{"date":"2025-06-18","type":"Regular","videoId":"-TNa0V1WU5M","audioDuration":6875,"speakers":{"A":{"name":"Mike Wells","role":"Board President"},"B":{"name":"Evelyn Sanchez","role":"Executive Assistant to Superintendent / Board Secretary"},"C":{"name":"David Li","role":"Trustee"},"D":{"name":"David Weekly","role":"Vice President"},"E":{"name":"John Baker","role":"Superintendent"},"F":{"name":"David Li","role":"Trustee (secondary label used in transcript)"},"G":{"name":"Agustin Espino","role":"Public speaker / ELAC President"}},"utterances":[{"start":5360,"end":9840,"speaker":"A","text":"Hey, it's seven o', clock, so I think we can go ahead and get started. Evelyn, can you kick us off with a roll call?"},{"start":14000,"end":14960,"speaker":"B","text":"Trustee Lee."},{"start":15040,"end":15440,"speaker":"C","text":"Here."},{"start":16320,"end":25520,"speaker":"B","text":"Trustee King. Absent. Trustee Marquez is. Absent. Vice President Weekly."},{"start":25920,"end":26160,"speaker":"D","text":"President."},{"start":26640,"end":27600,"speaker":"B","text":"President Wells?"},{"start":27680,"end":28080,"speaker":"C","text":"Here."},{"start":30080,"end":122610,"speaker":"A","text":"Good evening. So welcome to our June 18, 2025 meeting of the Redwood City School District Governing Board. Buenos noches atodos. Si raquere interpretaciono espanol. Puerto Valliama al nueve siete ocho nueve nueve cerro cinco uno tresiete y presayone. Ocho tresiete siete cerro quatro uno. El cino de numerous Persona solicita un transmissor situada alfondo de los ala. Again, welcome. On the eve of Juneteenth, we honor the freedom and resilience this day commemorates and reaffirm our shared commitment to equity, justice, and opportunity for every student that we serve. And also, in keeping with that commitment, we want to make sure that all members of the public are our partners in education. And the board encourages you to participate and provide comments on issues of concern, regardless of whether they're on the agenda to speak. Please complete one of the speaker's cards in the back of the room. If you're here in person or if you're online, there's a link from the agenda to be able to complete that there. Or I guess you can raise your hand at zoom when your agenda item comes up. If you're adjusting a subject that's listed on the agenda, you'll be called at that time that the item is being considered. And if the issue is not on the agenda, you'll be called shortly during oral communication, which will happen right after we approve the agenda. And then, to be fair to all speakers, we do limit public comments to typically to 3 minutes per person per topic, unless otherwise noted. With that, let's get through the approval of the agenda. So the first is changes to the agenda. Any changes?"},{"start":122610,"end":123010,"speaker":"B","text":"No."},{"start":123010,"end":126970,"speaker":"A","text":"Okay, so let's move to approval. Can I get a motion? In a second. You've only got two of you, so"},{"start":126970,"end":127530,"speaker":"E","text":"you got to do it."},{"start":127530,"end":137490,"speaker":"A","text":"All seconded. All right, then. All in favor? Okay, perfect. So now we are on to oral communication. I know I have one for oral communication."},{"start":139590,"end":140550,"speaker":"B","text":"It's for the lcap."},{"start":140550,"end":145110,"speaker":"A","text":"Okay, for the lcap. Perfect. Then at this time, we'll call Augustine Espino."},{"start":148630,"end":151950,"speaker":"B","text":"Oh, did you want to take a now or during the LCAP portion?"},{"start":151950,"end":168960,"speaker":"A","text":"Oh, this is for the L. I'm sorry, I thought this was a. I was so used to 8.1 being oral communication. That. Yeah, that. Yeah, I jumped the gun. Sorry about that. This is oral communication. We'll do it when it's time for the lcap. Okay, so then we'll move on. Let me double check that there's nothing online. Nothing online."},{"start":169280,"end":169680,"speaker":"B","text":"And."},{"start":170480,"end":171480,"speaker":"A","text":"Okay, no hands up."},{"start":171480,"end":171760,"speaker":"E","text":"Perfect."},{"start":171760,"end":183920,"speaker":"A","text":"Then we'll move on to the next agenda item, which is our bond consent items, because we have no action items. And so can I get a motion to approve the consent to items?"},{"start":184000,"end":186720,"speaker":"D","text":"I move we approve the bond consent items."},{"start":187280,"end":187840,"speaker":"F","text":"I'll second."},{"start":187840,"end":188600,"speaker":"A","text":"All in favor?"},{"start":188600,"end":189360,"speaker":"D","text":"Hi. Hi."},{"start":189360,"end":190890,"speaker":"C","text":"Okay, thank you, guys."},{"start":191130,"end":236310,"speaker":"A","text":"All right, thanks. So now we are on to 8.1, which is the public hearing for the local Control and accountability plan, the LCAP for 24 to 27. This is a. As a reminder for the trustees, we're going to run it in two parts. We're going to hold a public hearing which will be primarily about receiving public input. Maybe there's a presentation to go with it at that time, by all means, ask clarifying questions during the hearing. But we'll keep the board discussion for once the hearing closes and then, yeah, in the second part, we'll just have our discussion. And it's not an adoption or any sort of action item. So we're really just discussing it tonight. We're not going to make any motion that'll happen next week when it comes back. Okay, so now I'm going to open the public Hearing on the LCAP for 2427 at 7:04."},{"start":241830,"end":704010,"speaker":"B","text":"It's closer to my. All right. I do have a presentation. Okay. Can we get something? Hold on. Okay, so, good evening. Tonight we are going to be going over the review of the LCAP and the presentation is going to just go over where we are at currently in our goals. That is a lengthy report. It has many addresses, many actions. I'm not going to go over all the actions as you guys have seen, but I do want to note that the. You received a draft on last week and we just currently updated it today as we've been working on all the finalizing the budget. So there is a current version that was uploaded to the docs as well. Just want to make sure that you guys are aware of that as well as the report. Let me see. So tonight, as we know, we're going to be going over our LCAP goals. And just as a reminder, these are our LCAP goals. It's a three year plan. We are going to be going into our second year next year, 25, 26. And then in our third year, we will begin A review and then revamping the LCAP all over again. So one more year and then we're back to back to the board and recreating. So as we are looking at our LCAP goals. So just a quick reminder that this just is an internal document that really tells us and leads our district plans and it is our strategic plan of what we need to do to for our district as we move our school district forward and our goals. So we review it every year. There are three goals. The first one is really on attendance and suspensions and the second's on multilingual learners and the third on academics. So our LCAP again is just our plan action. Just as a reminder we do have this. We went over this on the mid year report. It's just a reminder for all the public that we do have to address all our California dashboard and red indicators. And we're looking at two years of row. So if you can look at 23, 24 those are the red indicators from last year. Those have to stay in the LCAP for the period of the three years. Even though we may exit a group from being in in our subgroups are really our African Americans. Even though we have done a lot better, we still have to continue to address them for three years so they don't come well nothing actually comes off the LCAP now. Everything is just discontinued as you can see. But as a district wide we do have our subgroups and our areas that we need to work on and that we continue to work towards. So all of those reds. And we're hoping there are some changes for next year as the dashboard comes out hopefully in October. So hopefully we'll hopefully see some changes. Just as a quick reminder the LCAP does address part of the have to have a percentage of allocation that goes to our unduplicated pupils again to our highest need schools that have the highest percentages. So this not a new graph to you for everyone. But this is just what we do need to address as we are 62% unduplicated pupils currently. So goal number one really addresses. I do want the board to take into consideration because there was one of our board members Mr. Lee had asked that we remove go the first section. Joe, by June of 27 every student in the Brad City will receive appropriate social emotional support. So he had asked that we remove that. So I'd like you guys as we are thinking about today what your recommendation would be about that section it does is an overall a little bit broader but it does encompass all our MTSS work that goes into Go1. That's a proactive approach to. To reduce chronic absenteeism, to improve attendance, and to approve our suspensions. It was a recommendation. So I want to bring that up to the board today as you guys are thinking about whether we leave it or not, because then that comes off or not. So I was a recommendation, and I did bring that up at. At the meetings with the parents as well. But I did want to just put that on the table for you because this is for our adoption, for the new year. So just want to start with our attendance. As you can see, we have not made as much progress as we wish. It fluctuates throughout the years. Our goal was to increase by 2%. Unfortunately, we didn't meet our goal. So you don't see any greens on this table. You do. It does fluctuate. We have a lot of work to do on attendance and our rates in order to reach our goal in two years, as you can see, we only had our homeless. We had an increase by 0.5 as a district, we had 0.4 increases. For our African American students who we are monitoring, there were eight students that make up that percentage that are at attendance. And so we really want to make sure we are looking at our English learners, which are about 404 students that we're monitoring. So we have a number of students that are monitoring for our attendance. And we're really. It's something that we're looking for forward to addressing next year as we are also writing a grant to hopefully help support this effort for our chronic absenteeism. As we spoke about before we did do you can see the green. I do want to highlight our foster youth. We have made some gains with them at 33.3%. That's the only group that we've actually been able to decrease. All the other groups have sort of maintained. And you can see from. From February to March, there was only, you know, a 0.7 change for our district. So again, chronic absenteeism is something we really do need to address and we do have some plans in place for next year so that we can begin to address this a little bit more cohesively and hopefully begin to make a dent and change in this area. And so again, for our African Americans, we have to be monitoring their attendance because they were really in the group of chronic absenteeism. And so you could see here that we got into. They were identified in 2122 because we had 17 students who were at 30.2% identified. Chronic absenteeism so you can see it sort of fluctuates from year to year to where we are today. So if you look at 24, 25, we're talking about 12 students. We're still at 35. They are one of our smaller groups of identified students. I believe we have only about 31 students. And then we all are. Also I put in our Pacific Islanders because we were in a differentiated assistance for them in 21, 22. If you see the score, they're 44, 49, 23 students. And then we got out because it went down, then it went back up, and then. Right. So we're decreasing. So again, it's a group we have to monitor because at any time that it can go back in, they can put us back into D DTS if it's two years in a row. So, you know, it fluctuates. So I just wanted to put that on the agenda because they were one of our red indicators last year. So. But it looks like we've decreased. So hopefully it won't be another red indicator this year, but our be. We do have to be continue monitoring them. This is an area suspensions. I have to say, this has been a big highlight of ours. We have really, really."},{"start":704330,"end":704810,"speaker":"F","text":"We want."},{"start":704810,"end":1300480,"speaker":"B","text":"Our goal was to reduce by 0.5 for the district and our areas and really reduce 1% for our African Americans. So, as you can see, this is an area where we have met our goal, and so we have really reduced a lot in many of the areas. So this is a great highlight of the systems that we're putting into place to help support our students. We continue to suspend, but not at the rates that we were from last year. So I believe there was 104 on 23, 24. So, you know, we had 149 students that were actually suspended this past year. As of our calculation that Jenny made was 67. So we've gone down quite a bit. Okay. So it's a highlight for. For us and the district. Again, we continue to monitor African Americans because this is another area where we have to monitor. So you can see we've really done a lot of work this year. We have 0%. And so when you look at 23, 24, it was only two students. So it is a smaller group. But we're. Again, it's a win for us here, and it'll take us out of DTS if we have this group moving out of technical assistance. So our fall climate for this is the first year we've actually implemented California Healthy Kids. And so this is just showing the table. We did. I did a fall climate survey just with the students sort of similar just to give us a gauge in the fall to see if there was any change in the year. We did it really later in the year. But if you can see the first one feeling close to people at school, you know, in the fall was 70%. And then you can see 64, 67 so not too much of a change. And then the next one was how happy you are at school again. Our fourth and fifth graders always outshine our eighth middle school 70 and then our middle school are at 54. You can definitely see one of the areas about treatment of students fairly which is that third bullet point where we are again middle elementary students always love their teachers. 82% feel they connect. But then it drops again in middle school. It's always those middle school years that are really difficult. And then we've also been trying to focus on our safety. So you can see we're a little bit higher in our safety. This year we had 80% for fourth and fifth grade and sixth and eighth grader 72% favorably. So we've had a little bit of a bump there again. And partly we're reducing suspension so that's also positive. And then you know, staying focused on school. We had our middle. We didn't have enough in our fourth and fifth I guess in there. But we have 30. There are certain questions that are only middle school. We had 33% so similar to the fall as well as doing their work. So you can see those similarities. So this discontinue we had about 10 questions in the middle school that were similar to what we did. And just thinking about the adult child relationship and who they care which is really important for our students for social, emotional, well being. So very similar to the fall for middle school. But 81% feel more favorable in the elementary. So no surprise there how students really feel about their teachers and the adults at their school sites. So very favorable. 74 and 71. We want to make sure that their notice again middle school 60% a little higher than the than the than the fall. So you can just see that there's not very much of a change. Some higher than others. But the middle school sort of telling about what we need to do. But and so when we think about what we did last year was the panorama. It's kind of this year's a little bit more favorably because they're different questions. The students really are able to answer these a little bit more forward thinking than the other One panorama was sort of like a catchy sometimes with the kids. So we will be able to see. This is our baseline. So hopefully we'll be able to see a difference next year and maybe more favorably as we continue to work on our safety at school. So for our district focus for next year, in order to address our chronic absenteeism, because that is an area we need to continue to focus on, we're really thinking about how do we do this district wide campaign, making sure we're sending out messages that are consistent and about attendance. That needs to be a focus for us. And there are messages that go on but trying to figure out that the beggar squat, how do we do this? So we are all on the same page. I think the other area we need to talk about is how we need to identify what are our barriers for some of our families, some of the students not attending, what do we need to do to help them? Is that transportation? We really need to really get down to understand the reasons why and then figure out how do we get them on site again. We've written a grant, it'll be going in tomorrow. And part of that grant's focus will be chronic absenteeism. Having a team to actually work on this will be very important because it is a large amount of work and really trying to identify and we're going to try to do a little bit of that next year. At the start of the year, we also want to make sure that all our staff are trained on what is chronic absenteeism versus truancy. We want to make sure there's early warning signs. We do a lot of that data analysis and with our new system we're getting information faster. But because we rolled it out a little bit later, we weren't catching the students earlier. So we're hoping to be able to start in the, in the fall right away. Meeting with parents earlier on versus later in the year, like October. We started pretty late. By October we already had some students who were chronically absent. And again, just to continue to provide that outreach and if the grant goes through, then we'll have a whole new system of looking at how to engage our students, probably with an online, online platform to start getting them engaged. So it's one of our goals, trying to figure out how do we engage them so that they are attending school, even if it's an online type of thing. So something we're going to try in the fall, just want to let you guys know. Okay. So we're really trying to think outside the box with Our students as and so these are all just some of the goals that we're going to be doing our actions that are in there. So we have our seven sites who will be taking on Wayfinder next year with the Social Emotional learning. We will continue with our positive behavior supports. We have Adelante and Garfield who are coming on and then we have our second year. Sorry, I didn't put the other names on there. For our three sites that will continue we will continue with our Power School. We have our Power School analytics which are visualization and then we're also hoping to roll out our behavior focus for positivity with all the sites. So we have some sites that are already doing something like this using a different app, but this one's connected to PowerSchool. We will continue supporting with behavior specialists and when I was meeting with kids the other day they felt that was something that we needed to make sure to help support students who had difficulty with behaviors. And this was the middle school kids Mental health will continue supporting them with our mental health and our life One life counselors. And again our trauma based teacher training that occurred this year, we're extending it to the new school sites to McKinley, Henry Ford and Clifford. So these are the teachers getting trained on how to support students that have been trauma. So by the end of next year we'll have had eight of our schools trained on this Opportunity School. So we're going to be changing that name a little bit next year. So our Opportunity School staff will be working with me on chronic absenteeism and with Jorge. So we're going to be looking at how to do this in a way to begin next year instead of waiting for the grant. How do we, how can we begin to attack it at the beginning of year as a team still we know that there are kids who will need an alternative to suspension. But we're also going to try to flip it to give it some chronic absenteeism focus as well. So we applied for the it's. We're calling it the CARE Grant. County Tenants to Reengage Excellence is what we're calling the new program if we get it and, and we'll know if we have it and we can begin in January once we expend the money from the Opportunity the old grant. We continue with our healthy kids. We're also looking at our. We're going to continue with transportation and gift cards for our homeless families as we have have gone up. So are we continue with all the same supports we've had this year with our Focus for, for our multidisciplinary areas of TOSAs, you know our ED services team, our community school coordinators are so essential. All right, so for goal number two now we're going into our English learners again. We want. I want to have. This is an area we have worked. Our director of multilingual learners have worked very very hard at making sure being at school sites to really monitor our English learners and really be at sites to see what is happening with our curriculum. So she is on all hands on deck. So this is an area we do want to celebrate. Our long term English learners we made. We actually decreased by 12% and so if you look at there I think it was 270. We actually have about 276 kids who can rfep but only 271 of them are fepped currently. We're. Katherine was really working with the fam with the principals to get the paperwork done before the end of the year. So. So that they start the year not in eld. So 271 kids will be reclassified next year. We take out the 8th graders out of that. That will be our ceremony in the fall. So we had good gains there. So once everything is estimated It'll be about 16%. We're hoping."},{"start":1301520,"end":1310330,"speaker":"E","text":"Yeah, I know Catherine's here because I was meeting with David last week and I didn't have the slide but you got it to me. Thank you. I thought it was 276. So what happened with the flight?"},{"start":1310480,"end":1337290,"speaker":"B","text":"Five. Five of them have IEPs and so they. We have to hold an IEP in order to reclassify them. It is 276 but we have in order for that because we were doing at the end of the year. Oh so two were able. So. More in. Yeah, we're at 273. Yeah."},{"start":1339370,"end":1339770,"speaker":"D","text":"Yeah."},{"start":1339770,"end":1340250,"speaker":"C","text":"Okay."},{"start":1340250,"end":2033710,"speaker":"B","text":"Yeah. So. So. So that number is 273 now and then. So we. Then the other ones will go to the next year's count. Okay. So a good percentage there. Our outpac Again it's one year growth. We had 39.6. Not as high as we wanted to be. But we'll take what we can with our long term English learners and decreasing those numbers in the middle. So school very happy to see and I know our principals were very happy to see that as well at looking at each of their data. So again this is just our summit of lcaps. You can see how many levels students made progress with 99.5% released. So we had a 13.3 on level four again those are our rfpping kids. Right. So a good number. So you really want to look at. We had 28.2 level three, 29.8 level two and we have 28.6. So our lowest numbers right now in level one, which is a good. We don't want that to be higher than our others. A lot of work to be done still in terms of our LPAC and our English learners. But we'll take the growth. As we are now starting to really see the fruit of all the work that we've been doing and that Katherine is monitoring and working with staff. It's great to see a little highlight in the seed at the light at the end of the tunnel is coming brighter and brighter every year. So this next year some of our focuses is going to continue. We're not letting this go just because we made a little bit of gains. We continue to focus since we have so many of our students or English learners, we really want to push that forward. And we've been talking to principals more about are fepping kids by in five years and so a lot of work to do there and looking at students who've been with us for five years and really trying to track where they're going and making sure that they're making the growth. We started our work just this last week with our principals and looking at the English roadmap and the ELA ELD framework and getting them to understand what does it mean to be an English learner. Some of the strategies and so some of that work will they'll be doing as PD with their staff. So that's work that we're continuing. We're part partner with kom. Creative Minds is a company. It's actually one of our coaches that we've had this year and so she continues to help support us and just trying to really elevate our English learners as well as our principles and what to look for when they're in classrooms and giving feedback. So it was really. I felt la last week was really positive. I felt like there was renewed emphasis on our English learners and not just that it's good practices for. It's good practices for all if we highlight what we can do for English learners. So really working on with our administrators on making sure they're providing feedback on what are some of the best practices for English learners in their CL in their classrooms and really highlighting the things that are coming about in their schools. So we're. We're really focusing on providing principals those tools so that they can then meet with their staff and move that forward next year. We're also for our English, our language power. We're actually having common assessments for modern students growth throughout the year. So Kathryn has put together a timeline of when those assessments will be due and so that we can then look at how are they progressing on that assessment that are doing through the curriculum. So we really want them to have them done before we actually do our LPAC test again in February so that they're monitoring them. So again, our focuses continue to be our eld, looking at what we're doing, all of our supports. We continue to provide field trips, enrichment for our unduplicated pupils and we continue to have support staff for newcomer staff. In meeting with the kids on Monday, they really talked about we had a lot of our newcomers in summer school when we were working with them and talking to them about lcap. And they really do appreciate having someone in the classrooms who can help them when they're not still not quite ready to be able to access English. So they wanted to make sure we highlight that. So we're looking at elevation. Continuing with elevation. We're looking at our duly. We're actually looking. Catherine and I were actually talking about our duly identified students which we still need to meet because Stanford also wants to be able to partner with us on this area. So it's something we have to meet with Stanford about. And we've already talked to Maeve about about. So we're trying to put up a meeting so we can do about our duly identified students. And again, continuing with our professional development. And the one thing we added actually yesterday, I forgot to put it in here, was we're looking at actually an assessment for our bilingual kids and how we can monitor them a little bit more in their language. So not just on Spanish, but also Mandarin. So we're trying to look at how can we monitor their growth in their. In the language they're learning at Adelante as well as our bilingual kids. So Catherine and I are looking into just researching what else is out there that we can use to have some form of assessments of our programs. It's not just taking the English test, right. But really thinking about the orc parts of their learning language as well. So we're looking into that. That's a new focus. Okay, so for goal number three, again, our goals were to increase 4% in ELA in math on I ready and looking at reducing our English learners. Well, increase our English learners to meeting 20% in ELA math 16%. So as our scores have come in, we Definitely have had some gains here. We wanted a 4%. We know in I Ready, we had 4%. So our ELs, we were able to meet our 4%. With an Altels as a district, we were shy by one point to meeting that goal. But then we went down. We decreased for African Americans. So looking at what do we need to do for our target population to increase in ELA for math, again, we had a 4% growth. This is an area we continue to have to focus on. Math is definitely not an area we're doing well in. We had, you know, 1% district wide, 1% with our ELs, and we decreased by 1, and then we decreased by 5. So again, an area that we are still needing to work on. And part of it is a lot of it is also the reading comprehension part of math. So really targeting what we're doing in language arts will really help support our math. So now we get to see our CAST scores again. This is with 91% scores released on 69. So our goals for the district was actually to have 4.8%. So when we look at our district wide, we're at 49.6. Tentatively, it can go up or down once we have more release scores. So I think Ginny is online, so she has the latest scores online. So if you guys have questions. For our English learners, we had a gain of 8.8 right now and for altels as well. So it's a small gain, but it's. We're in yellow because we're not green yet. We missed it. Our African Americans again decreased and our students with disabilities decreased as well. So again, we take all the small gains that we're making progress. We still have a lot of work to do. Right. Again, for our mathematics data, as low as we have, again, we're looking at our district wide was 2.9 was about 3%, so we only made 2.94. So we looked at our ELs, they stayed the same. Our ALTEs were at 0% before, so we have a 1.2 gain with them and again a decrease for our other two subgroups. So again, math continues. It's just an area that we really need to work on. We've been working so much on reading, phonics skills and getting them back into school that we need to continue to focus on math next year. So we are now also tracking our science because we don't know if that's going to come on the dashboard. But we do see some gains here, small gains, but they're. Nonetheless, we have some gains and next year you'll see that one of our focuses is going to be science for an elementary school. Schools to hopefully increase these numbers. But again only at the time that Jenny had this Data was on 85% scored. Okay. So our focus really next year is going to be on reading comprehension. And so district wide we have different things that are happening and I think I missed putting one on here. But our language arts we are going to be partnering with CRLP again for third through eighth grade teachers are going to be getting trained on a reading comprehension protocol. So we're working with CRLP on that. We have our K2 we're sort. We're revamping coming back to benchmark adelante curriculum and they'll be training again just on getting back into the basics of of our actual curriculum for K2 and looking at the reading part. We've done so much foundational skills work but we really need to bring not just foundationals, we need to bring the two together. So focusing on our curriculum with an emphasis of comprehension. We know that mathematics continues to be an issue. So we are continuing with our mathematics program and our coaches trying to give feedback and doing lesson planning with some of our teachers. We know we're also one of the areas we're asking everyone to do is common assessments to district wide in math. So every chapter really trying to do that they have on the IM has math tests that can be done online that the teacher does some grading. They have to do the rating of the writing but other month the calculations that's done for them. So we're really trying to move that forward especially with third and up K2 again you have to read the problems a little bit more to them because a lot but so they still do paper pencil. But we really want to try to move the teachers to start using some of those online assessments. We're continuing to do PLC work next year again this year we sort of laid the foundation. So next year our goal is that teachers actually start using the data to really start planning their lessons to really impact what's happening in the classroom with differentiation. And so that that's just a work and we're actually bringing in solutions tree to help create the collaborative work on site with our coaches, our teams. So it's work we're continuing the other thing we just. I didn't add on here. Our middle school language arts teachers are also going to be trained in what's called ECRW which is expository reading and writing or creative writing and Right. Am I right? Wendy I always rest that expository creative reading and writing. Yeah, reading and writing. And so the teachers we have partnering with the county this year. So in the fall we all our teachers, language arts middle school teachers will be. Will be trained. It has an emphasis of integrated eld. And so we're really happy to see that because it's part of the work we've been doing. And so they're going to be getting trained as well as we're just opening it up to other people in the area as well. And we don't have to pay for it because we are hosting it. Other people will have to pay. So we sort of got on the bandwagon and before they're disbanded because they're losing federal funding too."},{"start":2034060,"end":2040700,"speaker":"A","text":"So is that the same class that Kennedy's been offering for Exposed now? So we're just expanding it to the other middle school, but it's been revamped. Okay."},{"start":2040700,"end":2043420,"speaker":"B","text":"It's been revamped with an emphasis on eld."},{"start":2043820,"end":2045980,"speaker":"A","text":"That'll expand to the other middle schools as well."},{"start":2046060,"end":2145330,"speaker":"B","text":"Yeah. So everyone's getting trained. Yeah. So it's really some of the good practices and how to integrate the ELD content into it. So that's what we're excited about that. So again, our continued focus as you see 4th and 5th grade next year actually we're actually just talked about adding third grade, but fourth and fifth grade definitely we're going to be doing FOSS training. We're going to actually ask all teachers start the year with science FOS kits. We're having a training for them to plan and prep for the first unit and we're adding third grade now to it as well. So really we know that there are some sites who are doing this foss, but we want all sites to do it. And so that's going to be one of our focuses next year. And as you know, pilot, we're doing a new pilot with our new benchmark at Taft and Garfield. And then we have the new dedicated planning Weekly planning at TAF for 35th for an area to a new pilot there. So lots of things happening in the district as well as we're trying to revamp our and Catherine I are also revamping our bilingual program model. So, you know, we're continuing with a lot of different support systems in place to help achieve this and monitoring our students. And we're just one of the things we're adding a little bit more this year is tutoring. That was one of the kids by far that what the students asked for is tutoring. In the middle school. So we're adding a little bit more funding for the tutoring and we're going to figure out how much more we can do with our kids because we. They do need it specifically more in the middle school, which is. Is a little harder. So looking into that and we're going to continue with summer school."},{"start":2146370,"end":2146770,"speaker":"D","text":"Right."},{"start":2148130,"end":2154290,"speaker":"B","text":"So any questions on anything? It's just a quick snapshot of what's on this 100 page document."},{"start":2154450,"end":2160850,"speaker":"A","text":"Anything to clarify real fast, clarify on the slides. Otherwise we can take public comment and then go into our quick question."},{"start":2161250,"end":2161730,"speaker":"D","text":"Foss."},{"start":2162370,"end":2166250,"speaker":"B","text":"It's the. Yeah. It's our science. It's our. It's our elementary science curriculum."},{"start":2166250,"end":2167530,"speaker":"D","text":"Cool. So stand for something."},{"start":2167530,"end":2170410,"speaker":"B","text":"It stands for something."},{"start":2171290,"end":2173370,"speaker":"A","text":"The science. One of the S's is science."},{"start":2173450,"end":2174890,"speaker":"D","text":"Okay. Hands on something."},{"start":2174970,"end":2186650,"speaker":"B","text":"Yeah, it's. It's a hands on curriculum. So in the elementary. It really h. It's a kit that comes to you with everything. Cool. Yeah. It's a lot of fun. A lot of fun. Yeah. Love teaching that."},{"start":2187050,"end":2187530,"speaker":"E","text":"Yeah."},{"start":2187610,"end":2188250,"speaker":"B","text":"Thank you."},{"start":2189450,"end":2194300,"speaker":"A","text":"All right, let's continue with public comment then as part of the public hearing then. Now, now Augustine, is your turn."},{"start":2194300,"end":2194740,"speaker":"E","text":"Yeah."},{"start":2197300,"end":2203820,"speaker":"A","text":"And then you'll have three minutes. You'll be able to see the timer on the screen. It's. It's actually on the front of the podium. And then the button to turn it on."},{"start":2203820,"end":2204060,"speaker":"G","text":"Yep."},{"start":2204060,"end":2204900,"speaker":"A","text":"You got your Prof."},{"start":2204900,"end":2205700,"speaker":"C","text":"Perfect. Thanks."},{"start":2206260,"end":2389140,"speaker":"G","text":"All right. Good evening. My name is Augustine and I'm a parent. My daughter go to Kennedy. I want to say thank you for the work you guys doing and then all the effort you have put in to help these kids. The time is limit. The report that we see over here, it said over here that we didn't met the 2% goal this year. Last year I, I believe I was around over here and that's why I want to come again to see if we cannot be able to. The district is able to make those goals. And then we also last year to say, hey, we have a plan in place. Let me take it back a little bit. I'm also the president of the ELAC and I've been attending with Catherine every month in the meetings. So what I'm going with this is on the meetings. We don't see a lot of parents and the district has a lot of Hispanic community. So I'm here to say what the district is trying to do it to make sure that those families attend and participate to help these kids. I have a family and friends that I know firsthand. They are not educated and I am one of those and then the goal in the mind is they just go drop the kids on the door and leave and all that. So we see from the report something is not working. It's the absentees and then the family is not getting engaged with the district with the meetings. So I'm curious to see if the district has something really serious plan how to engage with parents to make sure that they be engaged with the district, with schools and so that kids benefit from it. Having said that one more meeting I'm gonna jump into a different subject. I have been hearing the district is considering to bring more advanced class for those kids that are doing good and I'm good for that. But one of the meeting last year I also noticed that. I don't know if I'm allowed white and Filipinos. I think it was they were scoring really high. African American and Latinos were really low. The gap was huge and I wasn't impacted by because I really do believe that we can do better. And then I'm wondering and I'm asking you all why you guys are doing to close the gap and then if we bring those advanced classes what we are going to be doing to those who are struggle. I'm concerned about that. I'm not blaming the parents or those kids that oops, sorry."},{"start":2389700,"end":2390020,"speaker":"C","text":"Yeah."},{"start":2390020,"end":2430510,"speaker":"A","text":"Thank you Augustine and thanks for your work on ELAC and again for being here and and discussing tonight. Any other let's see before we move on I'm going to look and see if we have any more public comment, any additional comments from the public. Okay then it's 7:40 and I'm going to close the public hearing and now that it's closed any further questions, comments, discussion? Maybe trustee leaf. You could start by clarifying your recommendation for Goal one language and then onto anything that you want."},{"start":2430830,"end":2431190,"speaker":"B","text":"Yeah."},{"start":2431190,"end":2488250,"speaker":"F","text":"Thank you. Yes, I'm a little bit concerned embarrassed. I I do want to clarify the piece Anna that you mentioned about gold 1. I think happy to discuss it and we should because it's been brought up my, my initial question was more about because the way that it was uploaded on the official California Dashboard. I think that specific piece about MTSs and social emotional learning references 2024. So I, I when I, I think my question was intended to ask whether or not that was a typo in whole that was supposed to be removed because it's in the previous lcap. But I have no issues with keeping it like I think it's important we should do it. I think it does tie to some of the metrics although not all of them. If I had my perfect world, we'd have probably a separate goal that ties a little bit. Let's not, you know, let's not do all that. But from my view, I'm not trying to. I did not intend to say that we should remove it, but we. I mean, if there's other discussion, we should have that discussion of others feel differently."},{"start":2490100,"end":2499780,"speaker":"A","text":"No, I think that's fine. I agree that the statement including social emotional health is an important part of it. Yeah. So I appreciate keeping it there. Thanks for clarifying."},{"start":2501460,"end":2529690,"speaker":"F","text":"Okay, cool. I do have a few other comments, questions. One is maybe just to address the latest speaker. I don't know if this is necessarily the forum for discussion, but in general, I do agree that I think community engagement efforts within committees are super important and we should be focused on it. Again, I don't know if that's something to. I don't think it's probably something to address today. But I want to just acknowledge that I do think it's important and we should figure out a way to move that forward. And that's not. That's kind of an entire government team and everyone else responsibility."},{"start":2529770,"end":2530090,"speaker":"D","text":"Actually."},{"start":2530090,"end":2534810,"speaker":"A","text":"Thanks for bringing that up. I don't know. Dr. Baker, do you want to have a quick response about what you're thinking about the issue?"},{"start":2535210,"end":2659160,"speaker":"E","text":"So, Augustine, we have Michelle Griffith, who oversees the community schools and all of our schools, with the exception of four, don't have a community school. So over the last two days, she and her staff, which are the community school coordinators, which are the principals at the community schools, which are teachers at the community schools, one of the biggest pieces that's going to be an emphasis next year is parent engagement and getting those parents involved at each school level. So there is a plan that's being developed right now to make that come to existence at each of our community school sites. Now that for those parents who are not at a community school and the communities, those schools that do not have them are Cloud, Cloud, Orion, Henry Ford and North Star. If there are parents that want to participate in any of this type of engagement, we will encourage them to do so, being that there's not a community school at their site. But it's one of the biggest components that was discussed over the last three days and we brought in an outside facilitator to help us with this. So you will be seeing more emphasis in parent engagement. Now, it's just now we have to come up with a gimmick to make sure that parents come. So does that mean we should have definitely we need to have childcare. We know that for sure. But what do we do? Do we do dinners? Do we, like, have raffles or something? You come to and you participate and you get this or that, but we have to come up with something. It was seen at all of the school sites that have the community school and family centers that. It's a very important piece that we need to put into place. So it was highly discussed yesterday. There's a format right now to get it started. So look for that information as it comes out in August."},{"start":2659320,"end":2659960,"speaker":"C","text":"Okay."},{"start":2661400,"end":2663440,"speaker":"F","text":"And maybe share it with anyone else as well."},{"start":2663440,"end":2663720,"speaker":"D","text":"Right."},{"start":2665400,"end":2982390,"speaker":"F","text":"Per usual, Dr. Baker's way ahead of me, so that's great. Thank you for sharing that. A few other things. I know this is a presentation that's public hearing mostly on the document itself, but it's also kind of doubling as a recap of kind of how the year went. So just want to acknowledge and appreciate. This is very helpful for me to see. I think the big two things that I noted were, yes, we have. And thank you for putting together a lot of the slides that kind of summarize the different pieces. But one is, yeah, there's some growth areas. Specifically. I think, as we've already acknowledged, chronic absenteeism is still something that we need to tackle, and I think it is largely among LTEL population. I don't. I don't think it's a surprise, given the general climate and kind of the impacts there, that we just. We still need to figure some way around that. But on the brighter side, like, the LTEL progress across the board was very, very good. Right. Which is only even more impressive given the chronic absenteeism. So that. That tells me that a lot of the progress. I know that there's been an immense amount of work from Catherine, from everyone else on focusing on that, but it's like, yeah, when we put in the effort and the work, like, we can achieve great things. So that's. That's keeps me very optimistic. So just want to acknowledge that. A few kind of small notes on the document itself. And just as the context, for me, I think it's helpful. Like, there's just so many moving pieces. Right. The district obviously is very, very in the weeds and knows all the things obviously the school does as well. As a board member, I am a layer removed. And then I think the general public is also another layer removed. But from my perspective, I think both the presentations and the document, in my ideal world is that, like some. A layperson could read it and understand what's going on. And obviously there are challenges because of the format and that's, you know, that's a state issue, whatever. But we can do. I think we should push to do what we can to make it clear. The specific ones that I had in mind were just very like words missing. One of them is for the. The growth metric that we use the I ready. And I know this and I'm just going to put it out there and pull it. I think the board knows. I know it's been discussed in other forums, but I know that when we use the I ready growth data, what we're looking at is the projected annual growth at that period of time when the students are tested. And they're not tested at the end of the year, obviously, because that would just. You can't do all the tests at the same time. But I believe we're looking at an 80%. We're basically saying, look, 80% of the year. So we're expecting 80% growth. That's what our target, which is totally fine. I just think we should make sure that it's there. Because what I fear is that we, we have multiple sets of data and then people are going to read it and interpret it differently. I just love to have single source of truth. Let everyone be on the same page of like, this is exactly what we're looking at. So there's no confusion. The second piece is on just the title for the growth metric itself. And I can pull it up, but, you know, let me pull it up so that I don't get the wording wrong. Yeah. So we, we call it currently through this metric 3.1 and 3.2. I already reading annual growth. It seems small. I would just add I already reading annual growth met or exceeded or something like that. Because when I read that, I actually don't know what the percentages mean exactly. But what we're saying is this is the percentage of students who met or exceeded their annual growth target. Again, very small, but I think it helps clarify what the intention is. Last couple things. And again, I don't think this is for this form necessarily, but in the spirit of like, we did a recap, obviously, we just got in a bunch of data and we're digesting it. I love slides 15, 21 and 30 that are just very clear of like, okay, here's a bunch of numbers. Now this is actually what it means. And I think what I saw was a lot of statements of here's kind of what we're generally thinking we're going to plan for this and then move step forward based on that. I think it would be really helpful in the fall, once it's been digested again, to know like, okay, we did the diligence, we understood it and here's what our plan of attack is in light of that. So again, not like a today thing or a. Certainly not a criticism of what the work was to put together, but I think it would be helpful just as a future looking kind of thing. And I think part of that is also I know that obviously we look at the district wide sort of data. I think we do. And this is maybe a controversial piece, but I do think it's helpful to also acknowledge the pockets of success that we're seeing. Right. Because I think that, I imagine that we are having different strategies to some degree in different schools and probably different reasons for success or lack of success. And to the extent that we can really isolate what was causing the successes in one area and maybe not in another, but we can replicate that like that would be helpful to understand. So I know we don't like to. It's difficult to highlight different schools, but I do think it is, it can be helpful."},{"start":2982390,"end":3005570,"speaker":"D","text":"But I think that becomes especially important where if we're running experiments at like Taft for instance, like we do that explicitly because we expect different outcomes. And so I think where we are unsure about an approach having different approaches at different schools and calling out what's working, what's not working is itself the learning process and would not be a bug, but a feature."},{"start":3006050,"end":3006530,"speaker":"C","text":"Yeah."},{"start":3007810,"end":3048320,"speaker":"F","text":"And I said, yeah. So I think we're on the same page. It's great. I say that although with of course the idea that like this is not an idea that we need to be demonizing or casting blame on anyone. Like yeah, it's. We're just everyone's learning anyway. That's just my general thought. The last, actually only, only question that I have is just in light of all of kind of what we've seen, which is I think a lot of progress. Even if we didn't exactly meet the goals that we set on the kind of per year basis, do we feel that the metric targets that we've set for year three are still appropriately ambitious and achievable?"},{"start":3050320,"end":3356890,"speaker":"B","text":"That was a phase, I think. You know, I wanted to say I think we've put a lot of effort in and I think we, as long as we continue to make sure we're building and it's one of our goals is really building what we're doing with the schools. Right. We. We put in our Foundational skills. We put that very clear in. For two years we've been working on that and we've sort of left the comprehension behind, which is essential to our, to taking the test. And actually this week, when we met with the principals last week, there was a lot of conversation about the work that needs to go in and then thinking about how, what's the work we. They need to do at the site level and what supports they need. And I think if we can do all that collaboratively, really build, I think we can meet our goals. We didn't set. I mean, honestly, they could have been higher. Right. And 3%, 4% is not a lot when you look at what we thought. But we haven't achieved that in the last five years. Right. So we're making gains this year, finally moving the target slowly but surely. So I do think that next year we're going to be seeing a little bit more different because our teachers are also being impacted with what we're doing and really putting into the same protocol about reading and looking at the emphasis of what we're doing for our English learners as a district. And the principals doing that work at the sites, I think will impact because strategies that are good for one are going to be good for all. The other thing we've been talking about across the district is making sure our students are engaged in their learning. That has been something that's been evident that came yesterday. Like how do we get our kids engaged? How do we get the teachers involved in that engagement? It's not just reading to the kids. Right. It's about making them be. Have that. That opportunity to really have that communication. And I think last week when we went over the strategies that we went over, I think that was something principals felt they could take away and do with their staff. A lot of great buzz and we're going to continue that work coming back in August and then throughout the year. So we also have a coaching model for our coaches, our principals, which I think we want to empower and engage. I think we have the right person that we've selected to help us. She's dynamite and everybody's very positive and she's willing to help us create the systems of change as well. So I think we're off to a good start. And she's also going to be working at some of our, one of our, some of our sites and doing some of the practice that we started this year that we're going to continue. So I do, I do think it's positive. Do. I wouldn't Want to change them right now? Yeah. I think it'll allow us to see when our. Will we develop the new lcap, what is achievable. Right. And then we can set higher targets if we could achieve little. And I, I do think the chronic absenteeism is something that's huge. And I, I been talking with John about we need to think outside the box for our chronic absenteeism. And if that's online learning at the start, that's online learning. We have to figure it out. We can't continue to not address these students. So we're really trying to figure out how do we do that to engage them and bring them back, because they're not learning at home and they're, you know, they're affecting the school site. So if we can get them engaged in a way, even online, it's purposeful and meaningful for them and hopefully bring them back onto the campus. And that's always our goal. So we're trying to really figure that out and have a team to do that. It's going to be really important to do because you can't move it with one person. It has to be a team effort. And so we're hoping that we can get this grant that we can put a team effort into it for the next three years and hopefully sort of cut out that some of this, you know, thousand kids that we had at chronic absenteeism at the end of the year is not okay. Right. Put that in half at least, if not, you know, deplete it. But it's going to be hard, but we need to start. So, yeah, I think we're, we're on the right track and we're doing the work, and I know teachers are doing the work. And I do want to appreciate the teachers have gone through a lot of training in the last three years. They're sort of like, can we just plan? No more pd, Right? They're at that point where can we just plan, you know, but it's constant, right. You have to constantly be looking at things and, and revamping things and giving them. So this, everything we're doing this next year, though, is plan, is the focus, is planning our PLC minimum days. It's to have a focus and for. Have teachers to plan. So every part of the week this year is all about having instruction time, instructional time for them to actually do the work that needs to be done to make it move. So I think it'll. I mean, we've done a little bit and we've done a little bit of plc Work So next year that we have a really solid top plan. I think it'll be. We'll see. We'll see the. We'll see the benefits at the end of the year."},{"start":3356970,"end":3368170,"speaker":"F","text":"Okay. Yeah, I. I trust the process. If they believe it's. We don't want both too high and too low are bad. So if we think it's achievable, I just that I trust that."},{"start":3368170,"end":3368810,"speaker":"C","text":"Thank you."},{"start":3370890,"end":3371370,"speaker":"G","text":"Cool."},{"start":3372010,"end":3534680,"speaker":"D","text":"So, yeah, I just want to start off with superb progress on LTELs that there was a lot of work by a lot of people. Really exc to see that. I think I've said before, I feel like the state of California is kind of moving in the wrong direction with this having a longer definition of how long LTEL is bumping that out from five years to seven years. Especially when there's so much data that makes it really clear that English proficiency by the end of third grade is really the cut point where things become increasingly hard to catch up. If you've missed that and just taking a look at some of our numbers, like 39% making annual progress on the LPAC levels, if a typical student enters with ELPAC level one, that math shakes out to imply about seven and a half years before English proficiency is going to be achieved, which basically means end of sixth grade, not end of third grade. And that's way too late. Even with our putative goal of 50%, that would mean English proficiency for the median student by end of fourth grade, which is still too late. So I would say if we do have starting to think about what our next wave of LCAP goals might be, I would suggest a goal of something closer to 62%, which would enable a median student who's joining us in TK or kindergarten to be English proficient by the end of third grade. And that's how the math shakes out there. Just as sort of like a metabit. As we're in the middle of LCAP and discussing LCAP and reviewing these goals and making forward progress on some kind of struggling with some others, thinking about what does that tell us about the process here, about how we've set these goals, about the work that's happening on these goals that can inform that next round of lcap? Like how are we learning about the process of setting goals and achieving in achieving some goals and struggling with other goals? Right. And are there ways that we could be going about that even better, bringing in extra resources, having peer districts that are similarly situated, wrestling with similar problems? Just what are the resources we can bring to bear to go and tackle these things and set goals appropriately and set goals with clear language. Right. Where we're all on the same page about exactly what these things mean and can measure them, not just district wide as a dashboard, but on a per school basis and ideally even on a per grade level basis as well. So it'd be good just for us to capture as we bump stub our toes in terms of lack of clarity on some of these goals or how they're being reported out. Again, not with a goal of blaming anyone, but just like a goal of like we should have clear goals that would be good to capture so that that can go into our LCAP goal planning process. That'd be really good."},{"start":3536360,"end":3536840,"speaker":"G","text":"Yeah."},{"start":3536920,"end":3547470,"speaker":"D","text":"In terms of the experiments with online school, I would love to learn more about what kind of experiments we're planning on doing for chronic absentee students."},{"start":3548670,"end":3611390,"speaker":"B","text":"So one of the things is trying to figure out who they are. Right. We're going to identify, we have, we know we can identify them. And looking at what we're trying to do, we're also, our goal is that if we do an online it will be bringing them in slowly. So meeting with the families because that's number one. We need to make sure families are on board because at the end of the kids have to log in. Right. And so thinking about a four day week online and a one day week in person and then gradually increasing that to two days at a site, we're really thinking about middle school. Start with middle school first and then think about what we can do for the elementary level in terms of what's the family engagement piece we need to do with the elementary and really at the tkk because that's really where a lot of it is in the elementary because they develop bad habits. Right. So they. It's year after year. But for the online it's really trying to, we're trying to think about creating a trimester. By the end of the trimester they would be back in school at their regular school."},{"start":3612270,"end":3619990,"speaker":"D","text":"But like what does that mean for a TK or a K to be going to school online? With our district it would be."},{"start":3619990,"end":3621230,"speaker":"B","text":"We're starting with middle school."},{"start":3621230,"end":3621630,"speaker":"D","text":"Right."},{"start":3621630,"end":3677620,"speaker":"B","text":"Sorry, we're starting with middle school for elementary. It's a different aspect of trying to engage the families to figure out what is the barrier to getting the child there. So working with the families and figuring that out, like what is it? Right. So we also know that unfortunately in California kinder is still not mandatory until you're six. Right, Right. And so families tend to say it's not important. So we really need to educate them how important it is. That it may not be important doesn't seem because it's not mandated. But at the end of the day it does affect our scores and it does affect the children do. And we are getting really good results with our TKs and how important that is for the foundation of what there's happening right where the families are. So it's in the primary world is really trying to figure out what do we need to do with the families to engage the students. What is causing this right to make them is more about an educational part versus bringing them online. The online's more at the middle school level."},{"start":3678180,"end":3692310,"speaker":"D","text":"So. So for that let's imagine we have a school avoidant sixth grader, right. Do we have an online curriculum for them? Do we have a mechanism for them to check in and say I was actually present and learning for X number of hours today."},{"start":3693110,"end":3745330,"speaker":"B","text":"So we are. We have to work out all the logistics of that still of what that would look like because we have. If we identify an online teacher right one person it's going to be hard for them to do say 6th, 7th and 8th grade. So we would have to save for 6th grade unit and then having them do their core curriculum. We're also looking at providing some type of a tutorial because most of these kids are not attending or probably behind. So we're looking at what can we provide in terms of tutoring for these students as well and if they need some mental health, how can we provide that online? If they have an iep could we have someone from an IEP to get their services? So we're really thinking about all of the depending on what the needs of the child, how do we get them so that at least they're joining online throughout day. The. The day. The amount of time we haven't done. But again it's just right now we need to flush out those parts at the beginning of the year."},{"start":3745330,"end":3759250,"speaker":"D","text":"I mean there's a parallel universe where we. We do a really good job on this and maybe even deliver as good or better an educational experience online. I'm like how are we going to be tracking."},{"start":3760130,"end":3790820,"speaker":"B","text":"Well, we're going to start small so we really want to start with a group. And so part of our thing is we talked about interviewing the families and bringing and making a contract with families because our goal isn't that they're going to be online all year. Our goal is to get them back into the classrooms at school sites. So part of their integration is working with the families get them on to whether we are at a school site as an office to say with our opportunity school, we're at one site they come to, they start coming here first to build that relationship before they go back to the bigger school."},{"start":3791360,"end":3796760,"speaker":"D","text":"But, and maybe this is a perverse question, but what if we find they're making more progress online than when they come on campus?"},{"start":3796760,"end":3799320,"speaker":"B","text":"So then we'll have to figure out what that looks like."},{"start":3799320,"end":3799800,"speaker":"D","text":"Okay."},{"start":3799800,"end":3815440,"speaker":"B","text":"Right. I mean at this, our point isn't. Our point really is not to come for be online all year, but to try to re. Engage them because some of the kids have anxiety. Right. And some of the kids may be because of bullying. There may be other things that are happening we don't know about."},{"start":3815520,"end":3818640,"speaker":"D","text":"But the point is to educate them even more so than it is to"},{"start":3818640,"end":3821880,"speaker":"B","text":"get them through 100%. We need to educate them."},{"start":3821880,"end":3822240,"speaker":"C","text":"Right."},{"start":3822320,"end":3836960,"speaker":"B","text":"So trying to figure that out because we don't have an immense group of teachers that could do that. But thinking how do we just start and try like an online platform and see if we can get them. If we can't get them on, then we have to think outside the box. What's our next step?"},{"start":3837280,"end":3854380,"speaker":"D","text":"I think it's fantastic that we're running the experiment and I would be intrigued at a success failure with, oh no, we've gotten very good at teaching these kids online and it's actually working, working better than in the classroom. But we'll look at the data and it'll be very interesting to see if that's the case."},{"start":3854380,"end":3855580,"speaker":"E","text":"Then we have to rethink."},{"start":3855580,"end":3857020,"speaker":"B","text":"We have to re. Yeah, exactly."},{"start":3857020,"end":3857860,"speaker":"E","text":"Think of what to do."},{"start":3857860,"end":3869460,"speaker":"A","text":"Although honestly, school is more than just like the education that they get in the classroom is community building and some of that. And so you will lose out on that. And I think that that's an important aspect that we wouldn't want to like, you know, so let's not forget about that."},{"start":3869460,"end":3918720,"speaker":"E","text":"Yeah, I don't, yeah, we won't, we'll forget about, forget about that because what right now we're experiencing, especially talking to these parents and I had a couple in my office a few weeks back and they didn't know what to do. I mean, we can't get the kid out of bed and we're, we're still providing mental, trying to provide mental services and that's not working because won't accept it. And so the parent goes, I'm not going to impose it on them. And I'm just going, but you're the parent. And I just went, oh, My God. And that's some students were dealing with. And these are sixth, seventh and eighth graders. So I applaud this and to see where we're going to go with it. If we find someone, especially a teacher that can be assigned, we know that Ben will probably."},{"start":3918880,"end":3919800,"speaker":"B","text":"They'll be starting."},{"start":3919800,"end":3931360,"speaker":"E","text":"It'll be starting it. But then if we find that it's becoming successful to get them back into the classroom, then we start thinking about, okay, is there somebody else out there that we can."},{"start":3931760,"end":3936430,"speaker":"D","text":"When will we expect to hear more about this program getting fleshed out and how it's going?"},{"start":3936670,"end":3980750,"speaker":"B","text":"So we're giving ourselves the first because part of the. The grant is, is to focus on this, the new grant that we're trying to do. But I really want to try to start in the fall just trying to catch a group of kids and try to see it just for the first and see how it goes. Because this way then we can. So if we get the grant, then we're going to have. We're also. The grant is also providing us an opportunity to have someone who's going to focus on those kids. That's not just me doing it or one of our team, but it'll be a person that'll focus meeting with the parents, doing all that background work so that then the teacher can do their work. Right. So they could be doing the whole visits, they can be meeting with the family, they can be setting all this up. But we need someone in the back end to do that. Right now we don't have any."},{"start":3980750,"end":3984150,"speaker":"D","text":"So this being done as contingent on our getting this grant."},{"start":3984630,"end":3987350,"speaker":"B","text":"But we're going to start. We are going to start next year."},{"start":3987800,"end":3992520,"speaker":"D","text":"We're just going to start to do something. But it can be more of a something if this grant lands."},{"start":3992520,"end":4001800,"speaker":"E","text":"Yeah, if the grant lands. And then there, there is some. Some dollars from a foundation that are still left that we have carryovers where. That we can utilize."},{"start":4001800,"end":4003800,"speaker":"D","text":"When do we find out about whether or not we got the grant?"},{"start":4004120,"end":4005720,"speaker":"B","text":"We're turning it in tomorrow."},{"start":4006360,"end":4007960,"speaker":"E","text":"Just signed it off today."},{"start":4008440,"end":4031810,"speaker":"B","text":"We're turning on John, just signed it. We're turning it on Friday. So we're hopeful. You know, we're hopeful because it is one of the things that's addressing is chronic absenteeism is our goal. And so we're hopeful. But regardless of it, we do have someone in the position. We have somebody for next year because I'm paying for it al cap. So we want to try and see what we can do with that person and impact a little bit more."},{"start":4031810,"end":4034650,"speaker":"D","text":"What would you say our odds are of landing the grant? 60%, 70%."},{"start":4034650,"end":4039990,"speaker":"B","text":"I don't, you know what? I don't know because I've never. They. This is, this is the same grant where Opportunity School came from."},{"start":4040060,"end":4040460,"speaker":"E","text":"Okay."},{"start":4040700,"end":4046260,"speaker":"B","text":"So I think they're probably pretty high because it's addressing a major issue in the. In the count and the state."},{"start":4046260,"end":4046860,"speaker":"E","text":"In the state."},{"start":4047180,"end":4049260,"speaker":"D","text":"Fingers crossed. Thank you so much."},{"start":4052140,"end":4052500,"speaker":"C","text":"Great."},{"start":4052500,"end":4052940,"speaker":"D","text":"Thanks."},{"start":4053580,"end":4135770,"speaker":"A","text":"You know, just thinking about. Yeah. I want to echo everyone's thoughts on goal two and the progress that was made there for long term English learners. But also the RFEP numbers look outstanding. I'm really excited for all the work that you've done so that we get to stand on the stage and congratulate each one of those students that the next ceremony it's the one of the benefits of their 275. It's just, it's remarkable. Clearly still work on LPAC growth and you know, need to continue to focus on that. But just great to see that going. A lot of my questions were really around gold one. One of them was to David Lee's question about like the aggressiveness of it. But we've talked a ton about attendance and what we're trying to do about that. So it's clear that a lot of effort is going into there. Some of the other things that I had noticed on goal line and I'd ask these and you kind of answered them offline. But I just wanted to make sure that I understood the answer. But one of them was around, you know, whereas, you know, we saw a lot of individual counseling services rendered like 300, I think it was 393. Almost 400 students got individual counseling which is outstanding. But you know, they're still wait lists. And then suicidal ideation kind of doubled from 29 to 62. And so I was just wondering if you could sort of talk about are there things that we should be doing different? I mean funding is not going to change likely for this program absent like some external funding source. So are there things that should be done differently there?"},{"start":4136330,"end":4164590,"speaker":"B","text":"I think with. I think the reason we have. We've been able. And this is from Nice met with Anna Paula. She had said the reason that we know the data for I suicide because children are reporting it and they're seeking help. So which is a positive thing. Right. So it's catching them before they actually act upon it. And because the mental health, especially in the middle school students know who counselors are. And I think that's a big goal."},{"start":4164590,"end":4164830,"speaker":"F","text":"Right."},{"start":4164830,"end":4263510,"speaker":"B","text":"Because usually it's not Something it's not seen as a negative impact. They really do seek out the counselors and they're available to them. So I think. And on the offset, I think there's always work to do, especially in today's times. I think one of the things that we've seen, we have seen a decrease in phone bullying, I think this year. That's not to say it's not happening. Right. Because at home, on the weekends, whatever may happen. So sometimes a lot of that comes from the social media piece and suicide comes from that. And so that is something we can't control because it's done usually at home. But definitely, I think the outreach for the. From students to getting help is important. I think that's been impactful over the, over the years that we've been doing this. And as kids come into middle school, I know Anapala's team has been working really hard and making sure they're available at lunchtime at all times so that the kids know where they can be reached and get some support. In terms of the wait list, we know that the wait list has been at McKinley all year. It's been a high needs for counseling. And although we have counseling there, I know she was looking at getting another intern for that for that school as well. I believe we're going to have four interns next year in the district along with our one life and along with our district counselor. So I do know that in that area McKinley's been the one with the wait list mostly and McKinley Kennedy may have some, but I know the McKinley one is when Anna Powell and I have talked about and how do we increase those services for next year at McKinley."},{"start":4263750,"end":4475810,"speaker":"A","text":"Yeah, great. Just reading through goal one, it's clear just so how much supports are in there. And I remember from Manapolo's presentation about the recognition of who their counselor is, both from students and parents and how that's been growing year over year. So that's great. But yeah, reading through goal one, just remembering all the supports that are offered around like, you know, obviously our community schools and all the community school coordinators and the office assistants that help do that and the thankfully the CSPP grant that helps fund all of that. Obviously our mental health counselors are there, student services and the attendance teams that are working towards our chronic absenteeism, the thrive case managers to help our homeless students. There's just a lot that's in that, in that goal one that's supportive. An adjacent comment around this, around. It's not really for the lcap. I think the lcap, it makes sense that it tracks annual goals and has sort of year to date tracking. But one of the things that might help next year to experiment with is like rolling window tracking for chronic absenteeism and attendance. So we can kind of see the differences as things move on. When we do the year to date, it kind of just like chronic absenteeism only just grows and there's nothing we can do about it. But something along the lines of like, hey, can we see like the. If, you know, if we reset every, you know, like the last 60 days, how many kids would be designated chronic absent? What's the attendance rate? So we can see because a lot of these efforts get put in, as you said, not starting until October meant a whole bunch were designated even if you, even if they attended every day for the rest of the year. So not for the lcap. Just something that I was thinking about as we were talking through that and then real quick on the goal too. The other thing I wanted to comment about it is that I love that our multi language learners are top level goal and their success is right there at the top of the lcap. It gives it a lot of spotlight, cover a lot of discussion and focus from the board, the community. And I know the district is focusing on it, but it's really nice to be able to see that pull up. It's been great to see that. So as I know next year is going to be the same goals because one more year of it. But as you think about like how to plan for those kind of things, an important part is like what do we really want to surface at the top? And I think that their progress in making sure that, that we all see how that's going is such an important one. So I'm really proud about that. So of course I want to end with thank yous, Ed services, business teams, just everybody that worked together for putting, you know, the kind of weaving together these aspirational goals and making this 150 page document and then condensing it down and distilling it into the slide deck for tonight. You know, the dialogue that we've had here and sort of talking through this ensures that we're sharing information with our community, our stakeholders and just reinforcing our commitment to the transparency of, you know, how we did it was an honest reflection, I thought of how things went last year and you know, a good focus on what we want to be able to do in the future year. And you know, and it also gives us a chance to celebrate, you know, a Lot of our successes where they're there. I do want to thank our speaker Augustine tonight for, you know, keeping the focus on the disparities that we still see. The disparities and opportunities and outcomes. You know, today's data, it's just a reminder, you know, that averages can really mask a lot of the critical pain points. You know, we talked about the different groups in academic achievement. We saw like LT absentee, LTEL absenteeism and foster use suspensions. So yeah, that subgroup that we. Well, we always do. I mean that's just part of the nature here, but it's just really important to keep it in there."},{"start":4477090,"end":4477650,"speaker":"C","text":"Yeah."},{"start":4477650,"end":4480620,"speaker":"A","text":"So thank you. I don't know if you have anything."},{"start":4480620,"end":4518400,"speaker":"E","text":"So to answer one of David Lee's remarks in regard to making the LCAP more layman language and so forth. So Jorge's working on this right now. We do it kind of every year where he takes what Anna has presented and puts it into a different dialogue piece for the public. So you'll be seeing that in probably the next four to five, six weeks. Weeks. When we come back, you know, after break, you'll see that how that goes out, it makes a lot more. It gives the parents something that you can hold on to and you can understand there's not all this legalese and all the business. I mean education ease."},{"start":4519120,"end":4523400,"speaker":"F","text":"That is, that's great. And once again, ahead of, ahead of"},{"start":4523400,"end":4529440,"speaker":"E","text":"me, he reminded me he tech because he's on. He said I'm working, starting to work on this right now."},{"start":4529600,"end":4530840,"speaker":"F","text":"Trust over it. No, that's great."},{"start":4530840,"end":4531270,"speaker":"C","text":"Thank you."},{"start":4531980,"end":4538780,"speaker":"F","text":"And it's also ridiculous. I mean again, the LCAP is just. It's a beast. That is. We just have to deal with it for now."},{"start":4540460,"end":4719000,"speaker":"E","text":"Yeah, it really is. We do have work to do. But I think in regards to our staff, our teachers, our classified staff, our administrators with the trainings and so forth that are moving forward, I believe there's is more to come and where we're going to see the increments moving in a positive direction. Just from the last few days of trainings that the principals received and then the days of trainings that the community school folk and the administrators received with them is a step in that direction. I really understand where Augustine is coming from because we do have a population that really needs to get involved. Although I attended a city meeting today where it was difficult to hear. But things that may be happening here in our own community are probably going to be coming to fruition. So with that being said, I can understand if people would be concerned about coming to an engagement event, knowing that other pieces are being put into play at this point in time. So. But does that doesn't mean we're not going to go there. We're going to do it. We're going to start and everybody is ready and willing to move that forward. And the consultant that we had with us at that meeting, those two meetings that took place two days that took place this week, gave us the resources and so forth to move this forward. And I want to thank Michelle and her team for bringing this to the forefront, especially with all the community school administrators, the community school coordinators, the family center, everybody that works in the family center. So everybody's on board to move it. So you will see it. Augustine, we got to get people there, but we are going to do it. So with that being said and all the hard work that Ana has put into the LCAP and Catherine working with our English language learners, our multilingual learners, it's paying off. I mean, language program, I mean, if you're, if you're working with it and you're working with it on a regular basis, and as Catherine goes and does her observations, you can see it paying off. So it's a. It's a more of a work. Not it's in progress, but we're beyond the work in progress. It's moving. And the impetus of all staff members. All staff members, like I said, teachers, administrators, classified people that are working the class in the classrooms and those working in other portions of the school are all taking this seriously. We can get there. We were there one time before, so we can get back to it."},{"start":4721800,"end":4722440,"speaker":"B","text":"Thank you."},{"start":4722840,"end":4725720,"speaker":"A","text":"Thank you. And we'll see the signum next week for approval."},{"start":4727640,"end":4728200,"speaker":"B","text":"Thank you."},{"start":4728930,"end":4762750,"speaker":"A","text":"All right, so next on the agenda is our public hearing. Next on our agenda is another public hearing. This one's for the 2526 proposed budget. Again, it's going to run the same as the previous item. You know, we'll do the public hearing, we'll take public comment, then we can have discussion. But by all means, if you have clarifying questions during the presentation, by all means ask it. It's also not being adopted tonight. It's just the hearing and discussion. It'll come back next week for that. So after we wrap up our discussion, we'll just move on. So I'll now open the public hearing on the 2526 proposed budget at 8."},{"start":4762810,"end":4763080,"speaker":"B","text":"19."},{"start":4764600,"end":4765560,"speaker":"A","text":"I think that's Rick."},{"start":4778840,"end":4782040,"speaker":"C","text":"Good evening, members of the board, community, Dr. Baker and staff."},{"start":4782430,"end":4785470,"speaker":"A","text":"I'm not sure your microphone's on it might be, but. Oh, there it goes."},{"start":4785470,"end":5670040,"speaker":"C","text":"Yeah, perfect. Is that better? Tonight, just as I did with the lcap, we're here to present during the public hearing for the 2526 proposed budget for Redwood City Elementary School District. Going back to some familiar slides from other presentations, we're now in the highlighted neon green portion of the annual budget cycle. The budget LCAP adoption it says there. But the first step of that is the public hearing which has to happen at a separate meeting from the adoption. And as I normally joke, these kids still haven't aged year after year. So as part of education code 52062, a public hearing for the LCAP followed by the budget is a requirement. And as I mentioned on the previous slide, it has to be held from a separate meeting than the meeting where the LCAP and budget are approved. Those both items will be coming back next week for approval. And then as we go through the summer and as we close our books, our true financial picture for the start of the 2526 school year will come to light when we come back in early September with unaudited actuals based on the work completed in the 2425 school year. So as we go into this, these are the assumptions that we use to create the budget. Slight modification from our second interim assumptions, previous budget year assumptions of Note on here, CalPERS actually is going down a bit for us, although that's not a windfall money. Historically it's been going up year over year and remaining relatively flat as a projection over the course of the new budget year and the two out years. The other item of note on here is discretionary block grant that was originally about $305 per student that would have come to even community funded or basic eight school districts. On the budget bill that was passed, it was slashed to about a third of that and right now it's estimated somewhere between 89 and $97 when it's all said and done. But we will not know what that number is until the omnibus education trailer bill is passed, usually sometime in July. So we should be able to come back in August or September with the real number there. But because of that, we did increase state revenue by about $570,000 as a placeholder going into 2526. So as we get into a couple of slides on Fund 01 and as a reminder tonight with public hearing in the budget, we are Only Addressing Fund 01, which is also known as our general fund. We have many other funds that we have a 1 slide in the back to show what we anticipate our ending fund balances will be at the end of the 2526 school year, but we do not focus on that during this presentation. As an example, our CNS or Our Food Services Fund 13 are not part of these. Our CDCs and our child care preschoolers not part of this either. In Fund 12 simply Fund 01, our general operating fund. And on here you can see in the last last two columns before the grade difference column is our estimated actuals for the 2425 school year as well as the proposed budget for 2526. Of note on this slide you can see that LCFF revenue has gone up from 2425 actuals but it is a bit less than we were projecting at second interim. And then the other one on here that seems to stick out is local revenues 14 million 655 estimated actuals going down to 10.5 million in budget for 2526 which can be attributed that we don't know all of our carryover at this point and we also don't have donations that we normally receive during the first part of the school year. So this number generally goes up by several million dollars. Between unauded actuals and first interim report on here's a snapshot of the percentage from each of our revenue sources. Of note on here is we do show the transfer in from our fund 25 RDA of $15 million that we'll talk about in a couple of slides. Graphical representation of our Fund 1 revenue showing about 57% is our LCF LCFF base funds which as a community funded or basic aid district is derived solely from our property taxes that we receive going into Fund 01 expenditures. The estimated actuals and proposed budget on the last two columns we do show increases in some salaries and most of this is attributable to the negotiations settlement that was just approved at the last board meeting. I believe with our AB 1200s along with really cleaning up the budget and services and other operating expenses showing a sharp decrease there but knowing that some of that will be will come back into play with our restricted ending fund balances and carryover from 2425. So as we start to allocate or budget those dollars for the 2526 school year, that line item is likely to increase by first interim continuing through the year on there. So when we look at expenditures in the SNFD graph, somewhat color coded as close as I can make it shows what makes up those areas generally certificate salaries, classified salaries, employee benefits and services and other operating expenses. And as you can see in the bottom, on the bottom left, certificate classified and our Benefits equal about 80.7% of our entire Fund 01 operating budget. Here is a Sankey snapshot for a different visual of revenues coming into the district as well as expenditures going out of note on this. This is data pulled from the SACS forms so it's not grouped together as you'll see on the next Sankey diagram, simply where those monies go according to what we have to report to the state on this. This is a legend for the next Sankey diagram that brings together teacher and classroom support, salaries, administration, contracted services, et cetera. Going into this is simply our expenditures broken out in those areas. So you can see on the first big band teacher and classroom support salaries. Those are generally all of the expenditures that we have that directly benefit the classroom on a daily basis. Then going down on the bottom of note, although my colors are a little off on this, this time the contracted services for people support and then operating expenditures at the bottom which are commonly referred to as our 5,000 expenditures in our SACS forms. So on this is our ending fund balance for showing estimated actuals and proposed budget. I do have to apologize on this slide. I did notice tonight as I was sitting here there's a minor error on the ending fund balances based on some audit adjustments that we had to do that weren't put into the system. So I will correct that for next week in the final version and make note of that. But what's important to show on here is underestimated actuals and proposed budget. The transfer in from fund 25 showing the 9.3 million in 2425 and the 15 million in 2526. This is an increase of approximately 425,000 from second interim but it's actually less than we anticipated transferring in at budget adoption last year. So I'm not celebrating that. I wish it were a little bit better. But I did want to make a note of that it is less but conversely for the proposed budget in 2526 because of some of the items that I've talked about, we did have to bring more money in to start the fiscal year. So on here and you'll see that the beginning balances and ending balances on this slide are correct. It's just that one page that needs to be updated. This is our multi year projection. 2425 is our current year. 2526 starts our new budget year as of July 1st and then the two required out years of 2627 and 2728 showing both restricted and unrestricted revenue and expenditures combined. Just to give a quick snapshot of where we're at, where we can see our expected revenues at this point in time moving forward along with our estimated transfer in from fund 25 of the 9.3, which is probably pretty good for our current year, it may change a little bit with unauded actuals, but the 2526 through 2728 are subject to change as we go through those budget years with always the goal of moving those down rather than up. The same for expenditures on this slide, showing our salary and benefits with the increases with our settlements as well as step and column increases, and then moving other things along with CPI or other percentages increase based on historic trends on this slide. Also, just as we did at the adopted budget last June, in order to make our 3% minimum reserve for economic uncertainty, we are showing that there are unidentified fiscal stabilization measures in both the 2627 school year and the 2728 school year of $7.5 million that we need to reduce our expenditures by. As a note on that, it's really important to differentiate between one time savings and then ongoing savings. If we were able to capture $7.5 million at this point in time in ongoing savings, that will reduce the seven and a half million in 2728 to zero. Another example of that would be if we had three million in one time savings. We just didn't spend money on something, but we knew we would know we would need to in 2728 and we had four and a half million dollars of ongoing reductions. That number in 2728 would move to a reduction of $3 million. So I think that's important to illustrate because we do at times have a lot of one time savings that doesn't equate into long term budget stability. Right. So we have to take that into account when we look at this and the work that we will need to do starting this, this late summer and fall as we go into this. I know as a district we went through this last summer and fall, through the winter, a lot of work was put into that. And we plan, although it might not be exactly the same, but very similar to what we did for this school year in terms of outreach, communication and then decision making when it came to that, through community forums and board meetings throughout the course of the fall and winter months going into and Preparing for the 2627 budget, which will be about one year from today. So when we look at multi year projections with the work that was shown on the previous slide. Although we do not have to certify as positive, negative or qualified during budget adoption, we felt it was important to show that we could make our 3% minimum reserve for economic uncertainty and what it would take to get there. Right. So we could have had negative ending fund balances for budget adoption, but that wouldn't necessarily tell the whole story of the work that needs to be done in the same way. So it was important for us to be able to show this with that work, those needed expenditure reductions. And I say expenditure reductions because it's a lot. It's not fun. But it's easier to reduce expenditures than it is to garner new revenue. Right. So although we will try, odds are against us getting a lot of new revenue that would make a significant impact to what we need to do. So when you look at 2425 balances, this should actually be 2425 and 2526 proposed budget balances. We see estimated actuals for 2425 for fund 12 through 40 respectively on the slide and then proposed budget of 2526. I will note on here there is a big outlay in Fund 40. That's for the solar project. That's going to get started relatively soon. And then our Fund 21 building fund will be updated with the H VAC projects. We just signed the guaranteed maximum price at the last board meeting. Right. So that'll be included when we do a budget update for the unaudited actuals, which will change that to more money spent from our Fund 21 major Sbond"},{"start":5670040,"end":5670360,"speaker":"E","text":"program"},{"start":5674040,"end":5929750,"speaker":"C","text":"going in as part of the public hearing process. We do have to present a statement of reason for excess reserves. Right now we're showing $116,000 in excess reserves, 80,000 of which are assigned for revolving cash stores and prepaid items. Just some general operating dollars. If we have to cut checks or pick up something quickly from the for the district. And then we have 36,000 and change as unassigned right now with just a note to say assist with unforeseen costs. Certainly 36,000 doesn't help our $7.5 million, but it was easier to put it here rather than to assign it to something that made no sense at this point. So that's a total of 116,000 of excess reserves for our district. So as we continue to move forward, there's still state and federal budget funding uncertainty and how that may or may not impact us. As we get more information throughout the course of the year, we're still experiencing rising costs and liabilities, especially with insurance and some other operating expenditures that seem to continue to climb faster than we're anticipating. In some cases still monitoring enrollment. And when we look at but you know, class sizes and programs and services, we'll have to closely monitor that through, you know, really the whole year. And really it'll be important to see who shows up in August. Right. And how many students that we plan to show up actually show up and those that didn't to help us make decisions as we move forward. Staffing and then facilities and operational needs continue to be a large item that we need to look at as we do have money from major S for some of our facilities needs, a major modernization and construction, that type of thing. But we also have other aging items and facilities and maintenance and operation equipment and resources that are aging as well that in some cases are certainly past end of life that we need to evaluate moving forward as well. And I'll just give you one example on that. I think we're still trying to drive a truck from 1991 that's breaking down more than it's working now. Right. So we're looking at ways to replace some of that fleet as well. So one, we have reliable transportation for our M&O department. And it's also a safety concern for me to make sure that they have viable, viable tools to do their job. And that will continue as we go through this year as well. So as we've spoken about tonight is the public hearing. The adoption for both the LCAP and Budget will be presented next week. As I mentioned, there will be some minor changes that I'll make note of with the presentation and book just to make sure the numbers were correct based on some last minute entries. I will say a big it was really a team effort between a lot of departments, services, hr, business services. And we also have the great opportunity of transitioning our financial system at the same time as budget preparation and budget adoption where this was actually created in two different systems. And so I've had a lot of staff members going crazy I think with trying to learn this. So it will only get better. And I think the new system will prove to be more efficient as we move forward with trying to get some of this stuff done in a more timely manner. We'll come back in September with unaudited actuals and then in fall, summer and fall looking at starting the process for budget decisions for 2627, culminating the 2025 year with the first interim report at the second meeting in December and with that I'll be happy to answer any questions."},{"start":5931510,"end":5939750,"speaker":"A","text":"All right, thanks, Rick. We'll take public comment if there's any. I don't see any online, none in person."},{"start":5940630,"end":5941030,"speaker":"C","text":"Great."},{"start":5941430,"end":5955650,"speaker":"A","text":"Then if there's no additional comments from the public, we're going to close the public hearing at 8:39. We can move on to discussion. David Lee started that last time. Would you like to start this discussion? Thanks, Jenny."},{"start":5957810,"end":5958290,"speaker":"C","text":"All right."},{"start":5959010,"end":6080460,"speaker":"D","text":"The wheel of progress turns on. I love the rigor that you put into these reports and sort of reminding people where we are at in the cycle. Obviously 15 million in from the, from the fund is not great because there's that, that's a limited kitty and we've, we've got to move towards balancing the budget which involves a lot of not very fun discussions. And so the, the number that came out tonight was seven and a half million. It's possible it won't be quite as bad as that, but it's also not going to go away. And so this does seem like we're back at the same place we were at, you know, kind of last year with needing to kick off a process that's going to involve a lot of community eng and coordination. I want to once again congratulate the district for the very hard work that you all did around communication and process with budget reductions and what's involved there and getting opinions from the school sites, from parents, from staff, et cetera, and doing a really good job at communicating that process out. Not a lot of fun. It was very well executed and it does seem like we're, we're going to have to start that again probably now. Ish is roughly when the starting line for that kicks off. Now I think insofar as there's good news in that it was seven and a half twice, meaning that if we find 7.5 million of regular recurring reductions to the budget, we don't need to rinse, repeat that yet again. That's a new normal that hopefully we can keep up so that we don't maybe have to make an annual ritual of going through systemic reductions. That would be the first hope. So based on current knowledge, if we are able to in this next round get a systemic reduction of seven and a half million, that that's good and we don't need the further year to do further cuts based on what we know now. Fingers crossed."},{"start":6080460,"end":6080820,"speaker":"E","text":"Yeah."},{"start":6080820,"end":6081340,"speaker":"B","text":"Okay."},{"start":6085020,"end":6086540,"speaker":"C","text":"Yes. With an asterisk."},{"start":6086620,"end":6089090,"speaker":"D","text":"Big asterisk. There's lots of unknowns in."},{"start":6089640,"end":6099560,"speaker":"C","text":"I would just only say costs continue to rise. Yeah, right. Bargaining units will want to come back to the table and negotiate, of course, more salaries in the future."},{"start":6099560,"end":6099920,"speaker":"E","text":"Right."},{"start":6099920,"end":6126510,"speaker":"C","text":"And so you're absolutely right, though. As it stands today, seven and a half million would get us to a really good place. Right. And then we'll go through a process based on enrollment. Right. Based on staffing and then based on additional costs that come through either through negotiations or because we get, you know, hit with a brand new insurance premium that we didn't think we were going to have."},{"start":6126590,"end":6126990,"speaker":"D","text":"Right."},{"start":6126990,"end":6139150,"speaker":"C","text":"Two years ago, that's now a million dollars a year, whatever it may be. Right. So we'll have to take that into account as well. But you're absolutely right and I'm not making light or fun of that. It's just there's lots of unknowns."},{"start":6139550,"end":6154940,"speaker":"D","text":"Totally. Yeah, totally. So that's why I was putting my asterisk on based on what we know now. And of course we're going to learn more things and the situations can evolve, but. Okay. Really appreciate all the hard work that goes into putting together these budgets and running the business side of the district."},{"start":6156620,"end":6157020,"speaker":"C","text":"All right."},{"start":6157020,"end":6157740,"speaker":"A","text":"David Lee."},{"start":6160140,"end":6205190,"speaker":"F","text":"I'll echo kind of the same themes, but also thank you, Rick, for putting this together in terms of the going forward piece. I think it's. Obviously I was not a part of the last process, but I did generally track it and agreed with trustee weekly that I think it's super helpful one obviously to have the public and transparent process where there's community input and putting it together. But also I know generally, as the district has maintained a focus on always trying to keep the students achievement at the core and minimizing impact to that to the extent possible. So it's. Yeah, I know it's going to be an uncomfortable path forward given what we know right now. But. But appreciate what you guys did last time and we'll have to move forward."},{"start":6209510,"end":6306040,"speaker":"A","text":"Yeah, it's been a while. I think the teens pre pandemic is kind of when the funding model was always that costs were outstripping the pace of revenue growth. We haven't really had to see that since 2020 in the influx of the COVID money. We felt a little bit of it as this one time funding started to end, but now it sort of looks like it's into that. You know, I. I think that you said it well that it is easier to reduce expenses, but I do think it's imperative that we continue to look for additional revenue from the, you know, from the community. If we can do state advocacy or whatever part of the thing that leans into the growing costs are like, you know, these unfunded mandates that come in that are, you know, maybe funded through lcff, but for a barely basic aid district like Redwood City, they become unfunded mandates. And for a high cost of living, it can be significant. You know, even though they're important. And I wholeheartedly think they're an amazing programs. The Universal TK is such a great thing to be able to offer a two year kindergarten program to everybody in Redwood City, but it doesn't come free and it's an expensive program that comes in and those kind of things will just continue to come. So. So I think when we say the asterisk, it's like, who knows what's going to be the next priority that comes in that doesn't actually come with revenue behind it to help do it. I do also want to just reiterate that it was an outstanding job last year bringing the community along, making sure their input, that they were part of the choices and the involvement there really set the bar high."},{"start":6307640,"end":6309960,"speaker":"E","text":"Yeah. I've got a timeline already."},{"start":6310200,"end":6313080,"speaker":"A","text":"Yeah, great. So I need to tweak it. Yeah."},{"start":6313430,"end":6369290,"speaker":"E","text":"To staff and so forth. But when I mentioned. Well, when I shared this with Jorge, so we looked at some pieces and this time I. I need to tweak it, but once I do that, then I'll share it with you all and then I need to take it to staff. You can give your input and so forth. But it has a lot. And we will be starting. We come back with a site administrator. I mean. Yeah, yeah, I. I think what we did last time is we. Thank you. What we did last time is we had this done prior to winter break. The timeline here says that we're looking at. The final recommendations coming to you in May. But we can't do that. It's too late."},{"start":6369290,"end":6370290,"speaker":"A","text":"It's too late."},{"start":6370290,"end":6372050,"speaker":"E","text":"But I have to tweak this. So I have to really."},{"start":6372050,"end":6376890,"speaker":"A","text":"But I don't think it has to be December like it was last time. We were working. Yeah, we were working."},{"start":6376890,"end":6390010,"speaker":"E","text":"Right, right, right. I also need to look at the requirements that were under by state regulations when it comes to March 15th. Right, exactly."},{"start":6390650,"end":6393740,"speaker":"A","text":"That's probably the bigger forefront. The bigger, bigger factor."},{"start":6396210,"end":6413810,"speaker":"E","text":"Yeah. So keep that in the forefront all the time. So, yeah, I'll work on this bit more and then share it with you and you give me comments and then before I take it to staff and so forth. But it's done. It's done. It was done this afternoon."},{"start":6413810,"end":6414170,"speaker":"A","text":"Yeah."},{"start":6414170,"end":6414690,"speaker":"D","text":"Okay."},{"start":6416370,"end":6416730,"speaker":"G","text":"Rick."},{"start":6416730,"end":6453950,"speaker":"A","text":"The one thing I did Want to chat about with you a bit. We talked about it yesterday a bit. Was the difference between what we saw at second Interm for the projected NYP for the coming up budget year versus what we're seeing in the budget here, because the pictures are different. What it looked like to me was about like a $6 million decrease in revenue, which is actual a decrease in some of it. Some of it is obviously local contributions. You already mentioned that. Those will come back when we know our PTO donations and other things that we can't book already. Negotiations obviously was a big. So that was on the revenue side, I think that was all of it. Negotiations were a big one on the. On the expense side, of course,"},{"start":6455940,"end":6456180,"speaker":"D","text":"but"},{"start":6456500,"end":6466820,"speaker":"A","text":"I think you said a couple others, like balance audit adjustments. Could you just sort of like walk through kind of the changes from second interim projected versus what we're adopting for the budget?"},{"start":6467140,"end":6493580,"speaker":"C","text":"Yeah, everything you said, President Wells, was absolutely correct as well as we did have audit adjustments that affected our. Our starting balance for 2425 of approximately $1.5 million. Right. But when you take that out of 2425, it impacts the new budget year as well as the two out years by at least that amount going in"},{"start":6493580,"end":6493860,"speaker":"B","text":"there"},{"start":6495620,"end":6571250,"speaker":"C","text":"and perhaps a little bit more when you look at how some of it cascades through that process. So that added to it. There was some increased cost for services that also happened between second interim and really throughout the course of the year. We also saw monies that were held in reserve throughout most of the year finally were allocated or budgeted. Right. That brought that up to the expenditure lines rather than the reserve line, which then impacts going forward into the next budget year. So as we go through that, you know, there may be, as we've talked about, there may be some decrease of that. Right. As we go through unauded actuals, as we start doing that work of formally closing the books. It's already started, but we're not at a point where we can say that we've found anything. They've been busy working on this document where especially contracts that have been encumbered that are still fully encumbered. We'll find out that we didn't need all of them. Right. Or all the services that were contracted and encumbered weren't used during the school year, which will reduce that number in the September timeframe."},{"start":6572290,"end":6599220,"speaker":"A","text":"All right, thanks. Yeah, thanks for clarifying all of that. Well, you know, thank you, Ed Services, HR Business Services, for putting together the budget book for us tonight to discuss and approve. And then as we Close out the fiscal year. Congratulations. Not approved yet. Approved next week. As we get through the. You know, as you get through the financial systems migration, it'll be nice to close out the fiscal year and that whole migration process there. So I don't know if you have any comments, John."},{"start":6600100,"end":6601700,"speaker":"E","text":"No, just. Thank you so much, Rick."},{"start":6605220,"end":6612980,"speaker":"A","text":"Okay, then we can move on to our consent agenda. There's 12 items on it. Can I get a motion to approve?"},{"start":6613060,"end":6614980,"speaker":"D","text":"I move we approve the consent agenda. And a second."},{"start":6614980,"end":6615340,"speaker":"F","text":"Second."},{"start":6615340,"end":6615940,"speaker":"A","text":"All in favor?"},{"start":6615940,"end":6616340,"speaker":"B","text":"Aye."},{"start":6616420,"end":6630080,"speaker":"A","text":"Okay, now we're on to our action items. And this is 10.1 approval of the Prop 28 expenditure plan for the 25, 27 6th school year. I don't know who that is. Okay."},{"start":6634640,"end":6654020,"speaker":"B","text":"Yeah. So this is the estimated Prop 28 that we have to go by. We have to approve every year. We will get the final allocation in July, but because we have to do it before because it's salaries. So I just need to have you approve it so that we have it in the documents, and then we'll come back in the fall and make sure we update the actual allocations for all the sites"},{"start":6658010,"end":6663610,"speaker":"A","text":"outstanding. I did not have any questions or comments. Either of you have questions or comments? Okay."},{"start":6663610,"end":6665370,"speaker":"D","text":"This action has done less than 20 minutes."},{"start":6665450,"end":6665930,"speaker":"E","text":"Yeah."},{"start":6665930,"end":6667290,"speaker":"A","text":"Yeah, I think so, too."},{"start":6667770,"end":6668170,"speaker":"B","text":"Thank you."},{"start":6668170,"end":6671210,"speaker":"A","text":"For the allocation of 20 minutes 28 expenditure plan."},{"start":6671610,"end":6672250,"speaker":"F","text":"I second."},{"start":6672330,"end":6673330,"speaker":"A","text":"Okay. All in favor?"},{"start":6673330,"end":6673690,"speaker":"D","text":"Aye."},{"start":6673690,"end":6674050,"speaker":"E","text":"Aye."},{"start":6674050,"end":6678090,"speaker":"A","text":"Okay, now we're on to board and superintendent reports. David Lee, would you like to start?"},{"start":6679290,"end":6679880,"speaker":"C","text":"Got nothing."},{"start":6680990,"end":6701950,"speaker":"A","text":"David Weekley. Okay. The only thing I have to report is that Dr. Baker hosted an admin appreciation for the principal's. Vice principal of lunch. I got to go. I was honored to be there. It was nice to see everyone and appreciate them. We had a couple of retirees and people leaving, so we got to acknowledge them, and it was really a nice event. So thanks for hosting that. It was great to see everyone. Congratulations again to everybody for completing the school year."},{"start":6703630,"end":6705470,"speaker":"E","text":"And thanks to Avalon for setting it up."},{"start":6705470,"end":6706670,"speaker":"A","text":"Yeah, Avalon. Thank you."},{"start":6706740,"end":6722899,"speaker":"E","text":"Yeah, that's it for me. Oh, I went to the Red City Together meeting this morning, and that's where I found some more. Not found, but received more information on the immigration piece, which was unfortunate, but heard it."},{"start":6725300,"end":6730900,"speaker":"A","text":"Okay, there are no information items tonight, so we're on to correspondence. Does anyone have correspondence to report?"},{"start":6731540,"end":6740160,"speaker":"D","text":"I did receive some email inquiring about our vacancy for a taxpayer organization representative on the cboc."},{"start":6741200,"end":6746560,"speaker":"A","text":"On the cboc. Then I think believe forward that to Rick, who's managing that or. No, who?"},{"start":6747840,"end":6748320,"speaker":"C","text":"Yeah, we."},{"start":6748320,"end":6781490,"speaker":"E","text":"We work on it. Together. And so Jorge's putting it. We talked about this this afternoon. Jorge is putting it back on LinkedIn again. Okay. To see if we get anybody there. We have. I have moved forward at chamber meetings that I go to to ask if anybody and note takers. We have had it up on our website for a while and pushed it out also in the superintendent's newsletter. Not takers. And go back and try LinkedIn again. And you are correct, we did do it on LinkedIn, but it was quite a while ago."},{"start":6781890,"end":6789050,"speaker":"D","text":"If somebody engages and applies what's the process? When should they expect to hear back? And does that come before the board or like what happens?"},{"start":6789050,"end":6793810,"speaker":"E","text":"They usually hear back within, you know, I would say within a week to two weeks from us."},{"start":6794130,"end":6794430,"speaker":"B","text":"Okay."},{"start":6794500,"end":6796580,"speaker":"E","text":"Okay. And then it comes before the board."},{"start":6797460,"end":6802260,"speaker":"C","text":"Just like next week we're bringing back the renewals for the CBOC for the members that decided to stay on."},{"start":6803460,"end":6804500,"speaker":"B","text":"Okay, thank you."},{"start":6806020,"end":6855500,"speaker":"A","text":"And then under correspondence, I'm going to remind the trustees that you should have received your email for the self evaluation from CSBA. It's open until Monday, June 30th, so don't forget to set around about 30 minutes to complete AWSUM. And then I'm sure if you, if you've read, awesome, good job. Mine is not. And just as a reminder, CSBA will present a put together a report for us, but we are not going to review it until it's posted to an agenda for open session, which we'll probably do in the fall sometime. Which point once it's agenda so we can read the report and then have a discussion at the meeting. Okay. Correspondence, other business suggested items for future agenda. Future agenda includes one meeting. Are there changes to that one meeting, Evelyn? There are none."},{"start":6855500,"end":6856180,"speaker":"F","text":"Okay, great."},{"start":6856180,"end":6858540,"speaker":"A","text":"Then we're out of adjournment. Can I get a motion to adjourn and move?"}]}