{"date":"2026-01-14","type":"Regular","videoId":"XyEGQ7MnySE","audioDuration":8278,"speakers":{"A":{"name":"David Weekly","role":"Board President"},"B":{"name":"John Baker","role":"Superintendent"},"C":{"name":"Evelyn Sanchez","role":"Executive Assistant to Superintendent / Board Secretary"},"D":{"name":"David Li","role":"Trustee"},"E":{"name":"Jennifer Ng Kwing King","role":"Clerk / Trustee"},"F":{"name":"Mike Wells","role":"Trustee"},"G":{"name":"Cecilia I. Márquez","role":"Vice President"},"H":{"name":"Patrinia Redd","role":"Director of Health and Wellness"}},"utterances":[{"start":5200,"end":6520,"speaker":"A","text":"It's seven o'."},{"start":6520,"end":6720,"speaker":"B","text":"Clock."},{"start":6880,"end":9600,"speaker":"A","text":"All right, Evelyn. Roll call, please."},{"start":9760,"end":10680,"speaker":"C","text":"Trustee Wells."},{"start":10680,"end":10960,"speaker":"B","text":"Here."},{"start":11040,"end":11920,"speaker":"C","text":"Trustee Lee."},{"start":11920,"end":12320,"speaker":"D","text":"Here."},{"start":12320,"end":13200,"speaker":"E","text":"Trustee King."},{"start":13440,"end":16640,"speaker":"C","text":"Here. Vice President Marcus. Here. President Weekley?"},{"start":16640,"end":27360,"speaker":"A","text":"Present. Welcome, everyone, to the public session for the January 14, 2026 meeting of the Redwood City School Board. Benvenidos. Our interpreter will now give instructions for how to access translation."},{"start":28920,"end":61950,"speaker":"E","text":"Bienvenidos atodos para la runion de esteria catorce de Nero dos milventiseis. Si desa interpretacion virtual en espanol, por favor. De llamar al nueve. Siete, ocho, nueve, nueve sero cinco uno, tres siete y precione la sigente contrasena. Ocho tresiete siete sero cuatro uno yel symbulo numeral odegato ila interpretacion en Persona, en espanol. Silo de sea solicito un transmisor alfondo de la sala."},{"start":61950,"end":62710,"speaker":"F","text":"Gracias."},{"start":64390,"end":261830,"speaker":"A","text":"Thank you so much. The Board encourages all members of the public to participate and to provide comment on issues of concern, regardless of whether or not they're on the agenda. If you're here in person, please fill out a speaker card. You don't have to give your legal name, but if you'd like us for us to follow up with you, please consider adding contact information. If you're online with Zoom, you can just raise your hand and we'll call on you based on your Zoom name. If you're speaking on a topic that's on the agenda, you'll be called at the time that the item is being considered that's not on the agenda. We will call you in the public comment portion near the beginning of our meeting. To be fair to all speakers, comment is limited to three minutes and unless otherwise noted, you'll see a countdown clock at the front of the podium. Next item is a report out from closed session. The board met in closed session to conference with labor negotiators pursuant to government code 54957 decimal 6. No action was taken. Now for my formal welcome. Hey everybody. Happy New Year. And also Happy World Logic Day. Welcome to our first regular meeting of 2026. I'm excited to be here as your board president. As first time president, I hope you'll be patient as I learn to discharge these duties. My welcomes will normally be pretty short, but I wanted to take this opportunity in my first meeting just to make a few quick remarks. There's a couple changes you'll notice in this meeting. We'll be starting with a student led pledge of allegiance. We'll rotate having a student from each school site come lead the pledge. It's a nice reminder that E Pluribus Unum. Out of many diverse backgrounds, cultures, beliefs and histories, we can form one nation and that we're stronger together than apart. Speaking of which, Happy ratification day. Today is also the day the Treaty of Paris was ratified that ended the Revolutionary War and recognized our independence as a country. You'll also notice that we're introducing a standing window at regular meetings for our unions to address the board. Our labor unions are how basically everything gets done in this district and they are critical partners and allies in this job. We need to make sure we hear from them beyond just negotiations to understand how they're doing and how we can be good teammates in educating our children and having a well run school system. Finally, you may notice that we're going to be shortening presentations to allow more time for discussion, dialogue and debate. It's clear from data that a school board that spends the majority of its time focused on deliberating student achievement outperforms districts that do not. That also means that instead of just Q and A, you should expect real dialogue and even disagreement here. The five of us bring richly different backgrounds, histories and perspectives to this table and it's important that we hear from everyone to get to the best outcomes. It's my intent for our discussions to be vibrant, professional and respectful. I feel honored to share the dais with such a thoughtful group. I want to share with you that my hope that honest dialogue about the things that are working and not will not be seen as attack on anyone or attempt to find scapegoats. We recognize that everyone who is here, from parents to admins to classifieds to certificated, is here for the students, works really hard and is trying to do the right thing. In industry we have a concept of a blameless postmortem. If something goes really wrong, we don't look for who screwed up. We look for ways in which the system didn't work as intended and how we as a team can identify and resolve the root causes that led to the failure. I'm hoping we can engage in that here too and have tough conversations that we need to have. Same side of the table aligned on goal number one, kids to excel at school. And with that I'd like to kick our meeting off with our first student led Pledge of Allegiance. Yeah, face the flag."},{"start":261830,"end":262310,"speaker":"F","text":"Yeah."},{"start":273600,"end":281440,"speaker":"C","text":"I pledge my allegiance to the United to the flag of the United States of America and to the Republic which"},{"start":281440,"end":282400,"speaker":"F","text":"it stands for"},{"start":284400,"end":288880,"speaker":"C","text":"God and Liberty and justice for all."},{"start":290170,"end":306249,"speaker":"A","text":"Thank you so much. That was great. All right, and with that, now, do we have any proposed changes to the agenda? Nope. Seeing that, does anyone want to move to approve the agenda?"},{"start":307290,"end":308970,"speaker":"D","text":"I move to approve the agenda."},{"start":309690,"end":310330,"speaker":"F","text":"I'll second."},{"start":310490,"end":323490,"speaker":"A","text":"All those in favor? Aye. All right. The agenda passes. Okay. And now we will open things to public comment. Do we have any commenters? We have speaker card here."},{"start":323650,"end":324210,"speaker":"G","text":"All right."},{"start":325730,"end":331090,"speaker":"A","text":"All right. And I will call to the stand Megan O'Reilly green, make a public comment."},{"start":341810,"end":342610,"speaker":"C","text":"May I approach"},{"start":344940,"end":345580,"speaker":"F","text":"for you guys?"},{"start":360460,"end":370470,"speaker":"A","text":"For those online, we're being given a copy of Unbalanced Memoir of an Immigrant Math Teacher. Okay."},{"start":384870,"end":570560,"speaker":"C","text":"Hello. Thank you all for everything that you do and being our wonderful board members, superintendent, and administrative team. And thank you for letting me address you tonight. My name is Megan. I'm a mother of four children in the Mandarin immersion program at Orion. And I wanted to share that last night I heard Dr. Baker stated that he would try to find funding for a Mandarin curriculum under a special funder for next year, but expressed discomfort with the lack of ownership over a curriculum or the ability to train staff from within district employees and that this would be the final year of hiring our curriculum consultant, Pearl. And I heard you say in the future that Pearl's contract for Mandarin curriculum will not be paid for. So for clarity. So they're all on the same page. I wanted to provide the curriculum quote for Orion for next year and also the actual contract for services for Kennedy from last year, just so make sure we're all on the same page with what we're talking about if you guys want to look at it now. So her contract covers Mandarin books. It covers Mandarin writing assessment rubrics, writing assessment and data analysis, kindergarten oracy, as well as what's most important, I think, is professional development for teachers in years one to three so they can learn how to actually implement this incredibly difficult, challenging curriculum. For Mandarin immersion for Kennedy, it covers basic translations of social studies curriculum. And right now, there's no Mandarin anchor books for that subject at Kennedy, and the benchmark targets for Mandarin language arts have not been determined or solidified. So for me, it's difficult to understand why the district thinks that Mandarin merchant parents should. If we want a curriculum, if we want books, if we should be paying for that ourselves, you know, to pay for the teacher training and the curriculum. And my biggest concern about this communication last night is that in total, we've raised $24,000 for the parcel tax initiative. So from where I'm standing with what I've heard Last night. It's difficult for me to see a reason for parents not to prioritize contributing to their school site budgets next year instead of leveraging donations to help fund a district that doesn't appear to respect or prioritize their students basic needs. So I. I was confused and hurt to hear those comments last night. However, I do realize that it's coming from a deficit of knowledge about a program, how it's developed and how it works. There's no way that I can share with you all of the information I think that you need to have in order to make a good decision about this in three minutes. So I'm formally requesting that you I'm going to send you some emails, please read them, I'm going to send you some videos, please watch them and most importantly, please invite Winnie and Pearl to present at a meeting justification for why Pearl is an integral part of our team. As a parent, I can tell you that we're repeatedly told each year that Pearl is an AS team member for Redwood City Mandarin Immersion and that her yearly curriculum presentation is one of the most important meetings that our administrative team asks us to attend as parents. So having this disconnect between what we are told that we need to exist and what the district thinks is appropriate has had an impact on parents. I would like to see that board time dedicated to speaking with Winnie and Elva as well as Pearl and establishing a shared understanding of what basic and essential services for Mandarin Merchant are and why. And thank you so much for your time tonight. I appreciate it."},{"start":570560,"end":571275,"speaker":"A","text":"Thank you so much, Megan."},{"start":571275,"end":571470,"speaker":"C","text":"Thank you."},{"start":574420,"end":585620,"speaker":"A","text":"I don't see any other public comment, no hands raised on Zoom. And so with that, I would now like to invite our labor union reps up."},{"start":594980,"end":775610,"speaker":"C","text":"Hello, my name is Brenna Gear. I'm the president of Redwood City Teachers association and a sixth grade science and ELA teacher at McKinley Middle School. I want to thank the board, especially President Weekley, for providing RCTA a dedicated speaking slot moving forward. It reflects a commitment to transparency and collaboration and we appreciate that. Tonight I'm speaking about the initial budget cut proposal presented last night. Many parents spoke powerfully about the importance of student support services and I want to be clear that I fully agree. Mental health services and academic interventions are critical as students continue to navigate the after effects of the pandemic, the evolving role of AI and the broader social instability in our country. Nothing I say tonight is meant to diminish the importance of those supports. However, I was deeply concerned to see that 17 teaching positions may not be refilled and that the district is planning to meet class size maximums. Teachers are the most important resource that the district has in regards to student outcomes and performance. Support services are critical and necessary, but they are layered on top of the foundation that the everyday classroom teacher works to build. Teachers are often first responders for our students. We teach content, create safe spaces and support students socially and emotionally. Teachers are the core pillar for youth development in the classroom. And when classrooms are pushed to their maximum capacity, our ability to do this crucial role and be these pillars for children is stretched thin. I want to be very clear. Reducing teachers and upping class sizes is impacting classrooms. Every additional student in a class means less time for every student in that class. Individualized attention, planning and feedback becomes increasingly difficult, especially when teachers are asked to cover multiple subjects or grade levels without protected daily planning time. In a 50 minute class with 35 students, there is less than two minutes per student. It's a common argument that not all students need the same level of support. But teachers believe that all students, low, middle and high performing, deserve time, attention and support. They are evolving human beings, not numbers on a spreadsheet. Larger class sizes make providing quality support to every child simply impossible. Let me give one concrete example of many. One of my classes has 31 students, according to recent I Ready data, 15 or two or more grade levels behind and nine or three or more grade levels behind. When anxiety, emotional dysregulation and behavioral needs are also present. I ask you to realistically consider how much targeted support is possible in that environment. These are the challenges that teachers across the district face every single day. You spoke last night about declining enrollment. I urge the board to consider retaining teachers so class sizes can decrease naturally. I urge parents to advocate for for smaller class sizes as a true district priority. Every reduction in class size means more time, more high level support and better results for students. Please prioritize the most impactful investment you can make. Stop cutting teaching positions to inflate class sizes and show through action that students and teachers are the priority in this district. Thank you."},{"start":775930,"end":780090,"speaker":"A","text":"Thank you. Brianna. Maria."},{"start":782650,"end":957350,"speaker":"C","text":"That was her first time talking in front of public. I think she did a terrific job. Hi, I'm Maria Stockton and you know me, classified CSEA president. So I'm not going to be as eloquent because with the last two speakers they kind of went fast and it kind of got me like this and I'm not one to write down a lot, so I'm just going to talk from the cuff and I know. Three minutes. Yes, I got to Learn that? Yeah. So a couple of things. First off, a couple of years ago, Wendy, I don't remember how many years ago, our instructional assistants that work with special ed changed their title to paraeducators. Then they went for a salary increase. I will tell you when I do orientations. We have many of the people who apply here for those positions because the surrounding cities and school districts are looking up to Redwood City and our para educators. So I think it was great that the district approved that and we are getting more qualified people. I'd like to say that when teachers get training in curriculum, you should have your paraeducator instructional system right there. Because if you're learning that one plus three is four and I'm teaching you two plus two is four, we are not working together. You should really consider having your instructional assistants getting trained along with teachers. The other thing is, I agree with teachers. They're overwhelmed with everything. One thing that bothers me is we had training and we were told about kids being sick. Now unless the kids throws up twice and really throws up, I can't send them home. Unless their Temperature is over 100.4, I can't send them home. If they say they have a sore throat, I can't send them home. We have been given strict guidelines, I guess from Sam and Teo and our teachers keep. I send a kid back to class, they don't want that sick kid, and they send them back to me. It's back and forth. We were told. We told them when we were trained. What if the teacher keeps on sending the kid back? What do we do? You just have them talk to the school nurse. You know, I, as a parent, if my Kid has a 99.9 temperature and doesn't feel well, I want to be called and I want my kid to come home. I know it's important for them to attend school, but you're getting a petri dish of all kind of stuff that's going back into the classrooms, not only breathing on each other, but also putting the teachers in jeopardy of catching something to where they can't come and carefully and comfortably do their job. So I'd really like that considered. I see 23 seconds. So I'm going to go a little bit faster. I'm going to take a little personal time for myself. So after many years with this district and everybody asking me, I'm going to quelm it now that tomorrow you will receive my retirement."},{"start":959190,"end":959830,"speaker":"F","text":"Thank you."},{"start":961430,"end":963990,"speaker":"A","text":"Thank you for your service and thank you for your comments."},{"start":970960,"end":975600,"speaker":"F","text":"Well, everybody and administration are asking so it's time."},{"start":976880,"end":978800,"speaker":"A","text":"All right. Congratulations on your retirement."},{"start":981439,"end":981879,"speaker":"C","text":"Sorry."},{"start":981879,"end":990160,"speaker":"A","text":"Oh. All right, next up we have is 10.1. We have our health and wellness program report."},{"start":995610,"end":998810,"speaker":"C","text":"We have a team travel in a pack."},{"start":1001290,"end":1015210,"speaker":"H","text":"So good evening, board members, Superintendent Baker, as well as our executive cabinet. I am Petrina Red. I'm the director of Health and wellness. And with me I have my team that I would like to introduce themselves."},{"start":1017220,"end":1019940,"speaker":"C","text":"Hi, I'm Lisa Cox. I'm one of the lead district nurses."},{"start":1020980,"end":1024260,"speaker":"E","text":"I'm Phoebe Reed Chambers. I'm the other lead district nurse."},{"start":1024660,"end":1029540,"speaker":"C","text":"And I'm Ann Lucero. I'm a Tosa teaching Puberty talk and Teen Talk."},{"start":1032020,"end":1071149,"speaker":"H","text":"So tonight our full presentation can be found on the agenda, but we want to discuss our key takeaways that were part of our presentation. So the goals of our health and wellness department was established by the Sequoia Healthcare District, which meets our state mandates. And we are here to provide comprehensive support to students, improve student outcomes, as well as prepare staff for medical emergencies. And we definitely like to collaborate with our families, our community agencies, as well as medical providers."},{"start":1075520,"end":1076080,"speaker":"F","text":"Next slide."},{"start":1078800,"end":1127660,"speaker":"C","text":"It's very tall. So the nurse and health services, the core services that we do, a lot of people thinks it's ice and band aids, but we implement and maintain the school health program by supporting students well being. If they can't see, they can't hear, they don't feel good, they're not going to learn, they're not going to participate in their education. Also, we carry out health related tasks in accordance with state and district policies. A lot of this is first aid, medication administration, G tube feeding. There's a lot of thing that goes on with what the nurses do when we're there. And I want to be clear with the medical services for nurses, we don't diagnose, we assess. So we will walk down and ask the children how they feel, what's going on, and we'll go from there and make referrals as necessary or call parents."},{"start":1132390,"end":1191140,"speaker":"E","text":"All right, so I am going to go over a snapshot view of a school nurse day and no two days alike or each day, it's unique for each nurse. So we could start out the morning doing mundane tasks such as getting the office ready, restocking supplies, making follow up phone calls to parents, and then in the middle of that we get a phone call from another site that there's an emergency. So the nurse just needs to always be prepared for a day like that. We also focus on students visiting the office throughout the day. Could be for injuries, illness, helping them manage Chronic health conditions such as asthma, diabetes. And we attend IEPs and 504s and depending on the school site, small, large, it could be five per week or more. And also at the beginning of the school year we attend more and as well at the end of the school year."},{"start":1195860,"end":1264920,"speaker":"C","text":"So this is just a summary of with the nurses. We have four RNs in the district and two office LVNs. And we have, I don't even, I want to say 5:1 to 1 rns. So to ensure equitable services and availability across the district, each RN is responsible for three school sites, one large and one and two small. So our students that we can see or that we assist is anywhere from 1500 to 2000 per nurse. So we organize the schedule to where we are usually at a large school, one to two days a week depending on the school and the need. And then the LVNs also since there's two are responsible for six school sites to assist the nurse when we're not there. Point out when we're not at a school site we are always on call for them to call us at any point for an emergency. We can walk them through a verbal assessment. We can also drive over to assist or we will identify who is the closest nurse, whether it's another RN or an LVN to have them go to that school site and assist if we're not close enough. And then always have them call 911 if that is an urgent situation."},{"start":1268200,"end":1278010,"speaker":"E","text":"All right, so some key takeaways for the nurses. Our vaccination records have. I mean rates."},{"start":1278010,"end":1278530,"speaker":"H","text":"My bad."},{"start":1278690,"end":1391590,"speaker":"E","text":"Have increased because now we require that all newly enrolled student need to provide proof of being up to date with their vaccinations. We have a few exceptions, student who enroll under the McKinney Vento or have an IEP. Those students are given a little bit more time as required by the state. And also our referrals for state mandated vision and hearing screening have declined because the nurses lately we've been using a spot screener to do vision screening and that is a little bit more accurate. And also for students who are non speaking or non verbal or students who don't know their letters that are shapes when we use a traditional chart we could use the spot screener and they don't have to know letters for hearing. The partner that we use to do our mandated hearing screening, they have changed how they're doing that. In the past they had an RV that is outfitted to be used and they would screen multiple students at a time. Past two years they have two audiometrists who they're screening one student at a time. And we've seen that it's more accurate. That has helped where we're referring less. Also, we have Vision to Learn, which is a nonprofit who come in and they do screenings and follow up exams and give free classes to students in our Title 1 schools. And they do a great job with that. But our team is looking for, we're actively looking for resources to help families in non title 1 schools who might need assistance obtaining classes and eye exams. So if you guys know of anything, let us know."},{"start":1395190,"end":1590310,"speaker":"H","text":"And I just want to add on that the services that our nurses provide actually helps to prevent those barriers from students that are struggling to meet their academic needs. And so we're able to identify the needs of our students and get them what they need to be able to see to do their work to be more engaged in the classroom. So I'm glad that our nurses are able to provide that, that service. And then as far as our dental data shows that we continue to have a rise in tooth decay over the years, in addition to the follow up that Sunrise is our partner who conducts the screening in our enrollment department does, we will finally, finally be partnering with an agency that will provide dental care for our students and that will begin this month. And that dental care is exceeding what we were planning to do last year, which fell through not to any fault of ours, but due to some compliance issues. But our partner will be Dr. Ruben Sorrell and he'll be providing dental exams, fluoride varnishes, sealants, basic cleanings and referrals to local providers. So we're using GAR field as a pilot and then we hope to expand after that. In addition to that, we do help to support behavior and our LCAP has funded board certified behavior analysts as well as behavior technicians in our district and that helps to meet the goal one of the LCAP and that's providing SEL support to our students. And our BCBA and Behavior Technician focuses on tier two and tier three intervention. And they provide targeted interventions and capacity building of our teachers, consultations with our teachers, as well as evidence based interventions as well as modeling these interventions within the classroom. And so due to that, I feel that we have seen a decline. And our data shows that there's a decline in individual student referrals that are being made as well as classroom referrals. And also I want to give credit to PBIS that's being implemented throughout our district at all of our school sites. So a lot of our tier one Interventions are being put in place that's helping to reduce our behavioral referrals. And I do want to note though that the referrals that we are seeing, especially at our lower grade levels, there's an intensity of behavior support that are needed for our younger students. Our behavior technicians and our BCBA are working with those classes and students that are impacted with that need. And so we have many board policies that fall within our department and one of them is our comprehensive sexual education, which Ann Lucero will describe a little bit about her work with students."},{"start":1591830,"end":1663340,"speaker":"C","text":"So I go into fifth and seventh grade classrooms to use the Health Connected curriculum that we've adopted, CHIA compliant. So the California Healthy Youth act, we are unable to pass out the information due to copyright issues. The health curriculum has not allowed us to pass that out. But we do have the curriculum on site here at the district office for parents to look at as well. I've just found a contact at Health Connected that we can contact if parents can't make it at this time. Parents do have a right to opt out of part or all of the curriculum. And we either send the students, depending upon the teacher's choice, send the students to another classroom to participate or do an independent study there. Or at some schools they go to the office or library to work there as well. And then the SLC classes, if there is a large group, I will go in to their class and teach that. If it's a smaller group at a school, they will come in and mainstream in that, that class that I'm teaching in at that time. And that's how we do it."},{"start":1670060,"end":1806420,"speaker":"H","text":"So on this slide I want to give credit to the Sequoia Healthcare District. A big part of the work that we do is impacted by the funding through their Healthy Start Initiative grant which allows us to do the work that we do in addition to the goals that our district has for us as well. So it helps provide that financial stability within the district for us within our positions, as well as contract services with the districts and also funding partnerships with our community organization. Our department goal is to serve everyone and bridge the gaps for families that face disparities. We want to decrease the amount of time students are missing in class and provide preventative in house services. And next slide. And we want to continue to work to support with our behavioral supports and continue to implement PBIS district wide to decrease behavior and increase student engagement. And we all want to provide highly qualified staff to establish to establish essential whole school, whole community and whole child wellness. I know that our data is not Perfect. Because we don't have a data program that we use. And so a lot of this is, you know, hand figure data. So we do need to look into a data program that could help synthesize some of the data that we have. And then finally, I know it's not on my report and that is really my bad, but I want to acknowledge my Health and Wellness Wellness committee and that is composed of our board members, district staff, our parents, our community partners, and we also have five amazing students that are part of that committee. Ben, Dorian, Gabriella, Hannah, Matiel, and Will. You may not be watching, but your parents might be. And so I just want to just thank that partnership with our students so that they can give a voice to the work that we do too. That's any question."},{"start":1809460,"end":1817620,"speaker":"A","text":"Thank you so much for the presentation, folks. Do you have questions? Thank you."},{"start":1817940,"end":1899820,"speaker":"G","text":"Thanks for the presentation. That was great, Petrina, really, really appreciate it. And Ann and Phoebe and Lisa, thanks for being here. And really, the whole health and wellness team, it's, you know, the stuff, the work that you're doing is just really, it's like core to our mission, right? If the students aren't healthy, they can't learn. If health is a barri barrier for families, they can't get their kids to school. So it's just so critical. What an amazing amount of impact. It didn't really come through in the abbreviated presentation, but the entire presentation that's available on the agenda just shows the number of screenings, identifications, the follow through to make sure that they're getting glasses, for example, or follow through with the dental care. Just lots and lots of impact. I know it's a big workload, 2000 students is crazy, but it's really impactful work. So it's great to see everything that you're able to put in there. And then of course, the partnerships are so strategic, really here. It's just remarkable to see VTL vision supports, the immunization clinics, the Stanford Teen Van, HCA, of course, Sunrise says now. Dr. Sorrell, that sounds like a great addition that's coming on. Looking forward to hear about that. San Mateo Public Health and of course our collaboration with the Sequoia Healthcare District and all the funding that they bring in. That's just amazing."},{"start":1901900,"end":1902460,"speaker":"B","text":"And then."},{"start":1902860,"end":1923930,"speaker":"G","text":"Yeah, you already. Thanks for addressing my one question, which was I had noticed that the hearing referrals had gone down and so I was just kind of curious what was behind that. And it sounds like it's just a higher fidelity screening now. So it's fewer false positives which is good to see. So, yeah, I love it. Great work. Tons of impact to the students and families. So thanks so much for everything that you did you."},{"start":1930010,"end":2086540,"speaker":"D","text":"Mike. This is great. Mike says all the stuff first now, but I echo all of the sentiments. I had a few several questions that I asked and really appreciate you answering them in advance. A lot of them frankly were just me not understanding the program and now I have better sense of it as well as I think a lot of what you addressed. Couple things that just to call out one was just general. I think our district as a whole always talks about equity. And so a lot of my questions were just centered around that to ensure that all the services that are provided are done through an equitable nature. And it's great to hear all they are right that like we think about the workload, we think about the students and the distribution and always putting students first to ensure that there's. Even if it's on call that there's a resource available. So really appreciated that. And then to Mike's point and to the broader point of board discussions and district situation, it's. It's just so interesting to. I don't. I don't think I had a good understanding of this beforehand and I suspect a lot of our families don't either. But just the complexity of how a lot of our things get funded and really appreciate Sequoia Health District. I mean there's so many things that we are doing with kind of sushring and duct tape funding to make it all work. But I really appreciate obviously what you guys do, but also our partners in it. A couple things. One thing is one, one question I did ask was about vision and if there's a situation where there's a student who might need classes because they're screened, but it's not one of the Title 1 schools and therefore they don't have that. It sounds like there. It could be possible just because we have limited resources. But I was very glad to hear that this is also something that your team is well aware of and really working actively to ensure that we are minimizing or eliminating those circumstances. I think that comes through with all the work that you guys do. So I really appreciate it. The one thing, the one question that I'll ask and is a little bit counterintuitive to where we are, but I think it's important is obviously we have funding constraints right now. If in a magical world we did not have those constraints, what could we possibly do to even boost the services that we provide? And I asked that in the context of I think we should always have an eye toward what we could do if possible and then if we can work our way there. But we have to know what the vision is. So I'll put that to you"},{"start":2088700,"end":2089020,"speaker":"F","text":"off"},{"start":2089020,"end":2183480,"speaker":"E","text":"the top of my head. The first thing that I thought of is a nurse that said Hoover School all the time because that's one of our schools that's high acuity. Like they have students come into the office. Probably I don't know, 80% of the day for the nurse spends with, with students. And also that when the nurse isn't there it's interrupting the office staff because then when the nurse isn't there they're attending to the student. So that's one thing. And then the other thing that I thought about is a nurse specifically for the preschool program. That's the SLC preschool program because they it's a continuous enrollment. So as soon as the student turns three then they can enroll. And so the nurse has to and go over to the preschool. We do like an intake assessment and then we have like many we have a pre meeting and the IEP and follow up with parents and writing care plans. And before we had. Because the preschool was, is at task the nurse at Taft was the one that was doing most of it. But she was saying I have an IEP, I have an IEP. And we're like well how many IEPs do you have? And when she explained to us what was going on. Now we rotate. But if we can have a nurse part time, the minimum for the preschool that would be helpful. Go ahead, Lisa."},{"start":2183720,"end":2185920,"speaker":"C","text":"No, my other thing would be that"},{"start":2185920,"end":2188120,"speaker":"E","text":"we notice is the non title school,"},{"start":2188280,"end":2214380,"speaker":"C","text":"non Title 1 schools to have the vision for glass. There are a lot of students that transfer into those schools that are also at a disparity that can't afford to get that kind of thing. So when they do fail, we don't have a way to assist them. I shouldn't say that. We do have way to try and assist them and most of the time we can get that covered. But there are a lot of students that may not be able to get that. We can only use that resource. One that we've been, that I've been"},{"start":2214380,"end":2215620,"speaker":"E","text":"using for my schools"},{"start":2217700,"end":2220940,"speaker":"C","text":"is the Lions Clubs and we all do. But I've been reaching out to the"},{"start":2220940,"end":2222060,"speaker":"E","text":"Lions Club for a lot of my"},{"start":2222060,"end":2238000,"speaker":"C","text":"students and they've been fantastic at helping us. But they only have so much money as well. I can't send all of my students that need it. So that's the other thing, I would say if we could some way other than VTL, because they only do Title 1 schools, that would be fantastic because there's four schools in our district that don't get covered by them."},{"start":2239280,"end":2253740,"speaker":"H","text":"And just to add, anytime we receive other grants, we have received grants from the Lucero Foundation. We try to hold onto that money so that way when we do have those needs, we're able to use it for those purposes."},{"start":2255490,"end":2289100,"speaker":"C","text":"And I would like to plug that if we are living in a world where we have all the money. I suggest that we would get anatomy models of the reproductive system so that it wasn't just so tech heavy and look at it on, on a flat piece of paper, but actually have the model in front of us and a computer as opposed to a Chromebook for the teacher myself, so that when there are tech issues we can plug into, Not entertain the other one. The other one that I can't even plug into. So I haven't even learned the name of it."},{"start":2290220,"end":2291820,"speaker":"A","text":"That hdmi."},{"start":2292860,"end":2293340,"speaker":"F","text":"Yeah,"},{"start":2296299,"end":2296860,"speaker":"A","text":"that's it."},{"start":2296860,"end":2298220,"speaker":"H","text":"That's all of our requests."},{"start":2299340,"end":2300620,"speaker":"D","text":"That's very helpful, thank you."},{"start":2302380,"end":2320750,"speaker":"C","text":"I'll make a request on your guys's behalf. No, thank you very much. And the kids on the call last night or two nights ago, you sent them home with homework. They came back and had really thoughtful responses. But one of them did bring up that the counselors at their school site"},{"start":2320750,"end":2324270,"speaker":"F","text":"were pretty loaded and, you know, they"},{"start":2324270,"end":2336320,"speaker":"C","text":"want to just be able to stop by. There's a sign on the door or something. You know, they're. They're in something else. So I wonder, do we keep track of kind of the overload that's not kind of being addressed at school sites, or is that."},{"start":2337280,"end":2374700,"speaker":"H","text":"Yes. So our mental health counselor collects all the data from the school sites. And so within the month of February, we're going to start having discussions with our principals as they're doing their budget planning. So we could discuss what the needs are for counselors based off of the data from this year to make sure that we're able to appropriately assign counselors for next year's school year. And we also look at the funding from lcap, the funding coming in from Sequoia Healthcare District, and the contributions the school sites make. So that way we can maybe. So that way we can address those needs."},{"start":2375660,"end":2379900,"speaker":"C","text":"Yeah, I mean, it was good to hear from the kids that they felt comfortable that they knew they had these"},{"start":2379900,"end":2382820,"speaker":"F","text":"resources, but hopefully they're more available to"},{"start":2382820,"end":2392980,"speaker":"C","text":"them with the need. I had one question, though, about Dr. Sorrel for the Dental exams. Is that going to be happening on site at our field or."},{"start":2393850,"end":2466650,"speaker":"H","text":"Yes. So this is one that the parents have to give consent for. Son Reese's is parents opt out if they just don't want the screening. But because this involves treatments, the parents have to opt in. So we will be sending out permission slips. From what we've heard from other programs, typically about 40% of parents submit the permission slips. We'll find out. This is our first go around and so we'll need to. Dr. Shirell has already attended the Cafecito at Garfield, so that way parents are aware what the services and then with the permission slips, it will describe the services. So the more outreach we could do to parents and they can understand, the better we'll be able to service our students. And Dr. Shirell, unlike sunrises, he will be providing services to all of our school sites and our title ones. And so we do try to order it based off of need and what we see it as part of our data results from our dental with the students that have the most urgent needs. And so he'll be supporting those school sites first."},{"start":2467530,"end":2467930,"speaker":"F","text":"Great."},{"start":2471770,"end":2500850,"speaker":"C","text":"Thank you. I don't have any questions, just obviously thank you for everything that you guys do. Again, we're talking 1500, 2000 students and everything going from one school site to the other. Just so happy for all of you and hopefully your wishes will come true at one point. But yeah, I just want to tell you thank you so much for everything that you guys do. Thank you."},{"start":2502770,"end":2618540,"speaker":"A","text":"Really appreciate all your effort to attend to the health of our students. So thank you for that. Thank you for the presentation as well. I learned a lot from it. I also learned a bunch from the back and forth that we had in advance of the meeting. So thank you. I know that my comments are sometimes voluminous, but I appreciated your replies there. It was great to learn that we've got AEDs at every school site, for instance. It's not something that I knew going into this and so it's wonderful to hear. I recently got my first day to AED certification myself. Very cool to hear about the Garfield dental pilot. You know that I've been hoping that we could make some forward progress on that front. It sounds like we had some setbacks, but now we're making some forward progress. And that sounds delightful. Really neat that we're doing these screenings at the Title 1 Schools for Vision. I think a lot of members of the public may not realize the degree to which children get diagnosed with learning deficiencies. And really it's just A pair of glasses is sufficient to resolve the problem. And so it can be just an incredibly straightforward, very cost effective intervention. I feel the passion for getting that rolled out at every school in the district. And I would love to find a way to cheerlead making that happen because again, the data is really clear. Very inexpensive intervention, very effective. So just. I love that I don't need to preach it to you. You all are fired up about that already as well. So one thing that I want to figure out is with the decline in student referrals for behavior, just making sure that, that we've got the right data there. Right. That we're actually collecting all those referrals and that they're getting logged appropriately. Do we, do we do some like double checking or audits of that Just because it could be easy to paint a picture saying like, well, we'll just not log those kind of referrals. And then things, things look good, but it's important for us to be able to see the data to know like, what's working, what's not. So we can lean in. I'm just wondering what can we do there?"},{"start":2618940,"end":2752660,"speaker":"H","text":"So there's, we have our staff fill out a Google form whenever they request a service. So that's one form of data. But then I then at the time I'm doing these reports, I review the caseload with our bcba because he's the one that's working with these kids. And when I find that there's no referral for a particular student, then we go back and ask the school site to submit a referral. So we have the individual referrals, which may be for one particular student, but then we also have classroom referrals. And so you may have a classroom, for example, we met today and there's a classroom that has four students in that classroom that he's servicing. And so it's impactful because it's not just the individual students. So technically, yes, there are more individual students being served there. There's. Sometimes we have students that may have like 10, 12 students in the classroom, almost half of the classroom that has behavior needs. And so we have many of our teachers having to request support because it's beyond just classroom management. How can we support individually these students? And at that time, sometimes we have to bring in the behavior technicians in order to help. Help support those needs. Because without the behavior technician, then the teacher may have kids running out of the classroom that they can't support all by themselves. And so all that to say is that, yeah, the data can Be a little skewed depending on how it looks, because there are more students that are being served when you look at the classroom. But we may have less classroom referrals. That doesn't mean that there's less students being served. It just means that maybe, say at Roosevelt they no longer need as many classroom supports as maybe Taftas, but we're still serving the same amount of students or even more."},{"start":2753060,"end":2803250,"speaker":"A","text":"Thank you. One question that I had going on to the physical education slides. We do these PE tests to assess the fitness of our children and we report out in the SARCs the percentage of children that participated in the test. But nowhere, as far as I know, does the board or members of the public actually discern the output of those tests. So I think there's a very straightforward question like how fit are our kids? Do we have a problem there? And should we be looking at policy changes or other things as a board to address our kids fitness or not? And we're a little bit running blind there just to not have any of the data about student fitness that we had before the pandemic and now we just don't have. So I want to call that out out and what do we do about that?"},{"start":2803650,"end":2918740,"speaker":"H","text":"So I think at the time of COVID is when they stopped doing the pass or fail with the tests. And it also got rid of really the body shaming by identifying students who have passed or failed the test. So with our PE plus programs and with our middle school PE teachers in our district, their focus are on one, getting the students healthier than when they first began. So those that are like for example, our PE plus program, they assess students in the fall and in the spring and their goal is for students to improve 20% in the five areas than what they did at the beginning of the school year so that we are on the road to being healthier. And then with our middle school PE teachers, their goal is one, to work on those five areas throughout the school year so that our students are meeting that healthy fit zone. And so unfortunately, because the state doesn't require that we, you know, do a pass or fail, we're just reporting that the students took the test. But the teachers have individual results. Middle school teachers can identify where their students are. And some actually have their students prepare goals based off of their results so that they can get to a more fit, you know, zone. Even if they are considered fit, they may want to continue doing, you know, get more fit. Yeah, yeah. So that's our goal as a district, is just to be more healthier but you know, not to, you know, tell a student they're doing good or bad. We just want to see them excel and be able to do more or at least, you know, fit within that zone."},{"start":2919610,"end":2959990,"speaker":"A","text":"Having people improve is great and I absolutely applaud those efforts. At the same time, I really would love to know, like, what is the degree of urgency that we have to go and focus on further investing in the health of our kids? That's not about shaming, it's not about calling out individuals. It's just population health, like, do we have a healthy population or not? And what kind of interventions might be helpful for further investigating the health of our students. It's obviously not something that we can resolve tonight. But just like I want to kind of note for the record, I'm curious about this. I would love for us to have some population level health to be able to answer how, how healthy are kids and what options do we have for further investing in that?"},{"start":2960070,"end":3009750,"speaker":"H","text":"And we'll continue to look into that. For example, last year nutrition was a concern that came up in our classroom. And so with some of our partners, they were able to come in and do cooking demonstration with our PE classes to, to help them prepare fit meals. Some of them pro. Some of those programs due to federal cuts are being eliminated. But you know, we're looking at what other options can we do and partner up and what kind of resources can we get from the Sequoia Healthcare District, you know, to bring in, you know, programs like that. And so just to continue to grow our curriculum, but we'll look at what other options we can use to maybe measure the healthiness level of our students and how to improve that."},{"start":3009910,"end":3032730,"speaker":"A","text":"Fantastic. Thank you so much. And the final thing that I learned from our back and forth was in a number of surrounding areas, there's been a resurgence of terrible diseases like measles that were once thought eradicated. And boy, it looks like our population is very nicely vaccinated against measles. So thank you for all your work you do do to keep all of our students safe and invest in their health. Appreciate you."},{"start":3032810,"end":3038890,"speaker":"H","text":"Thank you. Our team works really hard with these immunizations. You don't know how far we've come with this."},{"start":3039690,"end":3043690,"speaker":"A","text":"As a result, we don't have measles here. So thank you. Much appreciated."},{"start":3044570,"end":3045130,"speaker":"H","text":"Thank you."},{"start":3045210,"end":3046170,"speaker":"A","text":"Dr. Baker."},{"start":3048730,"end":3171090,"speaker":"B","text":"Petrina and the team Petrina, since you have taken over the health initiative for the district and also become the director for the health and wellness, since we have partnered with Sequoia Healthcare District prior to you coming on board it was a real different story. You have made immense, immense progress on where we are today. So I want to thank you, I want to thank the nurses. Phoebe, you are right. Hoover. When I was at Hoover many years ago as a principal, I had 900 kids. That included the preschool because the preschool was part of my population. There was a full time nurse there, There was a full time nurse. But I was not the only school with a full time nurse then. So just for the board to know, every school had a full time nurse, no matter what size you were. I wanted more, but the superintendent said no, everybody gets one. But that's something that I think the board should really consider and look forward to and see how we can provide that funding. I don't know if Pamela is someone's ear I should be talking to because Pamela is the executive, the CEO of Sequoia Healthcare District. And Pamela and I kind of started out together in the realm of me being a superintendent and her being the CEO and really has helped us move this program forward, work with you nurses in making the program that it is today with your leadership, Petrina, not the previous, but yours. We've come a long way. And for those board members and I don't think. Were you on with the previous director we had or not? I don't think so. Right, Wendy? I don't think any of these board members were right. I don't think so. I don't. I. I think"},{"start":3174050,"end":3177489,"speaker":"C","text":"four years, this is going on the fifth."},{"start":3178930,"end":3284190,"speaker":"B","text":"Right in the pandemic. Right during the pandemic. But it's just taken a total turn for the best was what with what we wanted for the district. It took time and Pamela understood and Pamela, who is, like I said, the CEO, helped me get to that direction, to where we are today with your leadership. So kudos to you, kudos to the nurses. Where we are today, the different types of programs, the PE plus, even though there is a portion that we pay, the majority comes from the Sequoia Healthcare District. And I think we are the district that gets the most dollars from the Sequoia Healthcare District, if I'm not mistaken. I know. And every time I go to those meetings with Pamela and if Pamela wants me there, I go because I don't want us to lose any of the money. But it's come a long way. And the counseling piece also, which they support, not our own counselors that are at the school each day, but the one life counselors that we have at point in time, that's another piece that they give us which is A real positive for our students and for our staff that work at the school sites. I just want to give you kudos and I'm so grateful that you're leading this program forward and the nurses are with us moving it. And you correct about the measles because they are on top of it. I remember them coming in. These kids cannot come back to school. You understand that, right? No, but they were out there making sure that they got their vaccinations. So thank you all. And Anne, thank you so much for joining the team. Really appreciate it to be back. Great. Thank you. Petrinia,"},{"start":3285950,"end":3288390,"speaker":"A","text":"any other questions there? No. Thank you so much."},{"start":3288390,"end":3288990,"speaker":"H","text":"Appreciate you."},{"start":3292110,"end":3296750,"speaker":"A","text":"Next up, we have our presentation on California Reading Literacy Project."},{"start":3298430,"end":3306410,"speaker":"C","text":"All right, so tonight, Bronya and Laura for my staff will be presenting our professional learning that we've been doing this year."},{"start":3323850,"end":3324370,"speaker":"F","text":"There we go."},{"start":3324370,"end":3326890,"speaker":"E","text":"I'm Lara Pulido Lopez, happy to be here today."},{"start":3327290,"end":3329610,"speaker":"F","text":"And I'm Brania Whitt, also happy to be here today."},{"start":3332120,"end":3336600,"speaker":"E","text":"So we're going to talk to you a little bit about our plan for developing literacy for all our learners."},{"start":3340200,"end":3777380,"speaker":"F","text":"So this we're going to talk more about a timeline in another slide, but I keep dropping my pencil. I'm going to ignore it and let it stay on the ground. Overall, as a district, we want every student to succeed. And part of that is becoming skilled literacy, skilled literates. And so we need to give our teachers the best possible tools in order for that to happen. And that means the best PD that we can provide. So today, what we're going to talk about is what we're learning, why we're learning it. I'm going to add a little bit of who we're learning it from because we realized that we didn't add that very much of that, how teachers feel about it and what happens next. So our why is even a little more grounded than this. But the most recent iteration of our PV training was around comprehension. And we started this journey with foundational skills training two years ago, which is one component of literacy. And we needed to add comprehension to the mix because as you can see here, our baseline Irady data shows that this essential component of literacy is. Has. Has really remained pretty stagnant. So we need to continue our journey of PD to include comprehension. And then in addition, it is clearly one of our LCAP goals that we provide professional development and coaching for all staff around our ELPAC goal three of academic. So as I mentioned before, we started this journey with our foundational skills training from crlp, the California Reading and Liter Literature Project. Literacy is a really complex skill that involves many skills that are intertwined into a larger skill. We. You cannot train foundational skills and comprehension together and do it well. So we separated it and we started with foundational skills because it was a bigger need. We did not have anything that fit with that component of literacy, so it made sense to start there. So we started with CRLP and with our Hegarty curriculum two years ago, trained all of our TK through three teachers and provided Heggerty foundational skills curriculum for the English language K through 2. And we provided aprendo allaire foundational skills for the bilingual and immersion K through 2 also 2. And it's worth noting here that that curriculum though went K through 2. So our current 6th, 7th and 8th graders did not benefit from that curriculum. They, they just, they were not it. We hadn't adopted it yet. But one of the outcomes of that in, in partly because our teachers were so on board and they came to us with the need and understood that they needed it. And because our training was provided by this organization that did it so well and because it has become such a focus of the district to. And the administrators and the teachers to work together to make sure that everything is happening the way it's supposed to, we really are seeing. Seeing very big gains in, in the foundational skills of our K2 students. So in 24, 25, that was kind of the maintenance year where anybody who came onto the district was given the training and then the practice. Let's, let's get better at it through practice. And then this year is when we added in the comprehension training for our three through eight teachers and in six through eight, specifically social science and science. And in three through five, five all teachers, this finished just last week. So there are many things I personally appreciate about going with K CRLP for this training. They are out of the UC system. So it's really sort of a three pronged approach from them. One is that they are clearly experts in literacy and in, in learning how to read. They understand the process of learning how to read. They understand education because they are the UC system and they're out of the school of education. So they understand all the parts of what is it that we do to make this work for teachers and to work within instruction. And then they're also a UC so they understand research and so they make sure everything that they do is grounded in all three areas of research. Research, the literacy, the education, and, and, and just the research on research. And so these are their goals that they crafted for their their PD program that through the training, teachers are going to learn to plan with intention to improve motivation for students to scaffold rigorous texts. Whereas practice oftentimes without this kind of training is more to to simplify rigorous text so that students aren't asked to be challenged when they read. This is more about keeping the challenge and making it accessible to students. Aligning the the content with the California frameworks, both ELA and eld, because again, it's the UC system so they understand that we need to be part of Grounded in California and then providing support so that students across the spectrum can access this text and teachers feel that they have the tools to do that. Then one really important part of the CRLP shuffle buying framework, this is the framework that they use about literacy. Where you can see on the left is decoding, which was the first training that we did. And on the right is comprehension, the same buckets that you see in Scarborough's rope. But this is designed in a slightly different way and enveloped by motivation because without that idea of student motivation, the learning just doesn't take as well. So they, they really put that idea at the forefront in their training and in their framework and remind us about it and teachers about it as much as they can can. And again, grounded in California, grounded in the California ELA and ELD framework. So those are at the forefront of everything, building that bridge between what the state frameworks are, what our curriculum is and what works."},{"start":3780420,"end":4204480,"speaker":"E","text":"So we know that in order for teachers to successfully implement any new learning they need to have, they didn't need to buy into the process. And so we periodically ask for feedback from them in regards to the professional development that we're offering them. Here are just a few more recent quotes from some of our teachers. I'll read the first one. One teacher said this was the best training I've had. The framework is very well planned. In general, our teachers feel that the content that they received was valuable. They feel that the quality of the CR training has been one of the best that they've had in the past. We're very confident that with this training and the ongoing support and planning sessions that we're providing, we'll give our teachers the practice that they need to change their instructional practices on a regular basis so as to improve student achievement. So we want to tell you a little bit about our progress so far. Are in addition to our teachers participating in this very comprehensive training around reading comprehension, there are also things that we're doing in staff development to support the work moving Forward. So one of those is that we are available to support teachers in the planning of these instructional practices. Teachers learned about this ten step process, which I'll tell you a little bit about in a minute minute. And coaches are available to plan with teachers every step of the way, that is in selecting the rigorous text, in analyzing that text, in planning for the implementation of these lessons. We're available to model lessons to co teach, to observe teachers and give feedback so that they can reflect and through that refine their practice. In addition, we have created a bank of resources that are available to teachers on the staff development website. These resources are constantly being updated. So coaches constantly, often, often being updated. Coaches, along with teachers at all the sites, are working rigorously to create these lessons that are then shared across sites sites. This work is going to continue the rest of the year and probably we're still going to work on this next year and even the one after that. And then finally we know that in order for change to take place in the class, in, in at the school sites, leadership has to be present as leadership has to be involved and they have to be informed. So principals met with our crlp, the experts, where they too learned twice. Yeah. Where they too learned about the content that teachers were going to be presented with and they learned strategies and look fors in the classroom so that they can also support us in making changes across the school sites. So we mentioned this ten step instructional flow. The reading comprehension module was divided into two sections. One day in August, long ago, we learned about the before reading part of the training. And then just recently we finished the during and after reading sections. So we'll tell you a little bit about the content that teachers received and the before reading session that was the largest module and the most important one because this, that is where teachers learn to make intentional decisions about the text that they're engaging with. So you just mentioned how we're moving away from making text easier and simplifying tasks for our students. Instead, we're learning how to access core curriculum with fidelity and making intentional decisions of how we're going to present that text to our students so that they can engage with it more effectively. So here teachers learned how to analyze text for the language demands. They learned how to create clear objectives and communicate them effectively to students. And they also learned how to select appropriate scaffolds to meet the needs of multilingual learners as well as students with some reading difficulties or are beginning readers. Okay. And January 5th, our teachers just completed the training and there we learned about the next Two parts of the flow, which are the during reading and after reading sections and the during reading section. We learned how to guide our students to self monitor as they're engaging with the reading because we are learning how to hand things off to them and how to support them in driving their own learning and making decisions about their thinking. And in the after reading section, teachers learn strategies and routines to create meaningful and engaging expressive tasks where students can demonstrate what they learned and what they took from the text through oral compositions as well as written prompts. So looking ahead, the training is now complete. All our three, five teachers, as well as our content teachers and middle schools received the training, but the work is really just starting now that we have this knowledge. Now is when we need the opportunity to engage in collaborative planning where we can sit down, down and really select text that is rigorous and consider how we're going to use this text in the classroom to meet the needs of all our learners. Knowing that there are so many diversity within it. We also know that we need to continue to build on our online resources. We want to make sure that we're working really hard to create these lessons and so we want to share them with all our teachers at all all our sites. So not only posting them on our website and sharing them out on our newsletters, but also as we're going out to the various sites, making sure that teachers are aware and of these resources and know where to find them. And then in the next couple of months, we'll be making some decisions around the calendar as to how we're going to make sure that our teachers in the fall are going to receive this training and also support them. In particular, we're talking about brand new teachers, teachers and also receiving new training. So we'll be making a plan to, to move this, this work forward. So"},{"start":4206480,"end":4208800,"speaker":"F","text":"I think in our children are adorable."},{"start":4210160,"end":4210720,"speaker":"C","text":"Yes."},{"start":4212400,"end":4265800,"speaker":"F","text":"So yeah, we really do believe in this training. It again, literacy is an incredibly complex skill and learning to teach it well is also incredibly complex. Every time we've been through this training at least three times at this point and every time I go, I still learn something new and I still learn something that I want to get better at. And so it, our teachers are in the same boat that the more, the less learning to read. We all, you're all readers, right? But you still are challenged with some texts. And teaching reading is the same way. There is going to, it's, there's always something more that we can do to, to refine and it's. But it's exciting. It's an exciting journey because. Because it is a really great way of teaching."},{"start":4267560,"end":4272130,"speaker":"E","text":"Absolutely. Thank you."},{"start":4272530,"end":4276770,"speaker":"F","text":"Yeah. Now we're Any questions?"},{"start":4278610,"end":4279290,"speaker":"C","text":"Favorite part?"},{"start":4279290,"end":4284530,"speaker":"A","text":"Maybe we will not call on Mike to start. Brilliant. Comments are."},{"start":4286050,"end":4286570,"speaker":"F","text":"Thank you."},{"start":4286570,"end":4286890,"speaker":"C","text":"Laura."},{"start":4286890,"end":4287570,"speaker":"F","text":"Brianna."},{"start":4288290,"end":4301750,"speaker":"C","text":"I did this sounds great. I just had a couple questions on the shared resources versus that sounds. Are you guys the ones uploading the lesson plans or other teachers? It's open to everybody. I mean sounds like a great."},{"start":4302310,"end":4331760,"speaker":"F","text":"So we have a crowdsourcing link and we have received some resources from teachers. We've been making both of them or some often we're making them in in collaborative groups with teachers. But then yeah, we have received submissions from some from. From other teachers as well. Well, it's 1 1. One thing about teaching is that crowdsourcing isn't part of our"},{"start":4334000,"end":4334920,"speaker":"E","text":"natural skill set."},{"start":4334920,"end":4373000,"speaker":"F","text":"Natural skill set. Yeah. That's a good way of putting it. So it that kind of of of collecting is is a learned skill for us. So but the more that people see that here is something that we can and I'll use then then the more likely people are to to then share. And like I said, we have received. I've we received at least 3 from teachers that were not even necessarily where I said, hey, I'm looking over your shoulder and I really want you to send that to me. It was, it was. It was given three days, so hopefully"},{"start":4373000,"end":4399710,"speaker":"E","text":"there will be more. And I think I, I failed to mention that the, the resources that we are are putting out there are all using our district adopted curriculum because we want to make sure that we are using rigorous text at the various grade levels. So that's also something that we're ensuring as we are receiving these lessons, as we're going around the sites and collaborating with teachers to create these lessons, we're ensuring that we're using adopted curriculum."},{"start":4399710,"end":4414080,"speaker":"F","text":"And one thing that's. And we could just remember one thing that's really exciting to me is that for example, one example of a VBO that we received was not for our ELA curriculum but for our science curriculum. So teachers are transferring the idea to support reading in other content areas too."},{"start":4415280,"end":4415760,"speaker":"E","text":"Cool."},{"start":4416240,"end":4512490,"speaker":"C","text":"And the other question I had was about coaching. I know it's such an important part of, for, for the teachers and for our students. And we're always kind of short on coaching. Do teachers request or we choose teachers or how does that. Yes, please. So we have coaching at designated sites which are our target sites. So for Laura is at Hoover, Branya is at Taft right now. But Branya wears many hats. And then we have. So there our targeted sites have an individualized coaching, but there's always other sites that may not have a coach can always request support as well. And so one of the things just so that you know that we shared with principals just this Monday as we were reviewing is this takes time to implement. And so they need to build in dedicated planning time throughout the year. Whether it means release days or half days. Principals really need to be able to be able to provide the teachers the time built into the rest of this year. And then I told them for next year as well because this does take a lot of time. We're not expecting that every lesson is going to be this 10 step, but we're going to build their skill set so that they begin this year so that then there's a shared resource so that, you know, we're not having to duplicate all the efforts. So it's a process that we're going to go through this year and next year and given that everything always kind of takes a little bit of time, are we going to focus on comprehension again in the fall? Is that we're. We're not adding any more. I think we really need to. We've added, I mean, we really have added three separate curriculums and three years and the math."},{"start":4512490,"end":4512770,"speaker":"F","text":"Right."},{"start":4512770,"end":4807120,"speaker":"C","text":"So it's really four. That's a lot. Our K5 teachers are stretched through. Then they have to plan for every single subject. Right. And so it's a lot when you're trying to do all of this training and trying to learn the curriculum at the same time. Again, our middle school, they're, you know, they have a little bit more stability in their. They haven't had any new curriculum. So they are taking it on a little different mode. And again, they have, you know, they're able to focus on just one. And I can do that multiple times where in the elementary, it's not that way. So we're not adding any new initiatives next year because to do this work, it takes time. Right. And we want our teachers to, to really embrace, provide them the opportunities to really plan for it so that they can't. It becomes part of the system of the way they teach. And so it's going to take some time for us to really get this going. And we're hoping that the. And I know, I heard from a site that's not where we're not coaching, but the principal shared, oh, they're doing this this way. We went in and we got to see this. So it's exciting that now it's coming together that they're starting to see this roll out a little bit more and putting an emphasis on it. I have a second grader, so the assessment piece that got rolled in, I think it's very helpful for him to see where he's at and kind of see that pretty often. And so, yes, I am also getting stressed about third grade comprehension, but thank you very much. Thank you so much again for all that you do. I not necessarily have a question for you guys, but maybe this would be more for. Or maybe you guys in the long run, too, but more of a district question. Obviously, it's a new strategy, these different things that teachers have to learn. And then once they learn, I'm just wondering, in order for us to get better and literacy in our district, are we thinking or have we thought of perhaps not necessarily teach the parents, but provide them with the strategies that they would be able to help with those tools to help their children at home? Because we come from different backgrounds, and I've said this before, but I was never told that I had to read. I didn't grow up in this country until I was a little older, but I only read because I had to read workbooks and answer questions. So I didn't read a book till I was here in the seventh grade, and it was very hard. And I never really had a book that I really loved that I said, oh, my God, I really want to continue to read. Right? So if we are this type of parents that never really. I don't want to say learn to read because, I mean, I read. It's hard for us to maybe teach our kids, right? Or maybe it's harder for our kids to see if we're not grabbing a book just like other people do, Some of our children might just be like, well, I don't like to read. Right. And so it's very different. And when we can come to discuss the different backgrounds and the diversity that our district has, I think in order for us to help our kids, we have to provide also those tools to the parents. So maybe this would be kind of a future. I mean, obviously I'm not an educator, but I think I. I would think that this would help the future generations to come with some sort of, you know, the strategies to help their children. And hopefully we will see, you know, perhaps it's going to be many years to come, but to see that big progress that our district needs for us to actually see that kids are reading at grade level once they get to third grade. So it's a great question because Katherine And I have been talking about parent workshops and where do we need to go with that? Because this reading is big. And we used to do it a lot many years ago where we had parent. I mean, I was at Hoover and we were doing parent nights, and we were doing all these things, parent nights, math nights. And I did it at Taft. And we sort of moved away from it. I think we. And it's time for us to come back because there is all those strategies that these are learned, are really good strategies that all of us learn that the way they've compacted into it. So strategies that are not really new, but they've been around. But this is the way they packaged it. But I do think it's time for us to add all our sites to start doing some parent education around reading and around math. Because we got away from it. We used to do it on a regular basis. All the time our teachers were doing it. And our, you know, we would bring in. And part of SEAL when we were doing SEAL was parent education. Every right. Laura, you were part of that at us. So it was part of our goal."},{"start":4807120,"end":4807360,"speaker":"F","text":"We."},{"start":4807360,"end":4840860,"speaker":"C","text":"We moved away from it. I just pandemic it. And, you know, we just got to come back. So, yeah, it's definitely needed to do. And we've been talking about it with Katherine, like, how do we roll this out? And I know Garfield has a system they've been doing. And teachers are doing some parent nights on reading. I know they did one last year. So we were just talking how do we do that to make sure that's happening at Taft. Taft has an. An apparent cornerstone that's doing some things. Hoover's going to start pk. So we are starting now to begin to roll this out again. So I think it's."},{"start":4840860,"end":4841060,"speaker":"H","text":"It's."},{"start":4841060,"end":4843000,"speaker":"C","text":"It's a good time. Yeah."},{"start":4843000,"end":4856760,"speaker":"F","text":"When you make it a family event, then that also addresses the motivation component of the framework and that. That supports the students knowing that it's something that their families want them to learn to do, too. And then it's fun."},{"start":4858920,"end":4894180,"speaker":"E","text":"And I'll just add that. I mean, a challenge in the classrooms nowadays, certainly developing the joy for reading because of the demands and the expectations that our teachers sometimes feel like they have. But what we are finding and what we know is that when children can read, they are more likely to engage with it and to enjoy what they're doing. And so as we're getting better at developing their ability to decode, we're seeing children who are more willing to go to the library and select books by Choice and that's the exciting piece. That's what we want to see happen."},{"start":4897950,"end":4947730,"speaker":"G","text":"Yeah, thanks Laura and Rania for the presentation. I remember a couple years ago when we were talking about bringing CRLLP here and just the enthusiasm for it and it's great to see that sustained enthusiasm A couple years into implementation. The work's so clearly tied to goal three and even goal two. So it's really, it's just, it's just important work bit there and I really appreciate the focus on making the complex texts accessible for, you know, for all the learners, including our multilingual learners. I just think that that's, you know, it's really important and the fact that you're supporting it through coaching and through the shared resources. I did have a question about the collaborative planning time. Like do. Are we, are we providing? I mean I know we could always use more but like are we providing enough to be able to implement this to fidelity like you know, and coaching. Yeah, I, I just want to, want to ask because everything's going to be a trade off, right."},{"start":4947730,"end":4949930,"speaker":"H","text":"So tell the truth,"},{"start":4952250,"end":4971060,"speaker":"C","text":"I think where there are sites I do want to say I think to ta I mean I know Taft has Hoover and Garfield do have some dedicated time where they're. Laura can talk about what they're doing at Hoover because she's very, very well versed on Lupe has a whole planning. Right."},{"start":4971060,"end":4972980,"speaker":"E","text":"It's amazing structure she developed."},{"start":4972980,"end":5024390,"speaker":"C","text":"She's really about planning and making sure teachers have this dedicated time. So she has all this built in dedicated time, you know and the guest teach and all the guest teachers and she's always has making sure teachers have this, this. At Taft we have the dedicated planning time as well. And then at Garfield we also have some dedicated planning time that's happening around this topic of reading. So those school sites have some very specific targeted days that's not happening at all the other sites. We have some days at MIT not consistently right. But we are, we're getting there and then we have some days. I know Henry Ford her and I Henry Ford starting to do those. So it's a little by little. We're trying to really make sure that all our site, our target sites are the majority of our English learners are."},{"start":5024390,"end":5024750,"speaker":"H","text":"Are."},{"start":5024990,"end":5048030,"speaker":"C","text":"It is happening but other sites do have some days and some of them are using the release days also with their guest teachers. But we want to make it more consistent and so really trying to figure out that's why when we were talking on Monday with the principals making sure that as we're planning Next year, year that they are embedding some of these collaborative a little bit more on a regular basis because it's needed."},{"start":5048830,"end":5086330,"speaker":"B","text":"And Mike, I think what you need to understand, and the board needs to understand also is that site, those sites, especially the Bayside sites, do receive the additional dollars, federal dollars, which allows them to do the plan that Lupe put together. She took her Measure U, she took her title one, she took her RCEs, and she put those dollars to use in that manner. So it was available. Now when we talk about the other sites, that's where you need to start thinking, how are we going to make that happen at the other school sites that don't get those additional dollars?"},{"start":5087930,"end":5152220,"speaker":"E","text":"I really would like to acknowledge Lupe. I'm. I'm the instructional coach supporting Hoover and the elementary team. And she figured out a way to ensure that all teachers K8 have a weekly collaborative planning session. We have never done something like that before, so it's been fantastic. But to answer your question, it is not enough to be an elementary teacher teaching five content areas. When you're learning something new and have to be in front of children tomorrow, in front of 25 to 30 students tomorrow, it is a challenge. So while we have collaborative planning sessions, for example, on developing the 10 step protocols to work on comprehension, that means I didn't think about math or I didn't prepare for designated ELD or am I ready for small group instruction. Right. So elementary teachers have a major, major load every single day. So it is not enough, but it is a great start. So at the very least, that's where we should be at at all our school sites. For sure."},{"start":5152540,"end":5181160,"speaker":"G","text":"Yeah, for sure. I mean, it definitely sounds like even if there is time, provided there's competition for that time. And so we really have to take that into consideration of what are the competing goals and how to help out with that. And then I think you said this like three times through the presentation. But just to be clear, this is rolled into like the core curriculum, right? This isn't like an additional thing on something else on it. It's just part of the way, the way that you teach the core curriculum and the instructional strategies that you can implement."},{"start":5181400,"end":5192520,"speaker":"F","text":"One of the really great aspects of using CRLP is that their training is curriculum agnostic and it is specifically designed to be used with whichever core curriculum you use."},{"start":5194600,"end":5196840,"speaker":"G","text":"That's great. Thanks. Thanks again for the presentation."},{"start":5200600,"end":5273000,"speaker":"D","text":"Yeah, this is great. The concepts, not my, my wheelhouse, but they all sound great to me. They make sense. Sounds like the experts also seem to agree so that's. That's awesome. Also I really appreciate the thoughtful responses to some of my questions. Clearly there's a lot of thought that went into this that continues to go into it. So really appreciate that. There's a number, it seems in my head it sounds like there's a number of things that have to go right. There's buy in from the teachers. So it was great to hear that like what we're getting from feedback from teachers is, is like yes, this is good. We like this. Then also ultimately, hopefully it's going to trickle down. Like we should see this in student outcomes. That's the end goal that we're trying to get to. Totally. And I think Ana made this very clear, which I totally agree with. Like we're not going to see results immediately. Like that's just not. Doesn't make sense. But I think there's. What I want to get a better sense of is when. When should we expect to know and how should we expect to know whether or not it's working. And I think in some of the responses like we talked, I think one of the responses was first short term is ensuring fidelity to the method."},{"start":5273000,"end":5273200,"speaker":"E","text":"Right."},{"start":5273200,"end":5301410,"speaker":"D","text":"Which totally makes sense. I think looking at the time frame of how this has been rolled out. Also been very thoughtful. But yeah, we didn't do it for every grade level. Every. So my sense is that we should expect to see student outcome improvements within the earlier grades first at some point. But I'm not sure you tell me and then what is the time frame? And this isn't like we need to do this right now, but more just like when should we check and how should we check?"},{"start":5301730,"end":5465580,"speaker":"F","text":"No, I think we have complementary answers. But you go ahead, go ahead. Well, one of the really great components again of using a UC the training program is that they have shared with us sort of the research behind evaluating a PD program. The. The leader on this is Profess, I think I assume he's a professor. He is Thomas Guski and he talks about five different levels and the first two levels are kind of more immediately right after the training and that's learning from the teachers both how did they feel while they were taking it and how much did they felt. Feel that they learned. So that's really what the. Where those quotes come in. So that's taking care of that. Then the next two levels, levels three and four are more about implementation of is it affecting the practice in the. In the. And the instruction in the classrooms regularly and with fidelity. And to evaluate that you do the walkthroughs you do the discussions with the teachers, you do the interviews use and you do collaboration. And then after you've done those four, then you move on to step five, which is looking at student outcomes in case of literacy. One issue that we have with looking at student outcomes is again, because it's such a complicated skill, part of the district where we're further along on this is foundation, foundational skills. But that doesn't show up in SBAC scores because it's not a separate component on sbac. So it will mean that we have more students who can decode, which means that it should show up a little bit in their comprehension scores. But comprehension is so vast that the impact will you have to really look for it basically. And again, our current 6th, 7th and 8th graders weren't, were not here when we brought in the foundational skills curriculum. So like you say, the earlier grades, if you're looking specifically at SMAC scores would be more like third and fourth and fifth grade. And we, I believe we'll probably start seeing some gains in third and fourth grade. Not this year because this is, we just finished last week, but next year we should see some gains and then it will get larger. Larger. But another thing that he says is don't just go by state tests. You also want to go by the local assessments, by the writing samples, by listening to collaborative conversations. There's so many other things to look at in addition to just state tests."},{"start":5466780,"end":5482040,"speaker":"D","text":"I'll just say I'm not married to the state tests either. I just don't know what the right answer is. And so it's not. I guess that's a question question. Maybe foundational skills are not a specific segment for SBAC is what would that show up in like I ready or"},{"start":5482360,"end":5499160,"speaker":"F","text":"we do have a specific segment and, and we have shown growth in the, in the phonics portion of the beginning of the year. Our beginning of the year phonics assessment scores have have increased steadily since 2022 or whatever."},{"start":5499480,"end":5529850,"speaker":"C","text":"And that will, we're trying to put that into the mid year report so that you can see, see the change in the phonics from where we started at least. And then also looking at where we're at just having that baseline of reading comprehension. So Jenny's looking at because we're currently doing I ready and we're trying to look at where we are from the base to now to see where we're at as we start and kick this off where we're going. Okay, so we're going to try to have A baseline, at least a graph on our menu report on both of those two. Phonics and computer comprehension."},{"start":5529930,"end":5560650,"speaker":"D","text":"This is super helpful for me to understand because the complexity of all the tests and all the different pieces. So I'll just repeat what I think I heard, which is if we look at iReady, we should expect to see growth in specific areas for the earlier grades and probably most prominently in terms of growth at the priority schools, because that's where we know that there's been the most dedicated effort and time to, to, to that coaching. Is that fair? I know you could."},{"start":5560650,"end":5579610,"speaker":"C","text":"I. Well, I, I, you know, I was looking at data today and so and I was looking at a specific school just, just taking phonics. And I was comparing it to two sites. This one site I was looking at, okay, where is this, you know, trying to project. Where is this kinder class going to be in three years?"},{"start":5579770,"end":5580170,"speaker":"E","text":"Right."},{"start":5580730,"end":5595220,"speaker":"C","text":"With. With 80% of the students still not mastering the, our, our initial, what we call the bpst, which is the phonics. And then I compared another school and that had 80% meeting standard. So."},{"start":5595540,"end":5595940,"speaker":"E","text":"Right."},{"start":5595940,"end":5649010,"speaker":"C","text":"But then we add the complexity to this one class that has seven students with IEPs. So it is so multifaceted at certain sites. And then I was looking at a third grade class at the same school site, site, 27 kids, 10 IEPs, 50% on, you know, they, they have the range. I was looking at the range from first to third grade and you know, majority not meeting still the st where we need them to be. And then I'm looking at another third grade class, same school, you know, different. And so I'm like, there's, it's just so complex. The variables that come in with our students that impact their learning is, is it's a complex issue for a teacher, teacher that has 10 IEPs, that has to modify and support 10 students and then prepare for her general. Kids that don't have IEPs, that's a lot."},{"start":5649250,"end":5649650,"speaker":"E","text":"Right."},{"start":5649650,"end":5718940,"speaker":"C","text":"So the expectation is they need a lot more tier 2 and tier 3 intervention. And when we have those, those school sites that have these massive needs, we're gonna, it's gonna take a little bit longer. We are seeing them make progress in where they're at. We're seeing more green versus red, but we're also seeing that it's taking time. And so I think one of the things that I'm trying to look at in, in those groupings is try to track which kids were TK and how they. Those kids are doing. Because we are finding that the kids that are TK are coming better prepared. But at this specific school site we don't necessarily get all the kids and those 28 kids all go to TK right. So they're coming in already behind and the gap continues. So we're how do we play that catch up when you have seven IEPs? I'm a kindergarten teacher and I'm trying and my mind by myself trying to manage it. It's just there's so many variables in some of our school sites that we can, you know, trying to how do we help support a teacher? Put interventions in at the kinder level. Level."},{"start":5719500,"end":5719820,"speaker":"E","text":"Right."},{"start":5719820,"end":5780140,"speaker":"C","text":"And I was also talking to a principal yesterday. We were talking about the same thing. And she goes well I think I'm going to have my TK teachers support this group. And I said well maybe you should think about your TK teachers maybe next year supporting the kinders that haven't met are not at level at the beginning of the year to help do a double dose. So we were talking about what things could be done to help support some of our students are still not, not there. Right. So as we're, as we're looking at planning for next year and budgeting like let's think of outside the box. What else can you do if you're asking teacher to do this? Let's think about what can you do. Today we were talking with another principal like why can I use this? Well, maybe you could do that and pull them from the after school program. Look at your students. So we really have to be creative about how we can provide some extra tutoring services within what we're doing as well and supports. So. So we are going to see gains. It's just going to be slow and steady. Okay. And so some of our site just have so many variables."},{"start":5780860,"end":5783140,"speaker":"D","text":"I totally get it. Slow and steady."},{"start":5783140,"end":5785300,"speaker":"C","text":"Yeah. Slow and steady will win the race."},{"start":5785300,"end":5794500,"speaker":"D","text":"We'll get there slow and steady in positive direction. I'm all still all in favor of that and totally hear you on the complexity of it. I'm sure that we'll get to this"},{"start":5794500,"end":5797420,"speaker":"E","text":"at the other and Ronnie has mentioned."},{"start":5797420,"end":5797940,"speaker":"C","text":"Oh go."},{"start":5797940,"end":5823120,"speaker":"F","text":"Just wanted to add that when you talk about complexities too, there's also the complex complexity of assessment. And so it is important for us to use more than one metric when we're talking about growth because I ready. For example, many of our first and second grade students still think of it as a game instead of as an assessment. So we need to bring in the BPST score that Ana was talking about because that is also going to be a little bit more reflective for some students than the irony assessment."},{"start":5823760,"end":5828930,"speaker":"D","text":"Is that by design, the mindset of I ready to be a game or so there is."},{"start":5828930,"end":5840770,"speaker":"C","text":"It's not by design but you know, you're trying to catch kids attention. Right. And the younger age. And so there's always a game where there's a break and they're playing a game and then they're little characters and"},{"start":5840850,"end":5842450,"speaker":"F","text":"it's supposed to not be intimidating."},{"start":5842610,"end":5843090,"speaker":"C","text":"Yeah."},{"start":5843170,"end":5846450,"speaker":"F","text":"But when it's not intimidating, then when you're six years old."},{"start":5847730,"end":5848210,"speaker":"C","text":"Yeah."},{"start":5848290,"end":5857800,"speaker":"D","text":"So we have one. We have one test that does not really give us growth data. We have another one that little. We might have fuzzy data there as well."},{"start":5858120,"end":5911730,"speaker":"C","text":"But it is giving us data at least where we can, you know, if it's consistent, we can see over time. Okay, are they moving? And yeah. So the one thing that is it's not giving us exactly what we need and in terms of the bigger scope, but we also are moving. You know, we've been moving towards more common assessments at this at the site level where teachers are using it to guide their instructions. Instruction. That's the valuable piece really. Besides, you know, there's the bigger one. But this is the valuable where they're looking at it like okay, this child needs this. Like that's the work that the collaborative work that really needs to help. And that's where the BPST comes in. That's where reading assessments come in and and on I ready. It breaks it down by whether it's informational text. And many of our students have that informational to experts when an area that's a lot little harder for them. So it gives us information that says okay, this is what we need to work on more."},{"start":5912130,"end":5912690,"speaker":"B","text":"Got it."},{"start":5913250,"end":5918770,"speaker":"C","text":"And so that's some of the work that we've been working on. The complex text is making sure we're breaking down that informational text."},{"start":5919410,"end":5943830,"speaker":"D","text":"I I'm all in favor of the all the things slow and steady growth trends, not like individuals because individual whatever you're just going have different ideas and different circumstances. And I'm not married to like any specific test. I just rely on you guys to tell me like how do we know? But it sounds like you guys are very much on it, which is great. And please keep us on track for making sure that we're looking at the right stuff. Thanks again."},{"start":5943910,"end":5944550,"speaker":"E","text":"Thank you."},{"start":5946390,"end":5952870,"speaker":"A","text":"Thanks so much. Literacy is so important in many ways it's job number one for our district."},{"start":5953030,"end":5953430,"speaker":"H","text":"Right."},{"start":5953670,"end":6018360,"speaker":"A","text":"And then something that I'm going to be continuing to champion Is like getting all of our kids fully English literate by end of 30 grade really important for fork in the road. And like, this is. This is core to making that happen. And it seems like a lot of what we're doing, the investments that we're making, the kind of curriculum that we're using is really thoughtfully science aligned. Right. This is really, you know, science of reading best practices, really like the, the structure there. And so that's, that's awesome. And like, like. And I'm a little too eager for the results to see the number move. And so I share Trustee Lee's kind of hope that we want to know what to look at and when it'll move. And I really appreciate the rich dialogue we've had about the nuance of what's going to tell what over what time period. It sounds like maybe BPST might be the thing that we should look at for some of the earlier grades. Perhaps, possibly. I'm not trying to put words in your mouth, but it's."},{"start":6018360,"end":6018640,"speaker":"E","text":"It."},{"start":6018720,"end":6025200,"speaker":"C","text":"Well, I, I'll have to show you to the complexity of trying to, I try analyze it."},{"start":6028400,"end":6029840,"speaker":"F","text":"It's super hard."},{"start":6029999,"end":6031840,"speaker":"A","text":"Okay. All right, all right, all right."},{"start":6031920,"end":6086010,"speaker":"E","text":"I mean, it really was designed for instruction for teachers to make informed decisions about their teaching. So we really couldn't come up with a way to use. Use that data in that way. But I just wanted to add that in addition to developing the English literacy skills of our students in Redwood City, we're also committed to developing biliteracy skills. So we also have Spanish bilingual programs. And what we're seeing is that through the systematic approach of teaching reading through crlp, we also learned that we needed to do the same thing in Spanish with our Spanish instruction. And so we also adopted our Spanish curriculum for aprendoler. We're finding that our second graders are learning how to read in Spanish. Spanish a lot faster than they were in the past, and those skills are transferring to English. So we're seeing our third grade bilingual classrooms already coming in with strong skills in decoding in English as well, because we're beginning to develop English reading skills in kindergarten now too. So we're really excited."},{"start":6086330,"end":6114770,"speaker":"A","text":"Yeah, it sounds like progress. There was a lot of mention in the discussion about, like, rigorous material. And that doesn't sound fun for a third grader. Like, in my household, there was a lot of Captain Underpants and low, low brow material investigators, which has just a painful number of puns in it. If you've ever read it. Like, are we making sure that this is like the the kind of stuff that they're going to want to read that's engaging."},{"start":6115250,"end":6128870,"speaker":"E","text":"I mean, that's part of the work that we're doing is we're intentionally choosing the text that we think that our children are going to find the most relevant, relevant of the choices in front of us and, and the background that"},{"start":6128870,"end":6135470,"speaker":"F","text":"makes them interested in it so that they see the relevance to their lives, which is one part of the pre training process."},{"start":6136270,"end":6187340,"speaker":"E","text":"Because, you know, your question earlier about whether or not we're going to see gains in the sites that are receiving the most coaching. The reality is that to become a literate, a literate person, you have to have the background knowledge and the vocabulary in order to make sense of what you're reading. And so we see that disparity across Redwood City. Right. So if we take a text and don't invest the time in developing the background knowledge to get kids excited to engage with us, then definitely there have no motivation to participate. And so luckily, that is the before reading part of the training that we just did. So in the next few years, we should see our teachers feeling more confident in just getting in and tackling attacks and, and figuring out how to, how, how to, you know, approach it much more faster, because that's where I need to get to."},{"start":6187740,"end":6216770,"speaker":"A","text":"Sweet. Just naively, one thing that I did with my kids that was a lot of fun for them is that I would kind of deliberately throw in errors and, and have them catch me. I, I would, I would throw in errors. Like I would read aloud to them and I'd make mistakes. The mcdad notes, that wasn't right. Or, you know, I, I'd try incentivize them to find typos and then to critique the text. Like, how could that have been better? You're right. Are there things like that where we're, we're going there? There's decoding, there's comprehension, and there's like, there's almost a third pillar there."},{"start":6216770,"end":6217330,"speaker":"E","text":"Critique."},{"start":6217490,"end":6225650,"speaker":"A","text":"Right? What did I not like about the text? What did the text screw up? Fan fiction, you know, kind of stuff like that. Like, is that part of the story arc of literacy here too?"},{"start":6225970,"end":6278200,"speaker":"F","text":"That can be part of the expressive task. The, the how you show your reading or how you show your understanding afterwards, which can happen during, can happen after reading this one paragraph. It can be one of the, one of the step asides that we have when we, especially in the manual, they talk mostly about doing the step asides to support our language learners, but really we use them whenever. But one of the Subsides is deconstructing sentences, deconstructing places where it's really juicy. And that is where you can ask questions like, would you have written this differently? What do you think of this person? Do you really think that they're, you know, if they're supposed to be the hero, but do you think they're the hero? So errors. Not necessarily. We aren't really doing that right now."},{"start":6278200,"end":6278600,"speaker":"E","text":"But."},{"start":6279320,"end":6292080,"speaker":"F","text":"But in terms of having them push back against the, the text and really examine whether they, they react the way that the textbook authors seem to think that they should, that is definitely one of the questions that can be asked."},{"start":6292320,"end":6315370,"speaker":"A","text":"Okay, fantastic. Because I think like sort of long term story, you get into middle school, high school, etc, and like, you know, grown citizens like critical thinking, you know, there's going to be lots of text that comes at us and a lot of it may be bs, a lot of it may be wrong, a lot of it may have fatal flaws. And we're, we're going to need that ability to not just interpret and understand, but then think for ourselves and critique the text as well."},{"start":6315450,"end":6326250,"speaker":"F","text":"The benchmark texts all do have a unit on perspective taking too. And so that's always an opportunity for the students to think in terms of looking at it through a different set of eyes."},{"start":6326570,"end":6340360,"speaker":"A","text":"Love that here. Teaching is another theme of mine. It's relatively low cost, highly proven intervention. I would love to know, is that a complete component of what we're looking at here of having students teach students."},{"start":6343240,"end":6375620,"speaker":"F","text":"So I love reciprocal teaching as a routine. We're really early in the rollout of this, but it is on my list of sort of the bag of tricks to use when coaching when people feel more that we have the handle on the during and the after reading. Because reciprocal teaching is basically the, the name of the, of the routine that we use for what you're talking about. One of them. There are a few others too."},{"start":6376820,"end":6398020,"speaker":"E","text":"I think if, if I see a little bit more peer teaching in terms of developing writing. Yeah, we're seeing a little bit more of that when it comes to conferencing and the students using rubrics and checklists to support one another. So I am beginning to see that a little bit more with that, that area. But yeah, it's too early for us to think about in terms of literacy."},{"start":6398420,"end":6408420,"speaker":"A","text":"Okay, well, fingers crossed. I think I taught my cousin Todd how to read anyhow. He's older than me. He went to mit. He did all right."},{"start":6409940,"end":6410500,"speaker":"D","text":"Yeah."},{"start":6411620,"end":6464090,"speaker":"A","text":"One of the things that came up in review of actually like architecture stuff Was. Was the impact that hallway libraries have just like, very casual. I know we do visits to the proper school libraries and sort of like, check out books and things like that, but just having even like a rung below that of like you've seen scattered around neighborhoods like little libraries. Right. There's no checkout procedures, just like a bird box with some books in it. And that sort of extremely casual access to books has been very strongly correlated with. With increased literacy rates because students who maybe feel like the library is formal or like, it'd be a big deal to check out a book, like, well, there's a book just sitting right there. Well, okay, fine. Like, they grab it, they engage, and they end up bringing it home and engaging with it. Have we looked at some approaches of like, very casual availability of books like hallway libraries?"},{"start":6465450,"end":6474800,"speaker":"E","text":"I had not. But Anansi viasat Hoover is going to be very pleased when I tell her that, because she does does have a library in the hallway. So after this."},{"start":6474960,"end":6484720,"speaker":"A","text":"Yeah, there's good evidence for it. I would love for our hallways to be, dare I say, littered with books that are at our school sites and just have to be a very casual thing. Like, there's books everywhere."},{"start":6484960,"end":6493440,"speaker":"E","text":"Our classrooms have a lot of books, probably in some situations, too many, where"},{"start":6493440,"end":6496000,"speaker":"F","text":"we need to, you know, clean some things up."},{"start":6497460,"end":6539900,"speaker":"A","text":"Cool. Awesome. The last thing I was going to ask, but trustee Marquez just did a fantastic job highlighting. It's just like, what are ways that we can better engage parents at home? Because we know that high parental expectations makes a huge difference for elementary school read aloud time, if that's something that parents can do. And just finding ways to engage them in the process is a huge unlock. So I just want to kind of underscore those brilliant, brilliant remarks that you made. So thank you. Yeah. And thank you so much for your time. Thank you for what you're doing. This is our work. This is like right at the white hot core of what we need to be doing as a district. I'm really appreciative of your efforts here."},{"start":6540780,"end":6541420,"speaker":"C","text":"Thank you."},{"start":6544780,"end":6681000,"speaker":"B","text":"So both Laura and Branya, thank you so much. The items regarding to CRLP and also the science of reading. There was an article in the Times, New York Times, several weeks ago, and it's about Mississippi. Who has gone in this direction of the science of reading and with fidelity and the success that they're having. And I just said to myself as I was reading that article, what we're doing, we're in that same ballpark right now. So it was comforting to me to realize here's another state and this state did present. There was a consultant from the state of Mississippi, Mississippi that presented at our conference that we went to who talked about this and exactly what the teachers are doing in the classrooms is what you are doing and training them. So thank you so much. I applaud you in going in that direction. The other piece in regard to the comprehension and we all know as we went through to school and then to another year of teacher credentialing and so forth, comprehension, reading, it was never taught to any of us. How I learned was through my co teacher, you know, who had many of years of experience and to see this coming back and be taught in this manner. And I know when do you have asked Anna, you have asked and I know Liz Prior had asked universities. You're not doing us any justice. When you're teaching teachers, teachers about reading and reading comprehension, how to teach, how to learn it, it's left up to the districts and it's, it's so sad because we constantly listen to our teachers. I didn't get that training. So here we are like little hamsters on a wheel, getting them what they need and to move it forward. So I applaud you and everything that you are doing. I know the work that's going on at Hoover because I got to see all the plans. I also got to see the data the other day when I met with Lupus. You're going to see a lot of green and so thank you so much for putting that together. I know you long. Lauda helped her with that piece."},{"start":6681960,"end":6694450,"speaker":"E","text":"Luckily we have a team, the middle school team. Kendall and Sarah and Kathy also do a lot of work there. Anastasia has been coming around to do a lot of work on math. So it takes a village."},{"start":6694610,"end":6712050,"speaker":"B","text":"It does. And we're meeting with David today and I got to see with David what's going on at Taft and I know he is in a different place than Hoover but you can see that it's growing and so the momentum, if it can continue, we're going to get to where we want to be."},{"start":6713730,"end":6730710,"speaker":"E","text":"If I can also just really quickly also mention that Hoover also has a very, very qualified reading intervention teacher with Susie Klein. Yes, she's phenomenal. And so as a partner that is supporting, supporting the work that we're doing there too."},{"start":6730870,"end":6758910,"speaker":"B","text":"And that ta there is one who is, she's retiring this year. I tough Dave, what's, what's the plan? What's the plan? We were talking what's the plan for this leaving and you know, we all have gone to Sigi at one time or another during our careers. So, yeah, so we were on that. We were on that kick also. What are we going to do? Who is it going to be? And have you talked to Wendy about it? Have you talked to Anna about it? To see who we can snatch from another."},{"start":6758910,"end":6760430,"speaker":"F","text":"I didn't know that it was public knowledge."},{"start":6760670,"end":6765230,"speaker":"A","text":"Yeah. She and I had a con."},{"start":6765230,"end":6765870,"speaker":"D","text":"It's out."},{"start":6766910,"end":6767470,"speaker":"E","text":"It's official."},{"start":6768670,"end":6828530,"speaker":"B","text":"It's been turned in also. And Sig and I had a conversation. She goes. Seeing I go way back and knowing that she goes, well, you're going out too, at the same time. And we were talking about what she's going to do and so forth. But I was with David today and I said, okay, what's happening there? And he goes, I know, I know. So we're trying to find awfully big shoes to film. Yeah. A great person to take on that position because she is phenomenal. I know. If the seal is one the of. Of our retirees who comes back and. And works at Hoover at ta. Ta. I'm sorry, Taft and Cecil's wonderful also. But she's not there full time. He has her. Was it, I think three days a week, something like that? Three mornings, whatever. As the reading. Another reading intervention teacher. But yeah. So we need to keep this rolling forward and also finding the right people to put in the right places. But thank you so much. And Donna, thank you you for keeping this moving."},{"start":6828690,"end":6832770,"speaker":"C","text":"Thank you, ladies. Yes, always. Fabulous. Thank you. Have a good night."},{"start":6833250,"end":6914180,"speaker":"A","text":"Thank you so much. So the next thing on the agenda is approval of consent items. And I. I wanted to take a moment to explain to the public what this is, because this is where we approve a whole bunch of different decisions all in one go. These tend to be things that the board is required to approve, but that don't likely need meaningful discussion. If any board member disagrees and would like to pull an item from the consent agenda to discuss it or draw attention to it, they do so at the beginning of the meeting where we ask for any changes to the agenda. Board members are presumed to have read through items on the consent agenda. It's a useful tool to keep our limited time as a board focused on discussing student achievement. Our default for low controversy items is to move them to the consent section. For instance, today we're going to approve a whole bunch of second readings of board policies where we already have had a chance to. To review and discuss. The second reading is where we approve the final language. There's no need to rediscuss 14 policies that we've already weighed in on. One thing that I want to emphasize is that just because something's on the consent agenda does not mean that it is not important. For example, I will draw your attention to item 11.24, which is our approval of the school calendar for next year. Something that many parents have written to us asking about looking for guidance planning their summer. Well, we're about to make it official in the next couple seconds. So with that, I would love to ask a trustee to move that we approve the consent items."},{"start":6914180,"end":6917340,"speaker":"G","text":"I'll move that we approve the consent agenda as submitted."},{"start":6917820,"end":6918220,"speaker":"D","text":"Second."},{"start":6918780,"end":6931100,"speaker":"A","text":"All those in favor? Aye. All right. Okay. And we are on to action items. There's 25 items in the consent agenda. Okay. And adoption of resolution number 15."},{"start":6933260,"end":6952540,"speaker":"C","text":"Thank you. We had a mid year resignation for a teacher at Kennedy. And so we were very thankful that one of our teachers on special assignment who has taught language arts for many years in the past agreed to step in. And yet we did need the Ed Code waiver mid year, which is atypical. But it was a unique situation. So that's this item tonight."},{"start":6954140,"end":6963510,"speaker":"G","text":"Thanks for the explanation. That was really the only question that I was going to have is like, isn't this a little late in the year for us to be approving these? But these are regular. We're used to kind of doing these."},{"start":6965990,"end":6967590,"speaker":"A","text":"Any other comments or discussion?"},{"start":6968230,"end":6971110,"speaker":"G","text":"No, I'll move to approve."},{"start":6972310,"end":6972870,"speaker":"D","text":"I'll second."},{"start":6972870,"end":6979670,"speaker":"A","text":"All those in favor? Aye. Number two. Declaration of need."},{"start":6980310,"end":7189220,"speaker":"C","text":"So the Declaration of need is an annual request that comes to the board, essentially a compliance id, but it gives the district authority and the ability to hire interns. Emergency credentials should we need to, typically reserved for the summer when we are in a. In all districts are in a more desperate situation. Teachers have by ED code until June 30 to resign, which is very late in the hiring season. We start in January in the hiring season. So you can imagine, just to give you some perspective, this year, out of our 412 teachers, we have 12 that fall into this boat less than 3%. One at Hoover, two at MIT, four at Cloud, three at Northstar, one in Garfield, two at Clifford. Eleven of these individuals have two to five years experience because the state of California allows for two years on an emergency credential and three years on an intern. So you could still have a teacher finishing their credential in their fifth year of being the teacher of record. And that's for all school districts in California. And then One person has one year of experience already. We do in HR work within the board policy 0415. Specifically the Ars direct our work and each department is if you, you know, have a moment to look at. We've been looking at a lot of board policies but if you could circle back with the equity one, each department wrote how they are actually working within our equity board policy. And so for hr it's the district will hire, recruit, support and develop staff that are most qualified to help students achieve standards, exceed job level performance outcomes and reflect the community served. The most qualified staff is assigned to serve students most important need. There's five items but those are the two most relevant for this particular topic. And so once again we're striving for experienced teachers and HR will be discussing some of those details and data with the board in February. But specifically for the declaration of need, we ask for it before the hiring season starts. So that when we're streamlining our efforts and we're looking at all of the time teachers assigned and placed, we focus on our high priority schools. First we have a rubric through the interview process that actually focuses on years of experience and then of course quality of answers. And we have one point person principal for 6, 81 for TK through 5 that recommend whether that person should be designated at a high priority and non high priority school based on their answers and so forth. So anyway, through this process, process and our continued efforts, we're still streamlining for teachers to actually go to our non high priority schools that have the least amount of experience for various reasons, sometimes those schools are even larger that have other grade level support people, of course the mentorship program that the district provides. But once again the percentage is very low compared to the 400. So I just want to give some context. It's sometimes odd to see this in January saying you're planning this but in actuality it's more of an insurance policy. So thank you. Any questions? Just curious, since this is an estimate, if we need more, we're going to"},{"start":7189220,"end":7191380,"speaker":"E","text":"have to go back and kind of,"},{"start":7192020,"end":7226300,"speaker":"C","text":"you know, this tends to be. We start, we have all our staffing meetings. So Ana and I and Catherine Rivera in the business office have been meeting with every, every principal and thoroughly going through their staff and estimations for next year. We're looking at enrollment that was part of the discussion last night and looking at the teachers assigned. And so through that we essentially look at what the openings will be. And so it's an estimation. We haven't really had to go past this per se in years past. I haven't had that problem pop up, but I might circle back with you in the future if it encroaches, but that is certainly not the the goal."},{"start":7230620,"end":7231500,"speaker":"A","text":"Other questions?"},{"start":7234700,"end":7247660,"speaker":"G","text":"Thank you for bringing this forward so clearly. I mean it's, it's clearly just a compliance item. But that explanation, that context is super helpful to sort of like remind. We see it every year, but it reminds us about the context of it and what it's setting up. So I appreciate that."},{"start":7252710,"end":7254710,"speaker":"A","text":"Someone like to move. We approved."},{"start":7256390,"end":7257030,"speaker":"G","text":"I'll second."},{"start":7257430,"end":7265030,"speaker":"A","text":"All those in favor? Aye. Thank you so much, Wendy. All right, next up reports. Who wants to go first?"},{"start":7265590,"end":7266710,"speaker":"G","text":"I don't have anything to report."},{"start":7269190,"end":7270230,"speaker":"A","text":"Thank you for going first."},{"start":7271990,"end":7374090,"speaker":"D","text":"Anything else to report I can go through? Attended the San Mateo County School Board association meeting. It was focused on cte, largely in high school, to be frank, but pretty interesting stuff. One of the things that they noted was when it becomes a priori, when it's a priority within school districts, they do see a correlation between effective CTE programs and attendance. Certainly makes sense in high school. Just thought it was interesting. I know that there are certain things that we do scattered throughout the district or at least I know at Hoover there's a field trip with the unions, which is related to. But it's interesting meeting. We had our policy committee meeting, which again, you guys will continue to see the fruits of. I visited Orion this morning, which is really, really interesting. This is the first time that I've been able to have a formal visit. So it was great to speak with Winnie and really understand the complexity of the program programs at Orion and all the work that goes into it and some of the different aspects of it. But yeah, I thought it was super interesting. And actually one thing that I didn't know that I'm sure many, maybe everyone else knows is Mandarin immersion. For example, we, we do in fact measure proficiency of Mandarin. So it's a goal and we do it. So it's great. Good for me to know. I'm sure all the other parents already know that, but it was great. One, one interesting learning experience for me separately attended the Super Superintendent advisory meeting, which was focused on the next day's strategic resource alignment. I thought there was good questions and conversation there. We heard the same thing at the study session as well."},{"start":7376570,"end":7378250,"speaker":"A","text":"Thank you, Jennifer."},{"start":7378810,"end":7409420,"speaker":"C","text":"Yeah, we had policy committee and then we had health and Wellness committee meeting with Petrinia and I think I mentioned it there, but having the kids there is a really nice part of the meeting and she keeps that very on schedule. But one of the partners did bring up that I guess San Mateo county was encouraging more independent study for students who are concerned about immigration issues. Have we seen an influx or requests or anything like that?"},{"start":7409420,"end":7410440,"speaker":"B","text":"No, we haven't had any."},{"start":7410590,"end":7410830,"speaker":"D","text":"Me,"},{"start":7418590,"end":7424350,"speaker":"C","text":"I also attended the superintendent advisory committee, David, and you know, we talked about last night's"},{"start":7426190,"end":7628430,"speaker":"A","text":"sweet I had a visit with Lupe at Hoover that was pretty awesome. Lot of neat findings from that. There's a real demand for a second TK classroom. Their parents being turned away. That said, TK is still woefully underutilized by the Hoover bound population. A lot of kids do TK at Hoover and then end up going elsewhere. I didn't realize that of the 55 kindergarteners at Hoover, only about a dozen were in TK prior. So the vast majority of matriculating kindergarteners did not go to TK and basically none of them had any TK elsewhere. And there's a huge difference between the classroom readiness of the students who went through TK and those that didn't. Most parents don't really realize that TK is an option. There's a lot we could do to improve outreach to parents way before their kids are entering kindergarten to help them with their kids. I found out that a lot of the kids that do attend TK @Hoover that end up going to Hoover have an older sibling. And so like that's how the parents become aware of TK as an offering. But a lot of parents aren't even starting to engage with the school district until like just a couple months before their kid is ready for kindergarten. So they don't realize there's earlier offerings. We imagined a digital welcome basket and even a short podcast or TikTok clips aimed at young parents about options that they could consume in bite ch bite sized chunks while commuting. It's really clear that has been effective for that them to go and invest in the community to be able to better speak up and advocate for their kids. As we heard last night, like that was just fantastic, right? To have people show up like that. We talked about a culture of same side of the table feedback and inquiry cycles. It can be scary for teachers to get constructive feedback from their boss, just as it can be scary for principals and staff to get constructive feedback from the board. So there were some interesting analogs there. We can make it less scary by being transparent and approachable and making clear that the whole thing is a team sport. Like getting feedback doesn't mean you're doing a bad job. Even Olympic have coaches. I would psych to hear one of her math teachers is running a peer tutoring pilot. I would love to see more peer tutoring throughout the district. It's highly effective, highly proven, low cost intervention. You heard me talk about that a little earlier too. We talked a little bit about the huge negative impact that we've been seeing screens have on the youth. Separately from that, I attended the Juvenile Justice Prevention and Action conference in San Mateo last week. Overall, I think the good news is that we're ahead of many districts when it comes to restorative justice best practices to minimize expulsions. It's also important that we aren't kidding ourselves with the data and just bottling up problems in the classroom. I learned that private prisons use third grade literacy rates as a primary long term metric to look for where to build. So that's where they should expect to find incarcerated populations. So that should be yet another fire under our butts to drive towards literacy for all of our students by end of third grade. We've been making great progress on the that front and I would love to see that continue. I also there got to meet Redwood City's police chief Christina Bell. I think it could be a great partnership. She offered to help us run biannual tabletop exercises to role play potential big five disaster scenarios at our school sites which could help with disaster readiness. That's actually a potential policy thing that we could say that like running tabletop exercises once every other year would be a good idea for school sites. It's not a current policy that we, that we have as far as I know."},{"start":7628590,"end":7645310,"speaker":"B","text":"So she is staffed now to do things like that because they did do them previously. To Covid, we used to have the exercises where the. You would do your. Where it would be shelter in place and they would come around and make sure. Is that something similar that they're thinking of doing again?"},{"start":7645310,"end":7661150,"speaker":"A","text":"Yeah, it's just. It'd be like one to two hours once every other year for a school site. And so the idea is just, just like to make sure that we've run through that so that we're, we're at the ready for something. And this is where like you know, first aid, cpr, AED training is good for two years because you need to refresh it because when we."},{"start":7661150,"end":7669950,"speaker":"B","text":"A couple years ago, maybe you do not remember, but at Hoover on the first Friday of the first week of school we had that shooting at the Hoover Park."},{"start":7669950,"end":7670510,"speaker":"A","text":"I remember."},{"start":7670590,"end":7687540,"speaker":"B","text":"And okay, so all that practice that the kids did prior really played off. So they used to help us with that. But then there was, was a There's been a lull because this was before she started, though. Maybe she's fully staffed now and they can come out and start doing that with schools."},{"start":7688100,"end":7691460,"speaker":"A","text":"Yeah, we should. We should reach out and see if"},{"start":7691460,"end":7694820,"speaker":"B","text":"we can be at Two by Two by Two."},{"start":7694900,"end":7695580,"speaker":"D","text":"Yeah, yeah."},{"start":7695580,"end":7696500,"speaker":"B","text":"So we should ask her."},{"start":7696660,"end":7724810,"speaker":"D","text":"Could I suggest this is. We actually policy committee talked a little bit about it, and it revealed to me that I frankly definitely don't. I think I would benefit from having a better understanding of what the current practices are and just have a dialogue. So before. Before making policy changes, I wonder if it would be good to just like, invite her and other law enforcement personnel to just talk through and tell us how things work and so we better understand it."},{"start":7724890,"end":7728050,"speaker":"A","text":"That sounds like a great idea. Yeah."},{"start":7728050,"end":7728850,"speaker":"D","text":"Yeah, exactly."},{"start":7728850,"end":7746660,"speaker":"A","text":"Yep, totally. She also helped me understand how to route concerns about, like, safe routes to school projects to the right people in the county or. Or elsewhere. So starting to exercise some of those pathways."},{"start":7746900,"end":7747380,"speaker":"C","text":"Cool."},{"start":7748500,"end":7849030,"speaker":"B","text":"Dr. Baker made our rounds with. And Wendy was with me. We were at mit, Hoover, Taft and Rose Roosevelt starting. We started last week, and then this week we also did some with these same schools. And we're getting into the direction of next year already and planning. As Wendy point pointed out earlier, looking at enrollment and some of our sites, the enrollment is quite low. And so as you see us move forward with. With reductions and so forth, and the enrollment, as we look at it from last week, a week ago Monday, the kindergarten enrollment is low for next year. So it's just a matter of people not coming to California or the United States because of the political. Political realm that we're in at this point in time. Others leaving and going back to their country voluntarily because they feel uncomfortable being here and seeing on social media and on news what is taking place in other states. So it's. At this point in time, it is low. It is low. And so that's why we are going in this direction of. Of reduction. Even though, as I said last night, everybody will still have a position, there are less students coming into the district."},{"start":7854710,"end":7887400,"speaker":"A","text":"Next up, we have our quarterly Williams report. And this is where people can formally lodge complaints against a district alleging violations of federal or state. State law. Using a uniform complaint procedure, we're required by law to report out how many of these complaints we've received, even if the number is zero. Rick, is this on you? No. Okay. All right. It's just. It is what it is there. There are zero formal complaints made against the district. Duly noted. Okay. Correspondence, anything to report?"},{"start":7891970,"end":7902930,"speaker":"D","text":"I think there was correspondence related Advocacy from an Orion teacher. Just on the budget situation but I think the content of it was shared during the budget session."},{"start":7903170,"end":7911650,"speaker":"A","text":"Yep. Excellent. Any other correspondence? All right. Other business suggested items for future agendas."},{"start":7913730,"end":7953180,"speaker":"D","text":"So aside from the one I guess we just talked about the safety thing. One, one thing that was I was thinking of and Wendy Jog or I Wendy Flesh the one of the policies just brought back to mind was I I have a personal pet peeve of some of the state mandate the the format of certain state mandated do documents. So no no reason to hide the ball. I'm thinking things like the LCAP, CPS and SARCs which are are just my perspectives. They're very very long and probably not designed at this point to meet the needs of the original purpose."},{"start":7953180,"end":7953700,"speaker":"A","text":"Yep."},{"start":7953700,"end":7989570,"speaker":"D","text":"And so I, I wonder if there is a point where we could talk about not like just separately can I know I think we already do this for the LCAP for example like we turn it into a document or some version of it that's like for layperson here's actually what our priorities are period. I would love it if we could also do that for the things like the SARC and for the SPSAs. Even if just like a one pager on top of like here's the quick, very quick summary of what you might want to know if I were a parent looking and trying to understand what a school does. What like here's the quick information."},{"start":7989890,"end":7993850,"speaker":"B","text":"So an executive summary like that plain"},{"start":7993850,"end":7995330,"speaker":"A","text":"English and plain Spanish, right?"},{"start":7995330,"end":7995810,"speaker":"B","text":"Yeah."},{"start":7997010,"end":7999720,"speaker":"A","text":"My naive question is like can AI help with this?"},{"start":7999880,"end":8022440,"speaker":"D","text":"I, I don't, yeah, I don't know but I think, I think Wendy brought up a good question which is like this sounds hopefully it sounds good in practice. There's probably also questions of like okay what what do we actually think are the key pieces of information? So I, I open a question for, for others to opine on on whether or not that's something to talk about. But I, I, I just don't, I don't love having documents that no one actually reads."},{"start":8022520,"end":8023000,"speaker":"B","text":"Yeah."},{"start":8023000,"end":8028650,"speaker":"D","text":"Because like we could, we can do better. But I know that it is a result result of it's a mandate mandated form."},{"start":8029130,"end":8042969,"speaker":"B","text":"We have no choice with that one. But I can understand the executive summary. Yes, exactly. And working on an executive summary and just have that for our community and if you want the true document, here it is. Yeah that's very, yeah."},{"start":8043370,"end":8044890,"speaker":"D","text":"Anyway so it's kind of like how"},{"start":8044890,"end":8055210,"speaker":"A","text":"Apple has in the app store the nutrition label for the privacy policy and then there's like the you know, 40 page privacy policy that the developer has. But like the, the high level. Like what. What are you really trying to do here? Yeah."},{"start":8055370,"end":8056930,"speaker":"D","text":"Anyway, so I don't know if this is like a session."},{"start":8056930,"end":8064690,"speaker":"G","text":"Yeah, I don't want to dive into discussion on it, but like, there's usually a smaller presentation that goes along with these docs too, so it seems like that's kind of serves the purpose of"},{"start":8064690,"end":8066010,"speaker":"C","text":"an executive summary as well."},{"start":8066010,"end":8066330,"speaker":"B","text":"But."},{"start":8066490,"end":8091140,"speaker":"D","text":"Yeah, well, I guess in my, in my thinking we have a website that's like schools click on this. And it's like, ah, now I know what Orion does. Which maybe I could have learned about before, but I don't know. Just something, something to talk through. Not a. I think it's a study. Study session just to understand what we. No actions to be taken, but just like for us to talk through what that could look like. So I'll, I'll just leave that as a potential."},{"start":8091300,"end":8101140,"speaker":"B","text":"Well, let me. It could either be a study session or it could just be a small committee with a couple board members, myself and some other staff members on it also. And then we bring it back."},{"start":8101220,"end":8105380,"speaker":"D","text":"Yeah, I, I don't have strong preferences."},{"start":8105680,"end":8128320,"speaker":"A","text":"Okay. Yeah. Okay. Talk to you. All right. I will converse with Dr. Baker on that. Any other things people want to make? Okay. All right. Reflection time. How did today go? This was my, my first meeting. Trying to captain. Thumbs up, thumbs down, feedback. What went well? What didn't go well?"},{"start":8132250,"end":8170120,"speaker":"D","text":"Good, good job. But no, I thought it generally, I thought it was really helpful. I think we're. Everyone's getting into the hang of the presentation format and all the other pieces. I do think that we're having richer discussions, which is really, really helpful. I shouldn't say. I think we're having it more efficiently, which is great. The Pledge of Legions piece, really interesting thing. I like the participation. I. I had to find where the flag was. I'm still getting used to it, but yeah, I was. I thought that there was helpful things there. Thank you."},{"start":8171800,"end":8173400,"speaker":"A","text":"Other feedback inputs."},{"start":8175640,"end":8190030,"speaker":"C","text":"I thought you did a good job. I appreciate the thoroughness of how you're explaining to the public some of the items that obviously I think we think that they know. And so I appreciate that. Thank you. Thank you."},{"start":8193470,"end":8231060,"speaker":"G","text":"Yeah, I agree there was good discussion on the topics. I do think that there were times where we were veering off topic a bit. So for example, we had a presentation that was about instructional strategies and that kind of stuff, but it kind of like at points was veering into a whole literacy strategy. And I'm not sure that that's really where the presentation was supposed to be geared. So I feel like maybe we should be mindful of staying on the topic that's being presented in front of us and what the experts are that are in front of us and keeping that discussion there, both in terms of respecting their time and not putting them on the spot, but also just to keep the overall time for the presentations."},{"start":8231860,"end":8257550,"speaker":"A","text":"Concerning. Appreciate that feedback. All right, so. So next up, we have the meeting calendar. And so it's looking like next week we have a closed session starting at 5:45 and our regular meeting starting at 7:00pm Any other notable changes to the calendar?"},{"start":8258430,"end":8259470,"speaker":"F","text":"No new changes."},{"start":8259710,"end":8263470,"speaker":"A","text":"Great. Okay. And with that, that takes us to adjournment."}]}