we talk about some of the goals and the mission that we identified early on. Next, we talk about the process, wanting to focus on transparency, being inclusive and thorough, and maintaining an equity lens throughout that process as well."},{"start":1142860,"end":1143260,"speaker":"A","text":"Next."},{"start":1144220,"end":1201610,"speaker":"D","text":"And then this talks about kind of the organization, of how we went about engagement, how we went about organizing and managing this process. So that focused on. We had an executive committee that had kind of helped run essentially the master planning process, which is really Rick and Martin and our team in the Van Pelt Construction services team as well, working together to do that. And then we had school site committees at each site that we asked to represent the views of staff, students, parents and community members and to help inform the master planning process. And then we also had a broader community input through community meetings and community survey. And then we had some targeted focus input from folks like the technology department and special education and facilities and things like that as well. And so all of that Kind of got mixed into the plan which is presented to you all as a recommendation for you to take action upon."},{"start":1202010,"end":1202410,"speaker":"A","text":"Next."},{"start":1205130,"end":1242130,"speaker":"D","text":"Just kind of history of some of the things that we want to make sure we provide information on cost estimating, facilities assessments. Next. The overall timeline. There's a little bit of description of how we go about looking at capacity and. Right. Sizing school facilities. And notice today there's a little paragraph on partner programs that get inserted there weirdly. So that's a formatting thing we'll correct. And. But this kind of talks about what that process looks like over time and how it's incorporated into it. Talking about safety and security and what our approach to that is and how we incorporate that into planning."},{"start":1242690,"end":1243090,"speaker":"A","text":"Next."},{"start":1244930,"end":1449710,"speaker":"D","text":"And then kind of recapping a little more detail some of the things we talked about already as far as how facilities master planning fits into the overall process. And then we get to the indicators of quality. And so this talks about what each of those six categories are and some examples of projects that might rate highly in those categories. So you can see quality, learning environments, maintenance and operations, safety and security, code compliance. And here's kind of the grid that we reviewed previously with, with you all around what those six categories are and how they're weighted and how that adds up to 100 points available for each project. Next. And then this is a little bit about how we go about scoring the projects. So we have those six categories. And really what we're trying to do is look at all of the inputs into this process. So starting all the way back with the facility assessments we did, but really focusing on what are. What input did we receive from site committees. So we use this little grid down at the bottom to kind of facilitate a discussion about which projects would be most impactful in each site committee meeting in the second meeting we have with each site. So that's a big factor into what we think, you know, what we rate as most impactful in this process. We also asked similar questions in the community meetings about each school and identify, based on the project, identified how each person would distribute 100 points across those projects in the way that they thought would be most impactful. So that was a good kind of piece of insight as well. Next. And then we also had input from the community survey that went out too, and that provided kind of general input, not, not school specific but across the district on which things that they felt folks felt were had the highest level of need and what would be most impactful. And I think across all those we saw pretty broad, you know, Differences, but pretty broad alignment that classroom modernizations were the highest level of need. Kind of specifically calling out in a couple different formats, the H Vac and providing air conditioning. Also had good discussions in different formats about transitional kindergarten and providing space to support that, as that's a new program and new facilities needs to go with that. We heard consistently about kitchens and being able to support the food program and really just focusing on modernization in classrooms. I think one of the other things that we talked about quite a bit was providing more appropriate and better designed and kind of consolidated spaces for all the student support services on campuses that have often been kind of just housed wherever there was an empty space and being much more intentional about that, too. So for the most part, those. Those different data points aligned pretty well to really support the same kind of projects being most impactful. And that's reflected in the IOQ scores, where the projects we see as scored highest are the classroom monetizations, the transitional kindergarten and kindergarten classroom projects, things like that. And then there are other projects that are more specific to each site, but across the district, those are the ones that really rated the highest. So that's kind of the introduction summary, and I think probably a good place to pause as kind of the overview of where we are and where we're going. And maybe we can take questions from you all and public."},{"start":1450960,"end":1464160,"speaker":"A","text":"Yeah, let's start with our public comment and then we can move to board questions and discussion. So our speaker is Carlos Velasco. Ariela, you'll have three minutes."},{"start":1464160,"end":1464800,"speaker":"F","text":"Thank you."},{"start":1465120,"end":1596590,"speaker":"G","text":"Good evening, trustees and Superintendent Baker. My name is Carlos Velasquariola and I serve as the policy, advocacy and Community Engagement manager at KIPP Northern California. First, thank you to the board and district staff for your thoughtful and inclusive work on the facilities master plan. We deeply appreciate your commitment to ensuring that all Redwood City students have access to safe, modern, and inspiring schools. As you review the this plan and prioritize investments, I would like to share our concern. The district has created a 0 to 100 point system to prioritize where funds should be deployed, with districts giving the highest priority areas a rating of 91 to 100. Out of the district's sites, 11 out of 12 were given a 91 out of 100, whereas 0 out of 3 charter schools were allocated the highest priority. We understand that this range plays a critical role in determining which projects are prioritized for funding. Yet KIPP Excellencia, which serves 650 students, the majority of whom are from historically underserved communities, operates on a campus with clear pressing needs. The facilities master plan itself outlines inconsistent and outdated H VAC systems, plumbing issues, aging classrooms building in need of modernization, safety and security challenges, a lack of adequate drop off infrastructure, limited play space due to portables and shared facilities that impact day to day operations for staff and students. Based on the district's own criteria, educational appropriateness, safety, code compliance and environmental quality, we believe that at least a portion of our $31 million in proposed upgrades clearly qualify as highest priority and should be rated in the 91 to 100 threshold. We respectfully asked the board to revisit the rating process to ensure equity and how needs are categorized. Because facilities funding decisions must reflect the lived reality of all students, not just those in district run schools. Our 650 students deserve high quality facilities just like every other child in Redwood City. And so thank you for your time and consideration and your continued partnership."},{"start":1597150,"end":1623030,"speaker":"A","text":"Thank you, Carlos. All right, let's move to forward. Questions, discussions, comments about anything Aaron said, anything you've read in master's plan or heard or been thinking about or. Or even what Carlos has brought up tonight. Anyone like to start? All right, Cecilia, it's you."},{"start":1626470,"end":1682090,"speaker":"E","text":"Honestly, I think what we are doing moving forward with the master plan obviously is a discussion. I appreciate the fact that we have been asking for stakeholders input and obviously right now that Carlos just mentioned the fact that Kip is concerned about the rating. I mean that's probably something that. I don't know. Rick, is that something that you guys talk with the architect about? Definitely. We're here to serve and for the well being of the students. I. Everything that you mentioned on your presentation makes sense to me. I look forward to of course, the engagement moving forward when the final plans come to the district. So that is my only thoughts for right now. Thank you,"},{"start":1686490,"end":1687050,"speaker":"A","text":"David."},{"start":1691700,"end":1763810,"speaker":"G","text":"First, thanks for the presentation, the revised materials. I did notice that some. A lot of the feedback was incorporated specifically providing the overviews on the tables, which was very, very helpful for me. I think probably trustees found it as well. Just a lot of information there, so a lot to digest. Yeah, do have a couple of specific questions and maybe I'll start with the Carlos mentioned because I noticed the same thing. I would be curious to hear a little bit more just about the. I guess the scoring process itself in terms of allocating the specific. I know we have the formula of each of the different Ioki 1, 2, 3, 4, 5. But then I'd be curious to learn a little bit more about how the specific scores are provided for each of those because I did look, just as an example at classroom modernization for KIP as well as Garfield just has a target. And I think the. I think what I saw was that the current state rubric showed that the KIP and Connect scores were fairly similar, if not slightly lower than those for Garfield, but then IOQ scores one in the opposite direction. So I'm sure there's a reason for it, but I just wanted to better understand that."},{"start":1763810,"end":1844580,"speaker":"D","text":"Sure. In general, we talked about the different inputs that go into that process. And so part of our job is to kind of consider all those and try to distill that into that score. I would say that obviously what you guys are pointing out about the charter schools and their relative is accurate. They are in the high 80s. So it is a pretty small difference. And just for context. And I would emphasize too that it is not a formula. And the process here to get the implementation plan is not to sort that table and then get as far as our money goes and stop. It is going to be much more complicated than that and much more nuanced than that to get to the right set of projects that try to have the biggest impact and meet all of the district's obligations, including those obligations to the charter schools, which I know you all are familiar with, kind of the nuances and complexity that surround that too. So I think that's probably the best way that I can answer that question is that, you know, we did look at those things carefully and tried to consider all those and the modernization scores are pretty similar. But yes, those are a little bit lower and we can revisit that and look at that over the next few days too for the final version and make sure that we don't want to make any adjustments there."},{"start":1844980,"end":1846580,"speaker":"G","text":"Yeah, I think it'd be helpful again."},{"start":1846900,"end":1847300,"speaker":"H","text":"Sure."},{"start":1847460,"end":1853200,"speaker":"G","text":"Few things. One, yes. Know that this is not the final form to also note that this is not the phase of like making decisions or implementation."},{"start":1853200,"end":1853400,"speaker":"F","text":"Right."},{"start":1853400,"end":1858920,"speaker":"G","text":"Obviously this is the vision and from there even looking at the. The highest priority total."},{"start":1858920,"end":1859200,"speaker":"I","text":"Right."},{"start":1859200,"end":1864120,"speaker":"G","text":"Like that is a larger number than we have just been. So like obviously choices have to be made."},{"start":1864120,"end":1864280,"speaker":"D","text":"Sure."},{"start":1864280,"end":1879640,"speaker":"G","text":"Totally get that. But the prioritization I think is helpful as a first cut for at least for me and I guess also for other board members just where to really focus in on. So make sure that we get those scores. Reflective is super helpful. Again, this is not a mandate of like it needs to be like this, but it is something."},{"start":1880280,"end":1903440,"speaker":"D","text":"I would also say that the lines of those categories are completely arbitrary. Right. Like it was really just selecting let's just pick these 10 points and those 10 points and not. There's nothing magical about that. So if we change that line from, you know, 91 to 100 to 85 to 100, then that sorts things in a different way and not a meaningful difference. Right. We're really looking at that individually and more nuanced, and I think that's probably obvious, but I just wanted to make sure I said that."},{"start":1903440,"end":1914500,"speaker":"G","text":"I hear what you're saying. I. I will. I'll leave it that I. I think it. It did jump out to me. It jumped out to others. So something just to. To revisit."},{"start":1914500,"end":1915220,"speaker":"D","text":"Absolutely."},{"start":1916020,"end":1957060,"speaker":"G","text":"The other. The other question I had was just about the feedback that I think that you. I know that last time we met, there was direction to reach out to their schools, to these schools, to get feedback on whether or not this looks right. Generally, I think, think the majority of schools have responded. And I just want to get a sense of what type where that feedback landed. Was it just like bits and pieces that need to be adjusted or were there big changes in prioritization that you guys heard? And then I. I think you mentioned that there's still ongoing feedback that's being incorporated and just wanted to make sure that that's. Is that from those same schools, or are we still waiting to hear from others?"},{"start":1957380,"end":2098389,"speaker":"D","text":"It's from the same schools, and we may hear from. From others in the next week or so that we can incorporate before the final draft comes to you guys all for approval as well. I would say, in general, the questions were mostly ones that we could have a dialogue about and clarify. A lot of them were in a greater level of detail than we really get into in master planning. So around kind of how individual spaces would be used and how we'd accommodate special education, maybe in which classrooms and things like that would you. Which are not the level of decisions that we need to make right now. And so we answered those and provided that feedback and let them know that, yeah, that's definitely possible within what we're doing, but those are decisions you guys get to make down the road. So there was a kind of a chunk of feedback that was really essentially just a little bit more detailed and nuanced. And it's kind of like that. The first diagram. Right. It's kind of the next level down as we get into programming design for those projects. I would say there are also kind of a chunk of questions that had to do with kind of the classroom counts and capacity analysis and how that. How those numbers are generated. And that was also kind of similar. Where there was some nuance around that. There were a few tweaks where. Where maybe we didn't account for a special ed classroom in the right way or. Or nuances in that way. None that I remember that were impactful in the way that they changed the overall master plan. Definitely changed some of the numbers, but not in a way that like, oh, we need to add four more classrooms to this site because we undercounted things more. Just kind of clarifying things and dialing that in a little bit more and just explaining that process and what it means and what it doesn't mean through that process. I think those were the biggest areas. There were definitely a few kind of smaller level changes that we made in response to that as well. Kind of moving a few things around or responding to comments where maybe we misunderstood some feedback throughout that process too, where we could make adjustments to the plan. So there were definitely some relatively small but important adjustments that were made through that process as well. And in some of it was sort of like, you know, we might show suggestion of some things you might do for the drop off. And people were like, I'm not sure that would really work. And explaining that we're not trying to design that right now. We're trying to say this is an area that we think needs to be improved and this is about how much we think it would take to improve it. And then we'll get into the design of that if that's a project we decide to go forward with."},{"start":2098389,"end":2110210,"speaker":"G","text":"Yeah, broadly speaking, it sounds like most of the feedback was in the realm of fine tuning or clarifying certain things with some degree of discussions around priorities. But no, no big shifts where it's like you got this totally wrong."},{"start":2110210,"end":2112930,"speaker":"D","text":"Yeah, I think that's a good characterization. Yes."},{"start":2112930,"end":2114450,"speaker":"G","text":"That's awesome. Thank you."},{"start":2117170,"end":2119330,"speaker":"A","text":"Trustee Weekly. Vice President Weekly."},{"start":2119810,"end":2121010,"speaker":"D","text":"Yes, thank you."},{"start":2122370,"end":2126290,"speaker":"F","text":"So I had a number of comments that I had emailed over just sharing some."},{"start":2127020,"end":2129100,"speaker":"G","text":"Oop, check, grab feedback."},{"start":2130620,"end":2152860,"speaker":"F","text":"Okay, I will speak maybe at this distance. All right. That there was an agreement that there probably should be an appendix with research and best practices, specifically looking at what research has happened since the last facilities master plan that might inform a different plan than what happened 10 years ago. So it sounded like there was agreement that. Yeah, yeah, we should probably have that as an appendix."},{"start":2152860,"end":2177680,"speaker":"D","text":"Yeah, that makes sense. We just forgot to add it from your comment from last time. But there are three specific reports that we suggested, including that are all freely. I think you probably got the answer to that with the specific links and everything. And we didn't just attach those full reports as an appendix. They're all publicly available documents. So they'll be there for reference. And they're all three, I think, pretty comprehensive pieces. Two of them are kind of broader literature reviews that reference a bunch of other studies too."},{"start":2177920,"end":2208300,"speaker":"F","text":"Fantastic. So we'll be very glad to see that. One of the things mentioned in the literature that I found surprising and delightful was the inclusion of hallway libraries as a highly efficacious intervention to improve literacy rates. Just in helping encourage casual reading and grabbing books off shelves. And so if we could include that as just generally something that we're going to be looking at as we refurbish these different areas, the possible inclusion of casual hallway libraries, I think that would be really good."},{"start":2209180,"end":2217270,"speaker":"D","text":"Yeah, we can. I think we plan to, in response to that, to add that to the educational specification sections around libraries. Kind of add a bullet point to that, to that list."},{"start":2217430,"end":2286940,"speaker":"F","text":"Fantastic. Thank you. It does feel similar to Trustee Lee and the comments from Kip. It was visible that there were no charters in the high priority category. And I understand some of that is just a arbitrary cut point of, like, what is high priority? When it's just. It's on this numeric scale. That said, like, we should be aware that when we set those cut points and some things are above a line and some things are below the line, we may send a message that we may or may not absolutely have meant to. To send here. And it's important that our funds be used fairly and equitably across the district for all the learners that exist in the district to win on that. Like, I really would have liked to see some of the demographic projections from the charters. I understand it's outside the purview of the district to actually provide those projections, but it was also a little bit of a contrast to see the projections for each of the district schools in terms of how many learners we thought we would get, the capacity we'd have there. And then just see basically copy paste numbers for the next decade for the charters. That's not likely to reflect reality of growing or declining enrollment at those sites."},{"start":2288380,"end":2298540,"speaker":"D","text":"Yeah, I think I definitely understand the question. I would say, and we're not demographers, but I can say that I think projecting those is a much more difficult thing to do."},{"start":2299180,"end":2304940,"speaker":"F","text":"We just ask them to do it. Like, Kip probably has some projections for like, what is your projected enrollment for 10 years?"},{"start":2304940,"end":2305620,"speaker":"A","text":"He's nodding."},{"start":2305620,"end":2317150,"speaker":"F","text":"I mean, I would guess that they have these numbers. Right. And just absent our own capacity and funding to project their Enrollment. We could just ask them and run with that. It's an option."},{"start":2317310,"end":2324030,"speaker":"D","text":"Yeah. That's just a very different methodology than. We don't, you know, we don't ask the other principals what they think their enrollment is going to be. That's looked at based on."},{"start":2324030,"end":2397390,"speaker":"F","text":"We are doing their demographic projections. Right. But we don't do that for the charters. So it just feels like that would be one way to have a more sophisticated process here. And then my final point is just like on the rubrics, maybe it's a subtle thing, but in terms of iOq3, which is about learning environment quality, I feel like that really centers on the pupil, the learner, and the learning environment that they have and the quality of education they will likely receive as impacted by their environment vis a vis IOQ1, which is about enabling educational programs, which you could say is like helping to power learning and different kinds of learning. But I just. I really want to make sure that in this whole process, we put the student first and we make sure that all of the taxpayer dollars that we're deploying in doing construction for the district are focused on the learner and the learner's environment and their experience first. And if I had the power, I would twiddle the two priorities from a weight of 3 on IOQ 3 and a weight of 2 on IOQ 1. If we have to say, like, well, it's gotta sum to 100, because that makes the numbers tidier."},{"start":2398270,"end":2458420,"speaker":"D","text":"It really does feel better. Sums, stuff like that. Yeah, I mean, I think. I guess what I would say, and I think kind of the response that we gave in writing to that response too, is I think in a lot of ways, all six are really meant to measure impact on students in different ways and from different perspectives. But I think those two in particular, both do in different ways. And I think you'll see in most projects, the projects that rate high in one often rate high in the other two because they are very connected in a lot of ways. But I think that you can take the transitional kindergarten as the prototypical example of something that we really high in an educational program. We need to make these facility improvements to do that, but obviously very closely related to students and student performance, too. I think you could argue that either way, and I could see it either way. I don't know that it would have a significant impact in changing that across the thing, because I think most of the cases those projects rate both of them. You know, maybe one's a 9 and one's a 10, and then they get the multiplier. But it would come in pretty similar."},{"start":2458660,"end":2469060,"speaker":"F","text":"I mean there's a certain degree to which like, gosh, did we choose the wrong columns then? Because like if the columns are non orthogonal like that, then they're not really evaluating separate characteristics of the projects."},{"start":2469460,"end":2501630,"speaker":"D","text":"They're not identical for sure. But a lot of these things are definitely related and some of the things are going to rate higher in educational programs where we're providing space for, you know, a Flex Lab or something like that. Those rated a little bit higher, but. But we're also modernizing that space at the same time. So it's going to improve the educational quality. So I would think about it more like that where we're renovating a space so we're kind of doing both things that we don't separate out in the project. Like this is the part of the project that converts the building to this use and then this is the part that updates it. So it's more like more of that kind of alignment."},{"start":2501630,"end":2513680,"speaker":"F","text":"Fair enough. It's just me and I understand it's a subtle distinction, but it would be one that I would make if I were SOL 30, which I'm definitively not. That's the end of my comments. Thank you so much for your hard"},{"start":2513680,"end":2519800,"speaker":"D","text":"work on this talk. I would ask that maybe at the end of this we kind of, you guys give us direction on whether you want us to make that change."},{"start":2519880,"end":2528520,"speaker":"A","text":"Yeah, we'll bring that up and have a quick discussion. Jennifer, did you have any comments for the board or questions for Aaron while he's here?"},{"start":2529320,"end":2546990,"speaker":"B","text":"I think we probably can discuss at the next meeting when they come with the final plan. But I was just kind of more curious about what the development of the implementation strategy was going to entail and kind of look like and we can table that for the next, next meeting."},{"start":2547150,"end":2598850,"speaker":"A","text":"Well, it's going to look challenging because there's a lot that can be done here and we're going to have to window down to fit within the budget and choose what the priorities are. And I think that that's something that we should all be thinking about. Like how are we going to want to prioritize these projects? Because this is clearly more intentionally than can be covered by the geo bond that was raised. And even if you look at whatever matrix you look at, you're going to find more than we want to put in there. There are definitely some themes I think you've touched on some of them like TK permanent structures instead of portables, the kitchens that, that'll kind of bubble up there. But those are the other ones I do want to circle back to, actually real fast. Can we just. I wanted to do. Because it's not in the memo. Rick, can you just run the process of what we're going to do next? So the next meeting in June, it comes for approval."},{"start":2600530,"end":2625650,"speaker":"D","text":"Yeah. Barring any unforeseen circumstances, we'll bring it back on June 11 for approval where we had planned to talk about the process of the implementation plan of that meeting and then likely come back at the last meeting in June with additional updates on the implementation plan."},{"start":2625890,"end":2626410,"speaker":"A","text":"Okay."},{"start":2626410,"end":2628610,"speaker":"D","text":"And then bring it back in August for approval."},{"start":2628690,"end":2646690,"speaker":"A","text":"Okay. And then if members of a school community have feedback they want to make now that they have the. The. This final draft on the board and they want to make feedback, should we. And they come to us, should we route them to their principal to give feedback to? Is that the right venue? If they have something about their specific"},{"start":2646690,"end":2653420,"speaker":"D","text":"site at their specific site, route to their principal and be rotten test. Okay. Consideration. Okay."},{"start":2653420,"end":2653700,"speaker":"I","text":"Great."},{"start":2653860,"end":2668420,"speaker":"A","text":"Great. Yeah. So I think that was all the process ones. I think we do have a question of, like the iOq. I mean, we've talked about this all the time. We kind of had agreed on the current weightings. You're wondering. You're wondering, Aaron, if we want to change those weightings. Was that kind of your question?"},{"start":2668740,"end":2678390,"speaker":"D","text":"Yeah, I mean, that. That's a change that we can make, but I. We need to know one way or the other. Yeah. What you collected, as you said, David, it's not for you to make decision, but it's. It is for the five of you to make."},{"start":2678710,"end":2690710,"speaker":"A","text":"Yeah. So I think, is it fair to say that David Weekly, you're kind of in favor of flipping one and three to make one, two and three. Three. Wait, that."},{"start":2690710,"end":2698790,"speaker":"F","text":"That's. That that's my proposal. That's not the hill. I'm gonna die. And I understand the subtlety, but it's just like I really want to root the learner first in this process."},{"start":2699590,"end":2700070,"speaker":"D","text":"Yeah."},{"start":2700790,"end":2704310,"speaker":"A","text":"Does anyone else feel an urgency to change the. The weighting at this point?"},{"start":2710170,"end":2714010,"speaker":"G","text":"I kind of feel a little bit in the opposite direction."},{"start":2714010,"end":2714650,"speaker":"F","text":"Okay."},{"start":2714890,"end":2720130,"speaker":"G","text":"Mostly just the thing in my head, we have a sense of kind of what these look like."},{"start":2720130,"end":2720410,"speaker":"I","text":"Now."},{"start":2720410,"end":2759290,"speaker":"G","text":"Obviously it'll be, you know, it's a matter of formula, and we know what that looks like afterward, but then there's more time to digest it. I think from my perspective, I'm more interested in making sure that the outputs of the scores sufficiently and accurately reflect kind of what all the other pieces Are namely what the school sites and the community have input. And at least what I've heard is that for the most part they do subject to certain adjustments. So I, I think it might be. I would suggest staying the course. Subject to reevaluating certain portions where we. We have identified might. What might be gaps."},{"start":2760010,"end":2762650,"speaker":"A","text":"All right, Cecilia, do you have any?"},{"start":2763370,"end":2774610,"speaker":"E","text":"So just so that I understand. So what, David, is what you want to do with 1 and 3. You want to swap them the weightings. Okay."},{"start":2774610,"end":2795250,"speaker":"A","text":"To make one worth the total of 30 and. No, 20 and three worth a total of 30. This is basically how they get the 100 point score. They go in and give a score and then they have a multiplier for it. Yeah. Jennifer, I don't know if you have any, any thoughts on that. You don't have to. I'm just. You're not here, so I."},{"start":2803410,"end":2803850,"speaker":"G","text":"Can't."},{"start":2803850,"end":2841270,"speaker":"A","text":"I can only see the border. Okay. I mean, I would, I would agree with David Lee that we've kind of gone this far with all the feedback sort of around the rubric set up this way that, you know, changing at the last minute might have, you know, it might. I don't know what it would do, but I kind of feel like we should stay with the waiting where it is and continue down that path. So I think. And hearing no strong consensus either way, I think that that's probably our best path forward. Okay, awesome. Dr. Baker, I don't know if you had any comments about the facilities master"},{"start":2841270,"end":2842350,"speaker":"D","text":"plan, the process of this part."},{"start":2842350,"end":2845030,"speaker":"A","text":"Okay. Not at the moment. All right, Rick does."},{"start":2845030,"end":2976460,"speaker":"D","text":"Rick? I do. No, I just wanted to point out, I think it's a very good discussion about the indicators of quality, but I want to remind everybody as well that this is one aspect to help with the decision making process. Right. It's not. We're going to take the first 10 projects with the highest IOQ scores and automatically put those into the implementation plan that we're going to ask you to approve. Right. There's going to be more dialogue and discussion about that. You know, at the end of the day, it might be. If 10 projects were selected, several might come from the 80 range or the 70 range, depending on what we need to see happen at our school sites. Right. Even if they didn't score as high. And then another thing, and I know Aaron has said it before, and, and we've discussed it, is the FMP is a living document. Right. And you know, things in here that are put in here for conversation and ultimately approval. It's for this moment in time. Right. And when we look back or look forward to projects in three months, six months or two years, it's going to change at that point as well. On the needs of the district, you know, the enrollment trends, if they stay what we thought they were going to be or if they're not anywhere close to where we thought they would be. And the one that Aaron touched on at the beginning of tonight, you know, the cost today of 820 million are. Cost today. Right. So every project that isn't selected for completion this summer, which will be facilities master plan other than the H Vac that's already been approved and the lighting, those costs are going to change by next summer. Right. So I, I just want everyone to know that this will be a. It's a basis of a plan to move forward and that we'll use it as a marker that we'll have to adjust and refine as we go through this process. So that's what I really wanted to share. Just as a reminder to people listening and, and to all of us that this is this point in time and we're going to move forward things. Yeah. Thanks, Rick."},{"start":2976460,"end":2981700,"speaker":"A","text":"It's a starter. It's a starter for the implementation plan. And that work really starts after it gets approved."},{"start":2981700,"end":2982060,"speaker":"F","text":"So."},{"start":2983740,"end":2990940,"speaker":"A","text":"All right, well, thank you, Aaron. Thanks for times coming through. And we'll see you one more time in. In June, many more times. But we'll see you again in June."},{"start":2991260,"end":2993340,"speaker":"D","text":"Okay, Definitely then. All right, thank you all."},{"start":2993340,"end":3006780,"speaker":"A","text":"All right, great. Let's move on. We have one item for our bond program consent. And so we'll. We'll pass it with one vote. Conveniently. Can I get a motion and a second to approve the bond consent?"},{"start":3008780,"end":3009820,"speaker":"E","text":"I'll make a motion."},{"start":3010780,"end":3011500,"speaker":"D","text":"Seconded."},{"start":3012060,"end":3013580,"speaker":"A","text":"Okay. Then we'll do a roll call."},{"start":3013900,"end":3019020,"speaker":"B","text":"Trustee Lee. Aye. Trustee King. Aye. Trustee Marquez."},{"start":3019100,"end":3019580,"speaker":"E","text":"Aye."},{"start":3019660,"end":3020900,"speaker":"B","text":"Vice President Weekley."},{"start":3020900,"end":3021340,"speaker":"F","text":"Aye."},{"start":3021340,"end":3022940,"speaker":"B","text":"President Wall. Aye."},{"start":3023500,"end":3023860,"speaker":"D","text":"All right."},{"start":3023860,"end":3036280,"speaker":"A","text":"Perfect houseness. Great. There are no action items. So we're going to move on to our school and community reports. This is our special study. It's an implementation update from our last update a year ago April."},{"start":3037160,"end":3047320,"speaker":"I","text":"Yes. And this Evening we have Dr. Maeve Mulholland who's here to give an update on the report that took place last year. And she's been working on it now for a year and a half."},{"start":3047480,"end":3047880,"speaker":"E","text":"Believe."},{"start":3048039,"end":3055320,"speaker":"B","text":"Yeah, yeah. Thank you so much for. For the opportunity to present to you all this evening. Can you hear me okay?"},{"start":3055640,"end":3056280,"speaker":"A","text":"Sure can."},{"start":3056280,"end":3314180,"speaker":"B","text":"A little echoey to myself. So as Dr. Baker said, I'm Maeve Mulholland. I'm the director of special education in services in Redwood City School District. And this is my third year with the district. In my second year last year in the fall, we had a special education study prepared and it was presented to the board in April last year. So this evening's presentation is an update on implementation of the study recommendations. When we did the initial presentation presentation last year with the report preparers, we included a plan of implementation. So that's what we're going to look at this evening. Next slide, please. So the study recommendation areas fell under four broad headings and that's what we're going to look at this evening. We have a legend. So we're counting short term as up to one year, meaning this year, this school year, 24, 25 school year, and long term as three years. So this school year and the next two years. Although we have a check mark for many items that have been implemented, we also have a C and an arrow to indicate continuous improvement. So we know that in education in general, nothing is static. We're in a constant state of flux and growth. So even items that are completed by continue to be modified and updated. Next slide, please. I'm super pleased and thrilled this evening to include in this presentation some feedback from a recent survey that we gave to special education staff at the end of the year. So the reason to include these direct quotes is to try and connect the work of the board or the work of me and the team in the district office with what's happening at the school site and the direct interaction with the individual student or the staff experience of being an employee in the school district and working with students who have IEPs. So this first slide is from a veteran school psychologist. She's been working with this bold child for about a year on counseling and seeing some beautiful progress in terms of how the child is able to navigate the social environment. I think it's during recession. I'm not going to read the slides unless you want me to do so. Certainly, let me know. I'm assuming that you can read them as I go along. Thank you. Next slide. Okay, so a little bit of background. I know that we have some newer people on the board, newer trustees, so I wanted to include this before we dive into our implementation updates. So just some information here. We have a breakdown. We have about 1500 students with IEPs. That's a pretty high percentage of students. It's coming in around 20%. The state percentage of students with identified disabilities is about 13%, but that's a little out of date. I'm Going to guess it's closer to 14 or 15% now. It's hard to get the most recent data. Just wanted you to see how the distribution of students across the district. And as we move through these slides, you'll see that some sites are weighted just by the placement of programs. Right. So it doesn't happen by chance. There can be an unequal or an uneven distribution depending on the makeup of the site. Next slide please. Oh, sorry. One final comment on this. We do provide services or we have a responsibility, a child find responsibility for students within our district to attend non public schools or private schools. So you'll see that number included there. The majority of those students are parentally placed and we have a smaller number who are placed through their iep. But we do include them in the numbers because we track the services. Next slide please. Thank you. So by disability, this again pretty closely mirrors what's happening at the state level. I think we have slightly fewer students identified with specific learning disabilities. The state level is about 40,"},{"start":3316090,"end":3316290,"speaker":"C","text":"but"},{"start":3316290,"end":3449850,"speaker":"B","text":"slightly more students identified as other health impaired. Next slide. Go ahead Anna with the next slide. Thanks. Okay, so this is one way of looking at a map of the district, like a visual map of the services that we have for our kids. So we begin responsibility for students when they turn three. Our earliest learners are provided services currently at four sites. Next year this will be at three sites. So the chart I'm showing here is the projection for next year of where our various services will be provided. We have inclusive practices across all of our schools and the majority of students receiving special education services spend the majority of their day in general education. All of our school sites also have resource services. So resource learning centers, that's where the special education teacher provides services. Often an individual or small group model, a pull out model for part of the day. Sometimes it's a push in model. Our specialized learning center programs are not at every site. What we try to do is cluster them so a child in one of those programs can continue across grade levels and stay with their general education peer group until they graduate onto middle school or high school. The specialized learning center program generally has 12 to 14 students, a teacher and at least two support staff. So it's a more intensive level of services than is available in general education. And then our extensive supports learning center programs, this is our most complicated students. The name of the program is after the current credential for teachers working with these learners. And we have three sites providing services to this population, including a dedicated program at Hoover for medically fragile students that's just a little snapshot of where everybody's located right now."},{"start":3451100,"end":3451620,"speaker":"I","text":"Next slide."},{"start":3451620,"end":4107350,"speaker":"B","text":"We're going to move into the update. So a key, key area was on around organizational structure and compliance. You could think of this as the business of the district and developing systems that are sustainable that live beyond the individual leader or the individual teacher or service provider. We did create a special education manual that continuously updated and that's accessible for all staff. Just district norms, rules and guidelines around special education services. Frequently asked questions, things like that. We're very excited in the fall to have an education specialist handbook. Education specialist is the more formal term and the term used by the credentialing authority in California for special ed teacher. Likewise for our school psychologists and speech language pathologists. The. Yeah, and they, they again will be continuously updated and will also be referenced. We'll see a little bit later for new people who join the district. Right. So that they. They kind of have something to start them off if they're joining as an. As a. Maybe somebody newer out of college who doesn't have a lot of experience. We have focused this year on behavioral support. We have two board certified behavior analysts. So these are professionals who are really expert in the area of applied behavior analysis and positive behavior supports. A huge focus has been on articulating steps in responding to challenging behavior. So this is a pattern across general education and special education. Especially post Covid. We see a higher level of dysregulation among many of our students, especially our youngest learners. And we're really looking for data driven systems to inform our decisions. We can see here a quote at the bottom from feedback from one of our teachers. I believe Dr. Baker was on campus one day when this particular student eloped. So the teacher is saying, knock on wood. Students have not eloped campus gates in months. Right. Working very collaboratively with our behaviorists to put systems in place to support the students to stay regulated and access instruction within the classroom. Finally, last year we did develop program descriptions. So if I think of discussing a particular program with you or with a parent, with a member of the public, I want to be able to describe what's happening in a very systematic way. So it's individualized to each site. Right. We know every site has a flavor, but there are core components that are very basic expectations that should be visible across sites, consistent across programs. Next slide please. Oh, I'm so sorry. I hear my alarm going off. I'm just going to turn it off. Okay. A transportation plan was a recommendation of the study and we have one. But We've been kind of monitoring. Case law has changed over the course of this year in terms of requirements, responsibility for the district to provide transportation to students with iep. So we do hope to bring that to you soon, but want to make sure that it's reflective of the current norms across the state for offering transportation. Communication I think probably our most successful portion of the organizational structure and compliance focus this year has been communication. So we really streamlined and formatted job alike meetings, which we already had for staff. But the big new one this year I feel that's been successful is monthly meetings with site administrators. It's a shared agenda. The site administrative team puts their items on, we put items on from special education services that are then also replicated across the other and focus group meetings. So there's a real closing of the loop there in terms of me or someone in the department having an expectation for a teacher or school psychologist and the principal as the instructional leader at the site being aware of what that expectation is. So really working in partnership together to support staff and to implement our priorities. The transition planning is something that we did last year. SEPTAR is our Special Education Parent Teacher association of Redwood City. So it's a real highlight for us in the fall. It's usually the largest SEPTAR meeting when we present to parents on the various transitions that their child identified as having a disability may have preschool to kindergarten, leaving elementary school, going to middle school, going from middle school to high school. We also had an annual internal staff transition fair. This is where we have service providers from the various grade levels meet and discuss individual children. Problem solve brainstorm. Really trying to prepare a successful transition for all of our diverse learners. So I love this quote here when you know, depending on how one phrases the questions in a questionnaire, I can get positive responses or negative responses or something like this. A more nuanced critical response where this is a veteran middle school teacher who's really echoing what we're trying to do within the department in that she's saying she wants guidelines for how middle school resource is structured. So that's telling me that, oh, I'm missing something here. I thought my resource services, my resource learning center was fairly well articulated. This person is letting us know. No, I need to revisit that, that continuous improvement. She's asking for something more rigorous in terms of how she implements her program or what the expectations are for her program. Next slide, please. I'm motoring through this just because there's a lot. Feel free to stop me at any time. We continue to Conduct file reviews and focus on compliance. So a huge portion of the special ed is that not what's happening in the classroom in terms of instruction but really all of the paperwork related to special education. I have my meeting with parents but the actual compliant compliance components are fairly lofty. And we can see here a first year teacher just noticing that balancing the responsibilities of the paperwork, the assessments with the responsibilities of teaching is a big task. So we do provide a lot of focus support for new teachers in that area. Want to talk about service trackers? So recently the state implemented service tracking. They want to see how much of the offered services we're actually providing. And so there's an audit. The first audit was last year. We're going through the current audit right now over this period of time. And we our special education information system is called SACE and we chose to use say service tracker to track our services and then based on feedback from our teachers from now what is that committee called? Where we. The climate committee. Where we discuss. Well being from the climate Committee we're actually going to shift to probably Google sheets next year just as a more efficient model, better use of teachers time and more responsive to student changes in placement and stuff like that for our budget planning process. You'll see it in later slides. That has to go hand in hand with human resources and just continuously looking at how can we the really one of the biggest recommendations from the report increase internal capacity and decrease contracting with outside service providers who have been part of our services provision for good reasons for some time. And now really looking at that more closely and trying to become more efficient and more just expertise in house. Next slide please. So this leads directly onto our contractors to district employees. The teacher here is a veteran teacher who shift roles that shifted roles this year into a very complicated setting where she had four para educators. They were all district para educators and they are a joyful team doing sometimes very challenging work. So I included this to really emphasize the district commitment and the special education services and human resources commitment to really having district employees fill as many of our positions as possible. It just. We have wonderful outside people that we work with. But there's something much more authentic and kind of to be a member of the RCSD team and by being an employee just seems really important. So we continue to work on this. Next slide please. Last thing I want to shout out we have a program specialist Rob Kruger and two program coordinators met in Neuhaus and Bernie Bernadette Garcia who have office hours every week. And I have tried office hours in other districts and other positions, and not particularly successfully, but these office hours are busy. This is an hour and a half every week where any service provider from around the district can jump on and get their questions answered, brain sort, brainstorm and problem solve, and what they are coming up with in the execution of their work day to day. Next slide, please."},{"start":4110870,"end":4111470,"speaker":"C","text":"Okay."},{"start":4111470,"end":5155540,"speaker":"B","text":"I do not have a ton on the MTSS portion of the recommendations here. However, I do have a big takeaway that I feel is most important and that is that the core work of the district, the LCAP goals, the interest and commitment to supporting all of our learners to be successfully academically and socially and to be well rounded individuals moving through the grades successfully, is the foundation of instruction for all of our learners, not just those identified with disabilities. So all Redwood City School District students are general education students first and some of them receive special education services. So what we expect to see as we increase capacity in the general education setting through the use of MTSs, universal design for learning, rigorous instruction, professional development, a focus on attendance, commitment to multilingual learners is we expect to see a decrease in referrals to special education services because needs, including more nuanced needs, are being met within the general education setting. So that's the big takeaway. I'm not reporting on this. That's the purview and primarily of assistant Superintendent Herrera. But I really appreciate that partnership and recognizing that there's a strong connection there between what happens in general education and special education. Next slide, please. This is again just referring to the LCAP goal, really impacting what happens in special education services. Next slide, please. A little reflection on the newly eligible students by school year. We see a little dip here. It's a slightly preemptive dip because we have some pending assessments and I pulled data. Anybody who's being assessed is in that data load. But majority of these assessments will actually happen in the fall. It just happens that we open them in the system at this time of year. So I think we can point to some slight decrease in referrals for special education services and continue to monitor that over the next several years. Of course. Next slide, please. Okay. My favorite favorite part of the presentation, not a huge part of my work, but the primary focus of the work of the teacher on special assignment for special education in collaboration with our staff development department, looking at the skills of both our paraprofessional staff and our credentialed teaching staff. So we do have. We're collaborating with human resources to have a kind of onboarding module. The basics before I go into the classroom, a very brief module, a couple of hours, just to get me set up with some norms before I start receiving ongoing professional development, both from my teacher. Right. Who's directing me in the classroom and teaching me a lot of things, but also from very planned and specific professional development opportunities that we provide to our classified staff across the instructional year. We did have another survey. This was from our paraeducators. I have a bias in favor of paraeducators. My first job in a district was as a paraeducator supporting a young child with autism. So again, trying to relate the what we're doing here with the reality of being in a classroom and the wonderful engagement that our power educators have with our students daily. So this person, it's their first year and she was reviewing as part of this questionnaire, there was a list of all the trainings this year. And she's looking forward to next year so she can solidify everything she learned, which is exactly what I want to hear, because the best practices go round and round in this spiral of learning. So I felt that was a very high level reflective comment. And really speaking to someone who's committed to the par. The power educator as a professional within the classroom, not helping students, but not as a helper, truly as a professional. Next slide, please. And these are kind of wished I did a slightly different sequence here. I'm jumping now to teachers. So as we build up our repertoire of expectations for what is in the teacher toolbox. So the teacher as an educator is, you know, has a lot of autonomy, but we have some core things that we really expect everybody to be trained in, to be using, and then they can add in all of their extra pieces along with it. This core training on these items was provided to our new teachers at the beginning of this year, will be provided again with additional items at the beginning of next school year. We did some focus on handwriting this year. This quote doesn't exactly belong here. This is from a Taft teacher, a veteran teacher who I just really enjoyed this. He has five children who love to write daily and want to. Or love to write now and want to do it daily, implying that it may not have been so earlier in the year. Next slide, please. So one of the key things, I think the takeaway from the study is that the work is grounded in something sustainable. I've used the word sustainably before. Something that lives beyond an individual. For para educators, the core competencies for special education power educators are recognized as the. The gold standard for what we want our paraeducators to know we're focusing on three areas. They're broad professional practices, social, emotional, behavioral supports and instructional supports and strategies. And everything we do falls within those three areas. The plan for paraeducators this was year one. We have another two years in. The plan will continue under the broad three areas with a lot of repetition and we get new people come in. We have veteran people in a different place with the same information processing it at a different level. But we're really targeting these core competencies. So it's not a random training. It belongs somewhere very specific and we can track the training that people have had. Next slide please. So classified staff, we're going to continue another for me high level feedback. Can we please have breakout groups according to the age group we support? So para educators, it's a large group, right? We can easily have 100 people in a large training and people ask to be really reflecting on their own practice. I don't know who this is from, but maybe it's from a middle school person who's identifying My middle school students have very specific and unique needs and one of my asks is that as I move through the training I have opportunity to speak with my peer group about this. So very high level engagement and reflection on the professional development they received this year. Next slide please. We prior to the I guess the year of the study we had implemented some science or reading around SIPs and Red 180 and special education. So they were already established established as kind of cores in our toolbox. This year we were focusing on math and some of the other items up there. I do not have this evening I hope to have I was looking at it. We're just now comparing our CIPS data over the course of the year looking at individual teachers last night and I can see that consistent implementation. Let's see, I looked at Garfield, Orion, Roosevelt, several schools. Each of the children is making at least a year of growth and some of them more than a year of growth. And these are children with identified disabilities really thriving having this scientific approach. It doesn't have a computer component either which I find just important in the in the current world. We have here a specific this is Vicki Benevente VB I don't know why I hid that. This is a teacher at Adelante demonstrating some real success for a student who participated in that reading program, learned how to decode and learned how to read. The comment is actually from the school psychologist at that site, Christina Prado. One thing I'll point out here, it wasn't in our original plan, Teachtown is a very specific curriculum for extensive support students. It has an online component, but it really has a very hands on component as well that works well for that population. Next slide. We're going to continue. A lot of this stuff is aligned with what's planned for general education. We do have our spiral focus. Of course, the cohesion model refers to the. The gestalt. Right. The whole plan of what's in place across curricula, across subject areas, across grade levels for the district. So I am working really closely with Anna and Catherine from multilingual Multilingual learners department to make sure that in special education we're. We're including all of those components so we're not doing an add on before. We haven't accessed what's being offered to all of the other students. Students. Okay, let's continue. Thank you. Our educationally related mental health services. So for students with IEPs, they kind of have a specific assessment to determine if they're eligible for counseling services through their iep. We've spent some time articulating various tiers or intensities of counseling over the last couple of years. Our school psychologists see many students. We have a fantastic partnership with Behavioral Health and Recovery Services of San Mateo county, another public agency. They are particularly valuable because they have connections with lots of other community agencies and can really go a little beyond the student to look at the family system as well. Where we feel that's important for the child success. A focus for next year is discontinuing contracted services for some of those more intensive level of services that we provide in house. We'll be beginning a team of two mental health counselors to very much complement the general education team. But this team will be focused on some students who are often at risk of losing their placement in the public school system. So a very specific targeted population. And we'll continue to develop the referral and the step down processes over about the next year. I think handle wit care. We have provided that training to pretty much all sites, all our general education teachers. It's a wonderful opportunity for people to learn how to work with and approach students who may be elevated. How to support students who are quite escalated through the escalation cycle. And yeah, very valuable. There is a physical intervention component for more targeted programs and staff receive that additional training. Next slide please. Okay, a shout out. This is principal David Camarena and Charlene de la Pena, one of our international teachers and they Principal came hosts the Therapeutic Learning center program at Taft Elementary. They were recently Awarded a prize by San Mateo County, County SELP and CAC Community Advisory Committee of San Mateo. Appreciation of their support for students with disabilities. So this is a really specialized program. After the presentation, three different directors came up to ask if we had seen space, was there any room in the inn for their children in our specialized program, which felt really wonderful. Shout out to this team. Our focus next year actually will be on moving some of those children along. Yeah, but. But very, very thrilled with and proud of that program. Next slide, please. I hope this is the last slide on the effective instructional programs because it going on for some time. Returning to the board certified behavior analysts again. So you'll see with the presentation there's a lot of overlap. Nothing in the system works in isolation. So this is again returning to this experience across sites that our staff want more support and more training in positive behavior interventions for children who are struggling with attention and regulation. This wonderful quote from a power educator. Sophistication. Right. Antecedent behavior and consequences. Really relevant scientific language grounded in the field of applied behavior analysis in how they look at the students in their class and their behavior and how they're going to support them around behavior. I think in the next slide. Do I have a data slide here? Yeah. I'm not going to unpack this. It's just to show you the level of the skill that our staff are looking at when we talk about figuring out behavior and basing decisions on data. Right. We're going to be building capacity for that over the next several years. Next slide please. Okay, so we're on to the last section of the report, the culture of inclusion. And this has been a mixed journey. I would say. We do have a wonderful partnership with Supporting Inclusive Practices. That's a state agency and we're a grantee. We got some money from them this year. I think we got some money from them last year. I meet with them periodically to talk around inclusive practices on a more systems level and then also to problem solve, just day to day items. We had a target this year to really look at belief systems and how belief systems ultimately drive how we. How we treat our children, how we treat our students, including our students with identified disabilities. The training at the beginning of the year for principals was a little disappointing and I think I felt a little deflated after that and want to revisit that. It says here tbd. Tbd. I've set up a series of meetings with Supporting Inclusive Practices partners to really reflect and get some better feedback on that work around belief systems. The metric here, the lre least restrictive environment metric, we can see we're doing pretty okay for 5A. 5B is one of those devious reverse ones. Right. So we're actually looking for a lower number than we have. I have to say all of the data reporting when I see this, what I want to do is go in and look at the data more closely. There's often an error in reporting just the way the system is set up. So I believe that we probably are lower than 21.7. This is something I pulled for this evening's presentation."},{"start":5158340,"end":5158740,"speaker":"H","text":"The"},{"start":5160580,"end":5525850,"speaker":"B","text":"kind of bright spot I think around inclusive practices this year is individuals at sites working with individual students and individual families and colleagues to provide opportunities for students in separate classrooms to spend more time with their general education peers. So this is a child from a special education class, a specialized learning center, who's spending an increasing amount of time in general education. A joyful thing to see. Next slide please. Okay. So for the technical skills, if I have a belief that that students can be engaged, can be successful across settings, I am going to need the technical skills to carry that out. So we do have it started last year our preschool special education and child development center partnership. Edna Carmona, the principal of the child development Centers has been a wonderful committed ally to creating inclusive spaces for our youngest learners. And we have provided some professional development to the teams there. General education and special education teaching side by side. We have a wonderful recess buddy program that we provided some training on universal design for learning. I apologize, I'm not sure why I didn't spell that out. So that is again a partnership with general education, a huge middle school focus last year and we provided some of that to our special education teachers this year year and then also some specific tools around planning for inclusion. If I have a child with unique needs, how can I put a plan in place that makes sense and that everybody can implement? We hope to do not we hope we shall do a middle school co teaching pilot at Roy Cloud next year. This will be a collaboration with Innovations Collaborative out of Santa Clara County Office of Education. So at the Sequoia Union High School level they don't have separate programs. All of their classrooms are co thought and this is a model that this is a model that we're just looking at and learning more about at this time. We're not in a position to roll this out district wide but we have a very good plan in place to run a model program at Roy Cloud next year and explored opportunities to expand that the following year. And you'll, you'll hear more about that as we move along. Here's a little story about a child who's moving from pre K inclusion and she's going to go right into kindergarten inclusion. So that feels like a real positive win. Next slide, please. And then the organic work at individual sites. So Garfield, a recess buddy program where extensive support students are partnered up with the general ed kids such that people are asking to join, children are asking to join, teachers are asking to participate, which is wonderful. Roosevelt hosted inclusive drama classes funded through Sceptor, which is, yeah, a lot of fun activities there. In middle school, most of our children in separate classes actually mainstream for some portion of their day or large, large portions of their day. Just wanted to put that out there. You can see the quote there. Four students moved on to some dead end classes. Here's the classes they're in visual icon boards for recesses. So there, there's something our speech language pathologists help implement at sites. Big banners that for children who are not verbal, they can point to what they need and their general ed peers can also understand what they're wanting to say. And then our TK program at 4. This is a specialized learning center program. Wonderful collaboration with Gen Ed TK over there at 4. They do a lot of stuff together. Our librarians, one of the librarians reached out and I apologize, I did not record her name here. Wanting to know how to better serve students with disabilities in the library. And we've provided a course of professional development on that for our school librarians. So excited about that. Next slide, please. I think this may be just about the final slide. Our Septar association also won the prize from the county. This is Elena Lavina and Michelle Gagliardi, two wonderful parents and wonderful partners in the work sector. Takes the lead on Inclusive Schools Week, which is our celebration of diversity each year for the first week in December. Just want to acknowledge that work. Another child here, one of my students, I believe this is a first grader going into second grade, going to go into general education next year, I think. Final slide, please. Let's see. Yes. I wanted to end with a wow. A student walked for the first time again. Just trying to share some of the miracles that happen day to day with all of our students. General education and special education students that are far removed right from the boardroom and the slide and the data and the report. And so for special education services, for me as the director, it's really important that everything we do that there's a thread a through a down to that student experience in the classroom. So yeah, that's why I finished with this slide. Thank you so much for your time this evening."},{"start":5526960,"end":5548320,"speaker":"A","text":"Thank you very much, Maeve. That was a lot of information and good to hear the updates since we saw the study you presented a year ago by Angenette and you and Jude. So that was great. I'm going to flip to the trustees to see if you have questions for Maeve or just comments or discussion items that you want to share. I'm going to start with David Weekley. And there we go."},{"start":5549360,"end":5577280,"speaker":"F","text":"Threw me under the bus. Maeve, thank you so much. Love this comprehensive update. It's great how much thought and care gets gets poured into this. I think I've asked this question a couple other forms. I'm just curious, what do you believe based on what you know now are some factors that lead to our district having a much higher percentage burden of students that are classified as special ed versus nationwide or statewide? The percentages seem markedly higher."},{"start":5580560,"end":5663070,"speaker":"B","text":"This is a great question. I think that we probably see some increase post Covid, some students who missed learning opportunities, and then we get this bubble post Covid. I think that attendance challenges related to Covid have really impacted student ability to progress in general education and so kind of in a roundabout way. Are offered assessment for special education services. And I would surmise, but I don't have the data to back it up, that a greater focus on multilingual learner support will be realized in fewer referrals for special education. So they're, they're kind of the things I, I would be thinking about or looking at. Someone has said to me before by dint of our location and we're in an area with a lot of specialized medical services and so maybe families move to this area because of that. But I actually have no data to back that up particularly thought it was an interesting point."},{"start":5663620,"end":5704210,"speaker":"F","text":"It's not an urgent thing, but it might be interesting to see if we could formulate some hypotheses along those lines and over time see if we could ask parents of sped students like what caused you to be here, et cetera, just so we can have some understanding of what's going on and also be able to project it to a certain degree. Related to that, should we measure graduation rates from an IEP to mainstream as a goal and how are we doing it in terms of the percentage of students who manage to exit a plan every year? What kind of targets should we be setting for that?"},{"start":5707730,"end":5795070,"speaker":"B","text":"You've asked two questions on Weddingly. Well done. The first is related to say, the location of services. And I think that's a really worthy goal to track data on. And that's something the state tracks in terms of the least restrictive environment. And how many students are we moving such that they spend greater amounts of their time in general education? So we're building their capacity. We're building the capacity of the staff to support them and the peers in the room. In terms of exiting special education services, there's one fairly predictable exit point, and that's for younger students identified with speech language impairment that often is ameliorated by the time they get to kinder first, second grade. And we see an exit then independent of that, exiting special education services is fairly atypical. So our numbers hold steady across the years in general, as they do across the state and across the nation. So it's the. The need for con. The need for continued support. The need for support continues. The challenges remain, and they just change as the child changes. But maybe I could do some research on that as well and report back to you."},{"start":5795150,"end":5818330,"speaker":"F","text":"Yeah, that would be interesting. I mean, because I, I guess I could understand that for, for some kids, it's going to be what it is, but I, I could imagine that for some percentage of the population, it's not going to be 100%. There could be a plausible target to, over the course of a few years, exit them from a plan. And maybe that's aggressive, but I like to be aggressive and have, you know, high hopes for what our students can achieve."},{"start":5818490,"end":5819050,"speaker":"B","text":"For sure."},{"start":5819130,"end":5819610,"speaker":"F","text":"Yeah."},{"start":5819930,"end":5820410,"speaker":"D","text":"Cool."},{"start":5822170,"end":5856420,"speaker":"F","text":"So when I went to visit with school sites, one common theme that I heard back from administrators was the IEP reporting burden. And we can. That's related to this as well, because if close to a quarter of their students are on IEPs, that's an. It's an awful lot of plans and paperwork and documentation around that. How are our explorations going to offload some of that, you know, IEP reporting burden onto other qualified administrators while maintaining the same high quality of service and support for the students that we have today"},{"start":5858270,"end":5858670,"speaker":"C","text":"for sure."},{"start":5858910,"end":5982400,"speaker":"B","text":"So let's say kind of we're looking. We've looked at that in a couple of ways. The first really basic, basic thing is the agenda and the time assigned to the agenda. So I move the meeting along in an efficient manner. It seems like such, you know, a simple thing, but that's something we've looked at recently and said to all staff that this is going to be an expectation moving forward. There will always be exceptions, right. Where we need a longer meeting for whatever reason. But just really have having Reasonable times. And moving through, providing more training to teachers on facilitating the meeting, such that we move through the meeting, maybe providing information to parents in advance so that they have an opportunity to digest it and can more readily engage in the business of the meeting. In terms of the administrative. Oh, and then the other thing is, we do. We are in a pattern of having an IEP meeting for an hour, which we might call a part one, and then reconvening for part two, part three, and so on and so forth, which is absolutely necessary some of the time, but not as much as we are doing that. So, again, looking at efficiencies. Yeah, because the scheduling, the logistic is. Logistics are so challenged in terms of working with our administrators, who, I have to say, turn up to every meeting. They're. They're so amazing and so committed to being there. We have talked with them about the greater efficiency in terms of scheduling of meetings, which they are all on board with and all agree with. We can technically have a designee at a meeting. Right. It just has to be someone who can speak to what the meeting is about. And we have developed a training and that we can provide to anybody identified to fill that role. So it's definitely something we're looking at."},{"start":5982640,"end":5991400,"speaker":"F","text":"Yeah. Just looking at the dotted lines, it's going to become pretty pressing because I know that next year a number of the different supports from the administrative side"},{"start":5991400,"end":5992160,"speaker":"D","text":"are going to go away."},{"start":5992240,"end":6006710,"speaker":"F","text":"And so I think we're. That's really going to make it pretty pressing for us to be as efficient as possible with these meetings while, again, providing the level of required care and service. So I think some of those. Those ideas are great and we'll need to put them into practice next year."},{"start":6007430,"end":6007910,"speaker":"B","text":"Cool."},{"start":6008310,"end":6010350,"speaker":"F","text":"Those are my questions. Thank you so much."},{"start":6010350,"end":6011430,"speaker":"A","text":"Cecilia, do you have."},{"start":6013430,"end":6082190,"speaker":"E","text":"I really don't have any questions. I really want to just say how I appreciate your. First of all, thank you for the presentation and just how you express about your staff. I mean, again, beginning from all the paraprofessionals to the certificated staff, how you're incorporating and really taking into consideration what they said, including even one of the persons that you weren't really sure, and I forget because I didn't write it down. So I just want to say I appreciate that. I know with Special ed there's, you know, a lot of work that, again, from the teacher to the psychologist, all the work that takes place to assist the student and serve them well, again, there was so much information as you were going along. I know that there's a lot of improvements. I do appreciate the update on this. Obviously, we haven't heard about, you know, settlements, and so that tells me that we are doing a good job here in Red City. So I just want to say thank you so much and I hope that your staff does know that you do appreciate them. So thank you so much."},{"start":6082350,"end":6082990,"speaker":"B","text":"Thank you."},{"start":6082990,"end":6083550,"speaker":"H","text":"Thank you."},{"start":6085550,"end":6086190,"speaker":"A","text":"David."},{"start":6087710,"end":6184670,"speaker":"G","text":"I'll echo all of the things that have already been said, but really I. I think as you live too, I'm one of the newer trustees. I was not here for the original report, but found it super, super interesting going through the report, which maybe goes to us, but it was a great report, very informative, particularly the pieces about the way in which special end is funded. So at least my interpretation is, as you've noted, irrespective of the reasons why we have higher than average special populations, we have to meet these needs. So that takes up resources. And so in some ways it feels like we are being asked or you are being asked to do more with less. So I just want to acknowledge that and say really appreciate it. And the voiceover to accompany the slides that summarized all the work have been super helpful. And I really appreciate the. Even the anecdotal pieces. Right. To tie to the narrative, not just looking at the numbers and the words, but to hear all the work there. So want to express that appreciation. The only question that I did have was on the piece of the. In housing certain of the staff. I think there's a chart that you put together on the slides. It shows the different rates over time. The only one that seemed to be kind of a little bit stuck is. Or I don't know if the stock is very. But relatively stagnant. And then an increase in contractor was the para educators. And I think my understanding is that please correct me if I'm wrong, but is it because. Is it because a lot of our paraeducators there's kind of an additional bilingual requirement where it makes the search process a little bit more challenging or just love to hear a little bit more about. About that piece."},{"start":6186430,"end":6251380,"speaker":"B","text":"No, I wouldn't say particularly that is the reason I think it's the current job market probably in. In San Mateo county, the board did approve a race for para educators, I believe last year that has made a significant difference. And we have some good. When people join us, they stay. So we have some pretty good retention among our para educators. We have worked closely with HR and a particular agency who were hoping that the people we contracted and we know well will now roll over into being district employees. That was part of the contract with that agency. So I'm not. The. The other thing that I think is has been a significant improvement, and I don't have those numbers. There are maybe vacant positions when. Where nobody is in them. So we really are fully staffed right now. Even though some of those people are contractors and we're looking forward to them being district staff, it feels great that we have the staff that we need."},{"start":6253060,"end":6253700,"speaker":"G","text":"Thank you."},{"start":6253700,"end":6257220,"speaker":"B","text":"You're welcome, Jennifer."},{"start":6263630,"end":6372730,"speaker":"A","text":"I'll move on. She might be tied up. All right, Dr. Mulholland, thanks. Thanks so much for first year report card. You know, as we said about this report, great to see all the green check marks. Very impressive. And the continuous improvement items that are still marked in there. You know, glad to see the work for replacing contractors with permanent staff, bringing in our own para educators and certificated staff. Really good to see the MTSS work really starting to help kind of bend that curve on new eligibility. You know, I understand there's a little bit of uncertainty about where it's going to really land, but we can already see that it bent. It's not on that steep trajectory up that it was there before. So that's great. And Anna, for the work that our NPSS is doing to be able to really push into Tier one and maybe even Tier two, I also want you to acknowledge SEPTAR just wanted to thank their involvement with the district, you know, the Inclusive Schools Week, those site grown projects like the. The inclusive drama. I don't know, were they involved in the recess buddies, you know, all that stuff, but just makes for a joyful, inclusive environment. You know, it's really nice to see that. I know that. And I had mentioned this in the comment, I had missed that 5B was a negative one, but that 5A hitting the 70% target for least restrictive environment. That's great. We want our kids to be able to be in mainstream classrooms as much as possible. And so getting that, what is that, like 80% of their day is outside of that is wonderful. So, yeah, I think that there's a lot in here to celebrate, a lot of work to continue doing, of course, things to watch and monitor and make sure that the directions keep going. But really appreciate the report card and the update."},{"start":6372730,"end":6466810,"speaker":"I","text":"Thank you. So one thing that Maeve did not mention was that I think it was a year ago, maybe a year and a half ago, you started seeing that many parents were coming in with doctor referrals from a neighboring entity where you actually took the initiative to go out and meet with that clinic and say before you Start referring parents, please give me a call so that I can start talking to parents. So I applaud you for that. You didn't put that in there. But this is what she did, you know, because you know, we are getting more students that parents want their children tested even though they haven't gone through the student study team portion yet. They just want to jump right to the test. So I applaud you definitely for doing that right off the bat when you came that piece and then the other piece that is not mentioned. And I know this is all about the report and the study. And when we decided to do this study many years ago, it was called an audit. They took away the word audit and it a reflective study which Angenette, who had worked within the county for many, many years as a SELPA director, is now in charge of this portion of her. Her new job brought this forward. And one thing, like I said that you did not mention is that you also take staff and make sure that"},{"start":6466890,"end":6467290,"speaker":"D","text":"you"},{"start":6469210,"end":6525750,"speaker":"I","text":"give them the wherewithal to be very successful in what they are doing, whether it be a prayer plan professional or whether it be a teacher so that we can keep them and they don't move on to another district. So. So that's a really big Plus. And the RLCs and the SLCs that you started. Hey, remember your. Do you remember your tlc, Anna? It has changed. It has changed. That's why David is smiling in there with and, and with that teacher that I remember going to Taft and on a running kids punching and socking and kicking. She got really hurt her hand. Had to have an operation. Totally different now. I was a little skeptical when we were going in that direction. But you look at the programs now, they're amazing. I was at Hoover today and Hoover this morning had the."},{"start":6525990,"end":6527750,"speaker":"B","text":"This one of my music concert."},{"start":6528530,"end":6573830,"speaker":"I","text":"Yeah. Yes. You know, Mary Khan, of course is always very kind and generous and sends out all these invitations and all the special ed kids. This I should say the SLCs along with Mary's class, the Peninsula Symphony has a music program that they've been participating with the students of the special needs students at that school for the last couple years. What an amazing job. And to get it, get those kids to get up and sing solos. I mean it's only for a couple minutes or. And as a group and we've got our most medically fragile kids there that are participating that are in wheelchairs. I'm sure you've all visited. Right. They're in their wheelchairs or their"},{"start":6575590,"end":6576230,"speaker":"B","text":"walkers."},{"start":6576310,"end":6712650,"speaker":"I","text":"Walkers and ones they've been kind of laying back quite a bit, kind of similar to a gurney, but it raises up and down. Amazing. An amazing job for, you know, 35 minutes. So in talking to Jackie, and I guess the videographer didn't show up. So she was there doing it with her cell phone. She had students that were coming up and singing, and at one point, when she received him, I guess in first or kindergarten, they weren't even talking or walking. They were up there now a second grader, and she was going to miss them because they were going on to third grade next year. So wonderful things are happening with our program. It's sometimes really unfortunate because of the cost, but there's a sense for myself that many of the times people hear about the really great program that Redwood City has for special ed students, and that has also been something that has gone around for quite a while within the communities that if you have a child with special needs, this is a place where you should bring them. And that's not only echoed by people within our own community, people outside our community, and that's why in some manner we have people coming to. To visit our classrooms. And how did you get that started? But when I was at the. The quote that was in there, where you mentioned, I was at the school that day when the child eloped. Yes, it was the first day of school. It was a kindergarten. And the mother just dropped. No, yeah, it was a kindergartner just dropped him off and. And kid took off. Took off his shoes. And here I am running after the kid. So don't want to. To go out in the street or anything like that. And teachers are amazing. And so we want to make sure that with those teachers that we have and those paraprofessionals that we have working with us in the special ed department, that we keep them. So I do thank the board for allowing us to raise a salary for the pareducators, because we're now very much in. In comparison, we're doing just doing good. Well, if not better."},{"start":6713540,"end":6713740,"speaker":"H","text":"So."},{"start":6713740,"end":6721380,"speaker":"I","text":"And you've done an amazing job with HR staffing, so I appreciate that very much. I mean, you're fully staffed right now. Keep our fingers crossed."},{"start":6721460,"end":6722660,"speaker":"B","text":"I know, it's fantastic."},{"start":6722740,"end":6723780,"speaker":"I","text":"It stays that way."},{"start":6724500,"end":6734580,"speaker":"B","text":"And Honestly, thank you, Dr. Baker and Associate Superintendent Wendy Kelly and Anna for their ongoing support. It really is phenomenal. I appreciate it a lot."},{"start":6735940,"end":6737220,"speaker":"I","text":"Thank you for all your hard work."},{"start":6739150,"end":6750390,"speaker":"A","text":"Outstanding. Okay, let's move on to our discussion items. Our first one. Maybe we'll get through this discussion item and Then we can talk about taking a break at nine o'."},{"start":6750390,"end":6750670,"speaker":"D","text":"Clock."},{"start":6751230,"end":6756430,"speaker":"A","text":"It's the discussion of the CSBA's policy development workshop."},{"start":6757870,"end":7109500,"speaker":"C","text":"Thank you. So it's always a pleasure meeting with the board policy committee. It's quite a lot of fun as we work through the handful of ones that we can get to each month. But upon reflection, there was a discussion about trying a new method that is listed here tonight, where Gamut offers a workshop style opportunity to really take a deep dive on the all of the board policies, bylaws, exhibits, and then ARS for kind of a mass approval. So it's a different idea than what we've been doing. Dr. Baker did this work in 2010, so that's why many of our board policies are from 2010. And then behind the scenes, you may or may not know, but every quarter we receive an Update of approximately 20 board policies, some relevant, some not relevant to an elementary district. And then we need to decide which ones are the most important ones to look at and also balance that with current items that might need to be brought up for specific reasons. For example, the cell phone policy coming up next time and other items. Independent study when we had the pandemic. So sometimes things pop up as needed. But to be realistic, even if we were to map that out, if we bring a handful at every meeting, we're just slowly chipping away at an iceberg and the iceberg has grown over a decade or or so. So David did a fantastic analysis on a spreadsheet where we have a rough estimate. Gamut will do a very scientific one, but I think his was pretty good. By downloading and looking at the gamut site, approximately 650 items that need to be reviewed. Now, some of them once again may not be completely applicable to an elementary district, but we're still looking at a large number. Those also include ARS administrative regulations that are reviewed by staff. And I mentioned in the board memo about 200 and some odd. So there's quite a bit of work to do. This is a great idea. But I reached out to Gamut because I wanted to talk through what some of the process is for this type of work because it seems sort of insurmountable. However, what I've learned, and I asked some of my colleagues up and down the peninsula that essentially what happens is that Gamut does a review of all of the applicable board policies, exhibits, board bylaws and Ars and then and sets a meeting with the board policy committee and district staff for approximately three days. Now that's their estimate without without diving into our particular circumstance. So that might be, you know, plus or minus a few days considering the number and then over a three to six month period. So this entire process is three to six months where we meet with Gamut in a room with provisions and then we really look at all of these items as a board policy committee and then essentially they are curated into a book of all the items that need to be updated and given to the board for a review and approval over a two meeting period. You know, the first readings and the second reading, you're essentially getting a lot. So when I, I reached out, we've been playing phone tag a little bit and I saw Mike had some good questions. Thank you. I didn't get those answered by Gamut, but Will and I'll get back on this because this is just a discussion item tonight. How many staff hours? A lot. So I think that three to six month time period is pretty reasonable where after looking at the board policies, spending these days and days reading through things, making sure they're RCSD applicable because, you know, 95% of the time we go with CSBA's recommendation. But there is some nuance. And then the administrative regulations are the heavy lift really for the staff. They have to of course see the proposed board policy, but then they have to say what will that look like in reality? And of course it would be divided up by department. Right. Student services, HR, ed services, business, etc. So that's where the three to six month window comes from, is that sort of heavy lifting in between. And then whatever is determined is brought to the board for approval. Because at first I thought, oh my goodness, we're going to take 20 here, 40 there. You know, there's just, you know, how it is at these board meetings too. I mean we were, we have a handful tonight and it seems like a lot, a lot of reading too. So that is what they propose. That's also what other districts have done, that they just used that process as the most efficient of a laborious process for this consideration. That being said, once that process is done, we still have our quarterly updates. So we're back to that, you know, the five A meeting or what have you. So that's not going to go away, but it's essentially regrouping and having a mass approval and then starting fresh again, similar to Dr. Baker did in 2010. And that wasn't even electronic. I can only imagine the amounts of paperwork that you had physically. So that's what I've learned. The cost, you know, I wrote in the board memo, approximately 10,000 for that entire process for their supports, their review, and then compiling the large document for the first reading and second reading."},{"start":7113430,"end":7124950,"speaker":"A","text":"All right, let's discuss. Does anyone have thoughts, comments, things that we want to discuss? We're not taking any action, so this is really just about like discussing the item."},{"start":7126630,"end":7162000,"speaker":"E","text":"So I'll tell you from experience. As all of you know, I work for a neighboring district. We did the same thing back in 2019, and it was very extensive. Obviously I didn't really pay attention, like the six months or whatever period, but I know that Gamma did come in for like an entire week and every department worked. I mean, they had a whole bunch of paper and electronic copies. So obviously it was a good. You just get everything done and then of course, you do get the quarterly. So just my point."},{"start":7162960,"end":7166920,"speaker":"A","text":"So is that a. It was a positive experience or it"},{"start":7166920,"end":7167800,"speaker":"E","text":"was a positive experience?"},{"start":7167800,"end":7168400,"speaker":"D","text":"It was a positive."},{"start":7168400,"end":7182630,"speaker":"E","text":"Yes. I mean, I don't know. But how. Yeah, for sure. I think there were some from like 1997 or something like that, and then they updated. Yeah. So it was, it was way overdue. Yeah."},{"start":7185510,"end":7187150,"speaker":"A","text":"Did David. Yeah, I'll."},{"start":7187150,"end":7224000,"speaker":"G","text":"I'll just. I mean, obviously it's partly here because we've talked about in the policy committee, but I, I do think it would be helpful to have this. I think there's a separate question of, Of. Of when and how. Obviously there's quite a few things that the district has its hands full with over the next couple of months, probably. So I think that's something that should be figured out collectively. But I think it would be good to, to revisit a lot of these policies that are 10 plus years old to make sure at the very least that we're in compliance then to obviously, like, you know, we should actually be using them and then making sure that we're doing what's best practice."},{"start":7228160,"end":7228920,"speaker":"A","text":"Maybe weekly."},{"start":7228920,"end":7229760,"speaker":"D","text":"Nothing. Okay."},{"start":7229840,"end":7234280,"speaker":"A","text":"Jennifer, I don't know if you're. If you're here, but had to drop off."},{"start":7234280,"end":7234800,"speaker":"D","text":"Okay, great."},{"start":7236640,"end":7241920,"speaker":"A","text":"And then. Dr. Baker, you've been through the experience before. Can you, can you share?"},{"start":7242800,"end":7312220,"speaker":"I","text":"Prior to my time, and this is, you know, when I was a school site administrator, there was a person that was their only job here at this district, do policies. Right. And policies were coming at the time. I wasn't at the district hospital, but we would get them. And like every board meeting there were policies coming and she kept it up to date. And I think it's back probably two superintendents ago is when that ended. And then it got dispersed out to different people and Then when I came to the district, it started, I got it and it, it's hard to keep up. You have not only your, your regular responsibilities, but this is another one on top of it. And to just keep going and making sure that they're updated in a timely fashion. I, I would say I would go with it. I definitely would. But as David said, we need to think collectively what's a good time to do this? Because we're coming to a time now where school is ending and then we're ramping up for the next school year. So I'm all in favor for it."},{"start":7312540,"end":7327420,"speaker":"A","text":"Yeah, I mean it strikes me as a good idea like, particularly since some of them are like 15, 16 years old, haven't been updated. I don't even know if they're really applicable to the district anyways. But really the question in my mind would be when, you know, is like right now the right time? Maybe, maybe not."},{"start":7329100,"end":7336250,"speaker":"C","text":"Well, I think the, it would be the board policy committee and gamut doing some heavy lifting at the beginning."},{"start":7336330,"end":7336690,"speaker":"D","text":"Yeah."},{"start":7336690,"end":7348730,"speaker":"C","text":"But then the disbursement out to the departments, you know, in a perfect world this summer. But I don't think we could pull it together for this. It would be, it would be over the course of multiple months in the"},{"start":7348730,"end":7402750,"speaker":"A","text":"fall or, or do it next spring and have it run into the summer then if that's the actual right time. Like I don't feel like it's an on fire kind of thing that we have to get done immediately if we said that wouldn't be the best time. So I just think there's a little bit of flexibility in the timing if we wanted to come into that. One of the things, I mean, I think you had alluded to this like a one time scrub is great. It's a good place to get us to. But of course there's going to be the ongoing one. Do we think that this would actually make the ongoing updates easier or I don't know if we get that out of this workshop of like how to actually make those easier and less laborious. Like for example, if we hewed closer to CSBA language, would taking the updates just be like take the red line, you know, take their suggestion, maybe pick a few options and move on and make it easier for that process. I'm not on the policy committee, so I have no idea."},{"start":7404590,"end":7432830,"speaker":"G","text":"I'd be curious. For Wendy's perspective, my view is kind of yes in that I think the quarterly updates are, they can be a decent number, but over, you know, it's a three month Period or. Yeah, three month period. Right. So I, I think if, if we get in the habit of like going through it regularly, it should be something that can. That upkeep is relatively doable, but we have quite a backlog right now, which is what I think is making it very challenging."},{"start":7433470,"end":7482960,"speaker":"C","text":"I would agree. I, I think we need to get up to date. It just seems like the right thing to do. I mean we have things from 2010, 2014. I mean just there's a lot. I think perhaps having the board policy committee meet more than once a month would help because sometimes just the way the timing works to get our memos to Evelyn and so forth, it just. We miss these meetings and so forth. And so it can. It appear to be like two meetings before we bring another one. So I think meeting a little bit more often might be better if we can manage that. So that would help. And then probably bringing, you know, about five to each board meeting. Yeah, I would imagine if there's only two a month. So after the overhaul is done. Right."},{"start":7483360,"end":7565550,"speaker":"F","text":"Terribly predictable question. I might ask like, gosh, can I help with this? Right to love, go through each one of our policies, take a look at what CSP had to say about it. Look at, do the research on like state legislation and updates and then like. But point out a suggested red line. Right. And then rinse, repeat for all of our policies. Like the models have gotten pretty good. Like, so could we have it do some of the heavy lifting and grunt work to actually propose something? Obviously still having a human go and review it before it gets presented to anyone. But like, that's sort of like question number one. Question number two is it seems to me with a lot of the policy work, and again, I'm also not on the policy committee, but like 90. It's a little bit of a frustrating thing where like 95% of it is you kind of got to have this language or it's illegal and it's like. And it doesn't represent an opportunity for substantive debate. But there's so much that is that, that it's very easy to brush past the 5%. Oh, wait. Actually, this is extremely high leverage. This is an important fork in the road for us to take as a district. This is something we should talk about what the pros and the cons are. Here we do have an opportunity to make a choice. Right. Let's highlight the those things that we can discuss and then spend as little time as possible on the stuff that's pro forma. No, literally, it just legally needs to Say these words. Thank you. Right. That would be my hope for what we get out."},{"start":7565790,"end":7596070,"speaker":"C","text":"That's a really interesting point. I think when we have some time to get perhaps some board focus on what that collective thought might be. For example the HR related ones are just that very. Even some of them tonight very, very straightforward. There's not a lot of wiggle room. There's a lot of law. A lot of these are of course based on ed code and law. Some of the items that are a little bit more interesting is the one that's coming up on the promotion acceleration retention."},{"start":7596310,"end":7596670,"speaker":"E","text":"Right."},{"start":7596670,"end":7604030,"speaker":"C","text":"That's there is still some nuances in there but that might be an area to stretch or maybe some creative work within the ars."},{"start":7604030,"end":7604310,"speaker":"B","text":"Right."},{"start":7604310,"end":7658500,"speaker":"C","text":"Which I know is not the board is voting on however that that outlines the work of the district. So or even you know independent study. I know that can be a hot topic especially during pandemic that was So I do think there are ones that rise to the occasion for whatever moment we might be in or the direction of the board that might be a focus. You know certainly our work with data and so forth have been has been discussed and there is language in these board policies about that. But that might create a more insightful conversation at our discussion meetings for first reading where we can look at it or direction to the board policy committee to you know highlight certain things that might be of interest before it gets to the first reading. But once again that we would need direction on that or else we're making some assumptions and so forth. So maybe at a future meeting off site or what have you we can walk through it that way."},{"start":7658500,"end":7675640,"speaker":"A","text":"Yeah because I thought the CSBA quarterly updates almost came that way of like all right, here are the five policies that are just updated legally. Here are the ones where you have three options options to choose between pick the one that's right for your district and you know we don't see any of that outside of the policy committee. So we have no idea what the difference is but maybe that could get."},{"start":7675640,"end":7676920,"speaker":"C","text":"That is a lot of behind the scenes work."},{"start":7677000,"end":7678680,"speaker":"A","text":"Yeah, yeah no doubt, no doubt."},{"start":7679320,"end":7733390,"speaker":"G","text":"I think from the policy committee there's the two. Two questions I guess on the second question I think yes we can. I think we the policy committee can do a better job of the way in which is present a flag like hey actually this is something that we changed. That's not just CSBA. I will also note though that CSBA's samples are not purely like this is the statutory language. You have to include a lot of it Is, but not some of it is also just general best practices. No citations. In which case like, like I have already made. We. The committee has made suggestions that we've changed. So it's not. There's a little bit of nuance there just be aware of. But again I think that if we can do. The policy committee can do a job of flagging. Right. Highlights or whatever. Like this is different. Like note on the first question on the AI piece. Interesting question. I would assume though that that's hopefully what CSBA is kind of. That's. That's the work they're doing for the 10k which is maybe a question for them of like I don't know how"},{"start":7733390,"end":7762280,"speaker":"F","text":"they do it, but not specifically reviewing our policies. Right. But just general guidance on policies. So the question would be like could you point AI at Redwood City School District's policies and say I want you to go through each and every one of these one by one and flag if there's anything that's critically off axis with current California Ed code. CSBA doesn't do that. Like our membership fee doesn't give us like detailed policy review for all of our published policies."},{"start":7762360,"end":7779320,"speaker":"G","text":"No, but we do have, I mean we do have the, the latest CSBA sample which theoretically contains the updated statuary language. So like you could do a red line of like each of the policies. I imagine that is basically CSPA is doing. Whether that's something that AI does, I'm not opposed to it either way."},{"start":7779320,"end":7801350,"speaker":"A","text":"Yeah, interesting question. And then I think I read that it said there are only 90 that they recommend for school districts. Did I read that right? Only 90 policies. Did I make that up? I don't know where I got that from. So let me rephrase this question then. Will this process winnow down some of the policies that we have and so you don't really need this one. It's out of date or something like that would actually reduce the number that we have to keep up to date over time."},{"start":7801430,"end":7801910,"speaker":"H","text":"Yes."},{"start":7801910,"end":7802390,"speaker":"I","text":"Okay."},{"start":7802390,"end":7802790,"speaker":"E","text":"Yeah."},{"start":7803510,"end":7803910,"speaker":"G","text":"Great."},{"start":7804470,"end":7820470,"speaker":"A","text":"Anything else for this discuss? It sounds like there's general agreement that we should pursue this. The timing is tbd figure out when it would actually work out well for the department heads for the policy committee. But generally, you know, go for it."},{"start":7820470,"end":7820830,"speaker":"B","text":"Okay."},{"start":7820830,"end":7864720,"speaker":"C","text":"One more follow up question I had is when this is all said and done and the three to six month passes and we receive a volume to bring to the first reading. I know that seems into the future, but we can maybe figure out how to make this palpable. Would the board just want to Sort of go with and trust. These are these board policy committee reviewed policies in one lump sum. Here you go. Or do you want us to chunk it over time? If there are 600 and well let's say there's 400 board policies, bylaws and exhibits and then there's the ARS. But we'd want to bring them all together. You know, that's because actually that's a little bit more of what I'm worried about is."},{"start":7864720,"end":7865000,"speaker":"H","text":"Yeah."},{"start":7865000,"end":7875520,"speaker":"C","text":"Because that the easy part, not easy, time consuming but manageable is to get it all done. How the board ends up approving it is one question that I would like."},{"start":7875520,"end":7885340,"speaker":"A","text":"What did, what did you do the last time you did the refresh? I'm just out of curiosity, do you. I don't know if you remember period. So several chunks of approval."},{"start":7885340,"end":7885700,"speaker":"B","text":"Okay."},{"start":7885700,"end":7887660,"speaker":"A","text":"And is that what other districts are doing? Several."},{"start":7888060,"end":7896620,"speaker":"C","text":"I, I've seen, I've seen it just. Here you go, here's this 400 and 600 and. But that is one way to do it. Maybe it's even also by department or focus."},{"start":7896940,"end":7907510,"speaker":"A","text":"Yeah. I mean my preference would be to say like just do it and say like go for it. Maybe separate policies from ARS and do the policy book separate and something along those lines."},{"start":7907510,"end":7951680,"speaker":"G","text":"But selfishly, yes, I'm more in favor of the pol. Or I care more about the policy, the board policy pieces. I might also suggest though that the way I expect it to kind of unfold is that there will be some subset where we've flagged like hey, Redwood City has had very material, you know, changes from the policy pass. And those are ones that we probably as a board want to, to highlight. And then for the ones where we feel pretty confident that it's like this is kind of just the latest and greatest on the statutory requirements. Like those could be kind of on a consent sort of folder or view. It was like yeah, you know, take the time to look at it but like know that that's kind of what they are. Focus your time on the other pieces. And I don't know what the, the number is going to shake out like but that might be an approach to take."},{"start":7952640,"end":7953280,"speaker":"D","text":"Okay."},{"start":7954160,"end":7954800,"speaker":"E","text":"Okay."},{"start":7956000,"end":7957840,"speaker":"A","text":"Did you get the discussion you were hoping for?"},{"start":7957840,"end":7958640,"speaker":"B","text":"Okay, thank you."},{"start":7959600,"end":7959840,"speaker":"G","text":"Great."},{"start":7960080,"end":7965880,"speaker":"A","text":"Then before we move on to 13.2, we normally offer a break at 9 o'."},{"start":7965880,"end":7966040,"speaker":"D","text":"Clock."},{"start":7966040,"end":7972400,"speaker":"A","text":"It's now quarter after nine. Almost quarter after nine. Do people want a few minute break or. I'm looking around the entire table."},{"start":7973520,"end":7974320,"speaker":"F","text":"Second stretch."},{"start":7974400,"end":7975119,"speaker":"G","text":"Stand up."},{"start":7975440,"end":7979760,"speaker":"A","text":"No, no. Do you want to. Does anyone? No. Good. Keep going."},{"start":7984000,"end":7984480,"speaker":"F","text":"All right."},{"start":7984480,"end":7993570,"speaker":"A","text":"If everybody else is good. All right, let's move on to 13.2, which is our first reading discussion of 6158. This is on independent study."},{"start":7994370,"end":8111850,"speaker":"C","text":"Yes. So independent study has changed over the last few years, and the board policy has come to the board with each of these events that have occurred, of course, prior to the pandemic and then the pandemic, something new that the Director of Student Services, Antonio Perez, is working on is this instructional continuity plan, which is referenced in the memoir and also in the policy and AR sections that it was started this spring. The county gave us a San Mateo County Office of ed, gave us a template site council started grappling with it, but it's actually going to come for vote next year with all the safety plans. It'll just be attached to part of the safety plan. And really what that document is outlining, what happens if there was an emergency, a dire earthquake or some other type of event, a pandemic again. And how would the district pivot quickly? So now that we know what we know, in hindsight, what were some of those items that will be included? And so the in the fall, the site councils are going to spend a little bit more scrutiny in that particular document. And then it also brings up some opportunities for looking at independent study work that will help segue into our work next year when we're looking at, you know, potential new pathways of learning. So that language is also in this updated policy. I do recognize there were a couple of questions about this board policy, and I responded about the instructional continuity plan. And then also the tool that the teachers were using to log asynchronous engagement are ones that we already have been using. So those are in place. We're familiar with it. There might be some updates on nuanced trainings, of course, but that wouldn't be really difficult now that we know, we know with the pandemic, we had some practice runs. Any additional questions or comments about this policy?"},{"start":8112170,"end":8114650,"speaker":"A","text":"Answer, discussion item. Anyone have questions? Comments?"},{"start":8117610,"end":8118010,"speaker":"G","text":"No."},{"start":8118250,"end":8143270,"speaker":"A","text":"That change, the change to 16 days, though, seems like really smart legislation. It kind of like gives you three weeks plus one before you have to get into this kind of overregulated regime. So I thought that was kind of a good change, you know, that came into it. Okay, sounds good. Thank you. Let's move on to 13.3, which is board policy and administrative regulation. 13, 12.3. This is the UCP, the Uniform Complaint Process."},{"start":8143830,"end":8225290,"speaker":"C","text":"So Uniform Complaint Process is one of the complaints that the district oversees. And this board policy is quite Lengthy. It comes with ARS and exhibits and forms and so forth, which I appreciate your oversight on. Trustee Wells suggested a one page flowchart, which is a brilliant idea that I don't have anyone summer project for me. So I oversee these complaints and Antonio focuses on student to student bullying and things like that, but I oversee all of them, really. Title nine has also morphed into ucp. So that is an important note based on changes in the law last year. So anyway, there is a whole complaint process. There is a log that's kept. There are. I have a binder that's organized with all the responses to the parents and everybody involved. The principals have also been trained. So what happens is when there's a complaint that comes in, they call me and we, we walk through all the parts that are happening. Who's the investigator, who's the decision maker and all of these pieces that go with these complaints. UCP is primarily about harassment, discrimination. Some of the big ticket items, 97% of our complaints are complaints against district employees. You know, I didn't like that. The principal told me I couldn't park in the red zone. You know, off with their head."},{"start":8226410,"end":8226970,"speaker":"H","text":"I'm kidding."},{"start":8226970,"end":8252030,"speaker":"C","text":"Those. Everyone's working out really nicely. But those tend to be some of the items that happen, not these larger discrimination, harassment topics. However, when those do come up, we have a very straightforward, rigorous, rigorous way to make sure that the investigations are happening and the responses happen in a timely fashion. So those were a couple of the questions from this particular item."},{"start":8252990,"end":8253710,"speaker":"A","text":"Questions?"},{"start":8253710,"end":8254110,"speaker":"F","text":"Comments?"},{"start":8257550,"end":8259950,"speaker":"A","text":"Yeah, no, I mean, it's complicated."},{"start":8259950,"end":8260270,"speaker":"G","text":"Right."},{"start":8260270,"end":8269890,"speaker":"A","text":"Of which one has to go through nicest esports, SB 153 language coming in and this one and some of the other policies too. So, you know, they're very, very reactive to that."},{"start":8269890,"end":8270210,"speaker":"D","text":"So."},{"start":8271090,"end":8277890,"speaker":"A","text":"All right, cool. We'll move on to the next one. 13.4. This is board policy 6020. Parent involvement."},{"start":8278210,"end":8319780,"speaker":"C","text":"Yes. And we do have Catherine Rivera, our director of multilingual services on in case there are specific questions. But this board policy is one of very few board policies that read like an administrative regulation. So it's a little bit annoying, I'm not going to lie. But the guidance that we received from federal program and monitoring that happens every few years, we're very rigid about how this particular policy was written and so that is why it reads that way. I just wanted all to know, and there were some great questions that were asked about this policy in advance, so I know those were noted. Is there any additional questions that, that we can help answer?"},{"start":8322500,"end":8324180,"speaker":"A","text":"Additional questions? Or comments."},{"start":8326900,"end":8365000,"speaker":"G","text":"I'll just note that I very much appreciate Wendy and Catherine for walking me through this. In particular, as Wendy noted, it reads very, very differently and I would say confusingly frankly, but I have heard all of the efforts to kind of work with the daughters to make it a little bit more usable. And you know, there's just challenges on that front and I think we've. Sounds like everyone, including myself, has tried to push on that front. But we are where we are and hopefully we still get the content that we need to. But just want to express appreciation and"},{"start":8365240,"end":8367600,"speaker":"A","text":"federal program monitoring's three year cycle."},{"start":8367600,"end":8367960,"speaker":"D","text":"So."},{"start":8368120,"end":8389400,"speaker":"A","text":"Okay, so this, this is, we're getting towards the end of the policies that have to get updated from that cycle and we'll have a couple years until we do it again. Okay, great. No other questions or comments. We're going to move on to 13.5, which is board policy 1312.2. These are other complaints. These are complaints concerning instructional materials."},{"start":8389560,"end":8389880,"speaker":"E","text":"Right."},{"start":8389880,"end":8423360,"speaker":"C","text":"And this is the ability under the Williams act, which is another type of complaint surrounding Mrs. Teacher misassignments facilities or curriculum or instructional materials specifically that would allow a parent to actually complain about the instructional materials as, as a concern about unlawful discrimination. So this is new, however very appropriate. You know, when we choose curriculum, this would be taken into account clearly before it's brought to the board with Honest Team."},{"start":8423360,"end":8423760,"speaker":"E","text":"So."},{"start":8424400,"end":8427300,"speaker":"C","text":"But it is a new item."},{"start":8427450,"end":8433890,"speaker":"A","text":"Great questions. Comments. Perfect. We want, we want inclusive curriculum."},{"start":8433890,"end":8434490,"speaker":"I","text":"So that's great."},{"start":8436650,"end":8445050,"speaker":"A","text":"Last one in our discussion items 13.6. This is board policy 0450. This is a comprehensive safety plans."},{"start":8445690,"end":8522750,"speaker":"C","text":"And I alluded to the information about the Instructional Continuity plan and the other board policy. But there were some great questions that were posed regarding this, regarding subgroups and data and how that's reported. The administrative regulations breaks this down more. So the board policy is a little bit more vague. But the assumption is that we're meeting the needs of all students. So if a student in a wheelchair, for example, we were speaking about that needed extra support in a safety concern, clearly we would move forward and assist in that regard. And part of the training at a school site is to work through all of the students that are there and what the needs might be in an emergency, an evacuation or what have you. I also do want to point out there has been there was a question about how students can be empowered to raise concerns about safety at their own site. And one of the items that Director of Student Services Antonio Perez started this year is a platform called Stop it. And it's an anonymous reporting system. So it's being used at four locations, four of our school sites for students to share concerns and he's gathering data on that. So any questions or comments about this board policy or ar?"},{"start":8523950,"end":8536910,"speaker":"A","text":"Yeah, I mean that was my main one was that it was kind of interesting that the policy didn't actually talk about anything that the memo talked about. It was all in the ars, this one around the subgroups and stuff. But everything was addressed there. So any other questions or comments?"},{"start":8538270,"end":8538670,"speaker":"D","text":"No."},{"start":8538750,"end":8545220,"speaker":"A","text":"Okay, so we've made it through our discussion items. We'll move on to the consent agenda and we'll be pass all six items with one vote."},{"start":8545220,"end":8547340,"speaker":"F","text":"I move we approve the consent."},{"start":8547340,"end":8548060,"speaker":"D","text":"Is there a second?"},{"start":8549500,"end":8552940,"speaker":"A","text":"We will do roll call still or."},{"start":8553900,"end":8557180,"speaker":"B","text":"So Trustee King dropped off the call,"},{"start":8557340,"end":8558380,"speaker":"C","text":"so I think we can."},{"start":8558380,"end":8569990,"speaker":"A","text":"All in favor? Aye. Okay, so now we're on to Action Items 15.1. This is consideration of approval of multitudes as dyslexia screener."},{"start":8572630,"end":9301570,"speaker":"H","text":"It's late, so I will try. You guys have all seen this. I'll try to get through it as quick as possible. So I do want to say Bronya also is on the call and Bronya helped me and the committee through the committee with all of this and did a lot of research on the screener as well. We started last year and into this year, so there's a lot of information gathering. Um, so again, this is one of our new policies that we have to put into play and needs to get adopted by July 1st of the new year. So the we're lucky to have be able to follow. California Department of Ed had an adoption toolkit. So we really just followed this for our adoption process is very well outlined. All the counties are using it and so we just was very easy to follow with our committee. There are four areas that we follow through the toolkit. Developing the district lens, investigating making the decisions and the next steps really in developing this, the lens. We looked out to seek out parents and teachers from the K2 staffing so that we could have a good group of individuals who probably make it the slideshow of individuals who would be actually administering the test. We thought that was very important. So we also on our first one went through SB114 and what it was and what is the purpose of the screener? So the purpose of the screener really isn't to diagnose dyslexia, is to really provide us one more data point in our format of assessments to help our teachers inform our instruction. So it really will allow us to measure our students Progress, identify what needs they are and enables our parents. One of the things that it comes with is the information has to be sent to parents in a certain timeline. And so we definitely have to plan for that as we are thinking about the process of, as a, as a rollout. But one of the things that we've been communication with Dr. McCollin was also talking about, what does this mean in the long run as students continue to struggle with reading? What does that mean? So she's also working with her staff. What does this mean? So we've been really working in conjunction about the screener, because we don't. We're not diagnosing dyslexia, but we're on the trajectory to looking for kids. So it does take time for us to do this. A screener from kindergarten, first and second grade. So it's done every single year. Okay. And it's, it has to be monitored. So our universal screener as it is, it's very, it's a quick assessment that targets very high, highly predictable future outcomes. So it's, it takes about 10 minutes. So it's pretty quick. The state approved four of them that were Amira M class, which many comes from dibels, which has been around for many years. And then at UCSF had developed multitudes. And then we had our Stanford Rapid War and where we were using here as part of the trial. So we were actually practicing with war. But as you can see in our languages, as you know, Redwood City has a huge population of Spanish speakers. And so part of the descript, the screener is that we actually have to test kids in Spanish. We can't just say we're going to test you in English. So if they're Spanish dominant, they must be tested in Spanish. So for us, automatically ruled out. Roar. We couldn't do that because that was just in English. So it really tapered down to the last three. Amira amclass and ucsf. So in our meetings with the committee, we really looked into which, just so you know, it was a very quick timeline. Literally right before we left on December break, they came out with the screeners and this. We were ready to go. We had met our team, we were ready to move forward with it, but we had to sort of back off because our timeline was like, we're going to do this in January. And screeners were not available to us until end of January. So push back our time a little bit. But it allowed us to be able to look at all the screeners as they came out and look at what we needed to do for our next steps and investigate so as we were gathering information Branya and I going to meetings at the county office we were way ahead of the game we really wanted to move forward and I don't think our the publishers are quite ready for us but neither, none neither but we moved forward with a lot of what we could Meeting with the team we were very fortunate to be able to see the three of them Amira mclass and UC multitudes right away we had like I said we had teachers and we had even reading intervention teachers who were on the trial who were doing some of the trials with Amira all of these again are computerized and Amir was we had full access teachers actually had access to the program so they got to see it live and what it would look like in class and multitudes we only had demo lessons and dummy accounts so they can then see what the information was and they were able to administer the test but couldn't see the scores Right So it wasn't not like a mirror a mirror they could see it all and so part of that this is just one of the things that we had again one of the things that we found is they weren't quite multitudes wasn't quite ready for us Amira is something that's already in practice right now in M class the multitudes was not so things were being developed very quickly Again we were very fortunate to have many a number of teachers on our panel from kindergarten to second grade both Spanish and English teachers so they got to test use the assessment which was very important for us. When we finally were able to do this about March we were ready to gather and prepare look at gathering our information what did we discover from the usage and what the teachers had actually been able to apply and test One of the things you can see on the toolkit is we looked at funding what what is the cost of this? As something very much provided Amira you can see there's a cost of $21 per student which about estimated about 40,000 mclass is about 32,000 and then UCF multitudes all they do is charge us for training but it's free and so in our discussion with the parents who were on our committee and and the teachers as we went through this we actually didn't really take into account the money the although our parents said we should look at multi parents were very much in favor of multitudes and looking at something that wasn't going to cost us over time but in the ratings after we gathered all the Information we the teachers quickly rolled out mclass. It was very quick that it wasn't, wasn't, wasn't very, very complex. They just didn't feel like it was easy to administer. In fact the same instruction said you can do this whole class what teachers did at whole class but it wasn't very successful. So they quickly rolled out class. So it leveled it down to Amir and UCF multitudes which were, you know, one had 2.2, 2.3. They were very similar in the ratings of what they felt we wanted to use. The only issue is again Amir they got to use the platform UCSF they only got to use a dummy, a dummy account, right. So in making our decision they really had a consensus that they wanted UCSF multitudes so but they wanted more information. So we Baranya got in contact with UCSF and right away we set up a meeting with them and we met once again and they were able to share several things that question answer the questions from the team about the UCF multitude. So it was very, it was very practical. We got to see what the accounts looked like what the, what it would look like when a teacher's point of because it went in the account it sort of, sort of gave him a video but she got to show us live what it would look like when teachers what would look like the teacher facing page when they got the results. And so very much the teachers, all of them were in support of us adopting UCF multitude by far. So our next steps is coming to you guys for approval and then starting to begin to plan our professional development in August because we have to start assessing in the fall and then just thinking about all of these questions what do we have to do our timelines for communication with parents. Parents can opt out. We also have to test any special essays education student unless a parent opt out. So we all, we have to, we have a timeline. They have to, we have to provide parents information on this tight timeline. So before we can do just a little bit more about empty I just want to make sure we appreciate all our staff and our teachers and everybody who was part of the committee for helping support in making our decision. UCS I just want to go over very quickly what multitude does this is exactly what the assessment will be included in kinder first and second grade. You can see there are a number of tests that the children will be this is all one on one. Okay, so kinder first and second. So multitudes we will only administer once in the school year. So we are looking at trying to figure out the timeline and the best time to do it. We know the beginning of the year is not the best. We have 15 days prior to testing for parents to opt out. So we have to send something out. And then once we do the assessment, we have 45 days to send a letter to parents about their results. So it is. The results are given in the various languages. As you can see, they make sure. They're working on making sure we're communicating with all of them. Again, if we are testing in Spanish, we have to make sure we have people who can test in Spanish versus English. Again, it's a one on one. We do know there's two devices needed, one for the teacher and one for the students. So again, we are looking into our professional development and our costs. We're working in trying to get that settled as to when we can do that. We're hoping to do this in August as we return. There are two, you can see there the, the quotes here of the prices of what we'll be doing. We've been very fortunate as well. The state actually has provided us money for this for actually for part of the screeners and part of paying stipends for teachers to be part of the committee. So it's nothing that we've had to pay. They've actually given us some money to do this. So which we've been very lucky. So for us, we are now in the process of looking at when is the best time we know kindergarten. And actually the suggestion that we do not do kindergarten at the beginning of the year, that kindergarten be done after. After several month, after several weeks of instruction. So what we want to, what we're thinking is kindergarten probably will be tested between either December or January, Giving us some time in being in school. First and second grade though, because this is their second year going in or third year. For some of our TKs, we're looking at sometime in the late fall, probably before report cards so that the letter can go home with report cards. That's what we're thinking."},{"start":9301650,"end":9312129,"speaker":"F","text":"Can you share just like 30 seconds of color on why that timing kindergarten? Because I could imagine some parents being like, it's really important to know right away, right? Why are you waiting so long?"},{"start":9312210,"end":9377670,"speaker":"H","text":"Because we have some students who may have not been in school in, in kindergarten. So if we test them right away, we might get false results versus giving them some opportunity to have been in school. Because it is very quick, it does show them words right away. And then if they can't read them, it may just say, oh, you're you know, you didn't, you failed it. And one of the things we found because of that was roar. So us as a district, our kinder teachers assess the student. It's not a very easy test. It's very quick. So students who aren't reading or don't have any ability will just look at it and just like breeze. So it's a, it's very quick. It does. When I did roar, it was very like it. You showed on the screen. Sort of like when they do the eye test, you're, you're doing the little dot on the thing. That's exactly what it's like. So it's very quick. So a student really has to be focused. And one of the things that we know with this test it had, the teachers will be fortunate because it'll be one on one and help support it versus when you're doing the whole class, you may have more error."},{"start":9378140,"end":9384860,"speaker":"F","text":"That'll make sense. I would anticipate parents being curious about that and maybe like having some proactive materials for them."},{"start":9385420,"end":9410400,"speaker":"H","text":"So it is, it is and it's a different assessment. So you know, I think one of the things that we have to take into account is how do we assess our students kinder first and second grade when they're going to have to do a one on one test. But it did, they did say it doesn't really take Too long, about 10, 15 minutes at the most for tests. So that's something that we'll have to work out with each of the sites with their guest teachers hopefully to be able to implement."},{"start":9410400,"end":9415360,"speaker":"F","text":"Does the same student get reassessed year over year? So it's like they'd be assessed in kindergarten and first and second."},{"start":9415680,"end":9416160,"speaker":"H","text":"Yeah."},{"start":9416160,"end":9416720,"speaker":"F","text":"Okay."},{"start":9416720,"end":9448670,"speaker":"H","text":"Yeah. And we're already assessing them on many similar things on, on our current assessment. So it'll be good to see. My in curiosity is what is the relationship to what we're currently doing to actually this test? Yeah. And are our students who are coming out higher on our test, are they going to come out higher on this test? Test. Right. So it'll be interesting to see the correlation. So that's what we're going to be doing and we have to start this in the fall. 25, 26."},{"start":9450030,"end":9450470,"speaker":"C","text":"All right."},{"start":9450470,"end":9453990,"speaker":"A","text":"Any questions or comments? Cecilia?"},{"start":9453990,"end":9466600,"speaker":"E","text":"Yeah, just one question. Thank you. Have you thought what you're going to do for those teachers that don't speak Spanish and have to test their students in Spanish? Like who would be the next person to be able to."},{"start":9466840,"end":9488480,"speaker":"H","text":"Well, the test, the test is online. It's Just the teacher sitting with them to make sure they're clicking and understanding. The teachers who did it in Spanish said it was pretty, it was fairly easy for anyone just to sit there and do it because you're not really interacting but you're sitting there with the student to make sure they're listening and they're pushing the right buttons and the"},{"start":9488480,"end":9489780,"speaker":"C","text":"arrows on the keys."},{"start":9491530,"end":9521010,"speaker":"H","text":"So but we also can do have instructional aids be help support which we also have. So I think it'll be okay. Yeah, I, I, my concern is not that is how do we identify the kid who is not in a bilingual classroom who needs to take that. That's a bigger challenge. So we really have to know what their home language is and what their home strength is if they're not on the bilingual program. Program so that we make sure we assess them in that language versus just in, not in English."},{"start":9521330,"end":9542770,"speaker":"E","text":"Because I'm wondering, I mean I don't know when the letter goes out to the parents because I know some parents say don't disclose that like Spanish as their first language because I don't want their kid to be tagged as an English learner. But they really are. I'm wondering if that letter could be like this is very important. Please let us know if we should test your student in Spanish or English."},{"start":9544200,"end":9561000,"speaker":"H","text":"I know they have all these letters that they've given us for the I have to go through. We haven't given seen the letters but I'm sure everything will be given out for an opt out. We don't create it. It's something that will be given to us, I'm sure. So we'll have to look at that information from multitudes. Thank you."},{"start":9562120,"end":9572710,"speaker":"G","text":"Not a question, but just a comment. And I know it's not really the point of this but I found the presentation, the presentation very helpful just in terms of explaining the thought process. So thank you for pulling that together. That's all."},{"start":9573190,"end":9573830,"speaker":"C","text":"Thank you."},{"start":9574710,"end":9608090,"speaker":"A","text":"And I got a chance to talk with one of the parents that was in the committee of a parent that, you know a child with dyslexia and they spoke really highly of the process that it was super inclusive. Really happy with the outcome and the recommendation and me too. Something that's like free and bilingual. Like it seems great. Seems like a really good gatekeeper. It'll be interesting to see what happens and also how it informs instruction if any practices change as we do this more. All right, so we need to approve this. It's an action item. Can I get a motion to approve?"},{"start":9609290,"end":9611530,"speaker":"F","text":"I move we approve this second."},{"start":9611850,"end":9612610,"speaker":"A","text":"All in favor?"},{"start":9612610,"end":9612970,"speaker":"F","text":"Aye."},{"start":9612970,"end":9613370,"speaker":"G","text":"Aye."},{"start":9615770,"end":9627140,"speaker":"A","text":"Thank you, Anna. Okay, now we're on to 15.2. These are the SPSAs. And this is for our five middle school. Our five schools with middle school Hoover, McKinley, Kennedy, North Star, and Roy Cloud."},{"start":9630020,"end":9638180,"speaker":"H","text":"Yeah. So again, last five to approve. Looking to approve the SPSSAs for the last five schools."},{"start":9640980,"end":9642900,"speaker":"A","text":"Do we have questions on the SPSSAs?"},{"start":9645940,"end":9665530,"speaker":"G","text":"Not a question, just a comment. And I know that these are living documents and this is kind of like the first step of it. And obviously we're getting more test data, but just I'll say the same thing I always say, which is I love to make sure that we do get goals that are aligned with the LCAPs. And I know there's some work on just being. Getting everyone on the same page, but would love to get to that point."},{"start":9667530,"end":9668170,"speaker":"H","text":"Thank you."},{"start":9671370,"end":9699810,"speaker":"A","text":"Any other questions or comments? Okay. Well, thanks to the administrators and the school site councils and the district office for helping to put these together. You know, it's. They're pretty lengthy documents, you know, per School. I mean, 30, 30. About 30, 35 pages. Some of it's just template, but a lot of it is really nuanced to each of the schools. So really appreciate that work that they're all doing there. These also need to be approved. And so can I get a motion to approve."},{"start":9701730,"end":9703170,"speaker":"G","text":"Move to approve the sepsis?"},{"start":9703250,"end":9703970,"speaker":"F","text":"Seconded."},{"start":9704050,"end":9705250,"speaker":"A","text":"All in favor? Aye."},{"start":9706460,"end":9706780,"speaker":"I","text":"Hi."},{"start":9707740,"end":9712300,"speaker":"A","text":"And lastly is the approval of the personnel report. Wendy,"},{"start":9715660,"end":9778890,"speaker":"C","text":"any questions? It's customary to bring this quarterly or so, and so it outlines the resignations, retirements, and different situations. There was a couple questions about the large number of resignations, and I replied that with our international teachers, there is a percentage that do need to have a temporary contract. And so the format for that is signing a temporary contract. The board releases in March, and then we show that the resignation happened, and then we rewrite the contract again. So it's just part of the process. And also with our. Through the Visa partners, that's how it works. So there was a much larger number, about 17 that fell in that category. And then our guest teachers, they're in the same boat in the sense that they have a temporary contract for one year, it ends, and then we rewrite another one. And most of them are staying with us and most of our international teachers. So it's more of a formality, but it did show an elevated number. Any other questions or comments about the personnel report?"},{"start":9779130,"end":9791400,"speaker":"A","text":"Yeah, that was my major question. It just. It seemed larger than normal, so I just wasn't sure. Any questions, comments? About the personnel report it. All right. This is also an action item, so can I get a motion to approve."},{"start":9792760,"end":9794440,"speaker":"G","text":"I'll move to approve the personnel report."},{"start":9794440,"end":9795160,"speaker":"D","text":"Seconded."},{"start":9795160,"end":9795920,"speaker":"A","text":"All in favor?"},{"start":9795920,"end":9796240,"speaker":"B","text":"Aye."},{"start":9796240,"end":9796680,"speaker":"A","text":"Aye."},{"start":9797080,"end":9797480,"speaker":"I","text":"Great."},{"start":9798280,"end":9809240,"speaker":"A","text":"Absent. Okay, we're on to board and superintendent reports. David Lee, do you have anything to report?"},{"start":9811480,"end":9839130,"speaker":"G","text":"Attended the Health and Wellness Committee with Trustee King and Superintendent Baker. Okay, just. Just us then. It was good to get updates on all the partner organizations and all the things there. Then I also made a. I was able to get out to Kennedy for a quick site visit and meet with Principal Leonardo, which is great just to. To get on campus, obviously. There's a lot going on there. So quick. But good to see the. See the site and talk a little bit about what's going on."},{"start":9841610,"end":9842330,"speaker":"D","text":"Cecilia."},{"start":9843210,"end":9855690,"speaker":"E","text":"I attended Redwood City Together meeting and, Oh, the last DLAC meeting here at the district,"},{"start":9858650,"end":9863610,"speaker":"A","text":"nothing did weekly. I don't. I don't really have anything to report. I don't know about you, Dr. Baker."},{"start":9864170,"end":9869370,"speaker":"I","text":"Yeah, we had the DAC meeting, which is great because we had a lot of people here, some for dinner."},{"start":9869370,"end":9870850,"speaker":"A","text":"Was this the pizza one that."},{"start":9870850,"end":9872170,"speaker":"I","text":"It wasn't pizza."},{"start":9872570,"end":9873850,"speaker":"A","text":"It was. It wasn't pizza."},{"start":9873850,"end":9912420,"speaker":"I","text":"Wasn't pizza. We had really great. It was from laor. Yeah. In San Carlos State. It was great tacos and rice and beans and great presentation that, that Catherine had done. Good questions, very good questions and good comments from parents on how they really need to move this group forward and get more people involved in. In the educational process and to really come and discuss what you. What your feelings are about your child's education and how to move it forward and that all voices need to be heard. I thought it was a great"},{"start":9914340,"end":9914740,"speaker":"D","text":"night"},{"start":9914900,"end":9920620,"speaker":"I","text":"for parents to really tell other parents. You need to bring other people to the meetings."},{"start":9920940,"end":9949510,"speaker":"E","text":"Yeah. And so there was this one lady that was saying she's making it like her goal to get more people involved because it's been like that. And I mean, as I've told you guys before, there's been meetings where, you know, only two or three people show up and it's like, what happened? There's 12 schools. We should have at least one representative. So this time around, I forget I didn't count them, but I think there was like nine representative represented and more students actually came in with their students. So."},{"start":9950230,"end":9950790,"speaker":"D","text":"Yeah."},{"start":9951750,"end":10006040,"speaker":"I","text":"And then we had the stakeholder meeting for AB3216. We did the Spanish one at Hoover School and had about 30 parents there to discuss the policy and how we're going to move that forward. Gave information to Wendy and Then again, we did that in the evening. So good presentation and good participation. That was on Tuesday. And then I went to the multicultural presentation that they were having at Orion that they provided for those of us who couldn't attend over the weekend. Really great presentation that I was there. And also Elisa McAvoy invited Lisa McAvoy because she normally goes also in the past, that took place. And then what else? What was this other."},{"start":10006920,"end":10007640,"speaker":"D","text":"Come on."},{"start":10012680,"end":10047330,"speaker":"I","text":"Wendy and I both attended the Ken Kennedy ELA enrichment meeting, which Chandra and Katie Murphy did an outstanding job of presenting to parents who came to the meeting. And if you did not come to the meeting for those parents who were invited, she went the next day and sent them the presentation along with a letter. If you're interested, please sign. Even though we still, we're still waiting for cast scores for fifth grade. But it was a very good presentation by both Chandra and Katie Murphy."},{"start":10048290,"end":10048930,"speaker":"D","text":"That's it."},{"start":10049500,"end":10051740,"speaker":"I","text":"And I already mentioned about the musical, right?"},{"start":10051900,"end":10097150,"speaker":"A","text":"Yeah, yeah, you did. You mentioned that one earlier. Okay. We got some information about the San Mateo county investment fund for April. Questions? Comments? All right, let's move on to correspondence. I did. I got one letter from the San Mateo County Office of Education. They reviewed the second interim report for the current fiscal year, and the county superintendent concurs with positive certification with just a few comments. Did anybody else have any correspondence that they wanted to share? And I, I, I actually got one for the first interm a while back. I just forgot to report on that one, so made sure I got the S this time. No, no, no other correspondence."},{"start":10097150,"end":10097390,"speaker":"D","text":"Great."},{"start":10097390,"end":10097790,"speaker":"A","text":"Let's."},{"start":10099070,"end":10107910,"speaker":"F","text":"I, I think we were were all in receipt of a email about curriculum coverage. Yep. So I just want to call that out."},{"start":10108310,"end":10110950,"speaker":"A","text":"Yeah, I think, I think we all saw that."},{"start":10112470,"end":10116470,"speaker":"I","text":"And I got another one just to myself today. This evening, I should say."},{"start":10116630,"end":10117190,"speaker":"A","text":"Okay."},{"start":10117350,"end":10119430,"speaker":"D","text":"So I'll follow up on it. Okay."},{"start":10119510,"end":10120950,"speaker":"I","text":"Eccuo."},{"start":10120950,"end":10132210,"speaker":"A","text":"Okay, great. Other business items possible suggest items for future agenda. I don't think we have any discuss board meetings."},{"start":10132210,"end":10132770,"speaker":"F","text":"Calendar."},{"start":10132770,"end":10137250,"speaker":"A","text":"I don't think there's any changes to the calendar. Then we're on to adjournment. Can I get a motion to adjourn?"}]}