{"date":"2025-09-18","type":"Regular","videoId":"1-KJszTHygc","audioDuration":4953,"speakers":{"A":{"name":"Mike Wells","role":"Board President"},"B":{"name":"Evelyn Sanchez","role":"Executive Assistant to Superintendent / Board Secretary"},"C":{"name":"David Weekly","role":"Vice President"},"D":{"name":"Adam Kaye","role":"Director of Real Estate, KIPP Public Schools"},"E":{"name":"Rick Edson","role":"Chief Business Official"},"F":{"name":"Carl Landers","role":"Member, Citizens Bond Oversight Committee"},"G":{"name":"Wendy Kelly","role":"Deputy Superintendent"},"H":{"name":"John Baker","role":"Superintendent"}},"utterances":[{"start":5520,"end":7760,"speaker":"A","text":"All right, Evelyn, get started with roll call."},{"start":8240,"end":14400,"speaker":"B","text":"Trustee Lee and Trustee King are absent. Trustee Marquez. Here. Vice president weekly."},{"start":14400,"end":14800,"speaker":"C","text":"Present."},{"start":15120,"end":16079,"speaker":"B","text":"President Wells."},{"start":16079,"end":72620,"speaker":"A","text":"Here. Good evening, and welcome to the meeting of the Redwood City School Board. Sine interpretation in espanol. Porte. Ocho. Nueve, nueve. Cerro. Cinco. Uno, tres, siete, precisiona. Ocho, Tres, siete, siete. Cerro. Quatro. Yo signo de numero sia siste de la reunion. Un Persona solicita and transmissor situada el Fonda de los Ala. All right. Thank you for joining us tonight. As our partners in education, the board encourages you to participate and provide comments on issues of concern, regardless of whether they're on the agenda. To do so, just fill out a speaker's card. They're located at the front of the entrance to the room. And then just hand it to Evelyn. Or if you're attending via zoom, you can submit a speaker's card online from the links in the agenda or just raise your zoom hand when the topic comes up. And then, to be fair to all speakers, we're going to limit public comments to 3 minutes per person per topic, unless otherwise noted. Okay. Do we have any changes to the agenda?"},{"start":73820,"end":74220,"speaker":"D","text":"Nope."},{"start":74220,"end":74460,"speaker":"E","text":"Okay."},{"start":74460,"end":75900,"speaker":"A","text":"Can we get an approval of the agenda?"},{"start":76300,"end":77820,"speaker":"C","text":"I move to approve the agenda."},{"start":78140,"end":78540,"speaker":"B","text":"Second."},{"start":79020,"end":79820,"speaker":"A","text":"All in favor?"},{"start":79820,"end":80180,"speaker":"C","text":"Aye."},{"start":80180,"end":80620,"speaker":"E","text":"Aye."},{"start":80620,"end":94590,"speaker":"A","text":"Perfect. Okay, we're on to public comment. I do have one speaker's card, I think just this one in person, and it's from Carl Anders. Carl, you'll have. I know you know this, but I'm going to remind you, you'll have three minutes. The timer is right at the front of the podium."},{"start":95390,"end":213540,"speaker":"F","text":"All right. Good evening, board members. Thank you. We have just the right three, because I'm going to refer back to a February decision that you made. So I'm here in my capacity as a member of the Citizens Bond Oversight Committee, and unfortunately, last week I wasn't able to speak on a topic that came up in the bond consent, which is on the funding of air conditioning rentals, and that's $155,000 expense that you approved under the bond measure S bond funds. I want to take you back to February, where you approved the project initially to purchase and rent cooling units, which we all needed and have been greatly appreciated. And at that meeting, you directed the district to use bond funds for purchase of capital assets, but to use operating funds for rentals. And that was the appropriate decision. Bond funds should be used for capital projects and facilities improvements, not for short term rentals. So when the item was presented to you last week, on the agenda. It asked you to approve $155,000 in rental expense. But. And referred to the February meeting, but didn't mention that back then. You directed the district to use operating expense, not bond funds. And I'm sure that was just an oversight. But I would greatly appreciate if you would reconsider your decision for consistency with the direction that you gave to the district back in February to be in compliance with bond requirements and just to be a good steward of taxpayer bond money. The money that the taxpayers are giving you will be paid back over 30 years. It doesn't make sense to use that for a two month rental of an air conditioning unit. So please reconsider. The cooling is fantastic. Let's just use the correct funds to pay for it. Thank you."},{"start":214420,"end":236450,"speaker":"A","text":"Thank you, Carl for your comments and I know you've emailed a few of us as well. I don't see anyone else for public, public comment. Okay, great. Then we are going to move on to our discussion items. We have several policies up for tonight. The first one is BP 0520 which is intervention in underperforming schools."},{"start":237410,"end":258270,"speaker":"G","text":"Well, my two partners on the board policy committee are absent so I will represent tonight. We do have a variety of board policies tonight and, and coming your way certainly at each board meeting. So I wanted to. I know the board has read them in advance. I appreciate, wanted to open up any discussion on this particular item."},{"start":260590,"end":274110,"speaker":"A","text":"Cecilia or David. No, it looked good to me. I didn't, I didn't have any comments or questions about it. Okay, thanks. Thanks for preparing it. Move on to the next one which is 6.2. And this is board policy 5131. This is conduct."},{"start":274110,"end":274470,"speaker":"B","text":"Yes."},{"start":274470,"end":299210,"speaker":"G","text":"Regarding conduct. This is an update. And of course as is noted, the CSBA items are in red and any staff changes are in highlighted yellow. This board policy really is directing the district to ensure that it's updated every five years. So that was actually noted in there. And there was other updates about suspensions and expulsions. Any questions on this one or comments?"},{"start":299610,"end":309410,"speaker":"C","text":"And all of the red lines here and so forth were red versus any being yellow. So it's 100% CSBA language. Is my interpretation that is true."},{"start":309410,"end":312050,"speaker":"H","text":"Okay. Yeah."},{"start":312050,"end":324030,"speaker":"A","text":"Look good. And since we're talking about the meta part of it, I did appreciate the new highlighting. I think it was great. Later on, I think later policy we can see the difference where it's in there. But I found that really helpful to understand where the changes were coming from."},{"start":324030,"end":324390,"speaker":"B","text":"Yes."},{"start":324470,"end":332630,"speaker":"A","text":"Cecilia, any comments or should we move on to 6.3. Okay. 6.3 is BP and AR5140. 1.52. This is suicide prevention."},{"start":334869,"end":345670,"speaker":"G","text":"And once again, an update. We do have mental health positions, so this policy also addressed districts that didn't. But in general, I just wanted to open it up for any further discussion."},{"start":348800,"end":354960,"speaker":"C","text":"Looks again, similarly, it's 100% CSBA language. It's obviously a very important subject, so thank you for that."},{"start":356320,"end":375110,"speaker":"A","text":"Yeah. And I appreciated the alignment with SB 1318, though, to, you know, encourage districts to have school mental health professionals. I know we have them here. If only it came with funding along with encouragement, that would have been amazing. But I'm really proud of the program that we have here, so I'm glad that we're already doing that."},{"start":375580,"end":375980,"speaker":"C","text":"Thank you."},{"start":376540,"end":378700,"speaker":"A","text":"6.4. Ready to move on?"},{"start":378700,"end":379100,"speaker":"C","text":"Yeah."},{"start":379100,"end":383900,"speaker":"A","text":"Okay. 6.4 BP and AR6174. This is Education for English learners."},{"start":384620,"end":448700,"speaker":"G","text":"I was pleased we were able to have our Assistant Superintendent of Ed Services on Herrera and our Director of Multilingual Learners, Catherine Rivera at the board policy committee meeting for the focused items on Ed services. This being one of them. We did do something unusual and take out high school in our ed code, which was a wild move because we typically don't make changes. And I've actually said that publicly many times, but it seemed appropriate to do so. And then there were other highlighted changes noted. In this particular one, we wanted to note that the district, potentially down the line for other courses besides math, may be offering acceleration. And then, of course, our enrichment courses. We wanted to make sure those were added improperly as well. And that was a recommendation for the staff changes and with the board policy committee. And then at the very bottom of this one, we wanted to also add new language. So this was highlighted in yellow regarding DLAC meetings and updates to the board. So that was something new that we discussed and put in there."},{"start":451500,"end":475960,"speaker":"A","text":"Yeah, that was great. And this is the one where the highlighting really, really made the difference. And I appreciated the recommendation that the staff put in there for ensuring that being an English learner doesn't block access to any of the classes that we have, regardless of whether it's enrichment or acceleration or what have you. So that was. That was great to see. 6.5 homework. This is board policy 6154 on homework"},{"start":475960,"end":479040,"speaker":"B","text":"and makeup work for this board policy."},{"start":479200,"end":515820,"speaker":"G","text":"There are a handful of board policies that are starting to come in that talk about artificial intelligence, and there is actually a presentation coming up in the fall on this topic. So we're holding actually the board Policy on artificial intelligence. But this one, this particular board policy is starting the conversations about how, you know, AI could. Could potentially be used in student assistance for technology and so forth. But other than that, I'm pleased to bring this one to you tonight because it's been a while since we've had an update on this particular board policy. So, any questions?"},{"start":518310,"end":519830,"speaker":"A","text":"I had none looked good to me."},{"start":520150,"end":520790,"speaker":"E","text":"Okay."},{"start":521030,"end":522710,"speaker":"A","text":"Nope. All right. Thanks, Wendy."},{"start":522710,"end":523230,"speaker":"C","text":"Sounds great."},{"start":523230,"end":523750,"speaker":"G","text":"Thank you."},{"start":523990,"end":528310,"speaker":"A","text":"Okay, we're on to our consent agenda. We'll pass all of them in one motion."},{"start":528390,"end":530470,"speaker":"C","text":"I move we approve our consent agenda."},{"start":530870,"end":531270,"speaker":"B","text":"Second."},{"start":531350,"end":532070,"speaker":"A","text":"All in favor?"},{"start":532070,"end":532550,"speaker":"C","text":"Aye."},{"start":533830,"end":543090,"speaker":"A","text":"Okay, now we're on to action Items. This is 8.1. It's resolution number 10. This is approval of education code for teaching assignments for the 2526 school year."},{"start":544360,"end":544920,"speaker":"B","text":"Hopefully, we'll."},{"start":544920,"end":556120,"speaker":"G","text":"This will be the last one coming to you, but this is an item where we would appreciate the board's approval in order to allow this teacher to move forward in this assignment."},{"start":559560,"end":564400,"speaker":"A","text":"Kennedy needs social sciences, so make sense to me. Can I get a motion to approve?"},{"start":564400,"end":566560,"speaker":"C","text":"I move we approve resolution."},{"start":566560,"end":568620,"speaker":"B","text":"10 seconds."},{"start":568850,"end":569490,"speaker":"A","text":"All in favor?"},{"start":570370,"end":571010,"speaker":"G","text":"Thank you."},{"start":571090,"end":585450,"speaker":"A","text":"Okay, now we have another one. Resolution 11. This is approving the agreement with KIPP Excellencia for Proposition 2, charter school facilities, program, rehabilitation, funding at the Fair Oak site. I believe we have someone presented, introduce"},{"start":585450,"end":599660,"speaker":"E","text":"and hand off to Adams. Tonight, we're bringing resolution number 11, which is approving the agreement as you just stated. President Wells, Adam K, the director of real estate for KIPP Public Schools, is here to give a short presentation that."},{"start":599660,"end":600180,"speaker":"B","text":"I'll share."},{"start":604980,"end":605380,"speaker":"C","text":"That."},{"start":606180,"end":607420,"speaker":"A","text":"Yeah, just like that. Perfect."},{"start":607420,"end":608020,"speaker":"D","text":"Am I good?"},{"start":608020,"end":608340,"speaker":"H","text":"Yep."},{"start":608340,"end":908920,"speaker":"D","text":"Oh, here we go. Thanks very much for. To the board and to the superintendent and to everyone else here for giving us the opportunity to present this to you about Proposition 2. Prop 2, as I imagine the board knows, is a proposition that was passed by the voters in November of 2024. It authorizes $10 billion for facilities improvements. And there's a separate. There's a separate bucket for district schools and for charter schools. So we will not be competing with the district directly on any of these funds. It is for repair, upgrade, construction of facilities, specifically of facilities. And we think that one of the excellent things about this is it gives us the opportunity potentially because it's competitive, competitive program that we. We can do repairs to the district's facilities without the district having to spend any of its own money. So in a sense, it's a true win, win. So what we're looking to do is a lot of what we're doing is. Is Improvements to the graph would. Okay a lot. The application that we're putting in would allow for us to do improvements to the grounds, to facilities, to blacktop to the field, to a lot of exterior parts of the, of the school as well as some casework and other work on the interior of the school. We also propose would be to add a TK classroom to our current inventory of modulars at the school. I think as you know, we have eight modulars at the school which we put in. Oh, I don't know, it must have been seven or eight years ago or something like that. And so they've been there a long time. I actually I haven't been down here for a while. I went to the campus for the first time in like three or four years and I haven't been here so long that that building wasn't there last time I was here. So there definitely have been changes around here. I'm finally sort of coming back down, down south of, of Oakland and looking at some of the schools. So the campus actually looks good and we appreciate the work that the district has done on the campus over the years. You know, we've been in a partnership with the district now for a long time and. Okay, next slide please. So the, the Prop 2 program allows for, it's like half grant, half loan from the state. So that's the 50, you know, 50%. It is a, like I said, it's competitive program. We don't know if we're going to get any funds from the application. There's a lot of schools looking for facilities money. We are looking for it for seven of our schools now. We have in the, in the, not the Bay Area anymore. Now we're all Northern California because we're in Stockton. We have 23 schools now, but seven of them were looking for these funds and we don't, we don't know if, if we're going to get them. We hope we're going to get some because as we all know, facilities get old. We would not, as a, just so you know, we would not increase our enrollment over what is currently in our charter. That obviously dictates how many students we can have at Excellency at Fair Oaks. And again, we see this as a win, win for the district and we appreciate consideration of this. This is just to be able to put in an application. It doesn't commit the district to anything, doesn't commit the district to do it. It doesn't commit the district to come to a long term agreement with them. All it is is we have to, per the statute, we have to get permission from our chartering authority to our charting district to put in the application. That's all this is. If we were to be allocated funds, we would come back to the district, we would negotiate what that would look like. We negotiate the lease. So it's not committing anything, the district to anything. I think there's one more slide. So we're asking the district to approve the agreement and to. I think you have a board resolution on for unhoused puzzle pupils. I don't know if that is tonight or was at a different meeting. And submit that enrollment projection. And again, as I had said before, if we are awarded funds, it would be subject to negotiation with the district. And as a last thing, I would like to congratulate the superintendent for his pending retirement. When I started, I started at Kip 11 years ago, I think so right before the superintendent became superintendent. So we been through a lot over the years. Some contentious things, some agreements, you know, back and forth. But he's always been fair, level headed, really. You know, we work with. We have nine chartering agencies and so we are 11, maybe. And Redwood City is like one of the best for sure. So we really appreciate the partnership we've had all these years."},{"start":909560,"end":910360,"speaker":"B","text":"So thanks."},{"start":910360,"end":911320,"speaker":"D","text":"Any questions?"},{"start":911880,"end":922180,"speaker":"A","text":"Thanks, Adam. Thanks for the presentation and the kind words you said for the superintendent. I'll say thanks on his behalf. I'm sure he'll say thanks later. Cecilia or David, do you have any. Any question, questions?"},{"start":924260,"end":960640,"speaker":"C","text":"I mean, I just want to make sure that I understand because it sounds like today's motion is very low. Regrets that you get to go and apply. Right. And we cross our fingers and hope you get it. So that feels pretty straightforward to go and approve. I'm a little bit more curious about the next chess move on the board is like if you don't get it, very simple, there's no action, nothing to do. If you do get it, you come back. And I would love to understand a little bit more about that. You implied a negotiation when you came back. So if we could hit the fast forward button, let's presume for just a moment, we say yes tonight. You go and apply. You get it. Congratulations. What happens next exactly?"},{"start":962000,"end":968800,"speaker":"E","text":"Well, depending on the amount of money they were to receive from this, which hasn't been determined. I don't even know if you know what you're applying for yet."},{"start":969040,"end":976640,"speaker":"D","text":"We don't. They have a formula that they use based on square footage of like bathrooms and non bathrooms. They come back to you with a number. If you get allocation for it."},{"start":977440,"end":1009540,"speaker":"E","text":"So then they would, whatever that allocation would be, X amount of dollars. They would determine what projects would that they would like to do on their campus. Then they'd come and the negotiation, if you will, would be do we want them to do those projects on that campus or do we want them to alter them or do something completely different where we would hopefully come to agreement at that point where they could continue forward with that. But as Adam said, it doesn't obligate the district at this point to move forward and we do have to be in agreement with the projects that they choose to do if they are awarded this money."},{"start":1009940,"end":1029300,"speaker":"C","text":"Okay, so walk me through the absolute worst case scenario. Like they go and apply, they get it, they come back and they're like, we have to gold plate all of our toilets. And we're like, no, that's a terrible idea. And then like, is there any scenario in which a disagreement there becomes an obligation to the district?"},{"start":1030340,"end":1034420,"speaker":"E","text":"No. If we couldn't come to agreement, then they would have to forfeit."},{"start":1035650,"end":1036410,"speaker":"D","text":"Okay, that's right."},{"start":1036410,"end":1037690,"speaker":"B","text":"You, you have, you have full approval"},{"start":1037690,"end":1048930,"speaker":"D","text":"over, over the plans, over the funds, the way the funds are spent. If we say we want to go play the toilets, which I'll now have to take off the list, unfortunately, then you would say no."},{"start":1049330,"end":1049730,"speaker":"H","text":"Right."},{"start":1050130,"end":1061330,"speaker":"D","text":"It would, it would require for us to get the funds a long term lease for the site. So that is something that would probably in all honesty be the one that would potentially be the biggest sticking point."},{"start":1061540,"end":1065620,"speaker":"C","text":"Because right now it's five year at a time. Like how long is it?"},{"start":1066420,"end":1067780,"speaker":"E","text":"Well, they're through 27."},{"start":1067860,"end":1069220,"speaker":"D","text":"Yeah, we're 3.7 right now."},{"start":1069220,"end":1073860,"speaker":"E","text":"Extended multi year through 27. Their charter is up."},{"start":1074260,"end":1082700,"speaker":"C","text":"Sure. But like let's assume none of this happened. We would probably be talking about a five year term, guessing that's the maximum"},{"start":1082700,"end":1084340,"speaker":"E","text":"we can give their charter authorization."},{"start":1084580,"end":1096960,"speaker":"C","text":"Okay, got it. And so if they come back and we come to an agreement like, okay, let's do a bunch of these improvements for the site and they need now a long term lease. Does long term mean the same five years we're talking about here or something different?"},{"start":1097200,"end":1101440,"speaker":"E","text":"No, it be, I believe it be the same thing. Adam, if you know something different, please, please."},{"start":1101520,"end":1148020,"speaker":"D","text":"I think, I think a longer term loose is, and I'm not sure of the exact amount of time, but I think a longer term loose is required for us to get the funds from the district. I could get back to you on, on that information, but I believe it's longer than five years. And you know Some districts have policies where they don't have leases longer than five years. I can't remember. I don't think Redwood City is one of those. There are ways sort of around that. If that's the case, you can have, you can have a series of five year leases that recur. You know, there's ways to do it that fit within the guidelines of the csfa, you know, to, to, to give you the grant and, and the, and the money. But again, all that stuff would be, would have to be negotiated between us if we got."},{"start":1148500,"end":1178320,"speaker":"C","text":"So I'm just, again, not saying that this is likely, but just I feel like it's part of my, my job here is to like, map out what are, what is the absolute worst case scenario, even if it's improbable. And it would be that we come to an agreement about. We say yes tonight, you get the award, you come back, we come to an agreement about what to spend the money on. We end up finding some way to go and chain a series of leases that lasts a very long time. Are we talking 10, 20 years? Like what is long?"},{"start":1178400,"end":1179600,"speaker":"D","text":"I think it might be 30 years."},{"start":1179600,"end":1180360,"speaker":"C","text":"30 years. Okay."},{"start":1180360,"end":1182400,"speaker":"D","text":"I believe, I don't want to say for sure."},{"start":1182560,"end":1211250,"speaker":"C","text":"And because everything's rosy now and then fast forward seven years down the line, things go south, whatever. And now we're regretting that we baked in such an extremely long term commitment that we don't have a way, clear way out of at that point. Is that a possibility? I'm just trying to map out, like what, what are, what is the risk to the district? Obviously there's no risk tonight. There's more about, like what happens next."},{"start":1211330,"end":1236130,"speaker":"D","text":"I mean, I would say that's a risk. I mean, I think that's a risk if you go into any sort of long term agreement. I think that it's unlikely. And we, you know, we've obviously made investments here to be here for the long run and we hope to be here forever. Yeah. But sure that I would consider that a risk. I mean, I don't want to sugarcoat it. I mean, that's okay. Something that would have, we'd have to figure out amongst ourselves, I think, to"},{"start":1236130,"end":1248210,"speaker":"E","text":"the, to that and I don't know about the 30 year thing. I'll check on that if you will as well, Adam. But any type of extended lease could also have contingencies in there on charter renewal, because we can't."},{"start":1248450,"end":1251090,"speaker":"D","text":"You can't? Yeah, that's correct."},{"start":1251170,"end":1266880,"speaker":"E","text":"Right. So we could say it's a 10, 15 year lease. And with a 5 year renewable period based on charter renewal. Okay. As well. So they would have at least. But if they don't fulfill the requirements of their charter or we deny the petition, then it would terminate the lease as well."},{"start":1268320,"end":1319540,"speaker":"C","text":"I appreciate you all walking me through this. I just. What I don't want to happen is something that seems like an easy decision tonight because this seems like so low risk that of course we're going to go and say yes. Becoming an implicit tacit. Okay. We are now bound to this 30 year contract that we can't possibly escape. Right. And so I just want to put out there for the record, without trying to make a determination, we do or don't want to be together working on this for 30 years. Maybe the answer is yes, but like, that's not the decision that we're making tonight. And I want to make sure that the board when assuming that you get this, this grant from California and I hope you do when you come back. I don't want to have the discussion be that it was implicit that tonight, on September 18th, we kind of already knew what we were getting ourselves into and kind of already tacitly agreed to go and do a 30 year project together."},{"start":1320260,"end":1327140,"speaker":"D","text":"No, that's. That's fair enough. Yeah. That's. Again, this is only just allowing us to file the paperwork and get it."},{"start":1327140,"end":1334260,"speaker":"C","text":"There's explicit, you know, consent. And what you're asking for is very easy and there's implicit consent. And that part is a much bigger deal."},{"start":1334420,"end":1340260,"speaker":"D","text":"Yeah. And my history of Redwood City is like, you're not just going to say yes, just like, yeah, sure, go ahead."},{"start":1340500,"end":1340900,"speaker":"C","text":"Okay."},{"start":1340980,"end":1347020,"speaker":"H","text":"That's not gonna break negotiations with our side and their side, our attorneys and their attorneys."},{"start":1347020,"end":1347380,"speaker":"E","text":"So."},{"start":1347540,"end":1347940,"speaker":"B","text":"Okay."},{"start":1347940,"end":1359140,"speaker":"H","text":"I feel very confident if they were to get it, that our attorneys would definitely be right beside us along with yours, and we'd all be at the table hammering this out before we even consider to bring it back to you"},{"start":1359140,"end":1360660,"speaker":"E","text":"for improve, for improvement."},{"start":1360740,"end":1362340,"speaker":"B","text":"Okay, thank you."},{"start":1362500,"end":1362900,"speaker":"C","text":"Thank you."},{"start":1362900,"end":1366980,"speaker":"D","text":"So hopefully that would be under. Under Dr. Baker's tenure before he leaves."},{"start":1369170,"end":1370730,"speaker":"H","text":"We've had some good meetings."},{"start":1370730,"end":1373850,"speaker":"C","text":"Yeah, I. I appreciate your answers."},{"start":1373850,"end":1388130,"speaker":"A","text":"Thank you. Yeah, thanks, Adam, for the presentation that pretty much covered. Covered my questions too, of that. I don't have any questions tonight, but I'm sure I'll have some at the next one if you get the award. So this is a resolution that we need to approve. Can I get a motion to approve?"},{"start":1388930,"end":1390770,"speaker":"B","text":"I'll make a motion to approve resolution."},{"start":1391010,"end":1391650,"speaker":"A","text":"And a second."},{"start":1391650,"end":1392290,"speaker":"C","text":"Seconded."},{"start":1392290,"end":1392930,"speaker":"A","text":"All in favor?"},{"start":1392930,"end":1393330,"speaker":"C","text":"Aye."},{"start":1396510,"end":1396990,"speaker":"A","text":"On to."},{"start":1398830,"end":1399470,"speaker":"H","text":"How are we there?"},{"start":1399470,"end":1408510,"speaker":"A","text":"Already board and superintendent reports. I'm surprised. Who's Cecilia, do you have anything to report?"},{"start":1410590,"end":1413230,"speaker":"H","text":"No, no, we. You reported last time."},{"start":1413710,"end":1415470,"speaker":"A","text":"Okay. David. No."},{"start":1415470,"end":1415750,"speaker":"H","text":"Okay."},{"start":1415750,"end":1437450,"speaker":"A","text":"And then the. I just have that the first RCSD Strategic Resource Alignment Advisory Committee meeting in English was held on Tuesday. I think the first one in Spanish was held the Friday before. And Rick presented the budget and answered a lot of questions and the committee asked for a lot of data for the next meeting, which I think is sometime in October."},{"start":1437450,"end":1468910,"speaker":"H","text":"It's October 14th. But also there is now a summary, a summary of the meeting and there's the website and along with the slides. The slides and everything. Because the. The committee members are to go back to school site councils to go back to PTAs, PTOs. And then we're doing ELACs. And then our district DLAC meeting. We're going to give the updates also. So it's all there. And it's English, Spanish."},{"start":1469470,"end":1470030,"speaker":"B","text":"Love it."},{"start":1470110,"end":1488110,"speaker":"A","text":"Yeah. And membership was obviously the parents that you were talking about that were there, but we also had staff. Maria was there, Brianna was there. We had a few principals, three principals. So it's a good, good mix of a group. I think 20 people, maybe like 22."},{"start":1488270,"end":1490310,"speaker":"B","text":"Yeah, sorry I couldn't make it."},{"start":1490310,"end":1490750,"speaker":"D","text":"I was"},{"start":1492910,"end":1493870,"speaker":"H","text":"like. Anything important?"},{"start":1493870,"end":1494190,"speaker":"C","text":"No."},{"start":1494190,"end":1494830,"speaker":"A","text":"Nope, just that."},{"start":1494830,"end":1495870,"speaker":"H","text":"Yeah, that's just. Okay."},{"start":1496750,"end":1504750,"speaker":"A","text":"All right, we're on to information. This is 10.1. This is the RCSD cohesion. It's alignment of district priorities. Susana?"},{"start":1504910,"end":1505630,"speaker":"H","text":"Yeah. Okay,"},{"start":1510930,"end":3312870,"speaker":"B","text":"Just get this. All right, so thank you. First of all, I want to first thank our. My team because this work of this district cohesion really started last year and we started with sort of bare, bare bones of what we were expecting. And we've definitely come back this year and clearly defined a little bit more explicitly what we are expecting our staff to do in the district. But all of this work that you see on the. On this document is. It is due to our coaches, our multilingual department, everyone coming together and really creating this cohesion for the district and making sure that we are sharing our vision, what our expectations are for the district. And all of this is really started because we started looking at MTSS work a long time ago. And the MTSS work really requires that we have certain systems in place. And so that has been some of our driving force, making sure we have these systems in place. And they're all. Everybody's clear on what the expectations are. So of course, you know, our goals are really to improve the achievement gap in language arts and reading, as you guys. Well, know our English learners. And so this is really one of the driving forces making sure that everybody knows in the district. This is our work to be had. And we've been working on this for the last two years, so really going more in depth so we continue with this information at the forefront. We also want to make sure that everyone, our teachers know that we have clear expectations. And so when you look at cstp, those are the California standards for teaching profession. We really want to make sure we're emphasizing that everything that we're asking teachers to do is within the guidelines of our teaching profession. And so making sure that our learning goals, our success criteria are communicated to teachers that is very, that they need to know what to expect. We also want to make sure that all instruction and supports are directly linked to what we're doing and that we have learning outcomes. At the end, when we're looking at our standard based lessons, we want to make sure teachers are also providing lesson designed lessons that are grade level standards that are really driven by the standards of California. And then as you guys know, we've been doing a lot of assessments and so we're really looking at making sure teachers have an understanding of using how to use formative assessments regularly to drive instruction. So all of these are part of our CSTP standards that we are, we can continue to use. But we just want to highlight this. So as you see, this is how teachers have received it as well. Okay, it's not moving. There you go. So this is just a quick schedule, a quick view of the scheduling, the subject areas for K5. As you can see, we really want to be clear about what is our curriculum, what are we using, how many minutes of the day we're actually asking people to use. So again, just trying to be mindful of what these look like for a school day. Now, school day is only a certain amount of hours, so we have to really sometimes negotiate and where are we doing certain things, how we're doing it, how much time we're spending. But this is, these are our requirements. This slide here just reviews our EL blocks we have for K5. We have a 90 minute block that we want all teachers. And this, this block is super important because it, it is creating the foundational skills, targeted groupings, reading and writing. It's really an essential block that we really want teachers to know that in order for us to really have students reading at where we need them to be at grade level, they need, we need to provide them the time. And so the 90 minute blocks are there and then we just go over 30, 30, 30. This is just a guideline. Sometimes those 30, 30, 30 or less, depending on what your the student needs. But the driving forces the student needs and the classrooms that will drive how the schedule works. In our language arts block, as you can see, it is multifaceted. It requires lots of different key structures and supports for stud learning. Not only are we looking at our foundational reading and comprehension, but we're also looking at systematic phonics. What are we doing? And we have that in place, which we didn't have a couple of years ago. We continue to work on vocabulary development and that's across the. Across the way for us, specifically for English learning. Creating background knowledge, looking at our fluency practice and of course our reading comprehension, which are reading to learn. All of these skills really come together to help build strong, proficient readers. So we have put into place many of these systems in the last three years a little bit more systematically. And we're now starting to see, you know, we're starting to see our students really start to take off a little bit more on those foundational skills. So part of our focus issues now we're starting to move towards comprehension. That's the work next that we have to really work on. So again, we continue to build upon what we have been putting into place for our language arts. Again, writing is not just a left behind. We really want to make sure we are. Reading and writing are essential components in language arts. There isn't a lot of writing programs out there. So we have continued to use what we have. We have teachers who have different trainings. We know this is an area for the district that we need to work on. But when we research writing, it's really hard to find a curriculum that's very. That's not just. But. How do I say it? The old. The system is. They used to have. I don't know. I was never trained in the. In the right type of writing process. But they had green, red and blue or three colors and you had to have details. So people talk about the hamburger structure. So it's just. And you limit kids at it. So we really want to really look at more traditional writing. But our standard state we have to teach narrative opinion and information. So that is very clear in the standards. We have clear guidelines. We have rubrics. We have protocols. We're really working with our teachers to really learn how to use those rubrics and embed it into their practices. In fact, a lot of our PLC work, many principals want to work on writing at their sites. And so really looking at making sure we're providing students the access to be able to communicate in those three areas. Writing is a big component of our standards and our state tests, they have to be explained. So this is an area in which we really are focusing on. And last year this is one of our focuses that came about through one of our PLCs. Okay, so again, we continue to assess. We have become very much more assessed, data driven in terms of looking at our assessments. We continue to look at that data so that we can provide intervention, targeted interventions for our students as well as enrichment. So all of these facets are really part of the components of language arts. It is a lot of information that we have to provide for our students, but it is work that we're doing and we really are working towards making them become readers and writers, proficient readers and writers. So for middle school, again, very similar. When you look at our schedules, our language art schedule, these are very similar to what we're doing in the elementary K5. So some of these practices are in the same. So you can see our content standards, I mean our ela, what curriculum we're using for history and social studies and then science. So those are our three areas and content that we look for. And so this year a lot of the work that we've been trying to work on and some of the training we have is bringing our history, social studies and science teachers into the world of reading comprehension because there's a lot of reading in that area. So we've been, we did some training at the beginning with that so that now they're more in succinct about what are some of the structures they need to, that they need to put into play and to practice with the students so that they're able to read the content. So again, we're really working on those key elements for math. As you guys know, last spring we went became a K8 math. Imagine learn Im math. And so now we have. This is what you'll look at. Just a quick snapshot of what it looks like from K to 8th grade. Now everybody's about a 60 minute block. Of course middle school with their schedules, it's probably between 50 and 60, less about 50 minutes. So again, these are just giving you a quick snapshot of what it needs to look like in terms of a day. The centers, where do, where do centers begin? Where do they end? They don't exist in middle school. And then what is it looking at for in terms of lessons? Again, you guys learned about this yesterday that our new Math program is a problem based learning approach where really we want students to engage in the critical thinking independently. So if you look at gradual release is what probably all of us were taught when we went to school. Problem based is really allowing our students to engage in the thinking first, then collaborating with peers and then teachers are finally synthesizing the learning at the end. For example, they may be given a fraction problem where they're exploring real world problems and then they're dividing cooking into a certain amount of ingredients. They have to figure out how to do the measurements and then they come back and discuss in the groups how they came up with their responses. So it's adding the children actually do it first before we give them algorithm or the how to and then we come back and have them have a discussion and consolidate their learning. Looking at what are they what were the some of the misconceptions that they tried and didn't work well how we connect it to the broader mathematical. So these. This is huge for our teachers as if they've learned to teach this way because again we all learned in the gradual release model even as teachers ourselves. So it is a change in of practice for our teachers. Once again, this is just our lesson structure. You can see that there's warm up activities that typical structure which usually lasts about 10 minutes. You move into the activities which is more of the exploration part where their teacher may be giving them a problem. Students are then trying to figure out how to in groups and then they come back together in the synthesis. So a lot of this is just within this. This is within the 60 minutes. So these lesson the cooldowns are really formative assessments that they check in every single day. So every day teachers are checking to see what did the students learn. So our math program has built in checkpoints for math. This slide just shows you the different phases of the learning in a typical lesson. What. What is a warmup? How our instructional activities sequenced the lessons that this and the cooldown. Just a little bit more of information of what we are asking teachers to do as. Again this requires a lot of thinking and a lot of work on the sides of the teacher to try to figure out how to make sure they're answering the students in a way supporting students critical thinking skills because we're. We're not giving them the answer first like we used to. So these really is the. There are five practices that we want teachers to practice which are anticipate what the students are going to do, monitor what they're doing, select how they're Going to respond and then think about sequencing and making connections to the real world. So all of that goes happen in the lesson. So it's a lot of different mindsets of what we're trying to do in math. And just to share a little tidbit, I was out of sight the other day. Got to see them using vocabulary in action for the first time in a fifth grade class. It was great to see students really engaging in the mathematical thinking and the vocabulary and understanding what was being asked of them. So it's, it's a great. Was great to see that for the first time in a couple of years. So we also provide some supplemental mathematic practices and for K1 it's Khan Academy. This is all existing. This is just fluency practice, reinforcing skills and practicing independently. We also have another app for reflex and frax which is for second through eighth grade. This supplemental reflex and fracts really practices on adapting their mathematical thinking basic math facts for reflex while second grade real time feedback. So it's automatically addition, subtraction, multiple addition. Again it's fluency practices. But fracts is the conceptual part of fractions which are very difficult for students. But this gives them the practice online and it allows the students to really gain some confidence in their mathematical skills. So again this just is a little breakdown. Reflex practice and mastery of addition and subtraction facts. FRACTS introduction, introduction to basic fraction concepts and visuals visual models. Fourth and fifth grade is mastery of multiplication and division fracts building fluency with fractions including equivalency and comparison. And if you think back to when you were in school, you were probably doing fractions mostly in middle school. So we are now doing more in elementary school. So again the concepts have come down to the lower grades. We're really trying to help support the students because fractions are not easy to do and teach. And then in sixth grade again ongoing practice and maintain automaticity of basic facts. And then working on advanced fraction operations, decimals and problem solving skills. So we don't leave behind our social studies and science in the in fifth in the K5 social studies and sciences are integral part of our learning and our it is built in into an integrated unit for our K5. So you can see in the top purple and the green. That's how that's a schedule for a grade level where we have our theme thematic themes based on that are aligned with our benchmark. And so you'll see carrying in community which is a social studies and then we go into a science traits and survival that's a science unit. So in each of the grade levels there's three science units that we do with Fossil. So it's three and then three social studies units that are done. So making sure we're trying to hit all the standards. So they may do reading in benchmark but the integrated unit they may be working on background knowledge to help them access the core curriculum and access and actually wanting them to do the hands on FOS kits as well. So we're this, this year we're really trying to emphasize some of the hands on activities to bring FOSS to life a little bit more into our integrated unit. So our teachers, third, fourth, fourth and fifth graders really were, are to begin or started the year with FOS this year. And we had some training at the beginning of the year for that. Moving into our next slide, we're now we're starting to talk about our supports. What supports do we have in Pratt in place for our students? So we have our tier 2 supports which really are targeted interventions and for small groups and looking at what do we need, how do we identify them? We're really trying to look at closing the gap. So we're assessing the students and figuring out where are the struggles. We're using different curriculums for and approaches for our students who have phonics skills. We need to provide different scaffolds for those who have for reading and for reading comprehension. And we're also looking at different collaborative practices. And in math we're also looking at what do we need to do in our math group. So Matt, part of the math block have center time. When students are working on centers, teachers should be pulling small groups so that they are looking at how to make sure they're cementing those practice skills that students are needing. So looking at for our English learners, actually teaching academic vocabulary as well, making sure we're embedding all of that vocabulary and making it real. And then we have our tier three, which are our most intensive supports for our students who are really struggling. Again, some of them have academic. We have to create an academic intervention plan many times that is with a smaller group instead of a group of five, maybe a group of two that that need more support. And then we also provide additional tutoring in small groups as well for some of our students. And some of our sites have after school tutoring as well. So one of our biggest emphasis in the last two years has really been moving towards this grade level goal. Collaboration. Working together is really important for us as we are moving into our professional learning communities. We Continue to roll that out. And so this year our first PLT is going to be September 29th where we're rolling out that first cycle of cycle for the year. And so really we're wanting to make sure that teachers understand that we need to work together to build the knowledge and bounce ideas off each other as we can support each other when kids are struggling. And also looking at enrichment too. What do we do for provider enrichment for the students who already have the standard, already have met the goals. So really trying to get them to really think about that differentiation for at all levels and then really really actually wanting to actually make sure we're strengthening what is happening in our tier one instruction, our day to day what is what strategies are teachers using so that they can support each other? What is it that they're doing to come up with common planning, assessments and progress monitoring? So all of this is part of our PLC work that we're really rolling out this year in a different way than we did last year. We started last year with data, getting them grounded in data. And this year we're working on the collaborative piece with them. So that starts on the 29th. And so let's not forget all our work that we've been doing with our designated eld. Again these are our non negotiables. It was really important for us to really provide non negotiable things that for our students. So we want to be very clear what we're using, what curriculum we're using for designating that it has to be done, you have to have the minutes in and that we our focus is how does really English work during this time. We want to make sure that we're providing supports different language functions for writing, making sure students are actually talking. How do we integrate technology into this? So really get providing a lot of differentiation for our students to access. And we've done a lot of work. Catherine goes around and monitors a lot of our designated ELD consistently really making sure that we are doing where we are providing ELD for all of our students. And so it's super important and we seen the good results when people do it from last year. So again for ELD these are not. This is a non negotiable with really making sure that this is in every schedule. So Katherine really works on making sure every student in our that is an identified English learner has this block of time this year we and it should have been from the it is start from day one. We can't wait till September 30. It has to start from day one for our students. And again, you guys are familiar with language power and we're continuing with our outback practice. There are all these kits that we have. And this year we're rolling out assessments now. So last year we were still working on the curriculum. This year we're working on some assessments and we're also looking into a new system of assessments that Katherine's piloting now. So we're looking into a whole new system but we're losing using a little bit of both. So we're hoping to be able to have something more in play that will be easier and faster for teachers. Again, non negotiable for middle school. Exactly what we're expecting. They're blocks of time, what they're doing. These are required, these are requirements that we have. And so making sure that the one most difficult issue that we have in middle school is how do we do intervention in a 50, 50 minute block or enrichment. So principals are becoming, we have some principals who've been able to create some intervention blocks at the same time that they're doing other things. So principals are becoming in the middle school looking at how can we provide this for smaller group kids and some schools are making it work. So it is not an easy task in the middle school to provide a separate period for especially when you have a six, a six block period or seven. So they are being very creative on how to help support our students. Again, a non negotiable is our PE minutes. We are required. So we made sure we made this front and cent bit clear that everyone has to have it. And then of course, as you know our district assessments, as you can see, these are all the different assessments we do over the period of the year. We have really come into this year making sure that teachers are using the math unit test this year and continue to use all of our other assessments that we've been using in the past and this year. What's new in Iready, we now have a Spanish language assessment. So we just completed that assessment for all our Spanish, our Spanish classrooms that are being taught in Spanish. So Jenny will have some data for us subhashor to compile that data for our Spanish because we haven't had that in the past and of course we have our learner framework. This really is making sure that all of our students have opportunities to be empowered to make sure they're constructing knowledge and collaborating and making sure they're able to communicate effectively. This is one of our goals. It's been there for a while. We've had this goal for a long time but we really want them to be able to engage in all of these skills. And so one of the things that we have our staff development has and you guys the link is on is our staff development website. So this is where teachers can access all of our curriculum as well. And any thing that is developed by staff development is posted on this website for teachers to have access to. So all of our planning tools are on this website. As you know, we're in the midst, we're in the middle one more day of goal setting conferences as we're closing out. It came a little bit earlier this year. And so again we continue to focus on our students goals, having them create them and share out with with with the parents and also looking at the reflection cycles after each trimester. So it's important that we continue the work as students continue to move towards creating those goals. So we had a lot of a good work last year. So again what it looks like for Tk 2 through 68 is a little different. Everyone does them in the fall but there's always ongoing opportunities through the trimesters to actually continue doing and reporting to families. We just don't have conferences at trimester one or only in trimester three. So we continue to need supports for social emotional learning. This continues to be a very integral part as we have come out of Pandemic. So we have our schools who are adopted our wayfinder this year, not all the schools. We also have some schools who continue with SEL programs that are really good that they have been working really well. So they decide they wanted to stay with their. So some of them are second step Kamochees. There's a number of F them but they have been working at those sites. Sites that are doing Wayfinder are the ones that are noted up here. And they were literally seeking something different. So that's a new rollout this year. So going into our MTSS work we as you know we have moved into our database which is our Power scroll analytics. Well now we're looking at our Paris Powerscope behavior. This really it goes aligned with our PBIS work. So it's just an online portal similar to class dojo where children are recognized for positive behaviors, you know, copy. So it's the same thing but this one is tied to actually to our system, our power school system. So we have some, some schools who've rolled it out already and some that are others that are getting ready to roll it out and some that have been doing one of something similar to this that they like. So we let them continue because they have that. But this one's just nice because we tra. We can track behaviors. They can put in a behavior. We can actually track how many time a student has had issues. And they can, we, they can have a conference. It just is the tracking system that allows us, but it really focuses on catching students doing pbis, catching them being good. So I, one of the school sites we were told that the, that students were like what happened to my points? So they're really being cognizant if they can see their points. You know, all kids want to do well. So this is just a different way of rewarding them. And so some of them are tied to their student stores. Right. So the more that they are positive, the more they have points to use at the store. So again, on our professional development this year, we continue with our PLC meetings this year focusing on our English learner strategies and ELA and math. We continue to track their progress in language arts and content. We're using all of our data that we've been using as teachers in our PLC work. And then we continue doing our targeted sites with instructional coaching and observation cycles. So this year we have three sites that are doing this observation cycles with Dr. Saguilan. So what that looks like at Hoover, Roosevelt and mit. And our cycle begins next week. So teachers will be planning a lesson and then with Dr. S and our coaches and then another day they will be, they will be teaching the lesson and their peers are observing them and they're giving each other feedback and debriefs. So we're hoping that, well, there will be three cycles this year that the teachers are starting. So we're starting next week at Roosevelt and Hoover. And so we're excited to see that. We started a little bit of that last year and it went really well. So we wanted to continue that work. And let me just go back. We don't have. I just realized I didn't put Taft and Garfield on there because they're still, they're doing the new benchmark and so their work is tied into all the new benchmark materials and planning around that. So again, for accountability, we are continuing with our smart goals through our PLC cycles. We as the district leadership continue with walkthroughs and observation, providing support for our leaders. And we continue with goal setting and our data collection. So we continue to monitor all of that. So for rsd, just so you know, this is our PLC timeline. So you can see we have a lot happening for our PLC work. We, the Green areas or those are called progress monitoring. So those are checkpoints sort of in the middle that we're going to see where we're at. But the pink sections, November 19th and 28th, that is sort of where we see our closing our cycles. And so this year we are Solutions Tree has been working with us and so we're now creating long term goals versus short term goals. So there's long term goal for the end of the year, what we want students to accomplish. And then we have checkpoints. What I want done by November 19, what do I want done by January? I think so there's checkpoints throughout the year, shorter term. So that's going to be part of the work we're doing on the 29th and principals are leading that work. So this is just some of the professional development we had at the beginning of the year. It was quite a bit for. We had our dyslexia screener in August. Our first screener is going to occur in October. That's coming up. We had our reading comprehension for K2, 3, 5 and 6, 8, history and social studies. Also did reading comprehension with Berkeley. We did some writing in K2 with benchmark FOS335. We had our math centers and one of the new things were happening this year we're actually forming a bilingual committee to look at our bilingual programs and. And we started that already. And then for middle school again expository reading and writing. We had that happening. That was a four day training. History, social studies I said with crlp. And then we had our. We have our new math curriculum that will be ongoing. So a lot happening in terms of PD this year year at the beginning of the year for our administrators. We also have professional development occurring. So we are continuing with our educational rounds like we started last year. We are giving them ongoing feedback and they're giving teachers ongoing feedback as well. They have now established teachers are doing goal setting with principals as well. And then we have partnered with Solutions Tree Training who is deepening our understanding of professional learning. So we have a series of four cycles with them and then we have Dr. Saguilan who's working with our administrators on English Learner Roadmap and the EL framework. So this is all for our principals to help guide the work we're doing in focus. So any questions?"},{"start":3314630,"end":3322530,"speaker":"A","text":"Thank you. Lots of information there. I mean a lot going on at school. Cecilia David, do either of you questions or comments?"},{"start":3323890,"end":3424530,"speaker":"B","text":"Thank you. Definitely a lot of information. I'm just curious to know if like how are teachers adapting to like the new curriculum. I know that the people that pilot it were, you know, they knew how it worked. But the teachers that were used to doing the old way math, for example, so I'll stop there so you could answer, I wore and are going into our. Where is our third year with the math? So I think in our third year, we still have teachers who are struggling and we have some teachers who've already jumped on board and really have been real consistent with the math challenges. So I think it's across the board. We haven't done a survey. We did a survey the first year quite consistently along the year as we were rolling it out to find out what were the needs. But we haven't done a survey for math this year in regards about how they're feeling about it. We do know that principals are also monitoring it more this year about making sure the curriculum's being done and that we're going do it with fidelity. It is important. A math program can only be as good as we do it right as we build it. And there are learning areas that teachers need, but we also need to be able to provide them support. So we have had. Anastasia was really a lot in classrooms the last couple of years, modeling lessons, you know, planning the teachers. It does take planning. And so really we need that. I think what we're at now, we need more dedicated time for planning for it. We're at the point now where they know the curriculum. Now we just have to plan to deepen the learning for the teachers and to making sure that it's moving along. It needs to be. Because we're in our third year, we just don't have enough math coaches. This is the problem."},{"start":3424610,"end":3523200,"speaker":"H","text":"And so, Cecilia, when we started with this, I don't know if you remember, there was a lot of discussion and concern about the math program. Do you remember when principals were doing their reports and they said this was just too much, they couldn't do it? Well, it's come to a point now with the trainings and then also with this, this cohesion model that, you know, this is to be taught. This is district curriculum is to be taught to fidelity. That means you use nothing else. This is the requirement. The principles are on the same page with us. And so you may have difficulties, we will support you, but we're not going backwards and picking up something else that we were using previously. And Ana's been very good about saying, nope, put that away. We cannot use that. We have this material. This is what we're using. We have these assessments. These are the Assessments we are going to use and determine our next steps. But we're not going back and using some. Something else or using some type of teacher created material, you know, but during. During COVID there was teacher created material that you could buy and all that. No, no, no. This is what we're doing. It's to fidelity for our math and our language arts and our. For our multilingual learners with language power. That is what we're doing. You saw the schedules here, which we had some difficulties with the schedules, but everybody's doing them. I know. And we're checking when we go out because we want to see the schedules and we go into the classrooms and if it's not that, we say, ask the principal what happened here."},{"start":3524080,"end":3554280,"speaker":"B","text":"Yeah, there was a lot of. I think we're monitoring a lot more. I think one of the biggest things that I hear from teachers is they want more fluency. Yeah, fluency, Fluency. Fluency. Kids still need to learn their basic facts. Right. Part of the. In the math program, the most important part are for the younger kids is the centers. The centers is where they build that fluency. So if teachers aren't doing the centers, they're missing the practice where students need to practice the skills because the fluency is part of rote memorization. Right. They need to practice."},{"start":3554360,"end":3555720,"speaker":"C","text":"Sorry, when you say the centers."},{"start":3556040,"end":3832580,"speaker":"B","text":"So in kinder. In kinder. For kinder through. Through fifth grade, there are we. The program has centers where you provide an extra 30 minutes. Kindergarten is built in, so they have 60 minutes. It's the lesson. And then they have the centers where it's a game. It's like gamified. Right. They're practicing looking, counting and so that's embedded in K1 second, third, fourth and fifth grade. You have to add a 30 minute. So it's. So it's an hour block and then you have to add 30 minutes two to three times a week so they can practice the fluency skills. And on top of that, we also have the online reflexive facts and count to actually practice some of those skills. So we do have them and the centers because they require a lot of prep work. Right. We want this year. That's why we started with K, which you making sure. We started with them prepping all the centers for the beginning of the year. So there was no excuse. We don't have them. We have. We gave it. That gave them time to create them and making sure they're ready to go. So we really are trying to emphasize in math you have to do the centers. We Know, it takes time to prep them. So we're giving them time during PDs to do the work because we want them to be able to collaborate with each other as well and you know, play the games. Us teachers have to play the games so that that is embedded so that builds that fluency practice. And the math also has extensions so you can have students who are, you know, fluent, they can play some other games that are going to challenge them. And then we have some that need supports that you can adapt gap to the lower grade. So they're in this, in the mathematic sequence, they have those things. Teachers need to be able to go and look for the resources. So that has been some of the challenges we're still working on and still trying to work with teachers on understanding everything that the, the package provides. Because the first year you're, you're rolling it out and then we're trying to embed what else is available to the teachers. This year we're really trying to get those math assessments because there are assessments online and then there are assessments that you can do on paper and you have to score. So we're really trying to have them move at least third through up two into the online systems because it's scored for them. You just have to do the writing portion so you can automatically see what kids are doing quicker in an assessment than having to sit there and correct one by one. So that's one of our focuses this year, is those assessments. Thank you. And I guess I'd like to say obviously thank you to all the teachers for doing a great job job and obviously whether it's challenge challenging for some, I'm sure they'll get through it. And the satisfaction of seeing the students thrive would, you know, make them feel better. And then my other question is, you mentioned there were some after school tutoring. I'm wondering is that an option or is that a mandatory thing? So for our tutoring we have it at specific sites. Our target sites have all after school tutor. We have for foundational skills we have air reading and so those are students that we choose or in the after school program and that are two to three years behind. And then we have math tutoring at CAP tutoring for some of the sites too. So we have math at our target sites as well as error reading which are found, which really works on foundational skills. So it's another dosage for students who are struggling in phonics. But it's an online tutoring we've been using. And then we, last year we Got really good results with them of moving kids of kids moving levels with that phonics. Now is that necessarily after school tutoring obviously different than like the after school programs or is that embedded? It's embedded in the after school programs. Okay. Yeah, we've worked with the after school programs to, for those blocks of time to make sure we're hiring them. Yeah, we wish. One of our challenges is we have students who really need tutoring but are not in the after school program. And how do we provide that, that with them when you have to have an adult with them for some of them. So that's been a biggest challenge that we do have kids who need tutoring that are not in the after school program that would qualify for some of these supports. We just don't have a system in place for how do we keep them there for the 30 minutes. Because sometimes the program may not start till 3:30 or you know, later cap tuting actually goes from, you know, all afternoon. So they pull kids out and for half an hour. How do you keep a child there that gets out at 2:30 and their session isn't until 4:00'? Clock? So you have to have, create a system to have them there if they're not in the after school program? That's been one of our challenges."},{"start":3837380,"end":3837940,"speaker":"E","text":"David."},{"start":3839140,"end":4023380,"speaker":"C","text":"I think this is great stuff. I feel like the districts worked really hard to source high quality pedagogy, high quality materials and standards for instruction and now needs to make sure that they're rigorously applied. Right. That the students are actually receiving the benefit of that curriculum and of that pedagogy. And I feel like this is a good step in that direction of saying, hey folks, this is what we're all going to be doing. This is the game plan going forward. And there's a lot in here that seems very well researched. I think a focus on writing. There's increasing evidence that writing itself is a critical part of thinking and so encouraging children to do more writing is really good. Dr. Baker and I have had conversations about whole book reading assignments versus assigning summaries or excerpts being really important. And then I think the metacognitive process of starting with kind of capturing the confusion, of having the students attempt to solve it their own, figure out some parts, but realize that they haven't got it all figured out and are going to need a little bit of help, then they've got an itch to go and scratch and the teacher helps them go and scratch. That itch is actually well backed by pedagogical studies. Aldrich and Tenenbaum 2011. Hattie. Invisible learning also calls out scaffolded learning is outperforming explicit teaching. So sometimes things change about how instruction works and it feels like just change for changes sake, like, oh great, another thing. And sometimes it changes for concretely the better and there's solid science behind it. And this feels like it's in the latter category, which I feel really good about. I'm also really happy to see just the continued leaning into more feedback, more observations happening from administrators. I'd love to continue pushing on more peer teaching observations and opportunities there. Setting aside the time for professional development for not just teachers, but also the administrators and helping the administrators get better at helping the teachers get better. Percolating all the way down. So I know a lot of work has gone into making that happen. A lot of work has gone into helping make sure that the principals actually have time to give that feedback and to get them out of the office from some of the other administrative duties into that. That process of helping the teachers be excellent because that is how our students are going to achieve. So, yeah, I think it's bold. There's a degree to which I could see parts of this being controversial, that we're laying down the law, this is the way our kids will be instructed. But I think that kind of level of rigor is what our students deserve. And we are going to see positive educational outcomes from applying high quality pedagogy consistently across the district. And that's what I see in this plan."},{"start":4025780,"end":4035820,"speaker":"A","text":"Yeah. Thanks for the presentation. I'm going to use this just to ask a couple questions to educate myself on some of the practices that you mentioned for fluency practice. You said Coral Reading and Readers Theater. I don't know what those are."},{"start":4035820,"end":4036380,"speaker":"H","text":"Could you tell?"},{"start":4036380,"end":4066110,"speaker":"B","text":"So, so Coral reading is it just like a lot of our practice for English learners, really. So core reading is sometimes we do it together instead of just a child doing it by themselves. Readers Theater is like, it's just like a play, but it's just reading it and they're, you know, using their voice intonation. So it's, it's, you know, there may be a script and children have different parts and it's really, actually readers have been shown to prove really helpful for our English learners and our students with disabilities."},{"start":4066190,"end":4066830,"speaker":"A","text":"Oh, great."},{"start":4067630,"end":4070670,"speaker":"B","text":"It's actually built into our benchmark."},{"start":4070830,"end":4071310,"speaker":"A","text":"Okay."},{"start":4071310,"end":4082770,"speaker":"B","text":"It needs to be used a little bit more. But it really does help our students get into those roles of understanding and supporting. It's. Yeah, it's great practice."},{"start":4082770,"end":4091810,"speaker":"A","text":"Nice. Yeah. That sounds fun. And then the targeted interventions, there was a collaborative practice, reciprocal teaching. I mean, I'm guessing what that is, but I just wasn't sure."},{"start":4091810,"end":4098090,"speaker":"B","text":"Yeah, it's just the practice of having, you know, students work together, but also teachers working together to have that practice."},{"start":4098090,"end":4098370,"speaker":"H","text":"Yeah."},{"start":4098370,"end":4098690,"speaker":"A","text":"Okay."},{"start":4098690,"end":4103630,"speaker":"B","text":"So it's a whole needs and it really does become. When students. Students become teachers themselves."},{"start":4103630,"end":4104070,"speaker":"H","text":"Okay."},{"start":4104070,"end":4105630,"speaker":"B","text":"And you really want to get to that point."},{"start":4105710,"end":4107070,"speaker":"A","text":"Yeah, yeah, that's."},{"start":4107070,"end":4107630,"speaker":"H","text":"That's great."},{"start":4108990,"end":4131640,"speaker":"A","text":"Thanks for putting the spotlight onto writing. I think that was really interesting to hear about your perspective on it and sort of what we're doing there. It kind of made me think that maybe we're a little bit not looking at it at, directly at the academic indicator that the board is looking at. Like, I'm sure it shows up indirectly through reading comprehension and some of the other academic indicators that we're at, looking, looking at, but we're. We're not. Right. Like we don't have anything in our dashboards or anything that we're coming."},{"start":4131640,"end":4142040,"speaker":"B","text":"No, because writing is embedded in, through our. The writing of the assess, you know, the reading component of it. Right. It's justifying, citing your evidence reading."},{"start":4142040,"end":4147160,"speaker":"A","text":"Okay. Yeah, so it is, it's really. The reading comprehension is part of the way that we can see the input."},{"start":4147640,"end":4151480,"speaker":"C","text":"Are there other ways that we can and should be measuring like writing proficiency?"},{"start":4152280,"end":4154130,"speaker":"A","text":"Yeah, that's what I was asking. I just wasn't sure."},{"start":4154680,"end":4330860,"speaker":"B","text":"Well, I think, I think that years ago, years, years ago, and I'll include myself. I was trained in the Writing Readers and Writers workshop where it's a little bit more open ended. And we, I mean, I learned a lot of good skills, a lot of how to coach students how to really have an, you know, have a one on one meeting. It wasn't about correcting, it was about how to add details, how to add it, ask questions, probing questions to add in more information. It did take a lot of training. It was using text as models, lessons and children mimicking what was in the text. So you had what's called mentor text. Many of our teachers that were trained in that era, in that era, back and many, many years ago, really. Continue. Those are good practices. You try to find good literature practices, good models for students and you replicate that so students understand the writing process. Right. I think with our new initiative, because back and then we did, we had narrative opinion and opinion was a little different and informational. There were different texts that we used to use. And now that we're very specific with, we must teach narrative, we must Teach opinion, because opinion becomes argumentative in the middle schools and then informational. So those genres are really what is our driver to making sure that children know how to explain. So, like, for example, on our. All our testing, even on our LPAT test for English learners, children have to state their opinion, and they have to justify it with three reasons. They have to look at a sighting of a text, and then I have to pull the text information, the graphic organizer, and they have to put it into full sentences or looking at an animal and its description. Now you have to go put it into writing and putting the piece together. The same goes for our informational text when we're, you know, trying to cite evidence from attacks. Where am I citing it from? You know, this paragraph here, you know, you're citing evidence. You're then providing your own supporting evidence as to why you think that. Right. So all of that is part of the new. Of what isn't what they're being tested on. Narrative has been around for years. I mean, I, I. Narrative, I think. And narrative, I think, is one of the harder ones for our kids because we think narrative tell our own story stories. When you're going into a piece of writing, they're actually giving you the story starter, and you got to continue it. So if you don't have background knowledge on whatever they gave you, it's going to be a harder take. But it's. Again, it's all about fictional narrative. Kids love fictional narratives. They can, you know, they can make those things up. I think it's. So there's a lot of variety of it. I think we've lost the art of it a little bit in, in what we do, and we got to go back. But we are working towards making that in kindergarten, we're having more interactive and shared writing experiences so that they can then become more collaborative as they move up the grade levels and giving them that experiment. The writing daily is important."},{"start":4331020,"end":4331380,"speaker":"C","text":"Yeah."},{"start":4331380,"end":4344240,"speaker":"A","text":"And we pretty much consistently see student writing up on the walls in classrooms, you know, go and visit. So, you know, it's happening. I guess what I was wondering was I don't think that the. I don't think I ready has a metric on writing or does. Nor does cast."},{"start":4344470,"end":4344590,"speaker":"E","text":"Right."},{"start":4344590,"end":4347150,"speaker":"A","text":"And those are kind of like the two major does it."},{"start":4347150,"end":4361190,"speaker":"B","text":"Because the embedded writing. Yeah. CAST does have writing. And I think that's been one of the drivers of the fiabs, which are cast, like, because it's showing us that children can't explain their thinking."},{"start":4361270,"end":4361590,"speaker":"H","text":"Right."},{"start":4361590,"end":4364070,"speaker":"B","text":"In a cohesive way. Okay. Yeah."},{"start":4364070,"end":4364430,"speaker":"G","text":"Yeah."},{"start":4364430,"end":4376610,"speaker":"A","text":"Right. The, the Other one I was wondering was, and this is no knock on pulling in supplemental materials, but I was just wondering what, like what is missing in IM that we felt the need that we had to go out and get. Get supplemental programs."},{"start":4376850,"end":4382690,"speaker":"B","text":"We didn't know what was the need, but we were trying to address the teachers who wanted making sure that we had. We were addressing the needs."},{"start":4383490,"end":4384210,"speaker":"A","text":"Okay, cool."},{"start":4384290,"end":4388690,"speaker":"B","text":"At the time when we got it, we knew we didn't know what was needed."},{"start":4388690,"end":4389250,"speaker":"A","text":"Okay."},{"start":4390290,"end":4399330,"speaker":"B","text":"We knew, heard from principals and we heard from teachers. There's just not enough of that. So we went and got two apps that have that so that they can at least practice."},{"start":4399490,"end":4405670,"speaker":"A","text":"Yeah, I know. I think it's great. Like more practice is good. I just wasn't sure if it was like a gap in the curriculum that"},{"start":4405670,"end":4407510,"speaker":"B","text":"we had adopted according to im."},{"start":4407750,"end":4408310,"speaker":"A","text":"Okay."},{"start":4408310,"end":4411790,"speaker":"B","text":"If we, if they teach the structure, it's supposed to be built into it."},{"start":4411790,"end":4427270,"speaker":"A","text":"I got it. Okay. Then the last sort of like mini question is just on the designated ELD being non negotiable time. That's a district requirement. Like the PE is state. Right. Like it's like the only thing that they mandate. They do mandate that. Okay."},{"start":4427920,"end":4428640,"speaker":"B","text":"State mandate."},{"start":4428640,"end":4429400,"speaker":"A","text":"Great. Okay."},{"start":4429400,"end":4436000,"speaker":"B","text":"We're revoling it probably not to the T. Okay. A couple of years ago, but it is state mandate. It's always been state. Man."},{"start":4436000,"end":4440080,"speaker":"A","text":"Are those the only two time blocks that the state mandates PE and designated eld?"},{"start":4440160,"end":4448160,"speaker":"B","text":"Well, it different. No, all of them. Yeah. That, that are state driven that we are looking for. Yes, I think so. But we all have our minutes of time by curriculum."},{"start":4448160,"end":4448800,"speaker":"A","text":"Yeah, for sure."},{"start":4448800,"end":4449200,"speaker":"B","text":"Yeah."},{"start":4449200,"end":4449480,"speaker":"H","text":"Yeah."},{"start":4449480,"end":4464210,"speaker":"A","text":"Okay. And then I guess you already kind of talked about this, but I just want to make sure I understand it. Like, like it's awesome to have this cohesive plan, but is it being, is it cohesive? Like, are people adopting it? It sounds like there's a good foundation of adoption, but there's still like a little bit of like unevenness around it."},{"start":4466130,"end":4479630,"speaker":"H","text":"There is unevenness, but we are out there. You. This is something we are going to follow if we don't follow it. Because we put. A lot of time was spent on looking at the research. A lot of time was spent at having consultants with us."},{"start":4479780,"end":4480020,"speaker":"B","text":"Us."},{"start":4480180,"end":4496340,"speaker":"H","text":"And then the time spent that Anna and her team put together to make this happen. So I know, I know it can be a lot, but if we don't go in this direction, we don't expect it happening."},{"start":4497300,"end":4497660,"speaker":"A","text":"Right."},{"start":4497660,"end":4498460,"speaker":"H","text":"It's not going to work."},{"start":4498460,"end":4498980,"speaker":"A","text":"Right, Right."},{"start":4498980,"end":4504020,"speaker":"H","text":"And so we are very adamant. We're going to have it work."},{"start":4504020,"end":4504300,"speaker":"C","text":"Yeah."},{"start":4504300,"end":4576610,"speaker":"B","text":"And, and our really our, our goal is really to have professional learning community, the things really happening regularly. In order for that to happen, we as teachers have to be on the same page about what we're doing. So if I'm using this book and you're using that book, there is sometimes we're not me, not me and connect. How are we make moving forward? So part of our goal really in the MTS and actually in MTSs, it is having things that are aligned so that we can have, have deep conversations about how do we move student work forward in our conversations as a grade level or in our content math area, how are we looking at student work and how are we moving the kids work forward? Not looking just at their deficiencies. We need to look at the enrichment. We need to strive to have all kids reach the enrichment area. And so if we can't have those conversations because we're on the different pages, we're missing the opportunities to collaborate. And so I think our push really is to get teachers on board. What we have found. Fine. What we have. Can't even talk right now. What we have found is the schools that we see a lot of collaboration happening are schools that are really moving the needle."},{"start":4576610,"end":4577130,"speaker":"A","text":"Yeah."},{"start":4577290,"end":4630500,"speaker":"B","text":"Right. So we want that in all of our schools, we want all schools to see the value of how we can support each other. That we are not just I don't have all the answers, nor do you. But together we can be a power team by sharing what we're doing and really using the tune to our benefit. How do we address the kids needs? Right. So and then, and it is a good practice to have and then having them come in together and don't just look at their data but highlight what is working great in our classrooms and then where do we need to work on together as a team? And so that's part of the work that we're doing with professional learning communities is deepening that work this year so that next year we're hoping it's more of a cyclical. From day one, they start with this mindset. We're doing this collaborative. We're looking at data, we're planning together so that we can move the bar with the students and help us, all of our students meet the needs they"},{"start":4630500,"end":4667230,"speaker":"H","text":"learn from one another. Also, you know, how did you get that child to do that task? How did that work? How did. What did you do that I should do that? I can do that with my kids. So that collaboration is very important. Or can I come into your classroom? And watch while, you know, the guest teacher is in mine, you know, and. And see you do it. So I think I. I believe we. I really believe we are on the right track and we cannot let this go. So we're very adamant when we're at the school sites. We're very adamant and principals and. Yeah, we know, we know."},{"start":4667790,"end":4678570,"speaker":"A","text":"Yeah. I just want to say thank you for the presentation and the. It's tremendous effort, I know that it is, to bring this coherence to like so many schools and so many grade levels and people are working."},{"start":4678650,"end":4705060,"speaker":"H","text":"People are working hard. I. I will say they are working very hard to. To get this off the ground and moving. And as the principals have told them, you need. I need to know what support you need so that if I can't provide it, I can find who can in the district provide it for us. So, yeah, I'm thrilled that we have it and I know it's going to work. We just need to keep on. Keep on it."},{"start":4705060,"end":4718060,"speaker":"A","text":"Yeah, it makes sense because I think, I would imagine that this kind of alignment just really will ensure that, you know, a students aren't going to have wildly different experiences based upon which school they go to. Obviously there's different needs at different schools and can be adapted for that."},{"start":4718060,"end":4719380,"speaker":"H","text":"Right, right. Exactly."},{"start":4719380,"end":4719700,"speaker":"A","text":"Yeah."},{"start":4719700,"end":4729610,"speaker":"B","text":"And that's some of the things that we have found. We do have students who've moved around different sites and they. Oh, we already did that. Or not. So we're really trying to make sure that that system is in place."},{"start":4730330,"end":4730730,"speaker":"H","text":"Yeah."},{"start":4730730,"end":4731250,"speaker":"B","text":"So. Yeah."},{"start":4731250,"end":4740050,"speaker":"A","text":"Well, that's great. I mean, talk about work that connects directly to our mission. This is perfect. So thanks. I don't know if you have anything else you want to add."},{"start":4740050,"end":4759460,"speaker":"H","text":"No, I just want to thank Anna and the team for really putting this together. And I know we went through a lot of PD with the principals prior. Right. When school ended. And then we started right back up when they came and then did the same with the teachers. So great job. I'm really looking forward to this. Just moving the needle, really."},{"start":4762260,"end":4811750,"speaker":"A","text":"Awesome, thanks. Let's move on to correspondence, which is item 11. Anyone have correspondence? I got one email today. It was from the San Mateo County Office of Education. They reviewed our 2526 LCAP and our 2526 budget. They approved the LCAP. Congratulations. And they confirmed that the budget meets the requirements. So I think that's good. Not surprisingly, they did flag the deficit spending being short term covered by the transfers in long term by unidentified fiscal stabilization measures. But other than that, solid. Okay. Other business Suggested items for future agenda. No board of trustees meeting calendar saw the closed session."},{"start":4811750,"end":4812190,"speaker":"C","text":"Yes."},{"start":4812190,"end":4829030,"speaker":"B","text":"So just confirming that there is a closed session on October 8th starting at 6:20. That way you guys have 30 minutes in case you have any questions since it's a new process. And then the 10:16 study session. October 16th study session at 6."},{"start":4829190,"end":4841600,"speaker":"A","text":"Okay. And the one thing I kind of wanted to ask was the, I know that the October 8th meeting, we're going to have leadership associates there and they want like a long two hour block or so. I mean, is there a possibility to start earlier?"},{"start":4842000,"end":4843680,"speaker":"C","text":"Yeah, that's exactly where I was going."},{"start":4844000,"end":4845200,"speaker":"A","text":"I, I don't, I don't know."},{"start":4845200,"end":4861620,"speaker":"H","text":"We can, we can start early. They find out with leadership and associates how early they can get here for the closed session that they want to have with you. And let's work, work with that time frame and maybe we could start at 6 as opposed to."},{"start":4862420,"end":4871300,"speaker":"A","text":"Yeah, yeah. Or something. And I don't know if we have to because it's a regular scheduled meeting. Do we have to do like an hour study session and then we can. I don't know how it all works or if you can just move this."},{"start":4872340,"end":4875780,"speaker":"B","text":"No, it can be done during the regular meeting. Yeah, great."},{"start":4876579,"end":4877620,"speaker":"A","text":"Yeah. So that would be the only thing"},{"start":4877620,"end":4878660,"speaker":"C","text":"that's a good idea."},{"start":4879300,"end":4880620,"speaker":"H","text":"Yeah, yeah, yeah."},{"start":4880620,"end":4883700,"speaker":"A","text":"I know you're going to try and keep the agenda focused on, but they"},{"start":4883700,"end":4886220,"speaker":"H","text":"have, we have the unaudited actuals too."},{"start":4886220,"end":4887460,"speaker":"A","text":"Oh yeah, yeah. So."},{"start":4887550,"end":4889790,"speaker":"H","text":"Yeah, so. So that's what I was concerned."},{"start":4889790,"end":4891710,"speaker":"A","text":"Yeah. And it's keeping it kind of."},{"start":4892110,"end":4896750,"speaker":"H","text":"I definitely want very little on there except we really need the amount of actual."},{"start":4896750,"end":4906350,"speaker":"B","text":"Okay, about that to confirm you want close session to start at 6 and then move over to regular or close session. 5:30, 5:30."},{"start":4906350,"end":4913320,"speaker":"A","text":"For if they can get here for 5:30, I would suggest a 5:30 closed session, 6:00 clock start. That should put us, you know, so."},{"start":4914200,"end":4915000,"speaker":"B","text":"Yeah, yeah."},{"start":4915400,"end":4917400,"speaker":"A","text":"I mean three hour meeting will probably be done by nine."},{"start":4917480,"end":4917840,"speaker":"H","text":"Yeah."},{"start":4917840,"end":4918240,"speaker":"B","text":"Okay."},{"start":4918240,"end":4932440,"speaker":"C","text":"Yeah, I, I think the meta point here is that anytime we've got an agenda that looks like it's going to be at least three hours to plow through, we should at least have the conversation. Should we have this earlier than normal just to avoid getting into the wee hours?"},{"start":4932440,"end":4939080,"speaker":"A","text":"Yeah, makes sense. All right, thanks. Adjournment. Can I get a motion to adjourn?"}]}