{"date":"2026-02-04","type":"Regular","videoId":"Nw7_DtNMPVk","audioDuration":6035,"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":"Mike Wells","role":"Trustee (also presents bond items with staff)"},"E":{"name":"Jennifer Ng Kwing King","role":"Board Clerk"}},"utterances":[{"start":7040,"end":8360,"speaker":"A","text":"Ladies and gentlemen, at seven o'."},{"start":8360,"end":8560,"speaker":"B","text":"Clock."},{"start":8560,"end":10000,"speaker":"A","text":"Evelyn. Roll call please."},{"start":10720,"end":11640,"speaker":"C","text":"Trustee Wells."},{"start":11640,"end":11920,"speaker":"D","text":"Here."},{"start":12080,"end":16720,"speaker":"C","text":"Trustee Lee is absent. Trustee King. Here. Vice President Marcus? Here."},{"start":16800,"end":28960,"speaker":"A","text":"President Weekly President Benvenos. Welcome everyone to the public session for the February 4, 2026 meeting of the Redwood City School Board. Our interpreter will now give instructions for how to access translation."},{"start":53590,"end":57750,"speaker":"B","text":"Numerous"},{"start":60310,"end":61110,"speaker":"C","text":"Gracias."},{"start":62550,"end":214700,"speaker":"A","text":"Just so all participants are aware, at the direction of the board, this meeting is being recorded and will be shared with the public. We generally try to post our meeting videos on YouTube about a day or two after the board encourages all members of the public to participate and to provide comment on issues of concern regardless of whether they are on the agenda. If you are here in person, please fill out a speaker card. You don't have to give your legal name, but if you would like us to follow up with you, please consider adding your contact information. If you are online with Zoom, you can just raise your hand and we will call on you based on your Zoom name. If you're speaking on a topic on the agenda, you'll be called at the time that that meet that item is being considered. If it's not on the agenda, we will call on you in the public comment portion near the beginning of our meeting. To be fair to all speakers, comment is limited to three minutes. Three minutes unless otherwise noted. You'll see a countdown clock on the front of the podium so the next item is a report out from closed session. The Board met in closed session to consider the approval of the Comprehensive School Safety Plans, the internal non public ones for the 20252026 school year pursuant to Ed Code 32281 and these details are exempt from public disclosure. To maintain the tactical integrity of our security protocols and to ensure the safety of our 6,500 students and our staff, the Board approved the Comprehensive School Safety plans for the 2025 20. Motion to approve the Comprehensive School Safety Plans were made by Trustee Wells. They were seconded by Trustee in Quinn King and it passed for nil. Welcome everybody. At today's meeting we're going to be discussing a couple important items so we may get an update on Measure S or School facility bond fund updates on H Vac. That's to provide heating and cooling for students and staff. We'll get a report on professional development for our middle school teachers on how to help our students further advance the reading skills and a discussion and potential final decision on our budget cuts. As a reminder, if you'd like to see something on the agenda for us to discuss, you'll need to get that request to the board president, that's me and the superintendent, that's Dr. Baker. At least 10 days in advance of the board meeting, Dr. Baker and I will confer and decide on when or if to place it on the agenda. And of course you are. Feel. Feel free to write in your thoughts at any time to any of us. Feel free to write to us in Spanish. AI has gotten very good at translation and we are going to. I don't think we have a student with us today, unfortunately, to lead the pledge of allegiance. So we'll. We'll skip that for next meeting. Next up is changes to the agenda. Does anyone. Yes."},{"start":217500,"end":270090,"speaker":"D","text":"So I would like to pull agenda item 10.1, approval of the revised measure S implementation plan. The partial implementation is being pulled from tonight's agenda to allow additional time for review and refinement. Staff intends to bring the item back at a future meeting after further project alignment, phasing and sequencing in line with the current enrollment projections, funding considerations, and the incoming superintendent's transition into the district. In addition to aligning with enrollment and funding, the board and staff recognize the importance of further community involvement to ensure that the use of these bond funds reflects the priorities and the needs of our students, families and staff. We are committed to providing opportunities for public input as we refine the phasing and sequencing of these projects."},{"start":270970,"end":283770,"speaker":"A","text":"All right. Are there any other changes that people would like to propose to the agenda? Would someone like to move that we approve the agenda yanking 10.1 the motion."},{"start":284730,"end":285130,"speaker":"D","text":"Second."},{"start":285290,"end":307830,"speaker":"A","text":"All those in favor? Aye. Aye. Passes unanimously. Okay. The agenda has been approved. So now we are going to move to public comment. We're going to now hear public comment on items that are not on the agenda. So first up, may I summon to the podium Emily Dunn? Gotta press the button on the right."},{"start":311430,"end":509580,"speaker":"C","text":"Off to a great start. Hi, my name is Emily Dunn. I have emailed with some of you. I thought it might be a good idea to come in person. Also, I'm speaking on behalf of about 10 current and prospective families at Orion elementary country. I have a current student in the Orion parent Co op program and a waitlisted incoming TK co op student for next year. I'm here to draw attention to the large TK waitlist for the co op program this year and ask that the district consider adding a third TK Co op class since there is about a full class worth of students on the wait list is my understanding. First, I want to say that anecdotally, just anecdote, but of the various families that I have spoken to who are on the wait list. None are considering attending TK at a neighborhood school as an alternative. They are all planning to stay in a current preschool or private school. And if this is generally the case, then it seems that the lack of space at Orion is just discouraging families from doing TK and that seems like a bad outcome for students and for the district and just kind of for everybody. I did review a board meeting memo from last May where the long term growth plan for Orion was discussed. I noticed that it seemed to me classroom space seemed to be the biggest challenge and that's what I've. I've heard. Also there were in that meeting there were various possibilities discussed for opening up more classroom space. It does seem like not all of those have been taken advantage of. Maybe most relevantly, the option of moving the CDC preschool off campus to a different Redwood City location that I don't believe has been executed yet and would open up an additional TK eligible classroom space with a bathroom. I did see in those notes there was a concern that relocating the preschool could kind of damage the feeder pipeline into the Orion co Op program. But it seems there is very large and growing demand for the co op program. So it seems to me that would be less of a concern than perhaps it seemed last year. The other theme of Orion growth that I growth and health of the campus that I wanted to draw attention to seems to be that attrition to North Star is a huge challenge. I will freely admit I am part of the problem. My, my older son will be going to North Star next year. It it seems to me that as long as North Star exists, the lower grade class size at Orion has to be bolstered to keep the upper the upper grades at a healthy size. And just speaking for my own family, we have ch North Star for our older child next year. Not because of the academics. It was because we felt that the the small upper grades at Orion would not be the best environment for him and that it might kind of limit his social emotional development opportunities. So I think it should be seen as a very high priority to bolster the lower grades at Orion to keep the upper grades at healthy sizes. So that's about all I have to say. I wanted to to just draw attention to that this, this large wait list does exist. It seemed to me that last year there desire to support program demand when it comes in to make kind of data based decisions. And so I wanted to draw attention to this and I hope the district is able to thoroughly explore options."},{"start":509740,"end":510260,"speaker":"A","text":"Awesome."},{"start":510260,"end":511740,"speaker":"C","text":"Thank you so much appreciate it."},{"start":513820,"end":543200,"speaker":"A","text":"All right. And do we have any online comments? Yes, we, we, we, we, we have labor. There's another one. Okay, it's ah, right here. Yes, thank you. I would like to call to the stand Rosalba Rodriguez. Thank you, evelyn."},{"start":554010,"end":554290,"speaker":"B","text":"Hola."},{"start":554290,"end":596700,"speaker":"C","text":"Buenas tardes. Mesa superintendente Dr. Baker. Mi nombre, Rosalba Rodriguez. Estudiantiles. Mr. Nelson. Mr. Nelson. Osolamente son cordinador de servicios estudiantiles sino tambien el ciemprestadis. Puesto escuchar yudadrajos. Yucho pollos estudiantes."},{"start":683760,"end":790400,"speaker":"B","text":"Good evening. Good evening, School board and superintendent Baker. My name is Rosalba Rodriguez and I have two students in McKinley. I am here today to ask to keep the. The coordinator, the student services coordinator, Mr. Nelson, for the next school year. Mr. Nelson is not only the coordinator for student services, he's also willing to listen and to help all of the students and everything that they need, giving them advice and a lot of support. He's always willing to help all of the students that need his support. In some situations I have seen that he even pulled money out of his own pocket to buy something for the students, something to eat because they will tell them that they were hungry. He always helps to organize school events and for that reason all of the students love him and they respect him because they know that whenever they need something, they always know that Mr. Nelson is always going to be there for them. Mr. Nelson is an excellent person and without a doubt he has earned the love from all of the students and also from the parents as well. That is the reason why for me and for many parents in McKinley School, it would be a great loss if a person so important for us and for the student and for all of the school, it's laid off. So thank you very much for listening to all of our concerns and we hope that you guys take the right decision. Thank you."},{"start":792960,"end":807520,"speaker":"A","text":"Thank you so much. All right, and next up, we like hearing from our labor union reps. And when the audience with us today, we have. Maria, Please come to the stand."},{"start":813760,"end":943220,"speaker":"C","text":"It's all right. Okay. Good evening everybody. I'm call, I'm talking to the board, but we have the district listening, which is good because I need them to hear. So I want to ask the board why, why are you meeting here? You're all working, you have things to do. You have the virtual meeting, so why not just do plain virtual. It's easier having virtual meetings for the flexibility for all of you and what you have to do for the increased people population that comes to your meetings and for the enhancement of getting things done quickly. But for some meetings you need to have face to face. We have experience. The technical difficulties of having online has been a problem. We have effective communication. Where would you know me as you know me if I was online only? No. Right. It takes me coming here. So it's the face to face interactions, the more natural form of meeting, getting information, building bonds and feeling that you're working together on difficult issues. Easy ones can be online, but difficult issues need to be in person. I need to see your reactions, your face, your movements. You need to see mine. And unfortunately, when we want a meeting, it has been always virtual. It's always been online. We have asked over and over to have in person meetings. When it comes to things such as legal things which we are facing now, all of us can be here in this meeting, except two people. One is paid by the district, they can fly in. The other person lives away from this district. And we're holding up everything because we're having them virtually for those people. We would like to build stronger bonds with this district like we had in the past instead of feeling so disconnected with the district employees or district management. So we would like the board and the district to turn around and start promoting face to face meetings when the unions come to the district with issues not always virtual. Thank you."},{"start":944180,"end":969050,"speaker":"A","text":"Thank you so much for your comment. All right, and I think that's it for public comment. Do we have anyone online? I'm not seeing any. Hands up. Okay, great. Thank you so much. So with that, we have yanked 10.1. So we're going to be moving on to 10.2. We're going to be hearing about Resolution 16 concerning lease leaseback for H vac at Clifford Orion and Kennedy."},{"start":970490,"end":1003630,"speaker":"D","text":"Good evening, board. Tonight, joining the discussion is Martin Cervantes, director of our bond program and Nick Olson, our bond program manager representing Banff Construction Services. Tonight I'll hand it over to them to talk about phase two of our H Vac project. Good evening, Dr. Baker, board members and community members. We are here tonight for the adoption of resolution number 16 for the lease Eastbac agreement with block construction for the H Vac projects for phase two at Clifford Orion School and Canadian Middle School."},{"start":1004590,"end":1006150,"speaker":"E","text":"Just to give you an update, Phase"},{"start":1006150,"end":1071620,"speaker":"D","text":"one is wrapping up for Adelante, Selby, Taft, Roosevelt and Hoover. Thank you, Martin. Good evening members of the board, Dr. Baker, staff and community. I just wanted to review some history and process before we get to the recommendation here. On September 10, 2025, the board approved QKA for the architects for phase two. Those plans have been submitted to DSA. They were submitted in December and we're currently under DSA review. As far as the RFPQ request for proposals and qualifications for pre construction services that was issued on December 10, 2025, we did have mandatory job walks for all interested contractors in December and January. We ended up receiving four proposals on January 21st."},{"start":1072660,"end":1073860,"speaker":"C","text":"All very competitive."},{"start":1074740,"end":1158720,"speaker":"D","text":"Just as in phase one, the bond team scored all those proposals on the basis of technical expertise, price point management and staffing approach, history of meeting project schedules and claims, and litigation history. After the scoring, it was determined that block construction was the best value and received the highest score of the four proposals. So the plan if, if that's approved tonight would be to come back in May with a GMP just like we did for phase one. And a revision addendum to this lease leaseback contract. Just a reminder of the financial impact. So this contract is for $29,595 for the pre construction services, but it also includes a 3 million dollar allowance for early procurement. A little bit of change in strategy from phase one where the district early procured the equipment. But in this case we're going to do it through the contract and have the contractor order those. So the recommendation tonight is to approve the Resolution 16 for the lease leaseback contract for preconstruction services to block construction."},{"start":1163600,"end":1165440,"speaker":"A","text":"All right, do folks have questions?"},{"start":1169520,"end":1179450,"speaker":"C","text":"Thank you. I just have one question. We use block for phase one also, Right. Was everything was good there? Like we have any improvements for the next phase or"},{"start":1181610,"end":1182570,"speaker":"A","text":"Block did great."},{"start":1182810,"end":1192090,"speaker":"D","text":"Phase one went very smoothly. There's always list of lessons learned, but we're comfortable with them. They did a great job on phase one."},{"start":1192890,"end":1193530,"speaker":"C","text":"Thank you."},{"start":1200420,"end":1214820,"speaker":"A","text":"So I think there was like a quick knit about San Mateo County Times being mentioned, but that publication ceased 10 years ago. So I wonder if that was meant to be a different publication that was mentioned in resolution 16."},{"start":1216820,"end":1223980,"speaker":"D","text":"We published with them. They. And we have a receipt for publication. Okay."},{"start":1225730,"end":1226210,"speaker":"A","text":"Okay."},{"start":1226450,"end":1228170,"speaker":"D","text":"They're part of the Bay Area News Group."},{"start":1228170,"end":1247570,"speaker":"E","text":"So I mean I, I did, I, I had asked that question because I still can't find any evidence of it in existence except that that phone number is actually Bay Area News Group, which is what had consumed it in there. So it does kind of all tie in to the Bay Area News Group. But I kept thinking like there's one publication here in San Mateo that I don't. Yeah, yeah."},{"start":1247570,"end":1249850,"speaker":"A","text":"Well, Wikipedia said it ceased publication 10"},{"start":1249850,"end":1253960,"speaker":"E","text":"years ago, I think. Yeah, like 20, 19 or something. Yeah, yeah, yeah."},{"start":1254360,"end":1254720,"speaker":"A","text":"Okay."},{"start":1254720,"end":1263680,"speaker":"E","text":"But that phone number goes to the Bay Area News Group, which is the. The. Where San Mateo County Times had been, you know, 20 years ago. I think it was pulled into the"},{"start":1263680,"end":1265560,"speaker":"A","text":"Bay Area, and now it's the. It's the Mercury News."},{"start":1265720,"end":1268760,"speaker":"E","text":"Yeah, their legal ads number is. Yeah, exactly."},{"start":1268760,"end":1289140,"speaker":"A","text":"Okay, cool, cool. And just one other bit is I. I know CBOC doesn't legally need to see this stuff until it's, like, finalized and for. For approvals, but I'm just wondering if there's more that we could do. Proactively circulate this. These kinds of proposals with CBOC just to make sure that we're bringing them along for the ride."},{"start":1294500,"end":1298419,"speaker":"D","text":"Oh, I was just going to say, as part of the CBOC meetings, we"},{"start":1298419,"end":1299620,"speaker":"E","text":"do give project updates."},{"start":1300100,"end":1306180,"speaker":"A","text":"Okay, awesome. Thank you. All right. Any other questions or."},{"start":1307140,"end":1307540,"speaker":"D","text":"No?"},{"start":1307620,"end":1308060,"speaker":"A","text":"Okay."},{"start":1308060,"end":1308200,"speaker":"B","text":"Would."},{"start":1308270,"end":1310270,"speaker":"A","text":"Would someone like to make a motion?"},{"start":1310830,"end":1313470,"speaker":"E","text":"I'll move that we approve this item."},{"start":1314590,"end":1318630,"speaker":"A","text":"All those in favor? Aye. All right, Passes unanimously."},{"start":1318630,"end":1318910,"speaker":"D","text":"Great."},{"start":1318910,"end":1335050,"speaker":"A","text":"Thank you. You're welcome. All right, next, we're going to approve all the bond program consent items in one go. This is to avoid long discussions about matters involving the bond program that should be relatively straightforward. Someone like to move that we approve the bond program consent items"},{"start":1337360,"end":1337600,"speaker":"C","text":"second."},{"start":1338800,"end":1348560,"speaker":"A","text":"All those in favor? Aye. All right, passes unanimously. All right, we're on to 12.1. We'll now hear about professional development that we've been doing for our middle school teachers around reading and writing."},{"start":1352160,"end":1358720,"speaker":"C","text":"So tonight we have Sarah Colum and Kathy James will be presenting our presentation"},{"start":1358720,"end":1359280,"speaker":"B","text":"day about"},{"start":1361370,"end":1381530,"speaker":"C","text":"every child Reading, Writing. It's our new. It's something we've been doing in the district for a long time, but it's the updated version that we have been participating in. So. So good evening. I'm Sarah Cullum, and I'm one of the middle school coaches with a focus on literacy in ELA classes and humanities."},{"start":1382730,"end":1389790,"speaker":"B","text":"And I'm also a middle school coach. Kathy James and I have a focus in literacy and technology."},{"start":1392110,"end":1639110,"speaker":"C","text":"So in August 2025, Redwood City School District trained a cohort of our middle school English language arts teachers and in some modules from the CSU Expository Reading and Writing Curriculum program. And we've been implementing those modules since the beginning of the year in conjunction with our adopted curriculum. And next slide, please. So the expository reading and writing curriculum comes from the expository reading and writing course offered to high school students for A through G credit in high school. It's one of the options high Schools can elect to implement and it is based upon career success in secondary education and with a college and career focus. This, The program itself dates back to 2004. So it's a long standing program and it was brought in to emphasize the college reading skills, the rhetorical approach to what we now in middle school with our Common Core Standards are calling the argumentative writing, reading and writing approach. And most recently, in fact, we're one of the first cohorts to be doing this. They implemented modules for middle school specifically for the needs of 6th through 8th grade students. And what was different about these modules is they have complex grade level text. They are completely focused on grade level standards, but they include very explicit embedded pathways for students who need additional ELD support. And they have two levels of support that they with a particular focus on targeting long term English language learners. So we first met ERWC when the state transitioned to the Common core standards around 2011, 2012. And the project offered teachers. It was one of the few entities that put out samples for teachers of what these new standards might look like in a lesson series. Those lesson series were very brief. They were just a touch point at that time. And the curriculum was then later developed extensively, Both for grades 9 through 12 and most recently with Race to the Top grant for grades six through eight. Thank you. So widespread program, California, and we're told by the program now beyond into other states as well. And one of the things that really stood out to us was the demand for these materials came from teachers, from our English language arts teachers, the ones who'd been around for that original 2012 introduction. And sort of consistently throughout the years, they've asked are they going to produce any new modules? Are they going to update what's happening with the CSU project? So when Cathy and I announced that the new materials were available, they were going to be previewed in June 2025. Possible training in the summer of 2025. They signed up en mass. I did not have to use any persuasive techniques to get them to sign up. They heard about the program and instantly replied, thank you. So these are the titles of the modules that are offered across the grade levels. Some are novel based and some are article based and very closely mirror the assessment component of the sbac, which is the performance task, which is where students are presented with four to five different sources, informational text sources. They have to complete research, reading and writing activities and then they have to"},{"start":1639110,"end":1639390,"speaker":"B","text":"do"},{"start":1641150,"end":1737860,"speaker":"C","text":"an essay, a full write. So these modules help support that process. And our teachers are currently working on either their second or their third. It varies a little bit by site and they're interspersing them between our existing Amplify unit. Next slide. So the ERWC principles, what resonates with teachers in particular is the touch point with the resource search base, the connection with the high school and the college Pathway way, the built in flexibility that it gives them to introduce some more current relevant topics to middle school students, and the strong alignment with the California ELA ELD framework and standards. At the heart of the program is a process, the recursive literacy process, where reading and writing are connected. And so they are constantly moving through texts, reading to learn, reading to perform a deeper analysis, reading to form their own opinions and then to express and communicate those opinions. And this very closely mirrors the CLRP K5 arc as well. So there's a nice connection there. It's just a little more built out because the 6 through 12 literacy standards are slightly different with that emphasis on argumentation."},{"start":1743620,"end":2076790,"speaker":"B","text":"So when Sarah and I found out that they were coming out with these new units, we were super excited because we had been being asked by teachers about things that they could bring into the curriculum that would bring a little bit more cultural relevancy and something a little bit more contemporary to kind of refresh what they were doing. They are still using Amplify for their ELA curriculum and they are still doing a lot of their favorite units out of there. But Amplify cannot change their California curriculum until there's a whole new adoption. So we don't get kind of updates and new current material being brought in for that. So we knew that this was satisfying something that teachers had been asking for. So as soon as we knew about it, Sarah and I signed up to go to the first training that they offered, which was up in Winters, and we got certified in the new curriculum. We loved what we saw. We knew it was going to be popular with our teachers and with our students. And so we volunteered to be the host site for the San Mateo county training. So we worked with the county office as well as ERWC to host that. And like Sarah said, all of our teachers signed up for it. We, because we were hosting it, we were able to align it with our two contractual PD days. And so we just had to bring the teachers in for two additional days for them to do the four day training and get certified in the curriculum. And so once they were certified, that gave them access to the online curriculum and they were able to then think about at their sites, where does it belong? How would it best be implemented and where, you know, did they want to begin with the units? Many of them started with the, the opening unit because those units had built in pieces around getting to know your students and community building that the teachers usually like to do at the beginning of the year anyway. So it was a good match for us. Plus they had just gone through the training, so that was it. It was. We had a nice introduction to it and we've had a positive responses since. As an example of kind of the relevancy, one of the authors that the sixth grade study is Gary Soto, who is a contemporary California author. So something that we don't always get in our national curriculum and who speaks with a California voice that is identifiable with, with our student community. And in fact, part of the writing arc is that, you know, we're encouraging students to write for authentic audiences. And in this case, they wrote letters to Gary Soto and he wrote back to them. In addition to the training that we did in August, the professors from Cal State came back January 5th to meet with our teachers again. That gave teachers an opportunity to process out the things that were going well, the things that they were having challenges. They were able to ask questions and kind of go a little bit deeper into their unit planning for the next unit that they wanted to embark on. And so they, that was a nice touch point in that feedback and planning session. You can go to the next slide if you. They kind of brainstormed what their successes were. So you can see some of those here. It was a very positive response overall. And then they did talk, bring up some of the challenges that they were facing and had some time to talk to the trainers about some of those issues and think about next steps for those. So you can, you can. The. You can see some of the challenges that they're. That they brought up here. Some of the challenges are ones that we see frequently with new curriculum. Like, it just takes longer to plan for new units that you haven't done before. Next. So we, we have shared with you on the slides some of the testimonies from some of the teachers. We continue to hear positive feedback from the teachers who have tried units. Some sites are using them in different ways. And so like, we're getting, we're kind of tracking like, where are they bringing them in? Where do they see that they're fitting well? And then we've had some teachers express their desire to start bringing some of the strategies that they learned from ERWC and put them into their amplify curriculum and especially in the strategies that are designed to provide that universal support and give access to more of our students. You can kind of click through the feedback slides if you want. So at this point we're really pleased with our start and how things are going with erwc. We plan to continue to work with them. They've already offered some online free PD follow up that some of our teachers have taken advantage of and we have a good working relationship with the trainers from there. So one thing that we kind of need to be thinking about as we look ahead is that because you have to be certified with the four day training to use the curriculum, when we have new hires, we'll need to, to make sure that that happens. But because it's grant funded, all of that training or the, the fees for the trainers are taken care of by the grant."},{"start":2078630,"end":2107580,"speaker":"C","text":"And we would really like to thank our trainers because we were fortunate enough to have trainers who were also authors of the modules and including the professor who was back in 2004 at the heart of the high school initiative. And so Dr. Park, who was so generous with the funding and providing the trade books for the modules for our classrooms. Any questions?"},{"start":2108620,"end":2110060,"speaker":"A","text":"Thanks so much board."},{"start":2112540,"end":2187340,"speaker":"E","text":"Thanks for bringing ERWC to our middle school students. It sounds like a great ramp to get up, get them up and ready into high school and sort of thinking about how to use writing as things think for thinking. Right. And not just for writing. I like that the teachers are seeing the high engagement and it's really awesome that the text is, you know, includes contemporary authors and like relevant material for the students. I think that that really contributes in and thanks for the challenges. Slide 2. Seeing absenteeism already there as like a problem for continuity. It's just a reminder like all the absenteeism work that we're focused on how instructional improvement and our work towards trying to decrease absenteeism, they really have to go together, right. Otherwise we could have the best program in the world and it's just not going to be effective if the students aren't there to pull it in. So yeah, I'm really encouraged by the early feedback. I'm sure you are too. And hopefully as we go forward, I know it's an early implementation, but if we continue with it over the course of the next couple years, we can move beyond just the hey, it's engaging, people are liking it and maybe start being able to track some meaningful differences in some academic pandemic indicator somewhere along the lines. But that's for a future date. So thank you."},{"start":2191100,"end":2244390,"speaker":"C","text":"Hi, I'm just a couple things I know PD is So important. And so it sounds like there's continuous free PD for the current cohort and then there's grant funding for X amount of time for new teachers coming in the initial cohort and the materials to teach the units. The trade books were provided for free of charge. The district paid the two days of stipend that were not part of the contract for the teachers present January 5th. We did not have to pay a fee for the presenters to come back again. They are at the end of the funding cycle, the federal funding cycle. We're in communication with them and working with them to see what they might also be able to help us with."},{"start":2245670,"end":2273660,"speaker":"B","text":"So. And they are. They are seeking additional funding. So we don't really know what the situation looks like for next year. Although in talking with them, they have expressed that they are working on some online training, so maybe some asynchronous training that could be available in the future as we need to bring in new te, new teachers. So there isn't really like a clear sense of how that's going to look,"},{"start":2273660,"end":2361190,"speaker":"C","text":"but they're very vested in keeping the training going. So the grant is from csu. So the university has the grant that created all of this? Yeah, yeah, but it is. This has been. The county is also offering this training to all its teachers across the county. We've just been the first to be on the bandwagon and get trained in the county and be part of that initiative. And so we were very fortunate. I mean, we haven't really had to pay for any of this, but all the other applicants in the county have to pay. And the other only other thing I was wanting to kind of just hear a little bit more of. I believe you guys said in the beginning that this has been especially helpful for English language learners. Is it the content or just the way it's being taught or it's the lesson design? What the project did differently this time was not only do they have the standard ELA lesson, but they have specific pathways for integrated and designated. So two different levels of support for English language development. But all of it is part of the core lesson and can be used in slightly different ways. So it has flexibility for schools with their schedules. But what makes them different is that very clear, articulated needs pathway with options for teachers to select to specifically address learning needs."},{"start":2363350,"end":2403460,"speaker":"B","text":"So they do, as part of their training, go through a resource that they provide to us called the High Impact Strategies Toolkit. And in that they've put together kind of the best, best strategies that have research base behind them in terms of making things more accessible for students. And so those high impact strategies are we woven into the those units, but then they're also available to them just as a kind of a menu of strategies. And that's where we're starting to see some of those strategies get used in their amplify units or other instruction as well."},{"start":2403460,"end":2495500,"speaker":"C","text":"And one of our presenters, Dr. Robbie Chen, she has been with the project since 2004, its inception. And so she's really been curating those strategies and that toolkit of resources for teachers. And to add on to that, I think one of the benefits of this curriculum is the using the frameworks that we have because they didn't exist back in 2004 when they first did it. So now that California has the ELD framework which is aligned with the la, that's where some of the stronger and most of the new curriculum, as you'll be seeing we start to adopt, is probably going to have that main focus of integration of the ELD framework that didn't exist before in our prior any, any of our prior ELA adoptions. Sounds like it was a good idea to jump on this bandwagon early. Thank you. And I don't really have questions, obviously. Thank you guys for the presentation. Thank you for being excited about learning and then, you know, coming back and teaching to the Redwood City school kids. Obviously like Mike mentioned the critical thinking and engagement with the text. Obviously that's very important, especially when we talk about the EL students that need a little bit more reinforcement. I appreciate the fact that you guys volunteer to do this training with the county and I look forward to just more great news about this program. So thank you so much."},{"start":2498140,"end":2548200,"speaker":"A","text":"High five. I'm pretty stoked because the piloting proven interventions to integrate them into our practices is exactly what our district should be about. When I poked a little bit this, I was able to find an EW ER RWC paper Fong E Al in 2015 that shows that this intervention is efficacious. It's been rolled out in other districts. It works, it's engaging, it's exciting. Really cool to be able to get notes back from like living authors. And I think just the overall take that writing is thinking, it's not just about I have this idea that's fully formed in my head and I have to do the mechanical work to get it out. The process of getting it out itself is a critical part of cognition. It's so great to see that encapsulated in this curriculum. So just to high five, I'm stoked Thank you."},{"start":2550040,"end":2557240,"speaker":"D","text":"I was really pleased to see the Latino authors, which is really great for our kids. So good choice. Thank you."},{"start":2557240,"end":2557640,"speaker":"B","text":"Yeah."},{"start":2558440,"end":2559080,"speaker":"C","text":"Thank you."},{"start":2560200,"end":2560840,"speaker":"B","text":"Thank you."},{"start":2565080,"end":2577060,"speaker":"A","text":"And with that, we're on to 13.1. Now we'll hear the superintendent's final recommendations around budget reductions for the coming school year. This is a big item. The process has been in place for months with many large community meetings."},{"start":2577300,"end":3198400,"speaker":"D","text":"Dr. Baker, very good. Thank you. Welcome everyone, especially our teachers and our parents and staff that are listening in online this evening. So do you want to go to the next slide, please? Thanks, Rick. So tonight's agenda, we'll review why this work continues to be really necessary in our district, especially without an ongoing, stable funding source. We'll review the process that we used and started last fall and helped us to get to this evening where we are today. We did quite a few meetings, as you will see in the in the future slides. And not only were these meetings in English, but they were also in Spanish and heavily assisted, attended by our Spanish community. Many of them were here tonight, but they left. We'll review the final recommendations, including two of which the committee did. Did not agree with me. On to the next one. So why is this work necessary? We were in the pandemic. We had great funding. The funding went away, and so we had to come up with something entirely different to move forward and still maintain some of the items that we put into place when we had the great wealth from the federal government. And also enrollment continues to, for a long time, decline as we come. As we become a smaller organization, we need to adjust our services and programs accordingly. Redwood City is community funded, but revenue is not increasing fast enough to keep pace with operational costs. Student services, employee compensation, and budget reductions have become an annual necessity. When you're. When we're talking about community funded, and I always joke with my colleagues that we are a poor community funded. We're not like some of our neighbors that are next to us. And I was at a chamber meeting where they had superintendents give updates on their fundings and what's happening. And one very wealthy district was there, there. And two of us, little, small, poor funding districts, community funded districts were there. And so we kind of joked with one another with the chamber indicating that we were the poor ones. We're lucky that we're not falling in and out, but we're still very, I say less, a lot less than the neighbor that was there. Next slide, please, please. So the structural challenge that we have in the year 20, by the year 20, 33, 34, there should be about a thousand less students in the Redwood City School District. The demographer who Rick employed to do this work for us has given that information and this information was shared with the committee that work with myself and administrators. We need to adjust the services we provide to the number of students as we become a smaller organization. District is still operating programs and services designed for a large student population. This requires intentional long range planning and not just short term fixes. So what you will see coming before you is our items to move forward to meet the needs of our students. But at the same time the number of students that we do have, not the number of students that we used to have. So what is the strategic resource alignment? Aligning staff services and operations with a smaller organization? We want to achieve long term financial sustainability and we want to protect student learning and well being. It's not simply about cost cutting, but it's about responsible planning. Next slide. So here's the process. Very fortunate that we had many parents, we had staff and we had administrators on the committee. There was a community survey that was sent out that the committee looked at along with a lot of other data that they requested from meetings that we had. The first meeting was regarding an orientation and looked at our finances and our staffing. And then our second meeting looked at values, priorities, data and then community input. The third meeting, which was Nov. 18, were the trade offs and the preliminary scenarios. We had an additional engagement which were with these same aspects that I just mentioned at our Bayside schools. That's Hoover, Garfield and Taft. And they were well joined. They were well joined with all of us at that time. And we. The participation was more than what I've seen in the past. Parents came in the mornings. They preferred to have their meetings in the mornings. And then we also had ELAC and we had DLAC. Mrs. Herrera and Mrs. Rivera were both at those meetings with myself where we gave the same information to those groups and they were able to participate in what should occur next. We also have a superintendent's advisory committee where we also gave the information to them and shared information regarding the data that was reviewed by the committee. So let's move into the recommendation. This is recommendation number one. And then we can get into a discussion after this. So recommendation number one. I'm recommending a restructuring of the district office to better align our organization with long term sustainability. These recommendations focus on streamlining central operations. Specifically, this proposal reduces certificated management, classified management and classified support staff at the district office level, resulting in a reduction of 3.75 management, full time equivalents and 1 classified full time equivalent. This restructuring reflects the reality that the district is operating with systems and staffing levels designed for a larger organization. As enrollment declines and the pandemic funding has ended, we are resizing the district office. The reductions include the reclassification of the deputy superintendent to assistant superintendent, the elimination of the director of student services, the elimination of the coordinator of community schools, the elimination of the coordinator of student services, reduction of administrative coverage at MIT, reduction of administrative support for IEP meetings to continue only at the pre K through 5 schools. And I'll go into that bit more as we share a spreadsheet with you. The elimination of a confidential administrative assistant and the elimination of a testing specialist. In addition to these eliminations and reductions, the proposal includes reduction in special education contracted services. When students no longer require those services and have exit or have exited the district. Required services for students will continue to be provided. The proposal also includes streamlining other district wide services and operational areas to reduce ongoing costs while maintaining essential functions. It is important to note that the committee did not agree with the reduction of IEP administrative support. Based on feedback from the board Study session, the final committee meeting, I met with school principals to review the roles of guest teachers and substitute administrative support for individualized education program meetings. As a result of these discussions, Pre K through 5th grade schools will continue to receive administrative support for IEP meetings, recognizing that these six each have only one administrator, the principal, where the others do have an assistant principal with them at the school system site. Taken together, these actions generate approximately $3.5 million in ongoing savings. Which is critical. Which is a critical component of addressing the district's struct structural budget shortfall. I want to be really clear that these recommendations were shaped by committee input. That these recommendations were shaped. But they were repeating myself. But the. But input. But board feedback. With board feedback and careful review of operational needs and that individual personal conversations are handled privately and respectively as required. So as we go through with these reductions, we will definitely. I mean by we at the. It is miss Wendy Kelly over here that will have these private conversations with people about the reductions and also about the alternatives that people will have. Because when we go through the spreadsheet you will see that there are some roles that are eliminated. But at that time there are other functions that one could go to. That some could go to. Not all, but some could. All right, and we'll go through those in a bit."},{"start":3198640,"end":3198960,"speaker":"E","text":"Next."},{"start":3198960,"end":3199080,"speaker":"C","text":"Slide."},{"start":3199230,"end":3199630,"speaker":"A","text":"Slide."},{"start":3201150,"end":3422970,"speaker":"D","text":"So recommendation number two. You will see here that this is the second part of the Recommendation that focuses on school based reductions. The first part was total district. These are school based reductions and they align with staffing with current and future enrollment levels. When we were looking at the data with. What the committee asked for is that they wanted to see by school, by classroom and by grade level how many teachers and how many students that were being instructed in those classrooms. And so they had that data. These adjustments recognize that our schools are serving fewer students overall and staffing must reflect that reality in order to remain financially sustainable. Most importantly, these reductions occur through attrition, meaning positions are reduced as vacancies arise due to retirements or staff departures. Our intent is to minimize this disruption to current employees whenever possible. So the proposed reductions include a reduction of one site administrator which is currently vacant, TK through 8th grade teacher positions aligned with declining enrollment and the closure of under enrolled classes and adjustments to guest teacher funding. And these changes are guided by enrollment data and contractual requirements that they reflect the difficult but necessary work of aligning class structures with the number of students we serve. In this section, the committee nor in this. In this section the committee nor did the committee agree with the reduction of the guest teacher, which is an initiative which we launched during the pandemic. In total, these school based adjustments generated approximately $2.9 million in projected savings which are essential to closing the district structural budget gap. I recognize that changes at school sites are deeply felt. These recommendations were shaped by extensive input from principals, staff and the Strategic Resource Alignment Committee. As we go through this next sheet which, which Rick is going to put up on the screen soon, I want to remind you there needs to be a review. If this is approved, there needs to be a review like in the following school year, maybe at first interim, at second interim. How is this working at the school sites? The pluses and the minuses. How is it working here at the district, the pluses and minuses. And looking at the equity piece, as we look at everything through an equity lens, is it having some ramifications? Is it not having. So I remind you as we move into the next year, And I'll remind Dr. Rupakala that to look at that, you know, first interim, second, and as you're preparing the budget for the following school year after that. So with that, Rick, if you would please put the spreadsheet on of the. I know it's going to be small. I didn't have him printed. Thank you. That's."},{"start":3422970,"end":3423530,"speaker":"B","text":"I just."},{"start":3428570,"end":3615650,"speaker":"D","text":"Good evening members of the board and the community. So I'll go briefly over the structure of the Spreadsheet that we use, as Dr. Baker mentioned, as we presented to the community as well as the committees as we talk to them about the needs that are reflected for reductions based on declining enrollment, the size of our schools and then the restructuring that Dr. Baker spoke about at the district office. So on the spreadsheet we have a couple of columns. 2526, which is our current year, 2627, which is next year, which the the majority of the work that we're doing tonight is geared towards. As we recall from first interim, we had identified approximately $5.25 million that need to be reduced in four 2627 and three and a half million dollars in 2728 for showing fiscal solvency to the county office of the state of California as a school district. So if we look at this, it's broken up into, I believe six different categories. Certificated administration, classified administration, certificated personnel, classified personnel and other as five different categories with as I mentioned, the majority of reductions coming in the 2627 fiscal year and noting that these reductions, with exception of a couple of the savings that we're getting from this year are ongoing reductions. Right. So when we if action is taken on these tonight for 2627, they will move forward to 2728 as well, thus making the budget stronger in the out years. And as we prepare very soon as we start budget development for 2627, which then brings in a new out year of 2829. So this is really the work that's setting setting the table, if you will, or the foundation for next year's budget. So through here, all of the line items in the gray highlighted area are the positions or programs that Dr. Baker referred to, starting with certificate administration, the cost savings in each of those areas and the impact of FTEs in each of those areas on some of these, you'll see I'm not picking on this one for any other reason, but for illustration is administrator coverage at mit. There's no FTE associated with that because we don't actually have a full time employee or equivalent working in that position. We're either time carving some of these positions or temporary hiring them in not full employees by definition. So there's not a reduction of an fte, but there is a cost savings by not providing those services. And that's true in certificated as well"},{"start":3615650,"end":3615970,"speaker":"C","text":"as"},{"start":3617970,"end":3718340,"speaker":"D","text":"I think one in classified or one of the line items unclassified, similar to the guest teachers. Right. We're not laying off an employee. If we do reduce this, we're simply reducing our expenditure for providing that service. So going through there, as Dr. Mentioned individually, 3.5 and 2.9 between site and district, cumulatively for 26, 27, it's about $6 million with about 300,000 in anticipated savings this year, which will likely go up as we go through the fiscal year. So right now we're looking at about 6.3 million in savings that we, with approval tonight in whole or in part, will be integrated into the second interim report that we'll be back here talking about a month and a half second board meeting in March where we'll be able to visually see the impact of those reductions with at this point, you know, zero on the unidentified fiscal stabilization measure line for this year or for next year and for the second out year going forward, you can see that these savings do carry forward, noting nominal increases based on the same assumptions we make when we're doing budgets, primarily step and column, that show a little greater savings in the second out year, all leading to where we'll be more fiscally sound going into the second interim and then budget creation and adoption in June. So I'm happy to answer any questions"},{"start":3718340,"end":3718660,"speaker":"C","text":"or"},{"start":3721140,"end":3729940,"speaker":"A","text":"we do have public comment. So do you think this should be a good time for public comment? Yes. All right, great. So I'd like to call to the stand Leanne Thompson."},{"start":3737620,"end":3921980,"speaker":"C","text":"Good Evening board members, Dr. Baker, family, staff and guests both here and online. My name is Leanne Thompson. I have two kids at Clifford and I'm currently the PTO president there. I wanted to comment this evening. I know that we're voting on this, so I want to begin by thanking Dr. Baker and the committee for spending the time to to go through this. I know that it was a lot of work, the thoughtful discussion and these budget challenges. Nothing about this is easy. I want to recognize that tonight I want to focus specifically on several concerns within the school based reduction section of this proposal. We know that declining enrollment across the district is known and it's an ongoing issue. And at Clifford has resulted in smaller than traditional class sizes this year. We have a split third and fourth grade class which one of my kids is in. And while combining classes may appear to be a practical response to lower enrollment, I strongly believe that it is not the best approach for students or teachers. Teachers. As a parent and as someone who's closely observed my daughter's classroom this year, I have seen firsthand the toll that split classes can take on both students and the teacher. Mrs. Overby is one of the finest teachers that I have known in her classes thriving because of her tireless efforts. However, the workload required to teach multigrade curricula simultaneously is just not sustainable. That challenge becomes even greater when we talk about classrooms with students that have vastly different needs needs. Taking for example, combining a kindergarten and a first grade class, a kindergartner who's never attended any school before with another kindergartner who has never spoken English before, and a first grader who's reading vastly above their grade level. Expecting one teacher to effectively meet all of those needs while also supporting the average learner places an unreasonable strain on even the strongest educator. This board frequently emphasizes test scores and educational quality. Budget reductions just can't come at the expense of our students learning, especially in those lower grades. When parents are surveyed, small class sizes and high quality teachers consistently rise to the top of their priorities, and combining classes risks undermining both of those things. My second concern is related to IEP administration support. While I can only speak to Clifford, we serve a significant population of students with disabilities that requires hundreds of meetings every year year. These meetings are essential and every child deserves the access to the services they need. However, they also pull teachers out of classrooms and consume a tremendous amount of administrative time. When all the coordination and attendance responsibilities fall solely on the principals or we're lucky enough to have a vice principal, it still leaves little opportunity for meaningful instructional leadership. Our school leaders, if they're tied up in meetings all day, they can't adequately admit address the broader school needs. Equity between schools does not mean identical staffing models. A true equity means ensuring all schools have what they need. Thank you."},{"start":3925340,"end":3936420,"speaker":"A","text":"Next from Stephen. Hi, I'm Steve Yake. I'm a Orion parent of a first"},{"start":3936420,"end":3938740,"speaker":"D","text":"grader and incoming TK and also the"},{"start":3938740,"end":3946830,"speaker":"A","text":"chair of the School Site Council. I'm speaking on behalf of myself and the PTO leadership leadership. Lorianne is one of the co presidents who's here tonight which first of all"},{"start":3946830,"end":3947510,"speaker":"D","text":"just want to thank you all for"},{"start":3947510,"end":3949910,"speaker":"A","text":"your time and all the considerations you've had on these issues."},{"start":3950710,"end":3953350,"speaker":"D","text":"Just to kind of recap, I attended and spoke at the last meeting last month."},{"start":3953350,"end":3961150,"speaker":"A","text":"It seemed like there was a lot of public comment about the guest teacher and how important that is to the classroom or to the school sites. I understand the district is facing budget"},{"start":3961150,"end":3963110,"speaker":"D","text":"short calls and declining enrollment."},{"start":3963510,"end":3978020,"speaker":"A","text":"The school sites on took a pretty big hit last year. I know orion took a $270,000 hit to our budget which which was pretty pretty large. And I know that Dr. Baker stated that he wants to keep the cuts as far away as possible from the classroom. However, I think that cutting the guest"},{"start":3978020,"end":3982220,"speaker":"D","text":"teacher directly affects the classroom at our school. I know the kids direct, they know"},{"start":3982220,"end":3985260,"speaker":"A","text":"this guest teacher, they're there all the time. So that's going to affect the classroom."},{"start":3986220,"end":3994980,"speaker":"D","text":"Having that same person there who can fill in and is known cuts down on disruption in everyday classroom activities. When we have meetings and trainings at"},{"start":3994980,"end":3998300,"speaker":"A","text":"Orion, we have this unique challenge that we have a Mandarin program as well"},{"start":3998300,"end":4003000,"speaker":"D","text":"and that this guest teacher also speaks Mandarin, which finding substitutes for Mandarin is very difficult."},{"start":4004200,"end":4006680,"speaker":"A","text":"If cut it would something we're gonna"},{"start":4006680,"end":4009640,"speaker":"D","text":"have to pay for anyways. So at our site we're gonna likely"},{"start":4009640,"end":4012640,"speaker":"A","text":"have to take away from something else classroom related. So even if we think it's not"},{"start":4012640,"end":4025400,"speaker":"D","text":"a classroom related cut, it may end up being so despite declining enrollment district wide, Orion's enrollment is actually increasing. I have to wonder if we have a future plan for expansion."},{"start":4025800,"end":4027520,"speaker":"A","text":"Looking for a clear roadmap for long"},{"start":4027520,"end":4036080,"speaker":"D","text":"term sustainable expansion with the appropriate on site resources, I.e. adult or transparency about the program's capacity coupled with commitment to maintain current enrollment"},{"start":4036080,"end":4037840,"speaker":"A","text":"in the face of parent pressure."},{"start":4038000,"end":4042280,"speaker":"D","text":"We currently have one principal and a halftime MTSS TOSA, one full and one"},{"start":4042280,"end":4045440,"speaker":"A","text":"part time office staff for nearly 600 students. It's just not enough."},{"start":4046000,"end":4048560,"speaker":"D","text":"Principal is working hours day and night."},{"start":4048800,"end":4050720,"speaker":"A","text":"I regularly get emails from her at"},{"start":4050720,"end":4054000,"speaker":"D","text":"9 o' clock on a Friday and that's not sustainable."},{"start":4057850,"end":4059730,"speaker":"A","text":"This also leads to risks regards to"},{"start":4059730,"end":4067370,"speaker":"D","text":"student safety and the ability to respond to dynamic shifts and needs that arise in the classrooms on any given day. The addition of more students last year"},{"start":4067370,"end":4071010,"speaker":"A","text":"with an addition of an MITK class and this year with a potential out"},{"start":4071010,"end":4073050,"speaker":"D","text":"of an MIT class to meet parent"},{"start":4073370,"end":4080250,"speaker":"A","text":"demand has not reduced the removal of supervised year adults. We lost our VP last year and potentially guest teacher this year from a growing campus."},{"start":4080730,"end":4084690,"speaker":"D","text":"I have some questions that I hope or urge the board to ask of the district if we want to keep"},{"start":4084690,"end":4088170,"speaker":"A","text":"cuts as far as possible. The classroom classroom. Have we truly exhausted every other possibility"},{"start":4088170,"end":4111290,"speaker":"D","text":"for cuts at the district level? Are any currently filled positions at the district level actually being eliminated or they're just currently vacant positions not being backfilled? Mountain View School District is facing cuts and had some interesting ideas. They're switching from every day, every night custodial services to every other night. I know we're already light on custodial services, but perhaps that's something we can do. They're also freezing district leadership salary increases"},{"start":4112500,"end":4115620,"speaker":"A","text":"with the potential $5,100,000 in savings. Thank you so much."},{"start":4115620,"end":4116420,"speaker":"D","text":"Thank you very much."},{"start":4119220,"end":4252040,"speaker":"A","text":"I do See a hand up online from Tina Mercer. Tina, you have the floor. Hi. Good evening. Dr. Baker, President, Weekly trustees and community members. I'm the principal of Roosevelt Elementary School and I was actually a part of the Strategic Resource Alignment Committee. I appreciate being a part of this group and hearing from parents, staff, fellow principals and district and board members. Budget cuts are always challenging and I'd like to thank the other members of the committee for their thoughtful and considerate input. I've been in the district for, I think this is my 23rd year, so I've seen a few rounds of this. As these types of things do happen through California, it's not specific to Redwood City School District. I'd like to actually take a moment to thank Dr. Baker for keeping the majority of the cuts away from the school sites. The district is definitely shouldering the heavy, the heaviest load. I would like to speak specifically to the two areas that will impact schools with regards to keeping guest teachers. I appreciate that we are able to keep a halftime guest teacher at each site. It has been a luxury to have a full time guest teacher for the last few years and I do know that a number of the schools will be able to contribute site funds to keep a guest teacher full time as they need. I also want to thank you for recommending that the preschool through Pre K through 5th grade schools continue to receive the support of administrative subs for special education meetings. This will allow our elementary school principals, who do not have assistant principals to continue being instructional leaders and supporting our students and teachers in a variety of ways. I know that for me personally, it probably is going to save about 250 hours, give or take in terms of being in meetings. So that gives me plenty of time to be in classrooms and to be working with students and teachers directly. So in closing, thank you again for being so transparent and listening to the Redwood City School District community and making recommendations that will minimize the impact on students. Understanding that while there always be some impacts even with the district cuts on students, it does definitely minimize it. So thank you. Thank you so much. I'm not seeing any other hands online. Evelyn, do we have any other comment cards online?"},{"start":4257320,"end":4258840,"speaker":"C","text":"No more comment cards online."},{"start":4259000,"end":4265400,"speaker":"A","text":"Okay, great. So I think that ends public comment. Now we can move things to board discussion."},{"start":4265960,"end":4281480,"speaker":"E","text":"That's just one clarifying question from the earlier the public comments, which I think was actually a comment on this item instead. There was concern about the student services coordinator at mit, but that's not. That is not part of these proposals here."},{"start":4281480,"end":4283960,"speaker":"D","text":"Yes, it is, because that was a two year Grant."},{"start":4283960,"end":4284840,"speaker":"E","text":"That was the two year grant."},{"start":4284840,"end":4286400,"speaker":"D","text":"That was a two year grant. Yeah."},{"start":4286400,"end":4286960,"speaker":"E","text":"Okay."},{"start":4291680,"end":4299200,"speaker":"A","text":"Okay. So here we are at the end of the road for figuring out how to square the budget."},{"start":4302730,"end":4318490,"speaker":"C","text":"I do have a clarifying question. Obviously read the background and look at the reduction recommendation. But tonight part of the presentation says recommendation one and two. So are we being asked?"},{"start":4319690,"end":4320290,"speaker":"D","text":"No, they're both."},{"start":4320290,"end":4321210,"speaker":"A","text":"Of course I'm doing both."},{"start":4321690,"end":4327110,"speaker":"C","text":"Okay. I just want to. Okay. Okay. Just wanted to make sure that was my clarification. Great, thank you."},{"start":4333750,"end":4338910,"speaker":"E","text":"Sorry, could you remind us, how are you running? Do you. Do you wanted to do the motion and then discussion?"},{"start":4338910,"end":4346270,"speaker":"A","text":"Sure. It seems like, it seems like it's that time. So, yeah, let's move to bring the item under discussion."},{"start":4346270,"end":4346670,"speaker":"D","text":"Okay."},{"start":4346670,"end":4352560,"speaker":"E","text":"I am going to move that we move to discussion the approval of the strategic resource line assignment."},{"start":4352960,"end":4374240,"speaker":"A","text":"Can I get a second? All right. Okay. So we're not voting until we've had a chance to discuss. And here is the discussion. So we've got a recommendation from the overall committee. We've got a slight delta in that from the superintendent. And I would just love to know how my peers are thinking about how you all want to move forward here."},{"start":4374720,"end":4554530,"speaker":"E","text":"I mean, I really appreciate the, just the months of community engagement that has gone on here and the effort. I know that there are site based cuts here and we're always going to feel them at the sites. But there really was a really big effort to keep the reductions as for the most part, as far away from students as possible and even to rely on nutrition where we can. I appreciated that you listened to the feedback that you got from the committee from our study session and sort of incorporated that in a couple ways. There was the, you know, obviously thinking about how IEPs affect, particularly where there's just the single administrator there. That was one. And then we had talked at the study session about some sort of monitoring framework or some way to understand that and being able to talking about putting that in. And I don't know what the right cadence is to sort of check in on this next year to make sure that we, you know, did as little harm as possible. I'm not going to say that there's no harm, but we had as little negative impact and if we need to adjust it, I thought first interim or second interim made a lot of sense because that's when we're doing the budget and kind of looked at it. It felt like that would be a good, good check in for that. So thanks for taking all of that feedback and putting that in. You know, and with that, that would, you know, having those things. I was really in the committee meeting when you first came with these proposals. I was actually really kind of surprised at how much was able to come from, from, you know, at the district side. I know that we're for special education. We're just adjusting that budget to what we have right now. And there's always that chance that, you know, in the future there might be something that comes along that has to adjust that going forward. But I think that's where we, you know, as a board, we should be thinking about building up reserves and not necessarily allocate pre allocating money for expenses that we don't have. It's not time to build up the reserve yet, but this will start to put us in that situation. And I know from being in the committee, we, you know, specifically are not talking about some of the really big levers around, you know, that could, could change things in the future, you know, around like school configuration or supplemental revenue. We're really trying to deal with the budget that we have right now and how to set it up for next year. I think our incoming superintendent will appreciate the work that's gone on here for sure. So I, I'm, I'm prepared to support the proposal tonight. Having gone through that whole process and seeing the, the feedback, the inc and really genuinely listening. I know it's not perfect and I know that there are some places that have real concerns about what's going to hit their site, but I don't think that we can find. I think that this is about as good as it can get and does a lot to keep, you know, keep focus on the students so that we can continue to, you know, achieve our goal of having happy, healthy students that are thriving, you know, in the Redwood City School District."},{"start":4554680,"end":4554920,"speaker":"D","text":"District."},{"start":4559960,"end":4591180,"speaker":"C","text":"I agree with a lot of things that Mike said and I, I do think for sure we need to be following up to see what the impact is. Especially. I know, Dr. Baker, you mentioned, especially for the guest teacher, a lot of the school sites can potentially fund it from multiple pools that they have. But at what cost? Right? It will come at a cost. I think it would be good for the community and also for us to just kind of know what those trade offs are and things are fluid. So maybe, you know, as numbers come in and other things are happening, we might be able to kind of make changes as they come."},{"start":4591180,"end":4592340,"speaker":"D","text":"Right, that's true."},{"start":4592420,"end":4722060,"speaker":"C","text":"So hopefully we, we can kind of monitor this pretty closely. But yeah, generally, you know, I think it was a, a well designed process and we got the feedback, and I agree with Mike. It was better than I was kind of expecting. We're in a tough situation, and I think this is what we got to do. Definitely, I support the recommendation, but I want to say I do not take this lightly. I do want to say thanks to every member of the committee for the amount of time, hours and effort that they put in our parents, and in particular to our communication department, Jorge and Michelle Ramond, including Catherine Rivera and her team. And I. I mean, I want to say yes, everyone, for all the effort they put in. But the reason why I want to emphasize Jorge and Michelle and Catherine and her team, as Dr. Baker, um, said this earlier, um, I have witnessed being part of the, um, superintendent advisory committee, going to the bays sites and actually getting our parents to actually speak up. Because as we all know, unfortunately, a lot of our Latino parents don't perhaps have the courage to speak up. And sometimes they think that their voice doesn't matter. But I have noticed that, and you have. Who you have too. They have been present, and I want them to be aware that we are here to support them and to listen to them, because we hear them, we see them, and again, it's. It's hard to make these decisions. Again, I don't take it lightly. I do support it. And I just want to say again, thank you to everyone. You know, it's a tough decisions that a board has to make when we are. We find ourselves in a situation and situation that we are in. So that's it for me."},{"start":4723900,"end":4804100,"speaker":"A","text":"Yeah, I mean, it's. It's tough because on the one hand, it's. It's a spreadsheet with some numbers, right. And it's like columns and values and real people's lives under each one of those things, and real impact to them, their families, the school sites, et cetera. Also really appreciate the focus on trying to keep the classrooms as untouched as possible. It's tough to make cuts like this, and it's been a very thoughtful process where you've engaged all different parts of the community over months and months and months. So I feel like the output product there really does represent a lot of attempts to squeeze a rock to get as much budget down as we can. Now, what I want to make sure that we have a bit of discussion on as a board here is that is the gap between what the committee recommended and the superintendent's recommendation. And just when we say we're green with this, that we've had at least a moment to go and talk over some of Those differences because I feel like after this big multi month process to go in and hash out with the different options where the community was more or less aligned with district recommendations with just those two gaps, the IEP sub coverage and around guest teachers."},{"start":4806350,"end":4806590,"speaker":"B","text":"So"},{"start":4808430,"end":4819950,"speaker":"A","text":"I, I feel like with the IEP sub coverage that is something that a little bit more dynamically we might be able to dial up. Dial down. Is that about right?"},{"start":4819950,"end":4824750,"speaker":"D","text":"So we, you're talking about dialing up and dialing down. What does that look like?"},{"start":4825710,"end":4833310,"speaker":"A","text":"Adding additional contracted hours. If we, if we did, it's not a thing that we would need to do like a year in advance because"},{"start":4833310,"end":4834520,"speaker":"D","text":"you can do it at any, any time."},{"start":4834600,"end":4847960,"speaker":"A","text":"Right. And that's what I mean by dial it up, dial it down. So we, we could decide hey, we're not getting enough coverage, we need more and then bring in more coverage. Coverage responsibly to that provided that we had the budget."},{"start":4848040,"end":4848440,"speaker":"B","text":"Right."},{"start":4848680,"end":4871720,"speaker":"A","text":"So that doesn't that on that one. I feel like that doesn't put us in a box to go and approve this because provided we're checking in we could say okay, we do need, need more of that. What I'm a little less clear is, is that as true for the guest teacher side of things because that doesn't feel like it's quite as dynamically dial it up, dial it down kind of"},{"start":4871720,"end":4946480,"speaker":"D","text":"a thing at this point in time. What we did, and Wendy really spearheaded this for me with the guest teachers that we wanted to maintain since we had the pandemic was to look for those people who may be interested in going into the teaching profession, seeking them out, those who are subs and going and saying if you do this for us and you're at a certain school site every day for the 180 days, we'll put benefits on top of that. So we have a sub budget which does exist in the HR department. So depending on, and I'm not going to speak for every school, but there are some schools that are able to absorb the other half. But if there is a school that schools that for some difficulty can't because they're just totally strapped. They don't have the PTAs, they don't have the PTOs, whatever. We could look at them individually and see what we, we could, how we could piece something together. And when you're talking about dialing up, you could call it kind of dial up on a day to day basis."},{"start":4946720,"end":4947920,"speaker":"A","text":"If that means a sub."},{"start":4948000,"end":4948560,"speaker":"D","text":"As a sub."},{"start":4948560,"end":4949600,"speaker":"A","text":"Yeah, got it."},{"start":4949600,"end":4963320,"speaker":"D","text":"Because we do have a sub budget. But the, the, the carrot for these people so that we would have continuity. As was mentioned previously. Was the benefits, the benefit part of the package? Because substitutes do not get benefits."},{"start":4963320,"end":4963680,"speaker":"B","text":"Right."},{"start":4964080,"end":4984000,"speaker":"C","text":"So even the part, even if they remained, let's say the school doesn't is not able to partially fund or we are not partially funding. If they remain a halftime gu teacher, are they still getting benefits or. So depending on how the configuration would go, we could split them. So two schools would share one person"},{"start":4984080,"end":4985680,"speaker":"D","text":"and they would get full benefits."},{"start":4985680,"end":5009490,"speaker":"C","text":"That would be one option. In the past we've only offered benefits for full time work because the idea is that the substitute is committing to work at that school every single day. And as a, as a compensation for that commitment, that full time benefit was in place. But that could be an interesting conversation to have where we split it or look at it a little bit differently."},{"start":5012290,"end":5026990,"speaker":"A","text":"I can think of two instances where we have guest teachers where we've heard from the community that their removal would cause a meaningful impact. We heard about Mr. Nelson at MIT. He's teacher, so that's separate. That. That's right, right, right, right."},{"start":5026990,"end":5027590,"speaker":"D","text":"Coordinator."},{"start":5027590,"end":5079070,"speaker":"A","text":"Yes, he's the coordinator. But we heard, we did hear about the Mandarin. Guest Mandarin's being guest teacher at Iraq. Right. Do we have other inputs from the community about specific cases where there's guest teachers where we're pretty sure that we're going to have to drop budget for them, where we've heard from the community that that will cause an impact to the classroom. So I just want to make sure we're attending to the community here. Okay, Mike, how do you think about this? When we've heard from the community about guest teachers and the impact that that will have on the classroom, if you want."},{"start":5079230,"end":5103720,"speaker":"E","text":"Look, there's no denial, right. It's been, and in some ways it's been been kind of a luxury. Like when these guest teachers were first put in as part of the response to the COVID pandemic, it was. There were no subs. I mean it was there to serve a specific purpose around. Like there were literally no subs. These folks from the district, I don't know site one there, but everybody that was working here at the district office was actually going out to school sites and subbing."},{"start":5103720,"end":5104200,"speaker":"A","text":"Yeah."},{"start":5104760,"end":5151050,"speaker":"E","text":"And so it was really put in as a mitigation to solve that. It's awesome to see how it's expanded out into, you know, so much more and it's kind of blossomed into that. But that's not really where the, the initial intent of it came. And so it's a It's a nice luxury and I understand that it's, you know, the challenge that it is, particularly if you're dealing with needing special skills at a site for a program to match. And that challenge is there. But of all the things that could happen at the site, to me I think that dropping from full time to halftime is probably the least impactful, full of the. The changes that could happen there. So, yeah, I do expect that people are going to say, are going to feel it and they're going to see that it's missed. But is it insurmountable? I don't think so, no."},{"start":5151610,"end":5304460,"speaker":"C","text":"Okay. Do you mind if I add, I do have to say one of the big benefits of the guest teacher is the relationship that's formed at the site. The predictability, the consistency, knowing parents, knowing kids, knowing staff, understanding routines, schedules, all the things that make up the experience at the site. That being said, and I agree with you, certain situations require Spanish, bilingual or Mandarin or certain nuances. But I also am very proud to say that our substitute pool through all this hard work has increased dramatically. So back in the day, even just a few years ago, I might add, that was not the case. We were scrambling for subs. We've increased our sub rates. We're still pretty high in the, in the county, but in general it was a struggle and we don't have that problem anymore. So that's a good thing. I don't get any phone calls from principals about concerns that a sub hasn't shown or what have you. However, the benefit of having someone fully understand the school, the routines, all those things, principal could just count on that in a moment's notice to help or to understand or to work with students that they build relationships for has been a great perk in this situation. And to your point, I just want to point out that our guest teachers were phenomenal. They were the learning hub people that came on campus from the beginning. And some of those individuals are still with us. Some actually went into credential programs through Alder that we sponsor. So it's been a really rewarding experience. I've heard great feedback from the guest teachers themselves and their introduction into education. But I do think in these hard budget times, the ultimate goal for me has always been ensuring there is personnel in the classroom that is worthy for our children to assist with absences. So that that dynamic has changed quite a bit. So anyway, I just wanted to note that without the guest teacher, there's still hope and promise of having that need fulfilled in certain situations for sure. To keep that learning consistent. I think it would just also be good for us to see where this funding is going to come from each of the school sites just to understand the trade off they are making for funding the full guest teacher. We can get that information at some point."},{"start":5305580,"end":5330930,"speaker":"D","text":"Well, you'll probably be seeing it. Especially what principals have been telling me is that they're using their measure, unit dollars. And then there are some principles that also have. There are some that have the federal dollars too, that can be utilized in that fashion. So it's going to be from different buckets, but we, I can, you know, find that out from. From them."},{"start":5334130,"end":5344370,"speaker":"A","text":"So I feel like I'm hearing from my peers here that the sentiment is to accept the superintendent's recommendations as presented. Is that the correct?"},{"start":5347090,"end":5358370,"speaker":"E","text":"Yeah, I think, and I said this before, I think that he ran a very, very thoughtful process that listened to feedback and adjusted in places where all of the adjustments made that everybody had asked for."},{"start":5358610,"end":5358930,"speaker":"A","text":"No."},{"start":5358930,"end":5376340,"speaker":"E","text":"And I realized that it's a difficult situation to be in, but I think that a lot of it was listened to, you know, from, from community, but also from staff, from talking with the principals, from going, you know, and really engaging with the sites. So, yeah, I'm, I'm supportive of the superintendent' recommendations."},{"start":5376980,"end":5379940,"speaker":"A","text":"Thank you, Jen. Any other words?"},{"start":5380340,"end":5404560,"speaker":"C","text":"I think Wendy also brought something up about having high quality instructors in the classroom. We're going to have future conversations about having to spend money on retention for our current teachers, too. So it's going to be a further discussion about how we want to kind of spend the money. And I think this is the right thing for now to get us some, some breathing room for future discussions about our budget."},{"start":5406800,"end":5407440,"speaker":"D","text":"Got it."},{"start":5408240,"end":5419600,"speaker":"A","text":"All right, well, let's take a vote on approving the superintendent's recommendation as presented. All those in favor?"},{"start":5420000,"end":5420560,"speaker":"D","text":"Aye."},{"start":5422160,"end":5422720,"speaker":"A","text":"Okay,"},{"start":5425360,"end":5444550,"speaker":"D","text":"thank you. And it'll be, you know, for the, the next few months. Definitely bringing you back more information of where principals are at, what with. With. With what they're doing. And it's not to say that, you know, I am not out there looking for some grants. So now remember, grant money, it's temporary."},{"start":5448550,"end":5483570,"speaker":"A","text":"All right. I think we don't have any discussion items under 14, so we're moving on to consent on items 15. These are general consent items for members of the public. This is again, where we approve things that are unlikely to need discussion. As a reminder, any member of the board can propose we pull an item from consent to discuss if they have a concern or need clarification. A lot of what you see here today are second readings of policies, which means that the board has already had a chance to weigh in and give feedback. Would someone like to move that we approve the consent agenda? So I'll second. All those in favor? Aye."},{"start":5484850,"end":5485330,"speaker":"D","text":"All right."},{"start":5486930,"end":5493970,"speaker":"A","text":"Okay. Next up, our board and superintendent reports 16. Who'd like to go first?"},{"start":5495410,"end":5496089,"speaker":"D","text":"I don't know."},{"start":5496089,"end":5497570,"speaker":"E","text":"I don't have anything to report this time."},{"start":5498850,"end":5519890,"speaker":"C","text":"I. I met with Robin from rcf. She's working on a project for them. It just made me realize. Realize how little I know of rcef. And it sounds like they're going to be coming in the near term to give a presentation. So looking forward to see how we can support their. Their goals and initiatives this year."},{"start":5520610,"end":5523810,"speaker":"A","text":"Awesome. I also chatted with rcf. So cool."},{"start":5524930,"end":5525290,"speaker":"D","text":"Yeah."},{"start":5525290,"end":5534210,"speaker":"A","text":"I've also personally begun reaching out to the PTO groups and parent leaders just to, you know, do a little listening tour with them and I'll report back my findings. Findings."},{"start":5535170,"end":5535650,"speaker":"C","text":"Cool."},{"start":5536130,"end":5536530,"speaker":"D","text":"All right."},{"start":5536530,"end":5538210,"speaker":"A","text":"Any other superintendent?"},{"start":5538770,"end":5609860,"speaker":"D","text":"The only thing to report is I was at the chamber meeting today and the. As, as I said previously, there were four of the superintendents that we feed into, the Sequoia High School District, the superintendent from Sequoia, and three of us that the children feed in. And we did learn that that vehicle license fee, we're going to have to start talking about it with the board. So that's a future item that may impact us down the road, especially those of us are community funded. And then the other piece I learned is there's $59 million coming from the state to assist with special ed. So we heard that from, from Joan Denton that she's, you know, Becker's assistant. So she was there talking about that. So. Good to know. So we're figuring how many districts in the state and is it according to population or how are they going to divide that? So that. That would be helpful. Very helpful. Other than that, that's it. Okay."},{"start":5611660,"end":5655560,"speaker":"A","text":"All right. And so now we're on to information. So just so members of the public are aware, Redwood City School District includes several charter schools, Connect, Kip, and Rocket Ship. While the district doesn't operate these schools directly, they serve students in our area and are funded by taxpayers. So we have an oversight role to make sure that they're being run well. There's a lot of public schools and charter. There's a lot that public schools and charters can learn from each other in terms of what practices we're finding effective for helping students. And while public charter relationships can sometimes be awkward, I have really appreciated the collegial spirit of sharing, partnership and inquiry from charters in our district. We'll be reviewing interim financials for all three today and audit reports for Kip and Rocketship. Rick, are you okay?"},{"start":5657800,"end":5659640,"speaker":"D","text":"All right. This is presented as information."},{"start":5659800,"end":5671720,"speaker":"A","text":"Okay, great. So just members of the public, if you are interested in the first interim finance financials and the audit reports for Kip and Rocketship. Is there an audit report pending for Connect?"},{"start":5673000,"end":5678680,"speaker":"D","text":"We just received. There's a request of an extension that we granted and it came in last week. We'll be coming to the board in March."},{"start":5679320,"end":5685080,"speaker":"A","text":"Okay. Well, nothing discussed, but there's pages and pages of details and audits there, so."},{"start":5685240,"end":5685720,"speaker":"D","text":"All right."},{"start":5687240,"end":5694690,"speaker":"A","text":"All right, next up is correspondence. Anyone on the board receive interesting correspondence?"},{"start":5699650,"end":5700050,"speaker":"B","text":"No."},{"start":5700610,"end":5707570,"speaker":"A","text":"Okay. Other business suggested items for future agendas."},{"start":5708450,"end":5710130,"speaker":"D","text":"Yes. Yes, yes, yes."},{"start":5710130,"end":5710450,"speaker":"A","text":"Yes."},{"start":5711410,"end":5801450,"speaker":"D","text":"We need to hold a special board meeting on the 25th. 5th of February. It's a Wednesday. The reason for this board meeting is for us to move forward with the approval of a parcel tax discussion and also sharing of information. At next week's board meeting, you will be receiving a draft draft of language for the ballot and draft for the resolution. And then we would like to share with our community and the public what the. If the parcel tax were to pass the amounts of dollars that our schools would be receiving on an individual, individual basis. So next week we will present that and then the. Not the following because that's president's week, but the week after is bringing back approval to move forward with the parcel tax to approve the ballot language and to approve the resolution. So I need a meeting on the 25th. It's a special. If you want, we can start at 6. Because it's a special meeting. I just need to let the public know it far in advance."},{"start":5802490,"end":5805290,"speaker":"A","text":"What would be most convenient for staff."},{"start":5806250,"end":5808090,"speaker":"D","text":"Six o' clock would be great. Yeah."},{"start":5808570,"end":5820330,"speaker":"A","text":"I am okay with having a meeting at 6pm on Wednesday the 25th. Other. Yep. Jen, does that work? Okay. I think you've got blessing from the board to have it be at 6pm Perfect."},{"start":5820490,"end":5820970,"speaker":"D","text":"Yeah."},{"start":5821770,"end":5861910,"speaker":"A","text":"Anything else? Other business suggested items for future agenda? No. And just as a reminder to members of the public, if you're curious what we're going to be talking about when this is an attachment item for Item item number 19. You can see a PDF there and a full repertoire of all of our stuff we're talking about through the school year. All right, next up is meeting reflection. How'd that go? I got chided at a prior meeting for like, you really have to cut folks off at Three minutes. And I'm trying to hold myself accountable. Accountable for that. Thank you, Jen."},{"start":5862790,"end":5888640,"speaker":"C","text":"I guess I want to say I appreciate the fact that today you didn't perhaps just like, called on us, and you just kind of freely had us just flowing and saying whatever we wanted to say when we wanted to say it, and not to say that when you do that, you, like, for example, put people in us on a spot, it just feels different. So I appreciate that. So thank you."},{"start":5892880,"end":5899480,"speaker":"E","text":"I don't have anything specific. I think it ran smoothly, particularly considering the topics that were here, so."},{"start":5899480,"end":5899920,"speaker":"D","text":"Yeah."},{"start":5902880,"end":5922040,"speaker":"A","text":"Okay, great. I did notice the. We had some issues with the. The clock not counting up at one point, but it's fine. I want to make sure the. We had a. We had a group of, like, Hispanic moms in the corner who all left. Were they accommodated? Was that, like, a technical issue or, like."},{"start":5922280,"end":5927720,"speaker":"D","text":"No, no, I think they. I think one was the driver, and she had to go, so she was taking everything."},{"start":5929800,"end":5985050,"speaker":"A","text":"Yeah, got it, got it, got it. I just wanted to make sure we. They felt welcome, and we're getting all this they need. Okay, cool. And just. Have we. Have we done zoom slide control so that folks can. I'll circle up with you guys after the meeting because, like, it's possible to give multiple presenters the ability to advance slides. It's really cool trick. Okay. All right. All right. And we'll figure a whole music later. Okay. Next up is a meeting calendar. I. Unfortunately, I'm really sorry for it. I can't make next week. I have a unavoidable work conference conflict. So vice president will be standing in, and hopefully either David Lee will be back in or nobody else will be missing that. Also because we need to have quorum. Everybody else planning on being here next Wednesday? Sweet. Okay. Do we know if trustee Lee will be back in action or."},{"start":5988970,"end":5989370,"speaker":"D","text":"A little."},{"start":5989370,"end":6006900,"speaker":"A","text":"A little sleepy? Okay. Hopefully we don't put anything too heavy on him next week. Okay. Again, my. My sincere apologies that. That didn't work. Okay. Any other calendar changes? I think, yeah, we've got the closed meeting that we just had, but. Any other calendar change than that or"},{"start":6006900,"end":6010260,"speaker":"C","text":"just the February 25th that Dr. Baker just brought up?"},{"start":6010260,"end":6012820,"speaker":"A","text":"February 25th at 6:00pm that's right. Cool."},{"start":6012820,"end":6013220,"speaker":"B","text":"Okay."},{"start":6013220,"end":6017220,"speaker":"A","text":"And that brings us to the end of our meeting. Would somebody like to move that we adjourn?"},{"start":6018910,"end":6020030,"speaker":"C","text":"I move that we adjourn."},{"start":6020670,"end":6021070,"speaker":"E","text":"Second."},{"start":6021230,"end":6022190,"speaker":"A","text":"All those in favor?"},{"start":6022190,"end":6022550,"speaker":"D","text":"Aye."},{"start":6022550,"end":6025550,"speaker":"A","text":"Aye. The motion carries. Good evening, everyone."}]}