{"date":"2025-12-10","type":"Regular","videoId":"TD3ovpP2tfo","audioDuration":8928,"speakers":{"A":{"name":"Mike Wells","role":"Board President"},"B":{"name":"Anna Herrera","role":"Assistant Superintendent, Ed. Services"},"C":{"name":"David Weekly","role":"Vice President"},"D":{"name":"Ann Berljafa","role":"RCSD TK Program Facilitator"},"E":{"name":"John Baker","role":"Superintendent"},"F":{"name":"David Li","role":"Trustee"}},"utterances":[{"start":6880,"end":8560,"speaker":"A","text":"Evelyn, I think we can start with the roll call."},{"start":9120,"end":10160,"speaker":"B","text":"Trustee Lee."},{"start":10240,"end":10640,"speaker":"C","text":"Here."},{"start":10720,"end":11680,"speaker":"D","text":"Trustee King."},{"start":11760,"end":12160,"speaker":"B","text":"Here."},{"start":12240,"end":14640,"speaker":"D","text":"Trustee Marcus. Here. Vice president."},{"start":14640,"end":15280,"speaker":"B","text":"Weekly."},{"start":15280,"end":15680,"speaker":"C","text":"Present."},{"start":16000,"end":17040,"speaker":"B","text":"President Waltz."},{"start":17040,"end":18880,"speaker":"C","text":"Here. All right."},{"start":18880,"end":97430,"speaker":"A","text":"Good evening, and welcome to the December 10, 2025, meeting of the Redwood City School Board. Buenos noches. Cir. Rec. Nueve, siete, Ojo. Nueve, nueve. Cerro cinco uno, tres, siete. Ypresione Ojo, tres, siete, siete. Cerro cuatra uno y signo de numero sieste alla reunion. Un Persona solicita, un transmisor situada Alfonda de la sala. All right, thank you for joining us tonight. We're all partners in education, and the board encourages everyone to participate and provide comments on issues of concern, regardless of whether they're on the agenda to speak. Please complete a speaker's card and hand it to Evelyn. You can find them at the entrance to the room. If you're attending on Zoom, please complete a speaker's card online by following the link in the agenda or just raise your zoom hand when the item comes up. If you're addressing a subject on the agenda, you'll be called at the time that the item is being considered. And if the issue is not on the agenda, you'll be called shortly during the oral communications agenda item. And then, to be fair to all speakers, we limit public comments to. To 3 minutes per person per topic, unless otherwise noted. All right, we are on to changes to the agenda. Does anyone have any changes they would like to propose? Trustee Marquez,"},{"start":100950,"end":103486,"speaker":"D","text":"I'd like to pull item 8.3."},{"start":103694,"end":108750,"speaker":"A","text":"8.3. And that was our. That was Measure U for Taft."},{"start":108750,"end":111090,"speaker":"E","text":"Right. Okay."},{"start":112610,"end":121810,"speaker":"A","text":"Any other changes to the agenda? All right, can I get a motion to approve the agenda as amended?"},{"start":123090,"end":123650,"speaker":"D","text":"Hello."},{"start":125090,"end":125810,"speaker":"F","text":"Seconded."},{"start":126050,"end":126850,"speaker":"A","text":"All in favor?"},{"start":126850,"end":127170,"speaker":"C","text":"Aye."},{"start":127170,"end":127570,"speaker":"F","text":"Aye."},{"start":127730,"end":165650,"speaker":"A","text":"Great. We are on to the public comment section. I see none submitted online, none on Zoom, and we have no speakers cards. So we will move on to our next item, which is going to be our first of two school and community reports. This is 6.1. It's the presentation on Redwood City TK program. Absolutely. Yeah. Yeah. And then your microphone has a little on button. It kind of looks like a person with, like, little circles coming out of their mouth."},{"start":166140,"end":166500,"speaker":"D","text":"There we go."},{"start":166500,"end":167140,"speaker":"A","text":"Yeah. Perfect."},{"start":167140,"end":170140,"speaker":"D","text":"Yeah. Okay, so I'd like to introduce Jennifer Mercado."},{"start":170220,"end":170860,"speaker":"B","text":"Good evening."},{"start":172700,"end":249480,"speaker":"D","text":"Spanish immersion. And I'm Ann Berriofa. I am currently coordinating, well, facilitating the TK program for the district. Good evening, everybody. Tonight I'm honored and quite proud to present the transitional TK program in the Red City school district. And then I guess I'm running this. Hold on. Sorry. On. And Anna, you said it worked. Press error. I'm trying to do this fast too. Well, read the next slide while we're waiting. So this presentation will focus on our program's growth, cohesion and continuing success. Great. Next slide. This slide illuminates our rapid growth over the past several years. Going from 6 tks 4 years ago to 19 this year. Going from 6 to 19 tk classrooms in 4 short years has been a challenge, as you can imagine. But we have been up for the challenge. Next slide. That's my turn here. Maybe you could do the slides. Oh, I went the wrong way. Sorry."},{"start":250600,"end":251320,"speaker":"B","text":"There we go."},{"start":251720,"end":272680,"speaker":"D","text":"So this is just a little visual of what we start out with. At the beginning of the year. We literally have to build furniture and unpack boxes when teachers have moved or moved from a grade level down to tk. And this, of course, is for every classroom, not just TK. And we can go to the next slide. Sure. And then. Oh yeah, I got to point it at Anna's."},{"start":272680,"end":273810,"speaker":"B","text":"Oh, yeah."},{"start":274530,"end":277650,"speaker":"D","text":"Oops. Back one. Sorry. There we go."},{"start":279330,"end":279890,"speaker":"C","text":"Tricky."},{"start":279890,"end":814250,"speaker":"D","text":"Okay, so, yes, in a few short days in August, when we're preparing to have the students come, this is what transpires in the classroom. So I think it's just amazing. So here is where we stand today. It's our current status. As I said, the district currently has 19 TKs, two of which are specialized learning centers, one at Henry Ford and one at Roosevelt. And we serve approximately 364 and 5 year olds. Next slide. So the overarching goals for TK in a nutshell, we want to create a joyful, culturally affirming and language rich classrooms. We believe that when we align instruction with how children learn best, everyone benefits students, teachers, and the district as a whole. What makes our TK program exemplary? Transitional kindergarten is not kindergarten light. It is the first year of a two year learning continuum designed specifically for four year olds and grounded in developmentally appropriate practice. Our program emphasizes play based learning. You can go to the next slide. Sorry. Play based learning, language development and social emotional growth, early literacy and numeracy embedded in exploration, and strong classroom routines that build independence and confidence. So the play based program is not just play. Overall, the state recommends 75% of the day should be uninterrupted play, but in sections. Of course, not all at once. But the play is broken up into three categories. Child self determined play, adult child collaborative play, and adult planned directed play. So we have developed a well rounded TK program that encompasses all areas and modalities of learning, which is the balanced program you see here. Since the new standards came out only a couple of years ago, we are still in the process of adapting and integrating them into our curriculum. This has been difficult or I'm sorry it hasn't been difficult as we had already been using the Pre K learning foundations along with the Kindergarten standards to find what fits best in our classrooms as our students have gone from a little bit older to now younger students as they start. For handwriting and letter formation, we use Learning without Tears. For our literacy program which includes oral language, phonics, etc. We use the Seeds of Learn of Seeds of Language program and for phonemic awareness, we use Heggerty Along. It's the beginning stages of the Heggerty that our kinder and above use. We also implement Integrated unit which incorporates science and social studies standards in addition to the language and arts Language Arts and math standards. For math, we have chosen to use the San Francisco Unified School District TK Math Portal which is a fully fleshed out program that has specific units that are for tk. We have not found anything that is in alignment with the district adopted curriculum yet as they're still developing TK because it's such a new program and additionally at many sites. Thank you. I'm so glad you're here. At many of our sites we also offer library visits, gardening, makerspace and other outdoor activities. We're trying more and more to incorporate outdoor centers to get the children outside and and moving in the fresh air as much as possible. So across the district, our teachers provide a consistent program, yet each brings her own creative interests and passions to the classroom. We have created a TK Must do form that is for the TK teacher, by the TK teachers, for the TK teachers that illuminates what we expect in the classroom across the district. The next slide is an example of what we would want to see in a developmentally appropriate learning environment. It should at minimal have a large group area, small group area where the teacher can pull small groups for instruction. It doesn't have to be a rainbow table. It can be any setting. It can be on the floor, a dramatic play area, blocks and building area, a library or quiet space, a calm down corner, and then science and math exploration and blocks and whatnot. So finding qualified teachers has been a challenge. Not only do we do we do. Sorry. Not only does the need Sorry. Not only do the teachers need to have a joy for teaching this age group, they also have to have a California teaching credential and 24 early childhood education units, which equals out to about a year, a year and a half of extra education. Fortunately, we've had some innovative staffing solutions that the board has helped us pioneer along with HR and ana. And these are that we can hire teachers who have 12 units of experience as long as they have adequate in classroom experience with children 44 to 5 years old. We have also used the Early Education Training Develop Trainers Development grant from the county to help some of our teachers that we scalped. I guess for lack of better word from pre K. We had several teachers come up into our program and we're helping them get their credential. In turn, they've made a commitment to the district to stay here for a certain length of time. So meet our team. Our TK program has been built thoughtfully and intentionally through the dedication of the 19 into 19 teachers and more than 20 instructional assistants who together form the backbone of our TK classrooms across the district. Their commitment, creativity, and deep understanding of early childhood development make this program what it is today. Okay, so where the teachers are the backbone? Our PLCs are the heart of the success of our program. We meet at least monthly, either in person or online to discuss pedagogy data and do planning together. We attend various conferences and external PD opportunities and we bring that information back to one another and share. And it helps us also to create teacher leaders, which Jennifer is one of. So in doing this, we've created teacher. Oh, I just that teacher leaders who often run the PLCs and the trainings for us. So, moving on to data. Next slide. Thank you. So we believe that data is a flashlight, not a hammer. And we feel like it should never be a gotcha. It should always be the light that illuminates the path to student growth and acceleration. The following slides show the academic growth for TK that we've been garnering for quite a while. But what I want to point out is that it doesn't show the soft skills that that TK students learn in the classroom, such as self regulation, social emotional lessons, and those kind of things that are hard to display on a gr. So here we have capital letters. You can just see from the bars that they come in with a lot less than what they leave with at the end of the school year. And we have only a couple years of data on this. And unfortunately, we didn't have the data from our fall. These numbers here show our beginning of the year and we also now have fall data. So the green has increased and the red has decreased in almost all the slides. So the next one is lowercase letters. You can see each year we've had increases and you might see I'm just going to notice a decrease from 2023 to 2024. And I just want to point out that the children are getting younger and younger each of these years that they come. Okay. And then of course, we have sounds."},{"start":814250,"end":814610,"speaker":"B","text":"Right."},{"start":814850,"end":1063140,"speaker":"D","text":"So point. I want to just point especially to 2024, 25, where 89% of our students were at grade level or above in knowing the am. Amount of sounds that they're supposed to know at the end of TK I know, right? TK to be at grade level, they need to know 15 letters and sounds approximately, give or take. And most of our students who are in the green know almost all of their letters and sounds. So they have a very big head start. And many, many of them are beginning reading even now. I have. We have readers in some of the classrooms. Yeah, math. We. They are expected by the end of the year to count to 30 without interruptions. And this also has. We've seen growth and also one to one correspondence, which is a little bit more difficult for, for students, but they are also increasing in that and recognizing numbers and recognizing shapes. Okay. So as you can see, we've accomplished a great deal in the last four years. Our challenges have been many, but we have, we feel like we have overcome them and we are continuing to assess other challenges that. That keep arising, such as hiring, you know, new and qualified teachers as our program grows. I want to point out that I. I know TK is expensive, but I want to point out that it is an investment. Smaller class sizes, instructional assistance, materials and training all carry a cost. However, TK is not a short term expense. It is a long term investment in the district's success. Decades of research confirm what we see every day. That students who attend high quality early learning programs enter kindergarten more confident, they require fewer academic behavior, behavioral interventions. Yes. Show stronger literacy and math foundations, and finally experience greater long term academic success. So we do have some ongoing needs on the next slide. Slide Ongoing needs will be, of course, training for teachers, new teachers as they come so that they can catch up with the programs that, that our current teachers are doing. And we're finding that having in house teachers such as Jennifer and many of our other teachers who I also, I know are out there. So I want to say hi to everybody, are helping us with this so that we don't have to have the expense of trainers coming in. We need to train our Instructional assistants, not only in the toileting, which is becoming an increasingly added duty to our plates, but also we want to train them in many of the strategies that the teachers are learning because they are the second teacher in the classroom. For facilities, we are looking, we're in pretty good shape. There are a few places where we could use some more developmentally appropriate heights of sinks. As you can see, there's a step stool there. And knock on wood. Nobody's fallen. But it would be nice to have something a little bit more permanent and stable. There is going to be a need for new rest mats. We've had these rest mats for five years now, and they are starting to fall apart. And there are a couple other things that Martin is fully aware of and the funding. We've been very fortunate to have a UPK grant from the. From the state, but that is now at the end of its funding cycle. And so now it is going to be on the district and the school sites to carry this through. So we've done our best to order materials, furniture, and all the things that we need to carry us through for hopefully the unforeseen future."},{"start":1066730,"end":1067130,"speaker":"B","text":"Yeah."},{"start":1068890,"end":1177370,"speaker":"D","text":"Okay. So on behalf of the Revin City TK program, I would like to thank first of all the district leadership, which is you all. Dr. Baker, former assistant superintendent Liz Wolf, who also who started this foresight of knowing that the TK what was coming down the pike from the state, and Ana Herrera, who has helped lead the way the last couple of years with this and she knows to the heart what it takes for this TK program to thrive. And I really appreciate her support and help in this. I'd like to thank facilities Martin and his crew, who I know you guys are tired of hearing from me, but they have been very attentive to the needs of our classrooms and understand that for four year olds we have to be very diligent about safety issues. Then of course, I'd like to thank Wendy and her crew in HR for helping us fill these positions, for helping us get subs when we need it, because it's. It's been a little bit more challenging than we expected, especially with 19. We currently have a roving instructional assistant, Yidel, who goes from site to site as needed. But over the last couple months, we've had a lot of people out ill and we've had to use the resources that the district has through the swing subs. And then finally, I would like to thank our amazing teachers because, well, I'm just constantly amazed. I go into their classroom and I'M just blown away at their energy, what they do, what they create, and their resourcefulness, their camaraderie with one another, how they help each other, their compassion, and the dedication that they bring to their craft. So thank you all."},{"start":1179530,"end":1185690,"speaker":"B","text":"And we also want to thank Ann, who's been leading this team for the last couple of years. We know her team."},{"start":1186840,"end":1187240,"speaker":"D","text":"Thank you."},{"start":1187560,"end":1192360,"speaker":"B","text":"We'll see if she continues with us this year. We're hoping. I know she's also looking forward to retirement."},{"start":1192360,"end":1193160,"speaker":"D","text":"34 years."},{"start":1193240,"end":1202520,"speaker":"B","text":"I know. So we are. We appreciate all your work. And just. I don't want to say that it is a lot of RTK's. Hats off to you for all your dedication."},{"start":1202680,"end":1220130,"speaker":"D","text":"Thank you. To the district. In 34 years, I have to say I've done a lot of different positions and I've enjoyed all of them. But I think this has been the most rewarding for me to see a program blossom and grow and to work with amazing teachers that I wouldn't have had the chance to. So thank you for the opportunity."},{"start":1220530,"end":1220890,"speaker":"C","text":"Yeah."},{"start":1220890,"end":1222290,"speaker":"A","text":"Thank you, Anna and Jen."},{"start":1222450,"end":1222850,"speaker":"C","text":"Yeah."},{"start":1222850,"end":1244450,"speaker":"A","text":"Thanks for presenting all about the TK program. I know that reviewing the slides over the weekend was a lot of fun, just because you can see the joy that's in there and the deep links had a lot of information in there. Before we jump into board discussion, we do have one public comment on this, so I'm going to call Augustine Espino to come up and make your comments. As a reminder, you'll have about three minutes."},{"start":1245960,"end":1246280,"speaker":"B","text":"Yeah."},{"start":1247320,"end":1247800,"speaker":"C","text":"Yep."},{"start":1247800,"end":1250040,"speaker":"A","text":"Come on up. The microphone's on."},{"start":1252120,"end":1252760,"speaker":"E","text":"Okay."},{"start":1253080,"end":1253880,"speaker":"B","text":"Good evening."},{"start":1254280,"end":1259480,"speaker":"C","text":"Their board members, some of you already know me. My name is Augustine Espino."},{"start":1259480,"end":1267720,"speaker":"E","text":"I'm a parent. I have my kids, my daughter over there, Kennedy. And then I noticed that today we're going to be talking about tk."},{"start":1269720,"end":1271360,"speaker":"C","text":"So I meet with some of the"},{"start":1271360,"end":1279470,"speaker":"B","text":"parents of the Redwood City School District. And then this is really nice. We want to encourage the district to continue this program."},{"start":1279790,"end":1282270,"speaker":"E","text":"And then if it is possible, to"},{"start":1282270,"end":1291550,"speaker":"C","text":"expand the outreach to our Latino community by advertising on local clinic, if it's"},{"start":1291550,"end":1296030,"speaker":"E","text":"possible, put signs on the libraries and"},{"start":1296510,"end":1305630,"speaker":"C","text":"possible on the bus stops of the city, because a lot of the families use that transportation so that they can"},{"start":1305630,"end":1307890,"speaker":"B","text":"see what it is and so that"},{"start":1307890,"end":1319450,"speaker":"C","text":"they can better understand. Because a lot of our community, not all, but some, don't fully understand how important it is to start early enough."},{"start":1320170,"end":1323010,"speaker":"B","text":"So we need to expose them, to"},{"start":1323010,"end":1332170,"speaker":"C","text":"tell them there is a benefit to start early. And then I really want to do"},{"start":1332170,"end":1337530,"speaker":"B","text":"that to flourish and see the gap."},{"start":1337770,"end":1357890,"speaker":"C","text":"I've Been talking about a lot about. The gap is not an easy task. It requires a lot of commitment, everyone. And then. So I care about that. And that's why I'm here, over here, asking you guys to please look at if it's possible to do that outreach and then see if we can change"},{"start":1357890,"end":1360630,"speaker":"B","text":"this train to close that gap, education gap."},{"start":1363020,"end":1384300,"speaker":"C","text":"I went last Friday to Hoover, which is a heavily Hispanic school, and I talked to some parents, and then they had the same dream that when I came over here to this country, that they. When we came in this country, we think like, hey, you on the US and everything should be fine and everything's gonna be flourish."},{"start":1384860,"end":1387770,"speaker":"B","text":"And then I learned a little late"},{"start":1387770,"end":1390850,"speaker":"C","text":"that we need to advocate. And so that's why I was talking"},{"start":1390850,"end":1391810,"speaker":"B","text":"to some of the parents."},{"start":1391970,"end":1411490,"speaker":"C","text":"But they seems like everything is fine. I talked to them, say, hey, how is your kids doing? All the parents that I taught, there were not many, but the ones that I taught the kids were fantastic. They say. And then I wonder if they are like, in the case of my sister, that she don't even know how to look the report card, how my nephew is doing."},{"start":1411810,"end":1412210,"speaker":"B","text":"So."},{"start":1413290,"end":1418010,"speaker":"C","text":"But hopefully with the tk, hopefully we can be able to change that trend"},{"start":1418010,"end":1421130,"speaker":"B","text":"and definitely want to encourage to see"},{"start":1421130,"end":1424810,"speaker":"C","text":"if we can all work together and make a difference. Thank you."},{"start":1426090,"end":1435130,"speaker":"A","text":"Thanks, Augustine. You raised some good points. Actually, just follow up with Dr. Baker. Do we do advertisement for TK? What kind of outreach are we doing to let people know about it?"},{"start":1435210,"end":1482020,"speaker":"E","text":"There's outreach at the school sites. At the school sites specifically. But what Augustine is talking about, we used to do previously for preschool. We could start that again. And we also used to do channel. What, 14. It was probably 14. We used to add. We. They used to take the advertisements for us for free so we can check and see if they can do that again. But we did this previously with the preschool, and there's no reason why we can't go back. And the libraries we did at the libraries, we did at the clinics. We also did it at the dentist's office and so forth. And we also put it out at the hospitals. So we. On their bulletin board. So we can continue. Not continue, but we could start again and do that."},{"start":1482180,"end":1502130,"speaker":"A","text":"Yeah, I mean, it's interesting. I mean, I. I understand it's an expensive program. Anne touched on it. But like. But I think Anna and Augustine are both talking about how it's kind of like a literacy math preventative. Like it's stopping. Ensuring that there's no crisis later on when they run into a Problem and sort of getting them up the right foot. So it does seem like a good investment because I think if you were"},{"start":1502130,"end":1517770,"speaker":"E","text":"to talk to the kindergarten teachers now that these students are coming to kindergarten, like they have expressed to myself, they are doing so much better than those students who have not had TK or Pre K. It's just a whole change."},{"start":1518010,"end":1518730,"speaker":"A","text":"Yeah, I bet."},{"start":1518810,"end":1546640,"speaker":"E","text":"And what they're expecting. And as you said, you have some kids right now that are starting to read. That's fantastic. And so, yeah, it's. We can do that. We can. We can definitely start doing that again. It's not for ourselves. It's not that expensive to do. We just go around and we put them up, put, you know, those pincushes and go through. Yeah, they're there and no one ever says anything. And also some of the restaurants used to take them also for us, especially the ones on Middlefield Road."},{"start":1548320,"end":1566800,"speaker":"A","text":"Okay, I'm going to turn to the board and let the. If anyone wants to start with discussion, comments or questions for. For Ann and Jen. I see. I see David Lee looking anxious to jump in, so I'm gonna call on him. So that we don't do that. Let's stare at everybody for a minute before we decide who's gonna start."},{"start":1566960,"end":1664990,"speaker":"F","text":"That is just my face, but that's fine. I've already put these questions out there, so none should be surprises. But first and foremost, I think thank you for the presentation and obviously for the work. It says that every time, but it's really helpful. I'll be very candid. The whole TK realm is outside of my wheelhouse completely. So, like, seeing the pictures, seeing what it takes, like the before and after, is really, really helpful. And I know we touched a little bit on the funding piece, and I think it's worth also stating that my understanding is that as a basic aid district, like, we are disadvantaged compared to others. Like, we. It is effectively an unfunded mandate. So we are. I'm just incredibly impressed by the work that we do given that we are not currently supported by the state in the same way that others are. So just put that out there. Yeah, the two, I guess, two points, one kind of comment and then one kind of question or set of questions. The one comment is just on the slide that you put up there and the commentary that went with it, which is that data is a flashlight, not a hammer. And I just very much fully endorse it. I love that idea. Right. Like, data doesn't tell us anything by itself. We have to understand it, read, interpret it. And that's going to lead to the next step. But seeing the numbers is not. It's not enough by itself. So I really appreciated the context and the takeaways that you brought on the slides. And this isn't a comment to you, but I think in general, especially as I think we move toward presentations where we're trying to condense things and make it super efficient, I think it'd be helpful to try to get the takeaways from the district on the slides of what. What did you see from the data?"},{"start":1665150,"end":1666030,"speaker":"D","text":"What's the story?"},{"start":1666030,"end":1691260,"speaker":"F","text":"Exactly. I think part of that honestly is just because again, to be completely honest, like this is not my wheelhouse. Like, I don't, I don't know. I'm not an expert on what the numbers are telling me and I'm not there in the day to day. But what I really care about is what is. What are the people who are on the ground, what are they taking away from it and like what does that mean for next steps? So I got that loud and clear from the, the voiceover, but I'll just put out there."},{"start":1691260,"end":1691900,"speaker":"D","text":"Thank you."},{"start":1692780,"end":1774730,"speaker":"F","text":"The questions are more focused on the challenges and the maintenance piece. And this goes back to the budget. I think it's not a secret that we're in tight budget circumstances, but I think it's also hopefully not a secret that TK is the first point where we can start addressing things. So that in first, like third grade. Literacy doesn't happen in third grade. Right. It's everything leads up to it. And so to me, and I think I won't speak for everyone else, but obviously very important, love to make sure that we're a robust program and would love to make sure that we're offering it equitably to all the communities. Like we should be targeted. With that said, I know there's discussion of a particle tax effort that has been at prior board meetings. Unhealthfully, I've been on the Internet and seeing just different questions that pop up about the parcel tax and the effectiveness. I just specifically when the realm of TK and it doesn't have to be right now. I think a question that's going to come up is what is the amount of money and what is it going toward to make sure that we're being more effective and even just based on the presentation. I know you have ideas, I know that the district has ideas. If we could just make sure that we get those down somewhere so that once we."},{"start":1774730,"end":1775410,"speaker":"D","text":"Absolutely."},{"start":1775570,"end":1776370,"speaker":"C","text":"I just want the."},{"start":1776690,"end":1794410,"speaker":"F","text":"There's a sense, I get that There are members of the public who don't. They don't have full confidence yet that all the. The money is going toward all the stuff that is, you know, closing the achievement gap and all that. And like, that's just not true. Like, yeah, we know what we need to spend on."},{"start":1794410,"end":1796130,"speaker":"D","text":"But anyway, they need the flashlight."},{"start":1796130,"end":1817210,"speaker":"F","text":"Exactly. And so I'll ask the question openly now, which is like, what are the things and like, what does that look like in terms of. Of money? Because that's what we think the, the funds are going to go to. But I've also obviously very much put you on the spot, so it doesn't have to be an exhaustive list, but even a sample and then something else just to think about as we go forward. If, like that. I think that would be helpful."},{"start":1817690,"end":1820050,"speaker":"D","text":"I'm okay. Yeah. Anna has some thoughts."},{"start":1820050,"end":1844020,"speaker":"B","text":"I was gonna say, I mean, we have invested a lot of money. We have been very. We have been. We have received money to really fund all of the materials in classrooms, which is a large amount. I think that grant that we had was over 400,000. I don't even know. That's just when I started. So it must have been greater. We had like 600,000."},{"start":1845060,"end":1849220,"speaker":"D","text":"It started, but they kept increasing as ultimately it was about 600."},{"start":1849380,"end":1858430,"speaker":"B","text":"So just in materials alone that have gone to TK and these classrooms, you're looking at 600,000. No, for the. Totally."},{"start":1858590,"end":1859110,"speaker":"D","text":"Okay."},{"start":1859110,"end":1914650,"speaker":"B","text":"So because building a classroom, we've never built just one classroom. We have to build four classrooms every time we've done it. And so when we're ordering materials, we're ordering everything at the same. So that is just like furniture and making sure we have appropriate sized tables, making sure we have the chairs, making sure that we have the perfect size bookshelf. So all of that investment really goes to what we've been made. But to support Martin has facilities, has actually been able to support us on some of those furnitures as well. And so have our grants in our district. I mean, each classroom requires an adult, a teacher and an aide. So you're talking about two. Two salaries there that you have to maintain. Because the teachers, the aids. We have a ratio 20 to 1. So we, I mean tw 20 to 2 adults. So we have to maintain that ratio. So we're looking at salaries. Right. So you're looking at two salaries. Once the chat."},{"start":1914650,"end":1914890,"speaker":"D","text":"The."},{"start":1914960,"end":1938480,"speaker":"B","text":"The. The classrooms are. Have all the materials. It's really what we have to maintain. Like, for example, the mats that we have where children rest and take a. Take a. You know, not sleep. Some of them do fall asleep, but it's a resting time. Those do have to replace because they only have a certain year span. Right. So we have to look at purchasing new ones. And expensive are mats. You know what, it depends about $500"},{"start":1938800,"end":1941080,"speaker":"D","text":"per course per classroom. So for new mats."},{"start":1941390,"end":1994900,"speaker":"B","text":"Yeah. So we're talking about, you know, our class, our older classrooms versus our newer classrooms. Right. So and we do know that we've been looking at and I talked a lot about like those mats, like do we invest in Lakeshore, which is a little bit more expensive, but they also do. We have a little bit more of a guarantee. So you have to balance it out. So I think when you look about what the cost is, you're really looking at that and training. So, Ann, we have been very fortunate. Our county has had a lot of training for pre K in the district. So we've been able to send our teachers to some of those trainings and has attended multiple training. The teachers have attended. We've been able to invest in certain trainings that are more appropriate for our staff. And I think, you know, when we look at ongoing, if we continue to have teachers who leave, we just have to continue onboarding people. So there's just, you know, costs that we would add to any district, any PDF."},{"start":1995930,"end":2002490,"speaker":"D","text":"So if you don't mind me clarifying your question, are you looking at what it costs per classroom to run it? Is that your question?"},{"start":2004010,"end":2024090,"speaker":"F","text":"That could be one way to think in like the big picture in my head is I want to be able to go down the street and say when someone comes to me and says we're not using, we don't. This district doesn't need more money, period. I want to be able to say that's actually not correct because here's what we're doing and here's what we can't do anymore because we're losing a grant and here's what it's going to take."},{"start":2024170,"end":2024570,"speaker":"C","text":"Right."},{"start":2024970,"end":2026570,"speaker":"D","text":"Okay, I can help with that list."},{"start":2033930,"end":2042930,"speaker":"B","text":"Thank you. And thank you, Jennifer. I actually want to personally thank you. My, my son was in one of those six 202022 TK classrooms."},{"start":2042930,"end":2043530,"speaker":"D","text":"Wonderful."},{"start":2044250,"end":2045690,"speaker":"B","text":"So shout out to Gong Lasher."},{"start":2045690,"end":2047210,"speaker":"D","text":"She's legal."},{"start":2049170,"end":2062130,"speaker":"B","text":"But I, you know, following up to Augustine's comment about out the outreach, the other thing I've actually heard from some principals and parents are they just don't even know what putting their child into a classroom looks like."},{"start":2062130,"end":2062450,"speaker":"D","text":"Right."},{"start":2062530,"end":2074530,"speaker":"B","text":"And so they were looking for even more of just a video online or a tour or like knowing that there's A bathroom. Like a bathroom in the room. Right. Like, what is looking. A table look like?"},{"start":2075000,"end":2088520,"speaker":"D","text":"I don't know if we can even. So actually, we are right now working on that. We've been asked by the county because they're familiar with our classrooms and know what great classrooms we have that they've asked if they can actually film a little video just for that purpose."},{"start":2088920,"end":2089320,"speaker":"B","text":"Great."},{"start":2089320,"end":2096320,"speaker":"D","text":"So I got approval from Jorge and John, and so I'm grateful. So, yeah, so that's coming. Okay."},{"start":2096320,"end":2099480,"speaker":"B","text":"That's great. Yeah. Yeah. I think that will encourage more parents."},{"start":2099480,"end":2123950,"speaker":"D","text":"And then we also do orientations in this spring. Usually in May or June, they do TK and K orientations. So parents who have already registered will be invited to those. So where we have slide decks and then those get sent out. So you can see what. Each classroom is different, so we can't just have it necessarily a generic one. So it depends upon the sites. Perfect."},{"start":2124350,"end":2133320,"speaker":"B","text":"Yeah. I agree with all the comments today. The more kids we can get into TK, I think, will just be a great for the district. Thank you very much."},{"start":2133320,"end":2144720,"speaker":"D","text":"Thank you. So thank you guys for the presentation. And of course, I want to just"},{"start":2144720,"end":2154440,"speaker":"B","text":"say thank you to everyone that has at one point engaged and stepped up to teaching tk including those preschool teachers that moved up."},{"start":2154440,"end":2164540,"speaker":"D","text":"And obviously thankful to the district for allowing that to happen and working with those teachers to work on their teaching credential, because I think that's great, you"},{"start":2164540,"end":2181140,"speaker":"B","text":"know, building our own and making sure that those students thrive in the future. I think it's very important that we build the strong foundation like you've mentioned. Obviously, this is to get them ready not just for primary school, middle school, but beyond."},{"start":2181380,"end":2184900,"speaker":"D","text":"So my daughter is a kindergarten teacher"},{"start":2184980,"end":2212490,"speaker":"B","text":"and has said it makes such a big difference of those kids coming in from TK with TK experience. And then I do want to say I'm going to give a shout out to Ms. Mercado because my daughter, who is Karina, she took her under her wing many years ago when she was a sub. And she didn't have, I think, like a TK partner because she was from another school. And she really showed her all the, you know, the ropes. Yes, the ropes. And so beautiful."},{"start":2213370,"end":2215010,"speaker":"D","text":"During the pandemic, of course."},{"start":2215010,"end":2215410,"speaker":"B","text":"Yeah."},{"start":2215410,"end":2217210,"speaker":"D","text":"So I do want to tell you"},{"start":2217210,"end":2219530,"speaker":"B","text":"thank you because, you know, sometimes you"},{"start":2219530,"end":2220690,"speaker":"D","text":"guys don't realize how much of a"},{"start":2220690,"end":2225170,"speaker":"B","text":"difference you guys are making until somebody actually, you know, makes a known."},{"start":2225170,"end":2230050,"speaker":"D","text":"So I do want to thank you. So. And just like you, you know, I've said this before."},{"start":2230690,"end":2233410,"speaker":"B","text":"One of the Things that I do admire about the Redwood City School District"},{"start":2233410,"end":2237730,"speaker":"D","text":"is everyone, they work with grace, very"},{"start":2237730,"end":2243090,"speaker":"B","text":"happy doing their jobs and always helping at their school sites."},{"start":2243090,"end":2244650,"speaker":"D","text":"So I, I do really appreciate that."},{"start":2244650,"end":2246450,"speaker":"B","text":"And of course, this goes out to"},{"start":2246850,"end":2259190,"speaker":"D","text":"the paraprofessionals that work with the teachers as well, because obviously they do do a lot. So, yes, all the workers at the sites, the custodians, the cafeteria workers, all, everybody. We couldn't do without them. The office staff."},{"start":2259670,"end":2260150,"speaker":"B","text":"Yes."},{"start":2260630,"end":2261430,"speaker":"D","text":"So thank you."},{"start":2263910,"end":2301060,"speaker":"C","text":"Thanks so much. Looks like the program is doing really well. It's been growing explosively and the staff have been rising to the challenge. Getting to see some of those Deltas is great. And it tees up well with the broader research about the impact of TK on kids who go through it. And it feels like that's gonna kind of shift us to a new regime where we, we're having to scramble. Right. To go and build like all of the new classrooms every year and, and, and accommodate that interest and as well as the expansion of the program to younger and younger ages. But that part's not going to continue. Right. We're not going to be having 2 year olds in, in TK or anything like that."},{"start":2301060,"end":2301460,"speaker":"F","text":"Right."},{"start":2301620,"end":2302420,"speaker":"B","text":"Not the set."},{"start":2302500,"end":2350040,"speaker":"C","text":"Right. So, so, so, so we're drawing the line. Exactly, exactly. So. And that means that like, a couple of things are going to change. Right. As the program goes from growth mode. And like, let's keep up with this surge in demand is the TK definition expands to. You heard Augustine's comments and it seemed like there was a lot of nods and grunts around the table to like, active outreach. To go and have the program be more equitably adopted would be, would be really good. And then on a more macro basis, going and dealing with declining enrollment. Right. And so how do we factor that in that we don't overshoot? Because the last couple of years we've been doing four new classrooms a year. And so, whoops, we don't want to overshoot what's ultimately going to be a declining slope."},{"start":2350280,"end":2375040,"speaker":"D","text":"Right? Absolutely. And we definitely have been keeping that in mind as well and knowing that that population will ebb and flow. And you know that the teachers are very qualified, they can work in other grade levels if needed. We don't want that. We want to maintain what we have because we worked hard for it. But yeah, that's always a possibility. We just have to roll with what comes."},{"start":2375040,"end":2385270,"speaker":"C","text":"It's awesome on the teachers, we have flexibility there on the classrooms. It seems like the demands of a TK classroom Even versus a kindergarten classroom involve a bit of material expenditure there."},{"start":2385820,"end":2429240,"speaker":"D","text":"A little bit. But I think we're kind of plateauing on that because we've been, I mean, some consumables, of course, you know, our little learning without tears workbooks and those kind of things. Sure, but. And then, you know, some materials have to be replaced over the years. But, you know, teachers, we know they invest a lot of money in their own classrooms. And a lot of what we see in there is, are items that teachers have purchased themselves. So, you know, depending on who's in the classroom. And I will always have more expenses, but I feel like the big, big net of expenses has been taken care of unless we add five more, which we're not going to. Right. Unless we need to at our other sites."},{"start":2429560,"end":2451150,"speaker":"C","text":"So if there's things that we need to do as a board to support this program, like bless the purchase of $500 mats that have served their purpose for five years. If there's things like helping to nudge outreach to the community. It sounds like we've got some muscle tissue that we had worked on with Pre K that maybe could now be revisited for tk."},{"start":2451150,"end":2451510,"speaker":"D","text":"That."},{"start":2451510,"end":2475190,"speaker":"C","text":"That sounds fabulous. I don't know what kind of cheerleading we can give as a board to formally say, like, yes, you know, we. We think that's a really good idea. I tried reaching out to Sam Trans after Augustin and I had a discussion to see, like, are they willing to go and post things for us on bus stops. So, yeah, I mean, let's. It's a collaboration. You built a great program and I'd love for it to be in. In as many hands as possible."},{"start":2475270,"end":2477990,"speaker":"D","text":"Me too. Thank you. We'll work on that."},{"start":2478950,"end":2531690,"speaker":"A","text":"Thanks, Ann. I'm so glad you poured 34 years into this program. You know, it's like all that experience to be able to deliver it. Yeah. I mean, just watch. Seeing this presentation and looking at the slides, it just sort of really illustrates what. What living the district's mission of, you know, being joyful and rigorous and inclusive and nurturing program and putting that together. So thank you to you. The TK teachers, the TK aides, you know, the facilities are, the district leadership here with us. It's just, you know, it's. It's obviously it's compliant and it follows the state guidelines, but it's really student centered, you know, and it's so much more than that. And it just really like first step to advancing our LCAP goals, you know, for social, emotional, support and, you know, academic learning. You can Just see how it's really tied in. It's really ntss. Really at the earliest. Earliest stack."},{"start":2531690,"end":2532610,"speaker":"D","text":"Right. Absolutely."},{"start":2533280,"end":2551520,"speaker":"A","text":"I look forward, you know. I know. I bet in a future year we're going to see, you know, how these TK cohorts are doing and being able to track them through first, second, third grade and go in. We already have the initial evidence of how much more prepared they are coming into kindergarten. But I think it'll be neat to see and track them over the next couple years how that launches."},{"start":2551840,"end":2559940,"speaker":"D","text":"I know Anna and Jenny are working on that way to do that. That's out of my wheelhouse. Yeah."},{"start":2559940,"end":2565660,"speaker":"A","text":"You're doing something excellent, so don't worry. Again, thanks."},{"start":2565660,"end":2565900,"speaker":"B","text":"Yeah."},{"start":2565900,"end":2566900,"speaker":"D","text":"Dr. Baker, thank you."},{"start":2569540,"end":2573460,"speaker":"E","text":"First of all, Ann, you've come a long way. Do you remember back when?"},{"start":2573860,"end":2574260,"speaker":"B","text":"Right."},{"start":2574580,"end":2575540,"speaker":"D","text":"We go way back."},{"start":2577300,"end":2617640,"speaker":"E","text":"So thank you so much for everything that you've done and put your heart and soul into this program. I knew you were the right person to have when you took the responsibility to move it to where it is today. Because when the mandate came down, we were all kind of like wondering, what are we going to do? Especially when we found out that because we were community funded, our dollars were going to be a lot less. With that said, I also want to extend a grateful hand to Jennifer Mercado. Born and raised, Redwood City, Hoover School. When I was the principal and she"},{"start":2617640,"end":2618760,"speaker":"F","text":"was like this, yes,"},{"start":2621160,"end":2622280,"speaker":"B","text":"he was my principal."},{"start":2624440,"end":2666380,"speaker":"E","text":"I was great to see her in the classroom when she became a teacher. Matter of fact, when I became superintendent, I think went to your classroom, that's where I got my picture taken at Taft. At Taft. So thank you so much for sticking with Redwood City and being part of this adventure. You're reaping the wonders that have you put together yourself along with Ann here. And I was notified, you know, that the county wants to do the video. And I said, well, make sure that you give credit where credit is due because there was a lot of hard work that went into this. What? You didn't show up there. I didn't see your husband putting together some of the furniture."},{"start":2666380,"end":2679780,"speaker":"D","text":"Well, I was told I'm limited to slides. I have pictures of my son and his girlfriend putting furniture together. My husband. So it was a team effort for sure. Family affair."},{"start":2680340,"end":2683380,"speaker":"E","text":"Right. But you've done an outstanding job. And thank you so much."},{"start":2683540,"end":2683980,"speaker":"D","text":"Thank you."},{"start":2683980,"end":2688020,"speaker":"E","text":"Really appreciate it. Along with the teachers that are in the program, along with the instruction."},{"start":2688020,"end":2713080,"speaker":"D","text":"And Jennifer, I have to just give another shout out to Jennifer. She is our long, longest, longevity TK teacher. She was teaching TK before we even started this trajectory. She was one of the original four at. Taft. Yep. And then she was moved to Atalante. Right? Yeah, exactly. So thank God, she, she and Heidi and a few others who have been around from the beginning have really helped"},{"start":2713080,"end":2713400,"speaker":"E","text":"me,"},{"start":2715320,"end":2719640,"speaker":"D","text":"helped me help them do it, do their jobs and my job."},{"start":2719800,"end":2721720,"speaker":"E","text":"So great job. Kudos."},{"start":2721880,"end":2725960,"speaker":"D","text":"Thank you. Awesome. Thank you. And then can I say something?"},{"start":2726040,"end":2726920,"speaker":"A","text":"Yes. One more thing."},{"start":2727560,"end":2735460,"speaker":"D","text":"Since we're still on this topic, I just want to give a big shout out as well to Augustine and Ms. Patty."},{"start":2735460,"end":2744260,"speaker":"B","text":"She is part of the superintendent advisory committee, the Spanish. She's a mother from Hoover, and she's here representing TK because she has a tker."},{"start":2744660,"end":2748780,"speaker":"D","text":"And of course, Augustine. Excuse me. And it comes to."},{"start":2748780,"end":2749940,"speaker":"B","text":"Yes, come to the meetings."},{"start":2750260,"end":2755500,"speaker":"D","text":"And of course, Augustine, thank you for your comment, because this is why we"},{"start":2755500,"end":2757260,"speaker":"B","text":"ask that you parents come here."},{"start":2757260,"end":2760740,"speaker":"D","text":"Because when we hear from you, there's change. Right."},{"start":2760740,"end":2762250,"speaker":"B","text":"If we don't know what is happening"},{"start":2762880,"end":2767320,"speaker":"D","text":"or there's ideas out there, sometimes we"},{"start":2767320,"end":2773720,"speaker":"B","text":"think we are doing the right thing. And we are. But there's more ideas that could come up. And so I really appreciate it."},{"start":2773720,"end":2775040,"speaker":"D","text":"So thank you for your input."},{"start":2776400,"end":2787760,"speaker":"A","text":"Well said. Thank you for adding that in. And I, Augustine, of course, for being here. Let's move on to our next community school report. This is the review of the California Dashboard Report."},{"start":2789930,"end":3396930,"speaker":"B","text":"All right. Thank you all. I will. Beginning. Jenny, I know is online, so we've decided I will be doing most of the talking tonight. So tonight we are presenting the newly released California Dashboard data for rcsd based on our state assessments that were administered in May. The dashboard serves as key guide for LCAP each year, helping us identify which schools require additional support in English language arts and math, as well as determining which student subgroups and target interventions we need to ask. This separation directly informs our annual planning, including the development of our LCAP and the professional development priorities for the upcoming school year. RCSD is currently identified for differentiated assistance in partnership with the county Office of Education for our students with disabilities subgroups in two areas of chronic absenteeism and math, which are both red indicators. So this is some of the guiding work that will lead us today. So we're going to quickly just go over a snapshot of how we see it for the audience of Rodriguez City. So when we look at our performance standards, the. Sorry, the indicators are on color wheels from the state. They show us our wide measures and chronic absenteeism suspensions, EL progress and academics, both in ELA and math, as well as we have science Indicators we also have indicators in our school districts. We receive one out of the five colors. So as you can see where our indicators are in yellow for chronic absenteeism and green for suspension English learner Project progress, where you are in yellow. And ELA and math, we're both in yellow. So those are great. Those are just our indicators. And then we also have our local indicators which are on the next steps which says standards met. These are local indicators that measure our progress which we track locally. Usually these are local indicators that show we are how we have met. We do a survey at the end of the year with our LCAP to show us how we have met our district, our measure, our requirements for these areas. So for our suggestion, just so that you know and when we think about last year's data and the year prior for 2324 we were in the index for chronic absenteeism. We were in yellow the year before as well. In suspensions and EL we were in the green. So we for English learner progress, we moved down from green to yellow. And both for our academic and language arts we were in the orange the year before. So just so that you guys have in context where we've moved in terms, many of our slides just show how we compare to the state. So this slide just shows that we declined by 8.0.8 and we are in the yellow similar to the state and they forgot to start saying just letting the audience know that we have condensed the slides down. So we're only showing some specific slides that we will show tonight. But the full slide deck is on on on the website. And for our target absenteeism indicator we have four subgroups that we need to look at. That is our African Americans which have been for the last several years. We've had them on our target radar to really support and we have our altels this year we have Pacific Islanders which we had two years in a row now. And now we've had our students with disabilities as well. So this is one of the indicators as to why we are looking at our students with disabilities this next year. In terms of our just as a summary of all of the data that we have compiled, we are looking at some declining of chronic absentee. It is a challenge and has been a challenge in the last couple of years. Again, when we look at our data we're looking at tracking over time, right? Our Pacific Islanders has been a subgroup that's been in the red for two consecutive years. Inter in this area we are working is one of our smaller groups, but it is in red. Our African American students, our AL students, again, all of these have been in red for several years. So we continue to have to monitor. We are making strides with some of them. But it takes a lot of work to put to address chronic absenteeism. We believe we really need to make a mind a shift in how we address it. And so much with parents as well as with all of our staff. And so we have seen a significant increase in chronic abstinence with. We had, Sorry, we had one school with significant increase in chronic absenteeism, but we had six show decline. So we want to make sure that we keep that at the forefront. We didn't make as much as we wanted to, but we are making progress. This graph, again, it's just showing us over time, where were we at? When we look at at 2019, when we were pandemic, we're at 8.7. We are. You know, when you look at this graph, you're looking at we had a decrease. So we're slowly starting to make an impact in this area. So we know that you guys want to know how does this relate to our LCAP? So we did not meet our goal in our LCAP because we wanted to be at 15.4. We met. We only decreased by 0.9. We're at 17.5 in this area. But we have a lot in place from our LCAP that we continue. We have attendance teams that meet regularly. We have our TOSAs. We have lots of outreach to families home visits that we're doing. We now, this year we've created an alternative education for some of our most chronic students that have 50% or below that had met that target already since October, we have this alternative program. Even in the alternative program, which is an online in person, we are still seeing chronic absenteeism. So we are working with families to help address this. These are some of our middle school students and we do have a lot of supports at Foresight. So there's a lot of work that's going into this area, but it's also a challenging area because we have to address many different barriers. One of some of the things that we're seeing, especially with our teenagers, is some of them really don't want to come to school. And so we're really trying to give them encouragement and support. In our alternative program, we have two, we have a teacher as well as a mental health support system that is meeting with families regularly as well and students. So the program just started and so children, of course, like all students, are taking time to Trust. And so what we really need to identify these students for some mental health supports as well. So we're now in that process of doing that as the program continues. But it is an area of challenge for us. So although we have not met our goal, we did do a little bit and we continue to work on it this year. In terms of suspensions, again we are when we look at our how we compare to the state we have made 1.4 declining and and this is an area where we have had great success. So we want to make sure we keep that success up. Again, no students in the red. Right. So we always look at where do we have students to focus on. So in summary for our suspensions we have want to focus in that we had nine of our schools who reduced suspensions last year and we did meet our elk up goal for this one. So we really want to highlight that our, our we are doing a lot of work in terms of suspensions over time. You can see that we've never had it. I'm glad we've never been very high but we are surpassing at 1.1 and 2025 when looking at 2019. So we are doing well in this area. Again we meeting with our. We did meet our goal for our LCAP on this one, but we are continuing to work with our PBIS and alternatives to suspensions. This is an area that we continue to have suspensions. We're just not having them in the numbers that we had in the past. So we're still working with how do we create alternatives to suspensions at all the school sites, especially the middle schools. In terms of our English learner progress, again we're looking at we have maintained this progress in the area. Although we did reclassify lots of students. There's different criteria for different purposes. So for our long term English learners this is an area again, seven year students who have been in the country for seven years, we had an 8.1 increase of students who are fepped. And so that's a wonderful progress that we've had especially as they go into high school. And so again this is an area that we are very proud of and a lot of work that went into that last year. And just in summary from our data we look we really want to make sure that although we maintain we made great progress with our long term English learners, we want to make sure that we continue this progress and report and work that we've been doing in the last several years, we want to recognize that we did have seven schools who increased number of students moving up one level on the lp. So we have our lpac, which is our, our assessment, our diagnostic. But the LP is where you have students moving from level to level. And so we want to highlight that we did have students moving from level on the overall. So the, the state uses a different metric to how do we move one one area to another from students to make sure we are reclassifying another great strength of ours that we had for the first time, 9.4% of our students with disabilities actually made some growth in the alternative. So there's some of the students that have to take an alternative test for depending on different areas of need for their disability. So we again, we take that win and that growth and we are on track to meet our El Cap goal number two with 2.9. So we are making progress on all of these goals, but we have a lot of work to do. So again, just looking at where we are from the pandemic, we had the increase, right. We're at 48.1. We came over last year and the two years prior, our highest in 22 when we first came back out of the pandemic."},{"start":3397080,"end":3397320,"speaker":"D","text":"Right."},{"start":3398760,"end":3790300,"speaker":"B","text":"But this is just shows our. That this is the first time, if you look at it in the last three years, that for our students with disabilities, we've made some good growth there. So hats off to our SLC teachers and ESLC teachers who've been working with these students. And so we are on our goal two for elpac. I think earlier I said we were on track, but we are not on track. Sorry, that was my mis misstep. But we wanted to be at 45% with our students. We are only made up to 41, but we are taking that 2.9 and continue to move and work. We have been working with our target schools which have been in working with Dr. Saguilon for the last two years. Lots of progress being made there with demonstration lessons, planning and moving forward. We also this year have incorporated more assessments. We have assessments three times a year now that we did not do last year. So monitor our English progress with our language power. And we now added summit for middle school school students. And one of the things that we are making sure is that all students have ELD courses, which is a mandate and we're holding to that. So Ms. Rivera, our multi. Our multilingual director, is very consistent at visiting classrooms throughout the year, throughout the weeks. She has a schedule where she's at sites and she is monitoring, making sure this is happening. So we're going to Move into the academic area of ela. So again looking comparatively at the state level, again we're matching it. We're in yellow but we did make some growth, 11.1 points. Although it's small, it's still a win. It's better when we were at before. So some of our key findings just from the data is that we are priority schools that were in double digits. It had increases again, I want to remind you that our priority schools two years ago were all in red. We are no longer in red. We have to take that. We have one site with one area. So I just want to remind us that the work has been a lot of work but we have moved these out of the red. And I'm very proud of all the work that the teachers and the students have all put into this because it takes a lot to get them out. So Hoover, Garfield, Roosevelt, McKinley which are been a lot of our work, a lot of good work went in and they have made some gains. We want to keep that momentum going. And so again Taft, Clifford and Henford also made but they were in more in the single digits gains. But so we'll take that. It's better than not having anything at all. And then we also had Alvin on and Kennedy and Orion makes a move as well. So we want to just remind us that the work is hard but we are making growth, steady growth. So for our LCAP goal we are not on track. We missed it. We have a lot of growth to have to do this next year. If we want to make our goal for next year which is 15.3% that means we have to have an 8.8% increase this year. So we're working hard this year. We have put a lot of actions into our LCAP all based on reading reading comprehension both in for all our third through fifth graders as well as our sixth through eighth grade. So our focus is reading comprehension which is an area that we need. We focused in on phonics two years ago and now it's reading the comprehension piece. We continue with our PLC focuses not only in writing, rereading, some sites have math we and again we are making sure that our we have assessments built into that now that we did not have before. So we have more regular assessments being done so that teachers could use it to guide their practice and guide student work and small group instruction and reading. In math again we're very comparable to the state. We had 8.6 points where we made some growth very small. But we've also had a lot of change in curriculum and so going into that was with our two years with our new curriculum. Again, when we think about our priority schools that we've been working on, they had double digit gains which is Garfield, Roosevelt, McKinley and Henry Ford. Last year we also had Taft, Hoover and Clifford make some gains. Overall, almost all our schools made some gains and we're really proud to see that that has made some progress. It didn't make our goal, but it's okay. We take it. It's slow and steady wins the race versus going fast. So and we want to just point out that our English learners, which is our target, also made some gains. Right. So we're, we have a lot of work to do with our English learners to close that gap, but we are moving towards it and we are maintaining versus slipping back. So when we think about our maintaining in math, we've had a lot. Math has been an area and not just in our district but across the state where it, it continues to be a struggle for all of us as to how we're making progress. But we continue to work on for our case at our professional development coming up in January, we continue to work on our math centers and we had some training with our teachers using the apps to make sure they're using the apps to support fluency. And because that is the biggest issue that teachers say the kids don't memorize their facts. So we're really working on making sure that we have built in into the math time that fluency practice. We are looking at math planning sessions as well, working with some of our coaches and as you all know, R6 8 just started the first year of implementation of the new adoption. And this year also all grade levels, we are having them administer chapter tests more consistently on a consistent basis to analyze and work towards where we are, where students are to help support them. So all of those assessments were not in place before. So this year we are moving forward with that. So in closing, I know that we have not met our goals, but we are making steady progress and I want to make sure that we celebrate our staff and our students for the work that they've accomplished. As it's a lot of work. I know our teachers put a lot of time and effort into everything we do as well as our principals, our coaches who are consistently out there supporting our staff. And so we are making progress even though it's not showing clearly how you want to see it on the data."},{"start":3793100,"end":3817270,"speaker":"A","text":"Thanks Anna for the presentation, also for condensing it down, tying everything to the lcap. It really like it really synthesized Everything that we saw from the raw data into a presentation that I thought personally I found really, really engaging to follow. So I appreciate that. Shall we switch to board? I don't think we have any public comments so we can jump right into board comments discussion."},{"start":3821590,"end":3822189,"speaker":"F","text":"Yeah Jen."},{"start":3822189,"end":3822630,"speaker":"A","text":"Yeah, go ahead."},{"start":3822630,"end":3823510,"speaker":"B","text":"More of a tangent."},{"start":3823510,"end":3824310,"speaker":"A","text":"Yeah, go ahead."},{"start":3824790,"end":3917250,"speaker":"B","text":"Thank you Anna for the, for the presentation. Looking at this information and seeing Taft on there a few times, it just reminded me of the pilot program that we're running there. Could you just remind me kind of what that program is like what the pilot is programming at TAR at Taft and if we're going to kind of see a follow up and kind of how this ties to spend it there. Yeah. So the TAF pilot that we're having his really structured planning time for great the 3rd, 4th and 5th grade teachers so they pretty much have the after one afternoon free for them to actually sit and plan. So they have at least a two hour and a half chunk after lunch they are in the classroom planning till the end of the day. So we have our Branya is our coach there so she meets with them regularly and so we're, we bring in the coaches with math and our ELA and to really work with them on the benchmark. They are also piloting our new the benchmark and so a lot of the focus has been bringing in the benchmark reading comprehension focus, bringing in the CRLP practices that we have into the benchmark and planning for those steps that we're doing. So we're combining CRLP with benchmark training and impacting working with the teachers for planning instruction around reading comprehension is one of the big areas and Taft PLC work is all around reading comprehension for their school site. So it sort of ties very easily into some of the TAF goals this"},{"start":3917250,"end":3917570,"speaker":"D","text":"year"},{"start":3919410,"end":3942960,"speaker":"B","text":"and I see and I assume this is all just kind of integrated with the EL work or is that going to be separate or is. It's probably it's a little bit of everything because it's looking at where kids are. Instance TAF has a high population of English learners so they're really embedded in all of the work for them. And so yeah we are working on compiling some information on how that's going as well that."},{"start":3947120,"end":3951120,"speaker":"A","text":"Other questions Comments Cecilia Yeah."},{"start":3952000,"end":3955520,"speaker":"B","text":"Thank you for the presentation and of course thank you to everyone that is"},{"start":3955840,"end":3961200,"speaker":"D","text":"putting all their effort, especially the teachers to you know like you said, it's,"},{"start":3961200,"end":3963680,"speaker":"B","text":"it's, it's hard but we will get there."},{"start":3964160,"end":3967200,"speaker":"D","text":"And then I just thought since Anne's"},{"start":3967200,"end":3976890,"speaker":"B","text":"um, slide on data is a Flashlight. I just thought, well, the flashlight is pointing into the right direction."},{"start":3976890,"end":3982410,"speaker":"D","text":"And although at the. The end of the road, maybe far, we will get there with the bright light."},{"start":3983290,"end":3985850,"speaker":"B","text":"I just want to see us, you know, with the positive."},{"start":3987370,"end":3993290,"speaker":"D","text":"We, we need to be positive. And yes, we're said it before moving the needle."},{"start":3993290,"end":3997910,"speaker":"B","text":"Maybe it's moving slow, but it is moving. So. So I also want to say thank"},{"start":3997910,"end":4001990,"speaker":"D","text":"you to all the ELPAC proctors. I know that it's a lot of"},{"start":4001990,"end":4004070,"speaker":"B","text":"work that they put into it and"},{"start":4004070,"end":4008390,"speaker":"D","text":"everybody that manages to arrange all the"},{"start":4008390,"end":4012990,"speaker":"B","text":"testing, because I know it's a lot of work throughout the year at different times of the year."},{"start":4013790,"end":4021230,"speaker":"D","text":"And again, the lpac, I'm sorry, the English learners have maintained and are moving"},{"start":4021230,"end":4022160,"speaker":"B","text":"in the right direction."},{"start":4023990,"end":4028470,"speaker":"D","text":"And I think we are moving forward."},{"start":4029110,"end":4034590,"speaker":"B","text":"Maybe not as fast as we want to, but Redwood City teachers and staff"},{"start":4034590,"end":4038349,"speaker":"D","text":"do put in a lot of work. And so just like you said, we,"},{"start":4038349,"end":4039910,"speaker":"B","text":"we do want to thank them because"},{"start":4040870,"end":4042950,"speaker":"D","text":"it's not an easy task, but again,"},{"start":4042950,"end":4046070,"speaker":"B","text":"they're doing it every single day. So I just want to say thank you."},{"start":4046310,"end":4046950,"speaker":"D","text":"Thank you."},{"start":4049120,"end":4052920,"speaker":"A","text":"Thanks, Cecilia. David or David, do you have questions? Comments? David, go ahead."},{"start":4052920,"end":4079640,"speaker":"C","text":"Yeah, so I, I love getting to go and look at the data and the data behind this presentation. Thank you for condensing, but similarly, thank you for the raw data as well, because it's great to see. And, and when you go through that, it becomes clear that there's some data points that are extremely strong. You know, I was really impressed by the rate of improvement of ELA in Roosevelt and MIT in particular. Those were really strong numbers. We saw some good movement from Garfield and Hoover as well."},{"start":4080920,"end":4081320,"speaker":"D","text":"And"},{"start":4083480,"end":4121420,"speaker":"C","text":"anytime we're trying things and we have a big needle to move, some of the things that we try are going to work out and some aren't right. And it's not a judgment call of like good teachers and bad teachers or like good ideas and bad ideas, but it's just, it's about our district being in a learning process itself. And so it would be great to see, can we take some of those things that seemingly have worked really well for ELA development at Roosevelt and MIT and make sure that those are rolled out more broadly across the other schools in the district? Like, I would love just a little more color about how we're doing it, how that, how we're finding the wins and copy pasting them as quickly as we can across the district."},{"start":4122620,"end":4207920,"speaker":"B","text":"And Dr. Baker and I have talked about this. We have to invest in providing coaches and planning time because that's really, what's making the difference. Dedicated planning time to what we want to do so that teachers and having coaches that really help support the endeavor, it does help move the needle. Right now we don't have coaches at each of the sites. And our target sites, we have had a lot of movement into those target sites. And so we are seeing a lot of that work. And it's also dedicated planning time built in throughout the day. So they have release time to plan and work on what needs to be done to help. So that is a key issue that needs, we need to continue across. And we know that teachers keep asking, we want more planning time. Planning time. It's really, we need to be dedicated planning time without interruptions. And so we have been fortunate at our school sites to have guest teachers this year. Some of our school sites, we've, we've added two guest teachers to some of our high priority sites. And so that really helps with the planning because they're not worried about, am I going to get a sub? Am I going to get this? They have two dedicated people who can help relieve, you know, take over a classroom so teachers can plan. So that has been one of the things that I think that has been very beneficial and having that dedicated time for some of our staff."},{"start":4208320,"end":4208960,"speaker":"C","text":"Okay."},{"start":4208960,"end":4219660,"speaker":"B","text":"Yeah. And we've had that at Roosevelt had two guest teachers last year. McKinley has it this year. Hoover has it this year as well. Garfield had it last year as well."},{"start":4220940,"end":4275290,"speaker":"C","text":"Got it. Thank you. Anytime. We, we have a goal and we, if we do hit it, it's very easy. Like, yay, we did awesome. Right? And like, and that's fun. But when we, when we miss a goal, I think it can be helpful to ask, like, well, were we being overly optimistic? Did we just make these numbers up or did we have specific interventions in mind that we thought credibly could move the needle that much? And then we tried them and some of them worked, but actually some of them didn't. And then that's a learning moment. Or just like, what, what's behind the miss? Because I think in particular, I look at the math slide, right? Where we made no motion at all, and it's like, oh, that really stings. Right? And it's got a sting for everyone. Right. And, and I wonder, like, what did we try that that didn't work out the degree to which we expected that it would work out? And then how are we going to change course to credibly start moving the needle in the right direction?"},{"start":4275770,"end":4353240,"speaker":"B","text":"Well, and just because you're bringing up math, I Mean math. This is our second year. This, we finished our second year with our new program I think this year. And so I do think that with the math new curriculum, the teachers were still learning in their second year. I think this year as we are looking and being in classrooms and observing teachers, there's definitely some more growth that has happened this last year between the years as they become more proficient as to what are the needs in the classroom, how they're using assessments to really guide that instruction. So I think this year as, as they solidify, teachers solidify their learning and we provide them opportunities to plan, especially in the, in the K2 where we are providing them time for planning with centers looking at fluency to build it. Because as we all know, just thinking about TK if we build that foundation when they're younger with that fluency, they get better when they're in the upper grades. And so we really need to build that fluency to help with the math. So I think it's starting in kinder TK that are coming in and then building those skills with the critical thinking. So I think with, with math we have a long way to go is one of our areas that's not our strongest. We haven't. We've really invested a lot more time in reading in the last couple of years. Not enough in math."},{"start":4353390,"end":4360310,"speaker":"C","text":"Math, just to be clear, I, I agree with the stack prioritization. Literally, literacy comes first, then math, then everything else."},{"start":4360310,"end":4360910,"speaker":"A","text":"Yeah, right."},{"start":4361310,"end":4378670,"speaker":"B","text":"That's. I mean, so that I'm going to be honest, that's where our focus was and has been. Yeah. And a lot of the reading math today has a lot of reading components. So that's why our focus is so much on the reading comprehension. But there are areas in math that we still have to tighten up with our staff and planning."},{"start":4379320,"end":4440280,"speaker":"C","text":"That all makes sense. Thank you so much. What I struggle with a little bit is like the degree to which we are not seeing forward progress because it's kind of year two for this new curriculum. Right. And is it, I guess if I could sort of imagine, haha, pun intended around the impact of a new curriculum. David. The impact of a new curriculum rollout over time. It sort of sounds like implicitly the first year or two is almost a backslide as the teachers have to scramble to figure out how to teach the new curriculum. And then like what I'm curious about is like what's the shape of the payoff curve? Right. Like do we see like year three is where it really comes to life and we start seeing some nice Forward motion. And please, for the love of God, trustees, do not change the math curriculum again unless like year four, you're going to torpedo, you know, the teachers being in the sweet spot of like finally having nailed the. The way to teach imagine math."},{"start":4440920,"end":4482430,"speaker":"B","text":"I mean it is a different way of teaching and the imagine math. Not only is it a different way of teaching, it's a different way for our teachers to change and learn how we're. We're. We have to change our thinking as a teacher in math to this critical way of opening it up to more open ended. Right. And that's a struggle for a lot of staff. Half we want to give them the algorithm because we know the algorithm works, but it's not getting them the pro. The back end of what was needed for algebra and for the courses that are ahead. So we have to really back. So it is, it is, it does take time to teach. I think one of the things that we've added this year that we didn't do last year. Last year we attempted and I say attempted."},{"start":4482430,"end":4482790,"speaker":"D","text":"Yeah."},{"start":4482790,"end":4528260,"speaker":"B","text":"Okay. Because we attempted to add three times where they had to assess students. Unfortunately it wasn't in the. We were hoping they would be on pacing guide. Right. But if they're not on the pacing guide, they miss the. Oh well we have. We're doing the assessment but because you're telling us not because that's where we're at. So this. So last year we had three assessments built in. We missed the mark where being aligned for many of the sites. Some sites were. It was a hit or miss. This year they're a little bit more aligned because everyone's doing the assessments and having common time for that and principals are monitoring those assessments with their staff. So that is a change that we did not have in place at all. And assessments do guide instruction if we're looking at them consistently."},{"start":4528580,"end":4529700,"speaker":"D","text":"Right. Sure."},{"start":4529940,"end":4540620,"speaker":"C","text":"Are we expecting to see growth in math based on our current plans and based on teachers now entering the third year of IM and having that experience under their belt?"},{"start":4540620,"end":4553480,"speaker":"B","text":"I would say yes, we are. I think we're on. I mean we've all been in classrooms and looking at what, what kids are doing and sharing some of those mathematical thinking practice that we're asking. We are seeing some changes in even in students."},{"start":4554680,"end":4637020,"speaker":"E","text":"The piece that is still lacking and this is. I know we're having to work within a budget is the coaching piece and it's very important. I was just looking at my notes from AEC that I have here at the different sessions that I went to and the schools that have made the most progress and I'm looking at it this. Come on, get out of here. School at district in Long beach was not only in the language arch, which they spoke a lot about, but it was the coaching and the math also. Especially when you're getting a new curriculum. And in the piece with this school district, it's taken them to move that needle to where they want it to be. It's taken them six years, but it was consistent. The board did not, did not move in any fashion against. Of putting the PD and the coaches in the classroom. Now it meant that the board and the superintendent had to agree that you were not going to deviate from that. From something that you hear somewhere. No. You're going to stick with for a good. They agree to a five year period, but now it's been six. The scores, they're there, but they have the coaching, they have the planning time and it's there and they're monitoring it."},{"start":4637180,"end":4649980,"speaker":"C","text":"So what I'm hearing is the payoff curve is on the order of six years and involves consistent coaching and we can have the patience if we feel like we're on the right track here."},{"start":4650140,"end":4651180,"speaker":"B","text":"We have one coach."},{"start":4651740,"end":4653340,"speaker":"C","text":"It sounds like we are deficient."},{"start":4653420,"end":4658230,"speaker":"B","text":"Okay. So I mean we have one coach. One coach coach. So that is deficient."},{"start":4658230,"end":4658830,"speaker":"C","text":"Yeah. Sorry."},{"start":4658830,"end":4659510,"speaker":"F","text":"Where's the coach?"},{"start":4660150,"end":4660630,"speaker":"E","text":"Where's."},{"start":4660870,"end":4671190,"speaker":"B","text":"We have. We have a K5 coach and then we have one. We have one K5 coach and one middle school coach. We have two. But I think about our biggest. We have. Yeah, yeah. To support all the schools."},{"start":4671350,"end":4671910,"speaker":"E","text":"Okay."},{"start":4673350,"end":4736580,"speaker":"F","text":"I, I think, I suspect that David Weekley and I are thinking on the same line. I think one thing is totally heard on the new curriculum piece. But. And this is why it's really helpful to see disaggregated data. Everyone's going through the new curriculum, but we are still seeing uneven changes in achievement. And, and again, this is not a good or bad. It's like I think that should inform well what happened at the sites that did have a lot of improvement that we can replicate elsewhere. And, and I think that I fear we're not like as a board aren't getting enough detail into that insight to understand and have the confidence that okay, we can stay the course. But. So that's one point. But to Dr. Baker, your point and I think to what Trustee Weekley said earlier, in my view, first of all, I do think goals are important. I'll say more about that later. But if we're not hitting our goals consistently, I think one of at least one of three things has to be true."},{"start":4736730,"end":4737050,"speaker":"C","text":"True."},{"start":4737450,"end":4774520,"speaker":"F","text":"Either one, the goals are unrealistic. And that could be because they're just moonshots. It could be because we don't have enough resource. It could be a bunch of reasons. But if they're not. If they're not realistic, that's one reason. A second reason is that our strategies we came in with and they were informed and they were wrong or not completely right. Or the third possibility is our execution of those strategies is not going right. And again, not a blame, but like, like we just got to figure that out. And I'm, I'm afraid that if we consistently he to goals that we're not meeting, then the meaning of those goals becomes less and less."},{"start":4774600,"end":4774920,"speaker":"E","text":"Right."},{"start":4774920,"end":4782840,"speaker":"F","text":"Because people have to feel like they have a chance at success. And if we're not, if we're not getting that consistently, that. That's my fear."},{"start":4785480,"end":4924290,"speaker":"B","text":"I mean, I understand, but we had a 4% increase. That is not a lot. That, that was our goal. And when we looked at the data to create LCAP goals, we had never been achieving anything. I mean, we had not been achieving for our English learners, not even 1%. So 4% was like, let's look at what we can. Maybe a little bit achievable. We're not achieving it. You're right, we're not. We are on, we're maintaining, we're looking forward. We have a lot of changes, but we can't be changing every single year what we're doing because it takes time to implement and our teachers are working as hard. We're providing professional development, but it takes time. And, and, and I know our English learners need, need the supports. There is not one of us or here on this cabinet that does not agree that we need to. We need to support our English learners. And that's what our goal was because that's who we're faced with failing as an English learner coming up in this, in this, in this. In the United States, I understand, I understand the struggles. Right. And that's why we have been putting so much emphasis on our teachers and the professional development on the English roadmap, on the English framework, for them to understand what it takes. You can't change practice without having professional development and coaching to help support it. It. So, yes, we are working towards that. We don't have enough coaches. Not in the math, not in. And not. We don't have enough coaches. We know that. And I came into this position, I said, Dr. Baker, we need coaches at the sites. I Was a coach here in Redwood City for seven years. So I understand what coaching takes. I understand what the movement does. But the program that I was coaching, it took us five years to make Hoover change. It took again five years with a lot of work. Coaching, modeling, professional development. It's not going to be over. It's not going to be from one day to the next. So if you guys want me to invest in coaching and math, then we have to look at our LCAP and see what we need to change and take out so that we can support that. And I'm, I'm happy to do that."},{"start":4924450,"end":4979170,"speaker":"F","text":"That is exactly, exactly what I'm asking. To be clear, I'm not discounting the difficulty that making these monumental changes requires. I'm totally bought into that and I'm totally bought into the notion that it takes time. Because the same way that we just talked about in tk that you don't get literacy in third grade, just in third grade. I understand all of that. That all takes time. But again, that to me, that goes back to the question of, of did we set a bar in the first year that was unrealistic given the resources that we currently have. And if the answer is yes, that's okay, we should revisit that. And if the answer is we still believe firmly in these goals, but we need to dedicate resources that really support that, that's also okay. But I think we just need to have that discussion pretty transparently and then that's fine."},{"start":4979170,"end":5061600,"speaker":"B","text":"I just don't think we have an LCAP that's a three year plan. Right. And we're trying. We didn't achieve the goals in the last plan at all. And so we, those were percentages that we had to meet. We didn't meet them either. So when I looked at numbers and we could have done overall and I said no, our English learners is where the work needs to go to. And that's the work that we've been moving forward was, has been a lot of that. But we also have have to figure out, you know, I don't think it's unachievable. I think we're gaining momentum and I do hope that this year we gain a lot more momentum. In all the work that we've done with the math, with the teachers and the planning and the PLCs, all the work that we're trying to do to get the move the needle. I don't think that we should be looking at and changing any goals because we have to maintain what we're doing and can Be consistent. And this is what the teachers are asking for. The teachers are asking for. Please don't bring in one more new thing. Please let us just maintain and be better at the craft that we're trying to do with the changes we're trying to do. And that really is honoring the teachers that we're making a lot of changes, and we can be changing every single year. So. Right. So I know that it's hard. I know it's hard work, and I'm willing to invest in making sure we have coaches at our site. But we only have our LCAP with so much money."},{"start":5061760,"end":5062120,"speaker":"D","text":"Right."},{"start":5062120,"end":5077520,"speaker":"B","text":"That I can invest in. And in times, we're trying to reduce staffing. It's also an issue of how do we impact what we're trying to do with our. With our goals to help move them forward when we only have so much money for so much work?"},{"start":5077520,"end":5077840,"speaker":"D","text":"We."},{"start":5077920,"end":5102660,"speaker":"B","text":"We have invested. We're resting in tutoring on all of our sites. Some are math tutoring, and most of our sites have math tutoring. At our target site, we've seen strides there, but we don't offer it to all our students that are not on campus. We have online, too. I mean, we have teacher tutoring. I mean, we're investing money and tutoring. We're investing people. What we do definitely need more math coaches if we want to make some more strides."},{"start":5104420,"end":5235480,"speaker":"F","text":"So, again, I'm not suggesting. Well, really, I'm not trying to suggest anything in terms of LCAP other than just, what are we. Are we thinking about this strategically and consciously? And even when I. When I say if we revisit the LCAP, I'm not suggesting difference in practice. I'm saying, is 17% still the right number or is 15 points, whatever. Is some other number more appropriate? Like, I. I just want to make sure that we are having wins, that that is actually appropriately reflected with our expectations. Putting that aside, the second piece, this goes back to the same conversation or the comment that I made earlier with TK which is, I'm really, really concerned about the funding issue that we have. Like, we. We don't have enough funding, period. But we. It is our duty to convince the public why we need more money. And so when the answer is we have these goals and they're ambitious, and we're going to do the best that we can, but it's going to make it that much more feasible if we have X amount because that allows us to get coaching. Y amount, because that allows us to send, you know, whatever else that tutoring that's going to be more powerful. And it's, again, we don't have to put this out in the public meeting right now. But like, that is, that is what I'm hungry for that information so that I can be the advocate for our district, for the rest of the public. So look, I know that this is, this is getting into an uncomfortable conversation, but I think, I think it's necessary and I do think all of us are on the same page of like it is a necessary conversation because we don't have the time to lose. Like every single year is another generation of students that we could be passing by. And so I know you all know that, I know that. But we need to make sure that the public also understands that and that we're being conscientious and that we're being strategic about every single dollar that we're spending, every single minute that we're spending is going towards the right stuff. So again, I understand it's an uncomfortable piece, but that is where all this is coming from."},{"start":5239480,"end":5240120,"speaker":"B","text":"Thank you."},{"start":5240840,"end":5247520,"speaker":"A","text":"Any other, any other questions or comments from trustees? Okay, thanks."},{"start":5247520,"end":5247840,"speaker":"C","text":"Thanks."},{"start":5247840,"end":5284750,"speaker":"A","text":"Anna. Really, I hear from you loud and clear the importance impact of coaching and you know, and planning time. It's, you know, it's one of the things that we, we, we kind of talk about it, you know, like we, we recognize the importance of it, we hear about what they're doing. But this one, this conversation, you really kind of like shine a light on it. And I know like even the guest teachers just how much impact that is. It's not really just a convenience. It's really critical to both teacher well being, but also to how students are achieving. So that was really informative."},{"start":5284990,"end":5285550,"speaker":"C","text":"And also"},{"start":5287950,"end":5374350,"speaker":"A","text":"you really reinforced the urgency around LCAP goal 2. There's been great gains, we can see that in the data. There's been great gains around goal two. And I think we should be definitely celebrating it. But thank you, you for just, you know, reinforcing that urgency there. I, I, I really appreciate that. It, it remains very real. And I know, I know that you put it in there. It really like any kind of gain that happens here really takes, you know, instructional effort across the district. It's not an accident. You know, so what we do see for ELA and maybe not for math yet, but what we, we have seen and where we have seen it, you know, it's been real work in classrooms. It's been the PLCs and it's been the site leadership. And you know, I don't want to lose sight of that. I want to make sure that we're doing that. One thing that I did want to point out about the dashboard, like, it's important for us to look at it. This has been a healthy conversation about last year, but I think as a governance side, we should be thinking about does our in year metrics. Were we surprised by anything that the dashboard showed us or did we already know it by our in year metrics? Because really, like, our in year monitoring is what we're using to make adjustments during the year. I don't think that we were surprised by anything on the dashboard. I think we already knew it. I feel like we've had a lot of these conversations before based upon the data from the past, but is that right? Did it."},{"start":5374350,"end":5375030,"speaker":"E","text":"You are correct."},{"start":5375030,"end":5375670,"speaker":"A","text":"Yeah. Okay."},{"start":5375670,"end":5378390,"speaker":"E","text":"So there was nothing. That was a surprise. No."},{"start":5378390,"end":5388320,"speaker":"A","text":"Yeah, yeah. And that we have the right things in place to be able to see it as it's happening. So that's great to hear. So, yeah."},{"start":5388320,"end":5388640,"speaker":"C","text":"Great."},{"start":5388880,"end":5397680,"speaker":"A","text":"Well, thank you for the presentation, for going through it, providing all the raw data so that we could dig into it, and I'm looking forward to the progress as we make through it this year."},{"start":5399840,"end":5581250,"speaker":"E","text":"It's hard to hear that and I'm just going to put it out there. The board feels that we're not going in the direction that you had thought we were going to go in. And as much as we work very hard with our staff and with staff, including teachers, instructional assistants, the principals, and bringing in the new curriculum and hoping, not hoping, but making sure that it's being taught consistently on a regular basis to fidelity and getting the training that's needed to move that needle, there has been, and you see in the English language Arts, there has been some growth. The math is another story. This is the end of year two, and we're still moving. But, and I know there are budget issues that are coming that, you know, we're facing. You're at those meetings, you see what's happening. So as a board, you're going to have to say, okay, maybe we have to get into some other kind of funding and talk to Rick and take the heat. Where the heat's going to come from. I won't be here to experience it, but you may have to do that. And the next superintendent may have to be in this seat saying, we have to do this because this is what is needed. And when Rick gets to the first interim, he can maybe talk about that a bit. But if things may remain like they are and there's no parcel tax because of what you're saying, David, that you're reading in social media and you know how this, this district is. I know how this district is, how this city is. I've been here for 40 plus years, own properties in this district, know what these families are thinking and what they think about those of us of color. So we're going to have to take some hard, make some hard choices because without the support monetarily, this is not going to change. No matter what Anna does and her team does. If we don't get other, I'm going to say, experts with those, the coaches and the staff development we have, we're going to be here again next year and the year after that. So it's, it's sad that you're, that you're feeling the way that or expressing what you're expressing and we're doing what we can do, what we, what we have at this point in time. Now parcel tax, I know we're going to be talking about that, but there's no guarantee. There is no guarantee. I know this city too well and so does Cecilia because we probably the ones that have been, that are at this table, that have been in this district for so many years. So with that being said, I want to thank Anna for what she's done with the little that she's had in trying to move the needle. Can you take a break?"},{"start":5581970,"end":5637500,"speaker":"A","text":"Yeah, let's take a break. We'll reconvene in 10 minutes. 10 minutes, thanks. All right, let's reconvene as our 10 minute break timer ends up. We're on to our discussion items. So let's start with 7.1. This is the first reading and discussion of the board Policy and Architecture 0510. This is the school accountability report card. It's an update to an existing policy. There's a new AR for it. Does anyone have, unless Wendy, did you want to do preamble or introduction here? Does anybody have questions or comments about this one that they'd like to discuss here? Yeah, no, looked fine to me. No, I give a long pause, remember? Yeah, yeah. So, okay, 7.2. We can move on. This is the first reading discussion for board policy 1100. This is communication with the public."},{"start":5641420,"end":5659280,"speaker":"C","text":"So on this one there's the mention of a comms policy. It's. It was mentioned by Jorge that that's given to the board every two to three years. I just would love to know where on the cycle we are like, like, do we. Should we expect to see that in a year, two years? Just like that was my only question."},{"start":5664480,"end":5670640,"speaker":"B","text":"Right Jorge's available for specific questions. Do you mind adding him, Carlos? Thank you."},{"start":5671760,"end":5678160,"speaker":"A","text":"Remember, we had one. I can't remember when the last one was. I do. I distinctly remember it, but. Yeah, right, exactly."},{"start":5678160,"end":5679040,"speaker":"C","text":"You don't do the."},{"start":5679840,"end":5699990,"speaker":"E","text":"You don't do this, audit that. And he's asked to do the audit. But it's $40,000, and I'm not spending $40,000 on. Yeah, it's an outside person, outside entity. Sequoia. I just had theirs done. But your money, it's a bit different. And they tell you, you know."},{"start":5699990,"end":5700510,"speaker":"A","text":"You know."},{"start":5700510,"end":5702870,"speaker":"C","text":"Sorry, what's the $40,000 audit?"},{"start":5703350,"end":5705430,"speaker":"E","text":"It's an audit on your communication."},{"start":5706710,"end":5713470,"speaker":"C","text":"Oh. So I. I was thinking it was just like, Jorge would get up and spend like, five, 10 minutes saying, like, this is our plan for how we're going to communicate about the district."},{"start":5713540,"end":5713780,"speaker":"D","text":"District."},{"start":5714580,"end":5729540,"speaker":"E","text":"Right. And he. He does a survey. He does a survey to staff, he does a survey to parents, and he. The last time he did it, I think, was a couple years ago, two or three years ago, but he's online now, so. Jorge, do you hear. Can you hear us?"},{"start":5730500,"end":5730980,"speaker":"B","text":"Yes."},{"start":5731220,"end":5731740,"speaker":"A","text":"All right."},{"start":5731740,"end":5732580,"speaker":"E","text":"Can you answer back?"},{"start":5732580,"end":5735300,"speaker":"C","text":"Can you hear me? Yes, I can. Loud and clear."},{"start":5736660,"end":5737140,"speaker":"B","text":"Yes."},{"start":5737140,"end":5739380,"speaker":"C","text":"I think Trustee Weekley is referring to"},{"start":5740540,"end":5758380,"speaker":"B","text":"updating the board of trustees on the communications plan. And Trustee Wells mentioned that the last presentation, which I believe was in 2024 or 2023, when we launched the redesign of the district and school logos, that presentation focused on that."},{"start":5759660,"end":5767020,"speaker":"C","text":"Okay. Yeah. I was just curious, like, what our cadence of report out is for communications. It sounds like maybe in another year or two, we'll."},{"start":5767730,"end":5777650,"speaker":"E","text":"But the policy, I believe, says annually. Now, doesn't it. Doesn't it say that? I'd have to pull it up again from the last time I read it."},{"start":5777650,"end":5799520,"speaker":"C","text":"Yeah, it is one of the highlighted things. But do we think it's so appropriate to the discussion? Do we think annually is a good report out here? Frequency for the evaluation of the district communications plan? I mean, we're agreeing here to make it policy that we annually review the comms plan and. And make the recommendation."},{"start":5799520,"end":5810160,"speaker":"B","text":"Trustee Lee had requested that anytime it says periodically, it should be replaced with annually for all policies. So that's why it is as such"},{"start":5811440,"end":5824550,"speaker":"F","text":"as a default, Right? Yeah. Yeah. So I think my. Yes. My push is let's not use the word periodically, which doesn't tell us anything. And let's put something in there. But to your point, let's make sure it's the right one. Like. Like, let's not do annually."},{"start":5824550,"end":5827150,"speaker":"C","text":"If sounds like in this case, it would be overly burdensome."},{"start":5827150,"end":5827830,"speaker":"E","text":"It would be."},{"start":5828790,"end":5832550,"speaker":"C","text":"So I would suggest we use different language than annually."},{"start":5833110,"end":5837190,"speaker":"F","text":"Yeah, sorry. Is it. Is it tri annually then right now or what is the current practice?"},{"start":5837990,"end":5840310,"speaker":"E","text":"Yeah, the only bit is tri annually, isn't it?"},{"start":5840950,"end":5845510,"speaker":"B","text":"It's two to three years. Every two to three years is what has been the practice. Okay."},{"start":5846150,"end":5853910,"speaker":"C","text":"Would staff be comfortable with a policy of every three years? We do a comm. Does that sound sane? We're saying than annual."},{"start":5853910,"end":5854710,"speaker":"E","text":"That sounds sane."},{"start":5854710,"end":5865550,"speaker":"C","text":"Okay. All right. Can I commend that we amend the policy to triannually one, meaning once every three years, not three times a year."},{"start":5865550,"end":5912760,"speaker":"A","text":"Right, Right. Acceptable. Sounds good. Okay, great. Thank you for bringing that up. Yeah, thanks, Jorge, for hopping on and answering. Shall we move on to 7.3? Okay, so this is the first reading and discussion of BP and AR 1340. This is access to district records. Looks like a minor update to the existing policy by moving stuff to that would be more appropriate in the regulation. Okay, shall we move on to 7.4?"},{"start":5913640,"end":5914120,"speaker":"C","text":"All right."},{"start":5914680,"end":5919000,"speaker":"A","text":"7.4 is board policy. 1111 2. Media relations."},{"start":5929730,"end":5934970,"speaker":"C","text":"Was there any reason behind the changing of media representatives to news media representatives that."},{"start":5934970,"end":5935490,"speaker":"D","text":"Just that."},{"start":5936050,"end":5940290,"speaker":"C","text":"Oh, there was. Okay. The hor question,"},{"start":5947010,"end":5949730,"speaker":"F","text":"Jorge, do you want to speak to the change from difference"},{"start":5949730,"end":5955550,"speaker":"C","text":"between media and news media? I mean, vloggers and bloggers are not included, but people with press credentials are."},{"start":5957630,"end":5958510,"speaker":"A","text":"Yes, correct."},{"start":5958510,"end":5968510,"speaker":"B","text":"So the intention was to make it very clear that we're talking about professional journalists who the school district interacts with for"},{"start":5970830,"end":5972030,"speaker":"D","text":"media coverage."},{"start":5972670,"end":6014960,"speaker":"C","text":"Is news media the right term then versus like credentialed? There's like. Is it clear what the term means? Because like, if somebody comes in here and tries to. Like is turned down by the policy and then there ends up being a ruckus about like the definition of news media versus media. It's like, are we covered appropriately in our definitions here? Because like, there's a thing like, like, show me your credentials. Right. So like there are formal credentialing that you can get for, like, if you're a member of the media as a journalist that you basically can't get if you're just a random blogger. And it sounds like that is the distinction we are trying to make. So I'm just wondering if there are words we can use to make it clear like that. That's what we mean."},{"start":6015040,"end":6019120,"speaker":"B","text":"Well, let's defer to Jorge. He had strong opinions about this and was a former journalist."},{"start":6019360,"end":6019920,"speaker":"C","text":"Look at that."},{"start":6019920,"end":6037100,"speaker":"B","text":"I know he would be the expert. So, Jorge, do you mind jumping back on? Yes. So so, yeah, so news media would be the accurate term for professional journalists who do identify themselves when they contact you for coverage of the school district."},{"start":6040140,"end":6043340,"speaker":"C","text":"Okay, well, if that's the official term, then that's the official term."},{"start":6043340,"end":6065410,"speaker":"A","text":"Yeah. Thanks for. Thanks for clarifying it. Shall we move on to the next one? I say we do seven five and seven six. We can discuss them together. They're both. It's different classific, you know, employee classifications. It's 4235 and 4335. But it's both soliciting and selling and the wording is verbatim the same."},{"start":6066690,"end":6072170,"speaker":"B","text":"There's a good question that popped up from David Weekley, Trustee Weekley, regarding, you"},{"start":6072170,"end":6074250,"speaker":"D","text":"know, what would occur if, let's say,"},{"start":6074250,"end":6075930,"speaker":"B","text":"a teacher was writing a book and"},{"start":6075930,"end":6077010,"speaker":"D","text":"wanted to sell it."},{"start":6077330,"end":6109110,"speaker":"B","text":"And this board policy would allude that the teacher can use district resources or district sources of directory information or so forth to do that. I don't think that's so much of an issue, at least not something I'm aware of currently. This is different than, for example, teachers tutoring after school in their own classroom and potentially could solicit like, oh, I'm a tutor for math, you know, I'm available. There's a different policy for that. And actually the previous, the majority of the previous board, Cecilia was still on, I think, and perhaps Mike at the"},{"start":6109110,"end":6111190,"speaker":"D","text":"time looked at that policy and, and"},{"start":6111190,"end":6125420,"speaker":"B","text":"made allocations for teachers to be able to do that. So since your inquiry, that popped into my mind. But I think that's the only one I can think of of where that might be a little. But this appears to me of more of a product the way I read it."},{"start":6128380,"end":6140940,"speaker":"C","text":"Just so folks are clear. I just wanted to make sure that we didn't about accidentally prohibit something that was happening today that we actually like happening. Like if a teacher was part of a author illustrator fair or something like that. Okay,"},{"start":6142700,"end":6184800,"speaker":"A","text":"good clarification. And this of course is covering the rest of the classified staff and anyone not in sort certificate or classified. We already had the other policy. Okay, let's move on to 7.7. This is the first reading discussion of the BP and AR 5113.12. This is district School Attendance Review Board. And then I did have one question like does this. I was trying to read the feedback that I got, but does this change how we operate our sarbs? Or are we, Is there any material change to how we operate the SARPS by adopting this policy? Or is it just bringing in the line like our existing practice?"},{"start":6187120,"end":6188880,"speaker":"B","text":"So We've been participating in the SAR"},{"start":6188880,"end":6190240,"speaker":"D","text":"process for quite some time."},{"start":6190320,"end":6195840,"speaker":"B","text":"However, we didn't have the board policy to support it. The lion's share would be what we're currently doing."},{"start":6195920,"end":6209220,"speaker":"A","text":"Okay, Move on to 7.8. Okay. 7.8 is the first reading discussion of BP and AR5125. And this is about student records words."},{"start":6211700,"end":6214540,"speaker":"D","text":"So there was a, a question about this one I just wanted to bring"},{"start":6214540,"end":6223500,"speaker":"B","text":"up regarding the duty for the district to notify the California Cyber Integration Center."},{"start":6223500,"end":6223860,"speaker":"D","text":"Right."},{"start":6224260,"end":6243870,"speaker":"B","text":"If even a single account is compromised. This was Trustee Weekley's question. The, the language says that more than, if more than 500 people are impacted, you know, we, we need to report. But the board policy committee actually struck that 500 figure out, and my memory was it. So correct me if I'm wrong."},{"start":6243870,"end":6247510,"speaker":"D","text":"Board Policy Committee, because we go through so many. We have a meeting tomorrow too, I"},{"start":6247510,"end":6251350,"speaker":"B","text":"might add, is that we know that"},{"start":6251350,"end":6253470,"speaker":"D","text":"when one student account is compromised, we"},{"start":6253470,"end":6264512,"speaker":"B","text":"of course notify the student and family. And the concern was that this would be a problem. Right. For the, the people affected. So where it gets the N goes up to 500."},{"start":6264628,"end":6269680,"speaker":"D","text":"500 is the notification for families, the attorney, et cetera."},{"start":6269760,"end":6275840,"speaker":"B","text":"So that range was. We knew notifications had to occur and"},{"start":6275920,"end":6277800,"speaker":"D","text":"the desire was that we wanted to"},{"start":6277800,"end":6282320,"speaker":"B","text":"reduce that number from 500 to a lower number, which was really any."},{"start":6283280,"end":6284360,"speaker":"D","text":"So that's my memory."},{"start":6284360,"end":6286000,"speaker":"B","text":"Does anyone have another opinion on that?"},{"start":6287600,"end":6342760,"speaker":"C","text":"So that paragraph cites ed code 35266. And it's from that ed code 35266 that we get the number 500 and the mandatory reporting to California Cybersecurity Integration Center. I don't think there's anything in there. If we were to keep the language that impacts more than 500 students or personnel. That paragraph is just talking about when we need to notify the California Cybersecurity Integration center. And so we can let parents and students and so forth know about any sort of scope of attack that's impacted them, their families, their students. But striking the restriction would mean technically that the policy would require us to go above and beyond ed code 35266 and, and report anything at all. So I don't want to create lots of administrative burden for, for staff. And, and the ed code says 500. So I would be tempted just say 500 there."},{"start":6343800,"end":6358530,"speaker":"F","text":"I don't, I thought, I believe this was a staff recommendation and I, I think it was. I thought we had discussed the same question, but I'm looking through the notes and I do not know where it Came from. But I share the same."},{"start":6358610,"end":6360090,"speaker":"C","text":"Like, I'm trying to defend staff here."},{"start":6360090,"end":6360370,"speaker":"A","text":"Yeah."},{"start":6360370,"end":6363330,"speaker":"C","text":"It's like I don't want you guys carrying out lots of extra paperwork here."},{"start":6363330,"end":6372770,"speaker":"F","text":"Yeah. If we're saying if it's going to be overly burdensome to report every single one, we should know that now and not do that if we don't have to."},{"start":6373730,"end":6377250,"speaker":"B","text":"Rick, do you have an opinion? I know it's your department. You oversee the department."},{"start":6379230,"end":6394430,"speaker":"E","text":"Yeah. I would prefer that it was left in 500 students for notifying the attorney general and the. The state on that. I mean, we could have a simple thing where a password was passed around"},{"start":6394510,"end":6397630,"speaker":"F","text":"campus when 10 students access the same account."},{"start":6397710,"end":6398910,"speaker":"E","text":"We're not going to notify."},{"start":6400750,"end":6409330,"speaker":"C","text":"I feel pretty strongly that we should keep the 500 number in. Okay. Okay, thank you. Great."},{"start":6409410,"end":6420890,"speaker":"A","text":"And I don't know who confirmed this for me, but thank you to whoever confirmed that our vendors already have language in their contracts to be compliant with the AB, you know, 801. So that's great to hear about that."},{"start":6420890,"end":6446540,"speaker":"E","text":"Yeah. All of our biggest vendors. I'll just pick on one power school. Right. That's fully outlined, although have some issues there. But there in all the other contracts, as I was thinking about this today that we've gone through recently, all have data destruction and ownership rights retained to the school district."},{"start":6447020,"end":6453740,"speaker":"C","text":"A really detailed cyber notification policy that was rigorously implemented because they got very badly hacked."},{"start":6453980,"end":6454380,"speaker":"A","text":"Yeah."},{"start":6454380,"end":6455590,"speaker":"E","text":"Yeah. Up."},{"start":6458070,"end":6474870,"speaker":"A","text":"Cool. That ends our discussion items. We can move on to approval of the consent. We're going to. These are considered routine. We'll pass them in one motion. We did remove 8.3 to a later date. So this is a consent agenda without 8.3. Can I get a motion to approve?"},{"start":6474870,"end":6478310,"speaker":"C","text":"I move we approve the consent agenda minus 8.3."},{"start":6479030,"end":6479430,"speaker":"F","text":"Second."},{"start":6479670,"end":6480510,"speaker":"A","text":"All in favor?"},{"start":6480510,"end":6480880,"speaker":"E","text":"Aye."},{"start":6482230,"end":6514680,"speaker":"A","text":"Okay, then we're on to our action items. And this is the 9.1. This is the adoption of the annual organizational meeting date set for December 17, 2025. That would be next week. Just so everyone knows, this is, you know, an annual requirement that we have to announce it within. I forget the exact times of it, but this is the time that we do it. So if everyone's in favor, if there's anything to discuss, I don't think there's anything to present beyond what's in the memoir. Any questions or comments? Otherwise, I will entertain a motion to approve."},{"start":6519720,"end":6520440,"speaker":"C","text":"Seconded."},{"start":6520600,"end":6530280,"speaker":"A","text":"All in favor? Aye. Excellent. And now we're going to move on to discussing and selecting a taxpayer organization representative for the Citizens Bond Oversight Committee."},{"start":6531160,"end":6531640,"speaker":"C","text":"Rick."},{"start":6531720,"end":6568220,"speaker":"E","text":"Yeah. Good evening. Tonight we are bringing forward two applicants, Mr. Anthony Hanney and Mr. Allen Hanson, who both applied to be members of the Citizens Bond Oversight Committee, which has oversight over measure S and Measure T. They're both have applied for the vacancy of the taxpayer organization representative. We did invite both of them for the meeting tonight. I don't see any online nor in the audience if they want to be"},{"start":6568220,"end":6569180,"speaker":"F","text":"part of this process."},{"start":6570860,"end":6573980,"speaker":"C","text":"I'd also like to note that Ellen Hansen is joining the Zoom."},{"start":6573980,"end":6574940,"speaker":"E","text":"Oh, has he joined?"},{"start":6576060,"end":6578700,"speaker":"C","text":"He's in the process of joining. He should be on in the next few seconds."},{"start":6579340,"end":6581420,"speaker":"E","text":"So they're here if there's any questions."},{"start":6581820,"end":6583180,"speaker":"C","text":"Mr. Hansen's here if there will be"},{"start":6583180,"end":6584220,"speaker":"B","text":"any questions from the board."},{"start":6584620,"end":6626500,"speaker":"E","text":"Of those, I'll also note that there are other open positions on the oversight committee and after one is selected tonight, the one that is not selected, we will inquire if they'd like to fill another role. And if they do, then we'll bring that back on consent next week or formal board approval. So tonight we are looking for the representative for the taxpayer Organization that has been vacant since last summer when the previous person filling that role resigned to move out of state. So with that I'll turn it over to the board if there's any questions I can answer or beyond what's in the board packet."},{"start":6628980,"end":6629620,"speaker":"D","text":"Thanks, Rick."},{"start":6629620,"end":6649270,"speaker":"B","text":"I just have one question for my own understanding. So Anthony Hanney specifically said that he was part of the Howard Jarvis Taxpayer association. And then Alan, it just says bonafide taxpayer organization. Is that that we have any specifics in that or that's just a. I"},{"start":6649270,"end":6650910,"speaker":"E","text":"think that's how he fill out his application."},{"start":6650910,"end":6651430,"speaker":"B","text":"Okay."},{"start":6658790,"end":6661670,"speaker":"A","text":"Any. Any questions, David?"},{"start":6662070,"end":6672340,"speaker":"C","text":"So the. We. We have an open seat for the taxpayer rep. We have and because there's a total of nine seats now that, that we have."},{"start":6672890,"end":6675690,"speaker":"A","text":"So there's seven. The law requires that we."},{"start":6675770,"end":6679690,"speaker":"C","text":"The law requires seven. I believe that we bumped it up to the CBOC to nine."},{"start":6680010,"end":6682450,"speaker":"A","text":"The bylaws allow. Yeah, the bylaws."},{"start":6682450,"end":6687130,"speaker":"E","text":"Rick, do you remember in 21 it was increased to nine."},{"start":6688570,"end":6702250,"speaker":"C","text":"So, so we have nine potential seats and we have open seats that one of them is at large. One of them is for taxpayer rep. Do we have another And a business organization. All right."},{"start":6702320,"end":6702520,"speaker":"D","text":"Right."},{"start":6702520,"end":6707280,"speaker":"C","text":"And then the other six seats are. Are filled and present. That's the lay of the land. Okay, great."},{"start":6707520,"end":6721680,"speaker":"A","text":"I think the easiest way to think about it, just if you're looking at it, is that it's has to be at least seven people and then there's five categories and those Seven have to fill those five categories and there's nothing in the statute that says one person can't fill multiple categories, so."},{"start":6721680,"end":6722480,"speaker":"C","text":"Oh, interesting."},{"start":6722480,"end":6722960,"speaker":"B","text":"Yeah."},{"start":6726320,"end":6759090,"speaker":"A","text":"I'm sharing useful information. I see that. Yeah. And I mean as you point out, I think that that's, that's the thing is that the, the oversight committee is not meeting the numerical requirement nor is it meeting the categorical requirement. This is an attempt to close on. Close in on both. And it sounds like if we wanted to, we could. If Alan's interested in it or if whoever's not selected is interested in it, they could end up coming in for another position. Right. We'll only look for this one seat categories how you're. How we're running this. Yeah."},{"start":6759090,"end":6759770,"speaker":"C","text":"Okay. Yeah."},{"start":6759770,"end":6760650,"speaker":"A","text":"And consider it."},{"start":6760650,"end":6768890,"speaker":"E","text":"And then the other, the other one. Unless there's information we don't have, it would be the other at large seats. Right."},{"start":6768890,"end":6769490,"speaker":"A","text":"Okay."},{"start":6770770,"end":6786000,"speaker":"E","text":"Neither signified or. Or mark that they fit the business organization role. And just for reference, the business organization isn't being employed by a business. It's being part of the chamber or building trades or something like that."},{"start":6791840,"end":6792400,"speaker":"C","text":"Okay."},{"start":6792800,"end":6794400,"speaker":"A","text":"Any. Any questions or comments?"},{"start":6794880,"end":6821320,"speaker":"C","text":"What's the. The meta question I have is like what's the right way for us to have this discussion? Are we. We're trying to figure out. So this possible outcomes are we. We don't want either candidate. We want one of the candidates to be taxpayer rep, but we don't want the other candidate or we want one of the candidates to be the taxpayer rep and want to appoint the other at large in the consent calendar at the next meeting. Are those the three flavors of outcome for the."},{"start":6821640,"end":6852030,"speaker":"A","text":"Okay, so I would recommend that what we do is trustees take a moment if they would like to advocate for a person and say why they are going to support a candidate or not that they go ahead and make those comments. But then we move to a motion and we, you know, we do this as our normal procedure, which is we make motions second and then vote on them and if it passes, it passes. If it doesn't, then, you know, we can always amend it. If someone decides that they're not happy with the motion, they'd rather support somebody else or. Or not vote for it. And that would be kind of the way that we can get through this."},{"start":6852030,"end":6852350,"speaker":"D","text":"Great."},{"start":6852350,"end":6857950,"speaker":"C","text":"So we've got the form factor of the three possible outputs. We've got the mechanism of action for deliberation."},{"start":6857950,"end":6861190,"speaker":"A","text":"There are other comments about any of the candidates."},{"start":6861270,"end":6873570,"speaker":"B","text":"I just have one more question about. Just so at a minimum this person has to Be an active member in a taxpayer association for the next three years. Is that the minimum requirement for this role or."},{"start":6873810,"end":6874370,"speaker":"C","text":"Okay."},{"start":6876290,"end":6885570,"speaker":"A","text":"And an adult, I think. Right. I think that's the only other requirement, though. Like, I don't think they have to be. Is there a residency required? I don't even think there's a residency."},{"start":6885650,"end":6887890,"speaker":"E","text":"No. And they can't be an employee."},{"start":6888050,"end":6894900,"speaker":"A","text":"They can't be an employee of the school district. So. Yeah, I don't believe there's a residency requirement."},{"start":6895780,"end":6896140,"speaker":"E","text":"The."},{"start":6896140,"end":6898100,"speaker":"A","text":"The statute's silent on."},{"start":6898260,"end":6898740,"speaker":"B","text":"On that."},{"start":6898740,"end":6910020,"speaker":"E","text":"The statute silent. But the bylaws, and I don't have them pulled up in front of me, but I believe the bylaws of the CBOC is either reside in or work in the boundaries of the school district."},{"start":6910020,"end":6912260,"speaker":"A","text":"I don't think that's an issue for either of these candidates here."},{"start":6912260,"end":6914580,"speaker":"E","text":"They're both Redwood City residents. Yeah."},{"start":6914580,"end":6920050,"speaker":"C","text":"So they've been fully qualified on all of. So they're both two fully qualified candidates in front of us."},{"start":6920050,"end":6920330,"speaker":"A","text":"Yeah."},{"start":6920330,"end":6920730,"speaker":"C","text":"Okay."},{"start":6920730,"end":6940610,"speaker":"A","text":"And I'll. I will say one thing. I believe Alan Hansen is on the strategic alignment Committee as well. So there's already engaged and has already shown engagement with the district. You know, is. Is, I believe here online tonight and has shown sort of H is now. Okay, great. And it so has. Um."},{"start":6941050,"end":6941370,"speaker":"E","text":"Yeah."},{"start":6941690,"end":6949690,"speaker":"A","text":"At least for the. Out of the two candidates, it's one person that I've seen being engaged with the district engaging already and, and being active in it."},{"start":6953130,"end":6957770,"speaker":"C","text":"Do we want to let Alan say a few words? Is. Or. Or not. It's your meeting."},{"start":6958730,"end":6962970,"speaker":"A","text":"Do. Do you trust. Would trustees like to hear it or do you feel like we could move on to a motion now?"},{"start":6964170,"end":6966220,"speaker":"F","text":"It'd be good to hear if you have something to say."},{"start":6966610,"end":6971410,"speaker":"A","text":"Alan, would you like to make a two minute comment to the trustees?"},{"start":6974210,"end":6975970,"speaker":"C","text":"Yes. Can you hear me, please?"},{"start":6976130,"end":6979330,"speaker":"A","text":"We can, yeah. Thank you. Sorry to put. But thank you."},{"start":6980210,"end":6981930,"speaker":"C","text":"Thank you for allowing me to speak"},{"start":6981930,"end":6983370,"speaker":"A","text":"for a very brief time."},{"start":6983370,"end":6994570,"speaker":"F","text":"I'm a longtime resident, my son's attended school district. I am a active licensed cpa and I'm. I think one of my biggest ranks"},{"start":6994570,"end":6997750,"speaker":"E","text":"is that I'm well versed in communicating"},{"start":6997750,"end":7007030,"speaker":"F","text":"accounting issues and challenges to non accountants. So I welcome this opportunity to participate in this on this committee."},{"start":7007830,"end":7022740,"speaker":"A","text":"So thank you for your consideration. All right. Thank you, Alan. Appreciate it. To be fair to our candidates, I don't think the other person's online. Right. Okay. So. Perfect. Are there more comments or shall we move to making a motion?"},{"start":7024650,"end":7039290,"speaker":"C","text":"Oh, I'm, I'm just. As a meta point, I'm very glad that we have candidates who are qualified applying for this role so we can go and fill it. I've been messaging with Allan. He seems very interested, very engaged. He seems to have very strong professional qualifications."},{"start":7041610,"end":7045690,"speaker":"A","text":"Is that a motion? I would like. I would like it to. Yeah. Okay. Thank you."},{"start":7045690,"end":7049450,"speaker":"C","text":"Have Alan Hansen as the taxpayer representative on the cbo."},{"start":7049540,"end":7050180,"speaker":"A","text":"Proceed. Okay."},{"start":7050180,"end":7050420,"speaker":"C","text":"Perfect."},{"start":7050420,"end":7054660,"speaker":"A","text":"We have a motion. Is there a second? Okay. All in favor?"},{"start":7054740,"end":7055540,"speaker":"C","text":"Aye. Aye."},{"start":7055540,"end":7059940,"speaker":"A","text":"Any opposed or abstained? Sounds like it was unanimous."},{"start":7060020,"end":7061260,"speaker":"C","text":"Congratulations, Ellen."},{"start":7061260,"end":7066420,"speaker":"A","text":"Thank you. We'll see you at the next CBSE meeting. And Rick, you'll follow up with the other."},{"start":7066580,"end":7069620,"speaker":"E","text":"Follow up with Mr. Hanney to see"},{"start":7069620,"end":7070940,"speaker":"C","text":"if you'd like to fill the other position."},{"start":7070940,"end":7072020,"speaker":"E","text":"And if so, we'll bring him back"},{"start":7072020,"end":7073060,"speaker":"C","text":"for approval on consent."},{"start":7073060,"end":7073460,"speaker":"A","text":"Okay."},{"start":7073460,"end":7073900,"speaker":"F","text":"Next week."},{"start":7073900,"end":7074980,"speaker":"A","text":"Outstanding. Thank you."},{"start":7077150,"end":7077310,"speaker":"D","text":"Great."},{"start":7077310,"end":7101390,"speaker":"A","text":"Miranta board and superintendent reports. I asked Evelyn to extend the time this one because I know we've just attended the annual educators conference, and so I figured that there would be more information that trustees wanted to share. And so who would like to start with their board and superintendent report? Yes, and we'll start with the board report. Technically,"},{"start":7105930,"end":7250700,"speaker":"B","text":"I can go. I attended a few different sessions. The. The first one I intended was on policy. The. A couple things that kind of came up in my mind when I was listening to that regarding our own district is I wasn't sure if parents and community members can find our policies very easily on our website. I am not able to. So just as more of a community engagement knowing. I mean, I've had parents ask me especially like with immigration and things like what's our district policy? And I sent them the policy myself, but I actually can't point to them directly where they're supposed to look. And then the other thing that they brought up was actually tracking efficacy of our policies. We review them, we talk about them. I think David made a good comment one time about tying them to some of our agenda items or kind of reminding people what's the associated policy. But just thinking about also, once we roll out the policy, how do we actually track efficacy of any major changes to the policy? I know we did a good job rolling out the cell phone one, and we've heard good anecdotal information from that, but I don't know if there are things we want to track back when we roll out some major changes. And then I attended two school finance sessions and I walked away being very thankful for Rick and still realize I have a long learning path on school finances. And then the last session I attended was math similar to what Dr. Baker took away, I think from the ELA session. They also had a five year Runway for their little math experiment. And a couple things that they. That kind of really focused on and why it worked was they had data cheerleaders on camp at every school site. So I don't, I mean it was just something that I thought would be interesting. It was just they kind of empowered one teacher at every school site to kind of be the data advocate and just, just either gave them a little bit more training or they themselves kind of were interested in that space just so that everybody on campus had a point person who they could go to if they had questions on how to look at data or if they were interested in data."},{"start":7251900,"end":7257620,"speaker":"A","text":"And Ana, that's our NPSs, TOSAs, they fill that role at the, at the school site. So sort of like the data."},{"start":7257620,"end":7258940,"speaker":"B","text":"It's like a data TOSA."},{"start":7258940,"end":7259500,"speaker":"E","text":"Okay."},{"start":7259500,"end":7262540,"speaker":"B","text":"Yeah, yeah. TOSAs do some of the data at agent sites."},{"start":7262540,"end":7263240,"speaker":"D","text":"Okay, okay."},{"start":7263880,"end":7285400,"speaker":"B","text":"And then the other thing was actually they kept harping on or focusing on community engagement. So something like, you know, all our little wins, they were very. They broadcasted it a lot to the community. And so I think that's something we probably could also do a little better. Those are."},{"start":7286440,"end":7288300,"speaker":"A","text":"Thanks, Jen. Good learnings. Thanks for sharing."},{"start":7289490,"end":7289930,"speaker":"E","text":"Anyone?"},{"start":7289930,"end":7294130,"speaker":"A","text":"Next. David Lee, go ahead."},{"start":7295010,"end":7297850,"speaker":"F","text":"And we're going through everything, right? Not just aec everything."},{"start":7297850,"end":7301890,"speaker":"A","text":"Yeah, totally. This is the regular report, but I figured AEC will take up a good amount."},{"start":7302210,"end":7458140,"speaker":"F","text":"Yes. Outside of aec, I'll put last. I was able to go to Clifford for coffee with the principal which is great. A lot of, a lot of engagement from parents across the board. So well attended. Got to meet the new vice principal. Talked about the CAST scores and acknowledged same here as like the strengths with lots of successes which we should do to Jen's point, as well as the areas for growth. And I think it was well received. But overall good visit. Also had policy committee and look forward to another one tomorrow. I think we had the. As we're going through the superintendent search, I think the last meeting we. Before the last meeting we had another meeting on that. So that's moving forward. There was an San Mateo County School Board association meeting earlier this week which CSBA provided some legislative updates which was informative and I think as I mentioned before, smcsba, we are also looking to be more proactive on the legislative front this year. So I and a couple others are leading the effort on really getting a sense of all the things we need. Obviously funding is one of them, but there are other Things across the county that we're all experiencing that want to make sure that the legislative hears. So that was part of the meeting as well. And then AEC had a few good sessions. One was about the state accountability. Lots of, lots of good things to hear. In some ways, mainly we're not alone in a lot of our struggles. Funding is everyone, virtually everyone across the state is, is dealing with this. And there are efforts by csba, at least to ensure that that is, among other things, reflected back to the legislature and other state entities so that everyone can be on the same page of, hey, like this actually really does matter. So I thought that was a helpful call to action kind of session. Also went to a school finance section, which was great. One of the big takeaways was combined and unified discipline of recognizing what we have. And there's a lot of ideas we can do, but to have the discipline of when someone says we should do this, to also be able to step back from. For everyone else and say, okay, what does that mean that we are not doing then is the trade off because we, we just can't do everything. And then I also went to a session on onboarding superintendents. There's a lot of great, pretty tactical stuff that will probably be relevant for us soon."},{"start":7461180,"end":7464540,"speaker":"A","text":"Great. Thanks, Cecilia. I know you were not at auc, so but."},{"start":7464540,"end":7470700,"speaker":"D","text":"Yeah, I wasn't. I also went to a San Mateo CSBA meeting on Monday."},{"start":7471100,"end":7472340,"speaker":"B","text":"And one other thing I just wanted"},{"start":7472340,"end":7474840,"speaker":"D","text":"just to just throw it out there for those of you."},{"start":7476360,"end":7481320,"speaker":"B","text":"I am part of the CAN Award committee. And so we eventually will need from"},{"start":7481640,"end":7485760,"speaker":"D","text":"a lot more board members. So if you guys are interested, let"},{"start":7485760,"end":7486920,"speaker":"B","text":"me know and then I can send"},{"start":7486920,"end":7491400,"speaker":"D","text":"you some information because at the end of the day, it's going to be all hands on deck because obviously it's a big."},{"start":7492920,"end":7499440,"speaker":"A","text":"That is a big role that you've taken on to be part of that. So congratulations and thanks for doing it."},{"start":7499590,"end":7499830,"speaker":"B","text":"That."},{"start":7506390,"end":7507350,"speaker":"A","text":"David Weekley."},{"start":7507670,"end":7795790,"speaker":"C","text":"Cool. So for members of the public who are not school board members, once a year the California School Board association has an annual education conference. It rotates where it is. This year was in Sacramento. And this is a gathering of people from all the different school boards across California. And so there's. What was it, 2,000, 3,000 people there or something on that order, just to talk about what works and what doesn't. One of the things that's definitely a takeaway is a deep sense of gratitude for our district, our staff, and the relationships that we have with each other, which are positive, cordial and professional. Which does not typify an awful lot of other school districts out there. So there's, there's a lot to be grateful for in the, in the team that we have here and to not take for granted, which I don't. So thank you. As the incoming board president, I went to the board president training workshop. That was super duper helpful to have a whole day set aside to meet with other people who had experience in the president role as well as people like myself who are new to it. Just thinking about how we run a meeting. Well, refreshers on fun things like Robert's Rules of order. We've obviously gotten to observe much like doing it extremely well. So that was really helpful to have some time thinking about how we can continue to evolve our meetings to be even more effective as a, as a team. That includes like things like a clear focus on English literacy by end of third grade, more active inclusion of the Hispanic community in our board meetings. You're rocking it, Augustin. And even some fun things like visually communicating more consistently and clearly bilingually using tools like nanobanana Pro, which is absurdly good at making explanation posters. And so that's been a really interesting new tool in the tool bag to help with understanding and communicating with the public. Fairly complicated things like school finance and budgets, which are really gnarly. So I think we're getting armed with a bunch of, of new tools for communicating, which is pretty powerful. Turns out that a bunch of other districts start their meetings with a student led pledge of allegiance which they generally describe as something that's pretty sweet, doesn't take very much time. You rotate which school sends a student with their family to go and do the pledge. And of course they scatter back home after leading the pledge. But I thought that was just kind of something a little bit sweet, maybe something that we could. The fellow board members, board presidents that I talked to from other districts universally described that as like a wonderful, happy, fun way to start pretty much every meeting. And it doesn't really take a whole lot of time in terms of overhead. So that seems like something we might consider doing. A lot of other districts have made caps, usually about 10 minutes in terms of presentation length to really focus the board's time on deliberation back and forth, forth between the board members. What do we like, what do we not like, what's going on. And that districts that focus on having earnest deliberation about student achievement outperform districts that don't. And the data on that is pretty clear too. And I've seen Us start taking some great steps in this direction. Even tonight, you know, we got big beautiful decks full of rich information and then condensed it down to much shorter presentations. The hope is that it will net be less burdensome on staff that they don't have to give hour long presentations. They just have a lot of rich data and then kind of give an executive summary orally. But just universally this was described as a great move. I didn't talk to anyone who was like, oh yeah, we had a presentation cap and it went terribly and we had to go back to like longer presentations because it just didn't work. To which a number of boards, and this is actually technically part of Robert's Rules of order would receive information on the agenda item. And then this was very interesting. They move in second to bring the item to the floor for deliberation. And so there's these two separate segments that happen where first there's a presenter, there's questions that are asked to the presenter and then the item is moved and seconded and at that point deliberation begins among the board. Now sometimes there's nothing to deliberate because it's just so obviously let's do this thing. So like we shouldn't be obviously looking to make things take longer than they ought. That's silly. But I thought it was interesting to really focus on where in what is going on here does there need to be a conversation among the board. And then when that happens that actually happens after the second. And that's a little bit different than just how we've been running things, which is generally when we're ready to vote, we move second vote."},{"start":7796030,"end":7796430,"speaker":"B","text":"Right."},{"start":7796750,"end":7959850,"speaker":"C","text":"But again, Robert Shivort said you move in second it to bring it to the floor to discuss and then you go and you vote on it when you're ready to vote. So anyhow, just not saying we necessarily have to do that. You know, we've been doing modified Roberts Rules of Order but like it was an interesting thing to think about in terms of like when do we need to talk about things really deliberate as a board? The comment on the website rings true. I think there's a lot more that we can do on comms there and to publish a clear governance calendar. When are we going to talk about what just in plain English, right? Because it's obviously we can't have like 10 hour long board meetings and stuff. And if somebody suggests, hey, I think we should talk about XYZ topic, that doesn't mean it gets put into the next board meeting. But just having a mechanism for Collecting. What are all the different things that within some finite time period we should discuss? Put them in the hopper, put them in a parking lot that we kind of actively maintain, stack rank. And then we make a best effort to go and fit those in as we can and then to publish. So people like will know, like, well, when are you going to go and talk about X subject? It's like, well, that's. That. That's in our April 7th meeting or whatever. Like, oh, good. You know, oftentimes that's all people need. They need to know that they're being taken seriously in the things that we should be talking about. We're talking about in some finite time. Mississippi came up quite a few times in terms of literacy discussions. And I may have had my mind changed on things like retention. As it turns out, the threat of retention in third grade is one of the components of the Mississippi plan that's proved radically effective. And so I think I may be tempted at some point for us to look for a study session for literacy in the K3 window to look at what works, what doesn't work, what things are we already doing. And that's awesome. Let's double down on. And you know, what are some approaches that have been very successful in other areas as well, so just want to put that out there. Went to a couple different sessions on facilities and property, covering school closures. Turns out it's really important to reach out to the community early and often to engage them if that process is happening at some point. All sorts of interesting restrictions about what you can do with property make it challenging. Lots of complex bits there. And on employee housing, pretty interesting. Apparently down in Mountain View, they overshot their build by a fair chunk. They were not doing a good job at regularly checking in with the folks who are going to be leasing their units, and they built too many. And they also had some interesting awkwardness about planning to. To build in a much beloved community park. And it turns out that the people who enjoyed that community park were not"},{"start":7959850,"end":7960410,"speaker":"F","text":"a fan of that."},{"start":7960410,"end":7980070,"speaker":"C","text":"So they had to alter their plans. Yeah, so it was. It was. It was a good conference. It's really good for us board members to get some time apart to go and think about what we want to do, how we can make a positive impact on the district. And it was great to go undergo the president training. So. Yeah, it was a. It was a good conference."},{"start":7983340,"end":7983660,"speaker":"D","text":"Cool."},{"start":7984620,"end":8204010,"speaker":"A","text":"Yeah, I. Last night I met with RCF. It was nice. I hadn't realized they raised $850,000 last year, which I thought was pretty impressive because when I was on the board we could never break out of 200 to 25. So that was a pretty big growth. I did go to the city council meeting on Monday. They're going to rethink how they're doing the Mills act and sort of looking at that. So that was there. And then of course aec, one of the highlights was the golden bell. Congratulations to our mental health program. Like that was awesome to see it get recognized and you know, it's just, it's a testament to that. In pair with that, I went to something about they called it braiding. I think it was braiding funding between like your mental health program and your ELOP and super interesting couple, interesting facts. The state of California of course has a huge funding for elop, plus a little bit more for expanded learning. And the presenter called it the largest in the universe. He doesn't have any proof to show that it's not the largest in the universe, but it's a good amount of money for expanded learning. So it's nice to see that we're doing that. The other one though, that was upsetting of course was that mental health is the number one reason that children from age 0 to 60, 17 are hospitalized. And I did not know that. Repeating a fact. I don't know if that's true. That's just what the presenter had said. So it is true. Yeah. And just how important mental health is there. And so this one was really, they were both talking about the power of the expanded learning and also the power of mental health programs. And then it got into the, hey, if you shift time, maybe you can offer mental health through ELOP funding by doing it after school, which I know we're already doing and looking at and looking at like all the ways to get the funding back to be able to maintain these programs. Because every district has funded it originally with their one time funds and those are going away and they're all looking for creative ways to be able to continue this funding. So one that was, I don't know if we're doing, but there's a grant for wellness coaches. And what they were saying was that you probably have on your staff people that are doing the work of wellness coaches and so you might be able to take them with a little bit of extra training, turn them into a wellness coach and have this grant, be able to fund it for the work that they're already doing. So you're kind of supplanting that work with the grant there. So that might be, I don't know if that's there. Another interesting fact was math equity for multi language learners. You know, they were talking about adopting new curriculum and improving curriculum and how much. That's like 40x more cost effective than almost any other intervention. They mentioned class size reductions as the 40x, but it's such a big, big effective thing to have the right curriculum in place and be able to get that in there. And so that was an interesting one. And then the last one that I'll touch on because it's relevant to what we're doing here. I went to on Friday morning, Natomas Unified talked about their welcome center, which we started at last year at the Duane campus, which is taking some of the services that the district offers, you know, but at different sites or sort of maybe some at the district office, some, you know, at different schools and partner programs and sort of bringing them into one place so that it's easier for families to be able to navigate through, you know, what can be the complexities of the different, you know, groups at the school for being able to get through, you know, a task that they're just trying to do. For us, I think we're doing enrollment. Is that right? At our welcome center."},{"start":8204490,"end":8276070,"speaker":"E","text":"We have enrollment at the welcome center. We also have a, we have a grant now for a mental health specialist that's there to work with parents to determine if there are some needs that they have at this point in time so we can steer them in the right direction. And then there is the person that is similar to a receptionist, but does a lot of the background work with the parents when they're coming in. Where are you, you know, where are you from, where are you living, what supports do you need? And then we send them to the agencies to help them with those supports. Plus, if there is a community school, this person will explain what a community school is and what services you can receive at that school site. If you're going to be attending a school site that does not have a community school, it's explained that you can go to any school within the district and go to a community school center, the family center, and receive services if needed. Plus we have the nurse that's housed there and she's there several times a week."},{"start":8276310,"end":8321150,"speaker":"A","text":"Yeah, there's a real power that when you stop in to answer that and then there's a question for the other person and they're just right now next door, you know, and you can sort of get those things that can really streamline the, the experience of families having to navigate through, you know, A lot of, a lot of these processes. So it, it was neat there. Theirs is they do not have as many community schools at Natomas. They, I think they have two, I think two at their high school. And so the welcome center really fills that need there. Whereas we are blessed to have eight community schools and that really expanded program there. But, but, but it's still interesting to, to hear about that. Yeah, that was kind of the stuff I learned from the educator conference. Do you have anything to share from adc?"},{"start":8321150,"end":8321510,"speaker":"C","text":"You."},{"start":8321670,"end":8458040,"speaker":"E","text":"I think you've hit at least the ones I've gone to also. But the one of the ones that I felt was really interesting was where they had a former legislature along with an attorney and then along with a superintendent and the legislature. The former legislator, I should say, spoke that when the LCAP was created, the LCAP was created not to be 100, 200 or 300 pages, but as I was telling David Weekley earlier, that when I wrote the first LCAP, it wasn't even 40 pages. It was to be a document that was to be where you were going to go in the areas of mathematics, language arts and how you were going to get there, not what is right what, not what is mandated right now. So CSBA along with AXA has gotten together to see if they can't get this changed. That means talking to legislatures, talking to the state Board of Education, who keeps putting on these mandates for additional pieces to be put on the LCAP have. And a lot of us were superintendents there just nodding our heads and saying they don't listen. And it's true, they do not listen. We thank God ours is not. But I heard superintendent next door to me say how many pages his was. And I go, what? And I go, who? You can just put it in a bookshelf. You're never going to look at it. So hopefully there is momentum with csba, AXA and getting others involved to get this changed and to get it re looked at. The amount of bureaucracy that is put into this. It was never meant to be that way. And he said that and he goes, he apologized. And people just said, well, you should get back in and start changing this. But he is helping both CSBA and AXA to move this forward, to move it forward. It was sad to hear, but it's true. So at least we're not the only ones that are feeling it. Or. And then it trickles down to the county office of ed. No, you need to put this in here."},{"start":8458200,"end":8459000,"speaker":"F","text":"But why?"},{"start":8459080,"end":8470320,"speaker":"E","text":"And the superintendent who was presenting, she's. And she is. She was from Pittsburgh Unified, and she told the county, I'm sorry, I'm not doing it. What are you going to do to me?"},{"start":8470320,"end":8470920,"speaker":"C","text":"Go to my board?"},{"start":8471400,"end":8514289,"speaker":"E","text":"And she. And she didn't do it. And I went up and asked her, what happened to you? Nothing. So that was a great one. The other one was the one that was talking about previously with the coaches and how they got to where they are right now. Year six. That needle has moved. And those kids are moving as long as they started out with them since be. You know, she said we were at kindergarten, but not since they started TK as long as they've been with us. Since TK and moving forward, they are moving. And of course, you do have your students who have disabilities, but that's another criteria that you have to look at. That'll be different."},{"start":8518930,"end":8576890,"speaker":"A","text":"Excellent. Thanks for those updates. Let's move on. We have no information items, so then we're on to Section 12 correspondence. I don't know if anybody has anything that they want to share to put into the record or acknowledge. Okay, let's review our governance calendar. We have a schedule of future agenda items and a parking lot of suggested topics that could go onto that governance calendar. Does anyone have comments on questions or anything to change for? I know it was mentioned before about how valuable these can be. Okay, time for reflection. Continuous improvement. Does anyone want. Did you have something for the previous one or are you jumping in here or."},{"start":8577790,"end":8578150,"speaker":"F","text":"Previous one."},{"start":8578150,"end":8579390,"speaker":"A","text":"Okay, yeah, jump back. Go back."},{"start":8579470,"end":8584990,"speaker":"F","text":"It'll. Just saying the same thing as always, which is it'll be good to get a study session on reporting."},{"start":8585230,"end":8589550,"speaker":"A","text":"Okay. Is that. Let's see. Is that in there? Probably not yet."},{"start":8589710,"end":8590270,"speaker":"C","text":"Not yet."},{"start":8590270,"end":8590750,"speaker":"E","text":"Okay."},{"start":8593230,"end":8602310,"speaker":"A","text":"Okay. And tbd. Tenure student. GRID student. So there is. Yeah, there's a study session in the backlog. Yeah, it hasn't been scheduled yet."},{"start":8602310,"end":8603300,"speaker":"E","text":"It's in the. The parking lot."},{"start":8603300,"end":8607820,"speaker":"C","text":"Yeah, I've got my own parking lot. And I'm trying to figure out how to, you know, stitch that in here."},{"start":8607820,"end":8609020,"speaker":"A","text":"Yeah, yeah, yeah. Okay."},{"start":8611420,"end":8611820,"speaker":"C","text":"Sorry."},{"start":8611820,"end":8614540,"speaker":"D","text":"Just to get clarification, you're speaking of the."},{"start":8614540,"end":8616860,"speaker":"B","text":"About the student growth data discussion, right?"},{"start":8616860,"end":8617580,"speaker":"D","text":"Is that the one?"},{"start":8617660,"end":8618060,"speaker":"C","text":"Believe."},{"start":8618300,"end":8619420,"speaker":"A","text":"So is that the."},{"start":8619420,"end":8633350,"speaker":"F","text":"Really just student outcomes reports generally, basically, like all the things that we have set for our goals on the lcap. How. How do we. What is the most productive way for us to report on that?"},{"start":8633350,"end":8637150,"speaker":"D","text":"Okay. I think that study session that's listed"},{"start":8637150,"end":8640070,"speaker":"B","text":"in the parking lot was referring to your study session."},{"start":8640630,"end":8641110,"speaker":"D","text":"Perfect."},{"start":8641670,"end":8672840,"speaker":"A","text":"I'll also note that there is an update on communications in the parking lot. As well, so relevant to the policy. Okay. Onto board trustee meeting reflection. Thoughts on how to improve the meeting. I think partially things went off the rails in a way that I don't think was intended. But perhaps we should consider how the impact of. Of things could have. Could have come through. Yeah."},{"start":8674040,"end":8711480,"speaker":"F","text":"Yeah, I agree. I. I'll start with the positives. The same thing is I think we've mentioned before and has been reiterated today as well. I think the format of less time presenting, more time discussing is. I really appreciate it. I think it's leading to better discussion on the deltas. Yes, perhaps. I think I've pontificated much. I'd like to do that less. I can probably be for myself to be more reflective in what I'm communicating. How to make sure that it is clear that everything is supposed to be generative and not conflicting."},{"start":8714520,"end":8720440,"speaker":"A","text":"Yeah, thanks for that. I also, I do want to acknowledge our presenters that did an amazing job of really like."},{"start":8720440,"end":8720720,"speaker":"D","text":"Yeah."},{"start":8720720,"end":8745780,"speaker":"A","text":"Getting to the heart of both what was on the slides and what wasn't on the slides. I thought that the two presentations were really well put together. I know Dr. Baker, you made some suggestions for how people put that together, but it really flowed and they were dense and engaging and really like I thought. I really appreciated the work that went into that. Hopefully it wasn't a ton of work. It was actually because it ended up reducing the time. I know probably the first time it was a lot of work to be able to get to it because it was already create."},{"start":8746260,"end":8755580,"speaker":"E","text":"Yeah, it was already done. And when I came in and said on Monday, let's shorten it so it was work to get it. To get it shortened this first go around."},{"start":8755580,"end":8764080,"speaker":"A","text":"Okay, well I super appreciate that part. And also having the richer pre read that we could actually go through and pull that through."},{"start":8766560,"end":8779040,"speaker":"C","text":"The combo of having like a large rich pre read and then a dense presentation and discussion versus narration of slides is fantastic. So like more of that. I think that's going in absolutely the right direction."},{"start":8783680,"end":8791450,"speaker":"B","text":"But for me also with the large slides, if we don't need the narration, it's kind of more embedded in there. That would also just be really helpful."},{"start":8791530,"end":8791890,"speaker":"D","text":"Then."},{"start":8791890,"end":8795370,"speaker":"B","text":"Then maybe we're not asking to ask questions that are already kind of answered."},{"start":8801930,"end":8808930,"speaker":"D","text":"I mean when it comes down to presentations, I really do appreciate the. All the effort that it's put into"},{"start":8808930,"end":8816410,"speaker":"B","text":"the presentations and how it's thoroughly explained and. And I do want to just bring"},{"start":8816410,"end":8818170,"speaker":"D","text":"out the maybe uncomfortable"},{"start":8821430,"end":8828150,"speaker":"B","text":"comments or whatever I want to say and on a personal level. But I think maybe as a board."},{"start":8828790,"end":8830950,"speaker":"D","text":"I do want to say that we"},{"start":8830950,"end":8835590,"speaker":"B","text":"as board members have talked about how much we do appreciate all of you guys in cabinet."},{"start":8835670,"end":8840150,"speaker":"D","text":"So I do want to say that you guys do have our support, and"},{"start":8841270,"end":8846790,"speaker":"B","text":"at times it might be uncomfortable situation, but please know that we could talk"},{"start":8846790,"end":8853070,"speaker":"D","text":"about it and we are here to help you. Again, the needle is moving and I"},{"start":8853070,"end":8854630,"speaker":"B","text":"want to keep on the positive note,"},{"start":8854630,"end":8856190,"speaker":"D","text":"so please know that we do care."},{"start":8858190,"end":8887200,"speaker":"A","text":"Yeah. Thank you for that, Cecilia, for the reflection on that. Any other comments on this topic? Otherwise, we'll move on to the calendar note on Saturday. We have a long closed session. I'm sure everyone's aware of that. That noted, next week is our organizational meeting, and that'll be it for the calendar year. And then let me see what else is listed here. I think that's about it. Wait, no, I'm still on the old item."},{"start":8887200,"end":8887640,"speaker":"F","text":"It didn't."},{"start":8889560,"end":8895160,"speaker":"A","text":"Yeah, I think those are the two. All right. Any other thoughts on the calendar? Okay."},{"start":8895640,"end":8896280,"speaker":"D","text":"Changes?"},{"start":8898440,"end":8904190,"speaker":"A","text":"None at this time. All right, so then we are on to adjournment. Can I get a motion to adjourn?"},{"start":8904190,"end":8905110,"speaker":"C","text":"I move we adjourn."},{"start":8905110,"end":8913070,"speaker":"A","text":"And a second second. Would you like to deliberate? I'm kidding. All in favor?"}]}