All
right, Evelyn, we can get started with
roll call.
>> Trusty Lee and Trusty King are absent.
Trusty Marquez
>> here.
>> Vice President Wake weekly
>> present.
>> President Wells
>> here. Uh, good evening and welcome to
the meeting of the Redwood City School
Board.
Quatro signal.
All right. Thank you for joining us
tonight as our partners in education. Uh
the board encourages you to participate
and provide comments on issues of
concern uh regardless of whether they're
on the agenda. to do so. Just fill out a
speaker card. Uh they're located at the
front of the entrance to the room and
then just hand it to Evelyn. Um or if
you're attending via Zoom, you can
submit a speaker card online from the
links in the agenda or just raise your
Zoom hand when the topic comes up. And
then to be fair to all speakers, we're
going to limit public comments to three
minutes per person per topic unless
otherwise noted. Uh okay. Do we have any
changes to the agenda?
>> Nope. Okay. Can we get an approval of
the agenda?
>> I move to approve the agenda.
>> Second. All in favor? I
>> I Perfect. Okay, we're on to public
comment. I do have one speaker card. I
think just this one in person. Uh and
it's from Carl Landers.
>> Carl, you'll have uh I know you know
this, but I'm going to remind you you'll
have three minutes. The timer is right
at the front of the podium.
>> All right. Good evening, board members.
Thank you. Uh we have just the right
three because I'm going to refer back to
a February decision that you made. So,
um I'm here in my capacity as uh a
member of the Citizens Bond Oversight
Committee and unfortunately last week I
wasn't able to speak on a topic that
came up in the bond consent which is on
the funding of air conditioning rentals
and that's $155,000 expense that you
approved under the bond uh Measure S
bond funds. I want to take you back to
February where you approved the project
initially to purchase and rent cooling
units which we all needed and have been
greatly appreciated. And at that meeting
um you directed the district to use bond
funds for purchase of capital assets but
to use operating funds for rentals and I
that was the appropriate decision. bond
funds should be used for capital
projects and facilities improvements,
not for short-term rentals. So, when the
item was presented to you last week on
the agenda, it asked you to approve
$155,000 in rental expense, but and
referred to the February meeting, but
didn't mention that back then you
directed the district to use operating
expense, not bond funds. And I'm sure
that was just an oversight, but I would
greatly appreciate if you would
reconsider your decision for consistency
with the direction that you gave to the
district back in February uh to be in
compliance with bond requirements
and just to be a good steward of
taxpayer bond money. Uh the money that
the taxpayers are giving you will be
paid back over 30 years. it doesn't make
sense to use that for a two-month rental
of an air conditioning unit. So, please
reconsider. The cooling is fantastic.
Let's just use the correct funds to pay
for it. Thank you.
>> Thank you, Carl, for uh your comments
and I know you've emailed a few of us as
well. Um I don't see anyone else for uh
public public comment. No. Okay, great.
Then we are going to move on to our
discussion items. We have uh several
policies up for tonight. Uh the first
one is BP0520
which is intervention in underperforming
schools.
>> Well, my two partners on the board
policy committee are absent. So I will
uh represent tonight. Uh we do have a
variety of board policies uh tonight and
and coming your way certainly at each
board meeting. So I wanted to I know the
board has read them in advance. I
appreciate that. I wanted to open up any
discussion on this particular item.
Cecilia or David? No, it look good to
me. I didn't I didn't have any comments
or or questions about it. Okay. Thanks.
Thanks for preparing it. Uh we'll go on
to the next one which is um 6.2 and this
is board policy 5131. This is conduct.
>> Yes, regarding conduct. Uh this is an
update and of course as is noted the
CSBA items are in red and any staff
changes are in highlighted yellow. This
board policy really is directing the
district to ensure that it's updated
every five years. So that was actually
noted in there. Uh and there was other
updates about suspensions and
expulsions. Any questions on this one or
comments?
>> And all of the red lines here and so
forth were red versus any being yellow.
So it's 100% CSBA language is my
interpretation.
>> That is true.
>> Okay.
>> Yeah. I look good. And since we're
talking about the meta part of it, I did
appreciate the new highlighting. I think
it was great. Later on, I think later
later policies we can see the difference
where it's in there. But I found that
really helpful to understand where where
the changes were coming from.
>> Yes.
>> Cecilia, any comments or should we move
on to 6.3? Okay, 6.3 is uh BP and AR
5141.52.
This is suicide prevention.
>> And once again, an update. Um we do have
mental health positions. So this policy
also addressed districts that didn't. Uh
but in general I just wanted to open it
up for any further discussion.
>> Looks again similarly it's 100% CSBA
language. It's obviously a very
important subject. So thank you for
that.
>> Yeah I appreciated the alignment with um
SB1318 to you know encourage districts
um to have school mental health
professionals. I know we have them here.
If only it came with funding along with
encouragement, that would have been
amazing. But, uh, I'm I'm I'm really
proud of the program that we have here.
So, I'm glad that we're already doing
that.
>> Thank you.
>> Um, 6.4. Uh, ready to move on? Yeah.
Okay. 6.4. Uh, BPN 6174. This is
education for English learners.
I was pleased we were able to have our
assistant superintendent of ed services
on Herrera and our director of
multilingual learners, Katherine Rivera,
at the board policy committee meeting
for the focused items on ed services,
this being one of them. Um, we did do
something unusual and take out high
school in our ed code, which was a wild
move uh because we typically don't make
changes and I've actually said that
publicly many times, but it it seemed um
appropriate to do so. And then there
were other highlighted changes noted in
this particular one. Uh we wanted to
note that the district potentially down
the line um for other courses besides
math may be offering acceleration and
then of course our enrichment courses.
So we wanted to make sure those were
added in properly as well and that was a
recommendation for the staff changes uh
and with the board policy uh committee.
And then at the very bottom of this one
we wanted to also add new language. So
this was highlighted in yellow regarding
DAC meetings and updates to the board.
So that was something new that we
discussed and put in there.
>> Yeah, that was great. And this is the
one where the highlighting really really
made the difference. Um and I
appreciated the recommendation that the
staff put in there for ensuring that
being an English learner doesn't block
access to any of the classes that we
have regardless of whether it's
enrichment or acceleration or what have
you. So that was that was great to see.
Um
6.5 homework. Uh this is board policy
6154 on homework and makeup work.
>> For this board policy, there are a
handful of B board policies that are
starting to come in that talk about
artificial intelligence. And there is
actually a presentation coming up in the
fall on this topic. So we're holding
actually the board policy on artificial
intelligence. But this one this
particular board policy is starting the
conversations about how um you know AI
could could potentially be used in in
student assistance for technology and so
forth. But other than that, I'm I'm
pleased to bring this one to you tonight
because it's been a while since we've
had an update um on this particular
board policy. So any questions?
>> I had none. Look good to me.
Nope. All right. Thanks, Wendy. That was
great.
>> Thank you.
>> Okay, we're on to our consent agenda.
We'll pass all of them in one motion.
>> I move we approve our consent agenda.
>> Second.
>> All in favor?
>> I.
Okay, now we're on to action items. Uh
this is 8.1. It's resolution number 10.
This is approval of education code for
teaching assignments for the 2526 school
year.
Hopefully we'll this will be the last
one coming to you, but uh this is um an
item where we would appreciate the
board's approval in order to um allow
this teacher to move forward in this
assignment.
>> Yeah, look good. Kennedy needs social
sciences, so makes sense to me.
>> Um can I get a motion to approve?
>> I move we approve resolution 10.
>> Second.
>> All in favor?
>> I.
>> Thank you.
>> Okay. Uh now we have another one.
Resolution 11. Uh, this is approving the
agreement with Kip Excellencia for
Proposition 2 Charter School Facilities
Program Rehabilitation Funding at the
Fair Oak site. I believe we have someone
presenting introduce and hand off to
Adam. Uh, tonight we're bringing
resolution number 11 uh, which is
approving the agreement. As you just
stated, President Wells, uh, Adam K, the
director of real estate for Kip Public
Schools is here to give a short
presentation that I'll share.
that.
>> Yeah.
>> Yeah. Just like that. Perfect.
>> Am I good? Oh, there we go. Um,
>> thanks very much for uh to the board and
to the superintendent um and to everyone
else here for giving us the opportunity
to present this to you about Proposition
2. Um,
Prop 2, as I imagine the board knows, is
a proposition that was passed by the
voters in November of 2024.
uh it authorizes 10 billion dollars for
facilities improvements and uh there's a
separate there's a separate bucket for
district schools and for charter
schools. So uh we will not be competing
with the district directly on any of
these funds. Uh it is for repair upgrade
construction of facilities specifically
of facilities. Um and um we think that
uh one of the excellent things about
this is it gives us the opportunity
potentially because it's competitive
competitive uh program that we um we can
do repairs to the district's facilities
without the district having to spend any
of its own money. So in a sense it's
true win-win.
So what we're looking to do is a lot of
what we're doing is um is improvements
to the ground would okay a lot the
application that we're putting in would
allow for us to do
uh improvements to the grounds to
facilities to blacktop to um the field
to a lot of exterior parts of the of the
school as well as some case work and
other work on the interior of the
school. Uh we will also propose would be
to add a TK classroom
um to our current uh inventory of
modulars at the school. I think as you
know we have eight modulars at the
school which we put in oh I don't know
it must have been seven or eight years
ago or something like that. Um and so
they've been there a long time. I
actually I haven't been down here for a
while. I went to the campus for the
first time in like three or four years
and I I haven't been here so long that
that building wasn't there last time I
was here. So, there definitely have been
changes around here. Uh I'm finally sort
of coming back down south of of Oakland
and and looking at some of the schools.
So, the campus actually looks good and
we appreciate the work that the district
has done on the campus over the years.
Um you know, we've been in a partnership
with the district now for a long time.
Um
and okay, next slide please. So the the
Prop 2 program allows for um it's like
half grant half loan from the state. So
that's the 50 you know 50%. It is a like
I said it's a competitive program. We
don't know if we're going to get any
funds from the application. Uh there's a
lot of schools looking for facilities
money. Uh we are looking for it for
seven of our schools. Uh now we have we
in the in the not the Bay Area anymore.
Now we're all Northern California
because we're in Stockton. We have uh 23
schools now. Uh but seven of them we're
looking for these funds and we don't we
don't know if if we're going to get
them. We hope we're going to get some
because as we all know facilities get
old. Um we would not as a uh just so you
know, we would not increase our
enrollment over what is currently in our
charter. that obviously um dictates how
many students we can have at Kip
Excellencia at Fair Oaks. And again, we
see this as a win-win for the district.
Um and we appreciate consideration of
this. This is just to be able to put in
an application. It doesn't commit the
district to anything. Doesn't commit the
district to do it. It doesn't commit the
district to come to a long-term
agreement with him. All it is is we have
to per the statute, we have to get
permission from uh our chartering
authority to our chartering district to
put in the application. That's all this
is. If we were to be allocated funds, we
would come back to the district. We
would negotiate what that would look
like. We negotiate the lease. So, it's
not committing anything the district to
anything. I think there's one more
slide.
Uh so we're asking the district uh to
approve the agreement uh and to I think
you have a board resolution on for
unhoused pu pupils. I don't know if that
is is tonight or was at a different
meeting uh and submit that enrollment
projection. And again as I had said
before if we are awarded funds it would
be subject to negotiation with the
district. Um, and as a last thing, I
would like to congratulate the
superintendent
um for his pending um retirement. When I
started I started at Kip 11 years ago, I
think. So, right before the
superintendent became superintendent.
So, we been through a lot over the
years, some contentious things, some
agreements, you know, back and forth,
but he's always been fair, levelheaded,
really, you know, we work with a we have
nine chartering agencies. And so, we or
11 maybe. and Redwood City is like one
of the best for sure. So, we really
appreciate the partnership we've had all
these years. So, thanks. Any questions?
>> Thanks, Adam. Uh, thanks for the
presentation and the kind words you said
for the superintendent. I'll say thanks
on his behalf. I'm sure he'll say later.
Um, Cecilia or David, do you have any
any questions?
>> I mean, I just want to make sure that I
understand because it sounds like
today's motion is very low regrets that
you you get to go and apply, right? and
we cross our fingers and and hope you
get it. Um, so that feels pretty
straightforward to go and approve. I'm a
little bit more curious about the next
chess move on the board. It's like if
you don't get it, very simple. There's
no action, nothing to do. If you do get
it, you come back and I would love to
understand a little bit more about like
that you implied a negotiation when you
came back. So, if we could hit the fast
forward button, let's presume for just a
moment. We we say yes tonight. You go
and apply. You get it. Congratulations.
What What happens next exactly?
Well, depending on the amount of money
they were to receive from this, which
hasn't been deter I don't even know if
you know what you're applying for yet.
>> We we don't. They have a formula that
they use based on square footage of like
bathrooms and non-bs. They come back to
you with a number if you get allocation
for it.
>> So then they would whatever that
allocation would be x amount of dollars.
Uh they would determine what projects
would that they would like to do on
their campus. Then they'd come and the
negotiation, if you will, would be, do
we want them to do those projects on
that campus or do we want them to alter
them or do something completely
different where we would hopefully come
to agreement at that point where they
could continue forward with that. But as
uh Adam said, it doesn't obligate the
district at this point to move forward
and we do have to be in agreement with
the projects that they choose to do if
they are awarded this money.
>> Okay. So, walk me through the absolute
worst case scenario. Like, they go and
apply, they get it, they come back and
they're like, "We have to goldplate all
of our toilets and we're like, "No,
that's a terrible idea." Um, and and
then like is there any scenario in which
a disagreement there becomes an
obligation to the district?
>> No. If if we couldn't come to agreement,
then they would have to forfeit the the
>> Okay, that's right. you you have you
have full approval over over the plans,
over the funds, the way the funds are
spent. If we say we want to go play the
toilets, which I'll now have to take off
the list,
>> unfortunately, um uh then you would say
no.
>> Right.
>> Um it would it would require uh for us
to get the funds a long-term lease for
the site. So that is something that
would probably in all honesty be the one
that would potentially be the biggest
sticking point
>> cuz right now is it fiveyear at a time
like how how long was the
>> Well, they're through 27.
>> Yeah, we're through 27 right now.
>> Extended multi-year through 27. Their
charter uh is up.
>> Sure. But like let's assume none of this
happened. We we would probably be
talking about a fiveyear term guessing
>> that that's the maximum we can get their
charter authorization.
>> Okay. Got it. And so if they come back
and we come to an agreement like, okay,
let's do a bunch of these improvements
for the site and they need now a
long-term lease. Does long-term mean the
same five years we're talking about here
or something different?
>> No, it' be I believe it' be the same
thing. Adam, if you know something
different, please please
>> I think I think a longer term lease is
and I'm not sure of the exact amount of
time, but I think a longer term lease is
required for us to get the funds from
the district. I could get back to you on
on that information, but um um I believe
it's longer than 5 years. And you know,
some districts have policies where they
don't have leases longer than five
years. I can't remember. I don't think
Redwood City is one of those. Um
um there are ways sort of around that.
If that's the case, you can have you can
have a series of five-year leases that
recur. you know, there's ways to do it
that fit within the guidelines of the
CSFA,
you know, to to to give you the grant
and and the and the money. But, um,
again, all that stuff would be would
have to be negotiated between us if we
got So, I'm I'm just again, I'm not
saying that this is likely, but just I
feel like it's part of my my job here is
to like map out what are what is the
absolute worst case scenario, even if
it's improbable. And it would be that uh
we come to an agreement about a we say
yes tonight, you get the award, you come
back, we we come to an agreement about
what to spend the money on. Um we end up
finding some way to go and chain a a
series of leases that lasts a very long
time. Are we talking 10, 20, 30 years?
Like what is long?
>> I think it might be 30 years.
>> 30 years. Okay.
But I don't want to say for sure and
because everything's rosy now and then
fast forward seven years down the line,
things go south, whatever. And now we're
regretting that we baked in such an
extremely long-term commitment um that
we don't have a way clear way out of at
that point. Is is is that a possibility?
I'm just trying to map out like what
what are what is the risk to the
district? Obviously, there's no risk
tonight. is more about like what happens
next.
>> I mean, I would say that's a risk. I
mean, I think that's a risk if you're
going to any sort of long-term
agreement. Um,
>> I think that it's unlikely and we, you
know, we've obviously made um
investments here to be here for the long
run and we hope to be here forever.
>> But sure, that I would consider that a
risk.
>> Okay.
>> I mean, I don't want to sugarcoat it. I
mean, that's
>> okay.
>> Something that would have we'd have to
figure out amongst ourselves.
I I think to the to that and I don't
know about the 30-year thing. I'll check
on that if you will as well, Adam.
>> Uh but any type of extended lease could
also have contingencies in there on
charter renewal because we can't you
can't
correct. Yeah.
>> Right. So we could say it's a 105 year
lease and with a 5year renewable period
based on charter renewal.
>> Okay.
>> As well. So, they would have the lease,
but if they don't fulfill the
requirements of their charter or we deny
the petition, then it would terminate
the lease as well.
>> I appreciate you all walking me through
this. I just what I don't want to happen
is something that seems like an easy
decision tonight because this seems like
so low risk that of course we're going
to go and say yes, becoming in implicit
tacit, okay, we are now bound to this
30-year contract that we can't possibly
escape, right? And so I just want to put
out there for the record without trying
to make a determination we do or don't
want to be together working on this for
30 years. Maybe the answer is yes, but
like that's not the decision that we're
making tonight. And I want to make sure
that the board when you assuming that
you get this this grant from California
and I hope you do. when you come back, I
don't want to have the discussion be
that it was implicit that tonight on
September 18th, we kind of already knew
what we were getting ourselves into and
kind of already tacitly agreed to go and
do a a 30-year project together.
>> No, that's that's fair enough. Yeah,
that's again, this is only just allowing
us to file the paperwork and
>> I get it. There's explicit, you know,
consent and what you're asking for is
very easy and there's implicit consent
and that part is a much bigger deal.
>> Yeah. and and my history with Redwood
City is is like you're not just going to
say yes just like yeah sure go ahead
that's not going to happen
>> great negotiations with our side and
their side our attorneys and
>> attorneys I feel very confident if they
were to get it
>> that our attorneys would definitely be
right beside us along with yours and
we'd all be at the table hammering this
out before we even considered to bring
it back to you for approve for
approvement.
>> Okay. Thank you. Thank you so much.
Hopefully that will be under under Dr.
Baker's uh tenure before he leaves.
>> We've had some good meetings.
>> Yeah,
>> I I I appreciate your answers. Thank
you.
>> Yeah. Thanks, Adam, for the
presentation. That pretty much covered
covered my questions, too. Love that. I
don't have any questions tonight, but
I'm sure I'll have some at the next one
if you get the award. Uh, so this is a
resolution that we need to approve. Can
I get a motion to approve?
>> I'll make a motion to approve resolution
letter
>> and a second.
>> Seconded. All in favor?
>> I
on to uh Oh, are we there already? Board
and superintendent reports.
>> Um I don't I'm surprised. Uh who's uh
Cecilia, do you have anything to report?
>> No, we you reported last time.
>> Okay, David. No. Okay. And then the I
just have that the first um RCSD
strategic resource alignment advisory
committee meeting in English was held on
Tuesday. I think the first one in
Spanish was held the Friday before. Um
and Rick presented the budget uh and
answered a lot of questions. Um and the
committee asked for a lot of data for
the next meeting uh which I think is
sometime in October.
>> It's October 14th. October 14th. But
also um there is now a summary a summary
of the meeting and there's the website
and along with
>> the slides
>> the slides and everything because the
the committee members are to go back to
school site councils they're go to go
back to PTAs PTO's and then we're doing
ELACs and then our dis at a at a
district DAC meeting we're going to give
the updates also so it's all there and
it's English Spanish.
>> I love it.
>> Yeah. And membership was obviously the
parents that you were talking about that
were there, but we also had staff. Um,
Maria was there. U, Briana was there.
Um, uh, we had a few principles, three
principles. So, it's a good good mix of
a group. I think 20 people maybe like
20.
>> Yeah.
>> Sorry, I couldn't make it. I was
>> Dr. N just Yeah, that's just
>> Okay.
>> Uh, all right. We're on to information.
This is 10.1. The RCSD cohesion and its
alignment of district priorities
sana. Yeah. Okay.
Just get this.
All right. So, thank you. First of all,
I want to first thank our my team
because this work of this district
cohesion um really started last year and
we started with um sort of bare bare
bones of what we were expecting and
we've definitely come back this year and
clearly defined a little bit more
explicitly what we are expecting our
staff to do in the district. Um, but all
of this work that you see on the on this
document, it is it is due to our
coaches,
our multilingual department, everyone
coming together and really creating this
cohesion for the district and making
sure that we are sharing um our vision
where our expectations are for the
district. And all of this is really
started because we started looking at
MTSS work a long time ago. and the MTSS
work really requires um that we have
certain systems in place and so that has
been some of our driving force making
sure we have these systems in place and
they're all everybody's clear on what
the expectations are. Um, so of course
you know our goals are really to improve
the achievement gap and language arts
and reading as you guys well know our
English learners and so this is really
one of the driving forces u making sure
that everybody knows in the district
this is our go our work to be had and
we've been working on this for the last
two years so really going more in depth
so we continue with this information at
the forefront. Um, we also want to make
sure that everyone, our teachers know
that we have clear expectations. And so
when you look at CSTP, those are the
California standards for teaching
profession. We really want to make sure
we're emphasizing that everything that
we're asking teachers to do is within
the guidelines of our teaching
profession. And so making sure that our
learning goals, our success criteria are
communicated to teachers, that is very
that they need to know what to expect.
We also want to make sure that all
instruction and supports are directly
linked to what we're doing. Um, and that
we have learning outcomes at the end.
Um, when we're looking at our
standardbased lessons, we want to make
sure teachers are also providing lesson
designed lessons that are grade level
standards that are really driven by the
standards of California. And then, as
you guys know, we've been doing a lot of
assessments. And so, we're really
looking at making sure teachers have an
understanding of using how to use
formative assessments regularly to drive
instruction. And so all of these are
part of our CSTP standards that we are
we can continue to use but we just want
to highlight this. So as you see this is
how teachers have received it as well.
It's not moving. There it goes. So this
is just a quick schedule a quick view of
the scheduling the subject areas for K5.
As you can see, we really want to be
clear about what is our curriculum, what
are we using, how many minutes of the
day we're actually asking people to use.
So again, just trying to be mindful of
what these look like for a school day.
Now, a school day is only a certain
amount of hours. So we have to really
sometimes negotiate and where are we
doing certain things, how we're doing
it, how much time we're spending. But
this is these are our requirements.
Um this slide here just reviews our EL
blocks. We have for K5 um we have a
90-minute block um that we want all
teachers and this this block is super
important because it it is creating the
foundational skills targeted groupings
and reading and writing. It's really an
essential block um that we really want
teachers to know that in order for us to
really have students reading at where we
need them to be at grade level, they
need we need to provide them the time.
And so the 90 minute blocks are there
and then we just go over 30 30 is this
is just a guideline. Sometimes those 30
30 or less depending on what your the
student needs but the driving forces the
student needs in the classrooms that
will drive how the schedule works.
Um in our language arts block as you can
see it is multiaceted. It requires lots
of different key structures and supports
for student learning. Not only are we
looking at our foundational reading and
comprehension, but we're also looking at
systematic phonics. What are we doing?
And we have that in place, which we
didn't have a couple of years ago. We
continue to work on vocabulary
development, and that's across the
across the way for specifically for
English learning, creating background
knowledge, looking at our fluency
practice, and of course our reading
comprehension, which are reading to
learn. All of these skills really come
together to help build strong,
proficient readers. So, we have put into
place many of these systems in the last
three years a little bit more
systematically and we're now starting to
see, you know, we're starting to see our
students really start to take off a
little bit more on those foundational
skills. So, part of our focus is now
we're starting to move towards
comprehension. That's the work next that
we have to really work on. So, again, we
continue to build upon what we have been
putting into place um for our tier goal
language arts. Again, writing is not a
uh just a left behind. We really want to
make sure we are reading and writing are
essential components in language arts.
Um there isn't a lot of writing programs
out there. So, we have continued to use
what we have. We have teachers who have
different trainings. We know this is an
area for the district that we need to
work on. Um but when we research
writing, it's really hard to find a
curriculum that's very that's not just
um what how do I say it? what the old
the system is. They used to have I don't
I was never trained in the in the right
type of writing process but they had
green, red and blue or three colors and
you had to have details. So people talk
about the hamburger structure. So it's
just and you limit kids at it. So we
really want to really look at more
traditional writing but our standard
state we have to teach narrative,
opinion andformational. So that is very
clear in the standards. We have clear
guidelines. We have rubrics. We have
protocols. So, we're really working with
our teachers to really learn how to use
those rubrics and and embed it into
their practices. In fact, a lot of our
PLC work, many uh principles want to
work on writing at their sites. And so,
really looking at making sure we're
providing students the access to be able
to communicate in those three areas. Um,
writing is a big component of our
standards and our state test. They have
to be able to explain. So this is an
area in which we really are focusing on
and we um last year this is one of our
focuses that came about through one of
our PLC's. Okay. So again we continue to
assess um we have become very much more
assess uh data driven in terms of
looking at our assessments. Um we
continue to look at that data so that we
can provide intervention targeted
interventions for our students as well
as enrichment. So all of these facets
are really part of the components of
language arts. It is a lot of um
information that we have to provide for
our students but it is work that we're
doing um and we really are working
towards making them become um readers
and writers
uh proficient readers and writers. So
for middle school again very similar
when you look at our schedules our
language art schedule um these are very
similar to what we're doing in the
elementary K5. So some of these
practices are in the same. So you can
see our content standards, I mean our
ELA, what curriculum we're using for
history and social studies and then
science. So those are our three areas
and content that we look for. And so
this year a lot of the work that we've
been trying to work on and some of the
training we have is bringing our
history, social studies, and science
teachers into the world of reading
comprehension because there's a lot of
reading in that area. So we've been we
did some training at the beginning with
that. so that now they're more insync
about what are some of the structures
they need to they need to put into play
and to practice with the students so
that they're able to read the content.
Um so again we're really working on
those key elements. um for math as you
guys know last spring we went became a
K8 math um imagine IM math um and so now
we have this is what you'll look at just
a quick snapshot of what it looks like
from K to 8th grade now everybody's
about a 60-minute block of course middle
school with their schedules it's
probably between 50 and six less about
50 minutes so again these are just
giving you a quick snapshot of what it
needs to look like in terms of a day the
centers Um where do where do centers
begin? Where do they end? They don't
exist in middle school. And then what is
it looking at for in terms of lessons?
Um again, you guys learned about this
yesterday that um our new math program
is a problem based learning approach.
We're really we want students to engage
in the critical thinking um
independently.
So if you look at gradual release is
what probably all of us were taught when
we went to school. problem based is
really allowing our students to to
engage in the thinking first then
collaborating with peers and then
teachers are finally synthesizing the
learning at the end. So it's for example
they may be given a fraction problem
where they're exploring real world
problems and then they're dividing you
know cooking into a c certain amount of
ingredients they have to figure out how
to do the measurements and then they
come back and discuss in the groups how
they came up with their responses. So
it's having the children actually do it
first before we give them the algorithm
or the howto and then we come back and
have them have a discussion and
consolidate their learning. Um looking
at what are they what were the some of
the misconceptions that they tried and
didn't work well how are we connected to
the broader mathematical. So these this
is huge for our teachers as if they've
learned to teach this way because again
we all learned in the gradual release
model even as teachers ourselves. So it
is a a change impact of practice for our
teachers. Um once again this is just our
lesson structure. You can see that
there's warm-up activities that a
typical structure which usually lasts
about 10 minutes. You move into the
activities which is more of the
exploration part where their teacher may
be giving them a problem. Students are
then trying to figure out how to and in
groups and then they come back together
and this synthesis. So a lot of this is
just within this this is within the 60
minutes. So these lesson the cool downs
are really formative assessments that
they check in every single day. So every
day teachers are checking to see what
did the students learn.
So our math program has builtin
checkpoints for math. Um this slide just
shows you the different phases of the
learning um in a typical lesson. What
what is a warm-up? how our instructional
activities sequenced the lessons at this
in the cooldown. Just a little bit more
of information of what we are asking
teachers to do as again this requires a
lot of thinking and a lot of work on the
sides of the teacher to try to figure
out how to make sure they're answering
the students in a way supporting
students critical thinking skills. Um
because we're we're not giving them the
answer first like we used to. Okay. So
this really is the there are five
practices that we want teachers to
practice which are anticipate what the
students are going to do, monitor what
they're doing, select how they're going
to respond, and then think about
sequencing and making connections to the
real world. So all of that goes happen
in a lesson. So it's a lot of different
mindsets of what we're trying to do in
math.
And just to share a little tidbit, I was
out of sight the other day. Got to see
them using vocabulary in action for the
first time um in a fifth grade class. It
was great to see students really you
engaging in the mathematical thinking
and the vocabulary and understanding um
what was being asked of them. So it's
it's a great was great to see that for
the first time in a couple of years.
So we also provide some supplemental um
mathematic practices and for K1 it's
Khan Academy. This is all is this is
just fluency practice reinforcing skills
and practicing independently.
Um we also have another app for reflex
and facts which is for second through
8th grade. Um this supplemental reflex
and facts really practices on adapting
their mathematical thinking basic math
facts for reflex. for second grade um
real-time feedback. So, it's
automatically addition, subtraction,
multiplication. Again, it's just fluency
practices, but FRA is the conceptual
part of fractions, which are very
difficult for students, but this gives
them the practice online. Um, and it
allows the students to really gain some
confidence in their mathematical skills.
So again, this just is a little
breakdown. Reflex practice and mastery
of addition and subtraction facts.
Fracks introd introduction to basic
fraction concepts and visuals. Visual
models. Fourth and fifth grade is
mastery of multiplication and division.
Fracks building fluency with fractions
including equivalency and comparison. Um
and if you think back to when you were
in school, you were probably doing
fractions mostly in middle school. So we
are now doing them more in elementary
school. Um so again the concepts have
come down to the lower grades are really
trying to help support the students
because fractions are not easy um to do
and teach. Um and then in sixth grade
again ongoing practice and maintain
autom automaticity of basic facts. Um
and then working on advanced fra
fraction operations, decimals and
problem solving skills.
So we don't leave behind our social
studies and science in in fifth in the
K5. Social studies and sciences are
integral part of our learning and our it
is built in into an integrated units um
for our K5. So you can see in the top
purple and the green that's how that's a
a schedule for a grade level where we um
have our theme thematic themes based on
um that are aligned with our benchmark
and so you'll see caring and community
which is a social studies and then we go
into a science traits and survival
that's a science unit. So in each of the
grade levels there's three science units
that we do with boss. So it's three and
then three social studies units that
were done. So making sure we're trying
to hit all the standards. So they may do
reading in in a benchmark, but the
integrated unit, they may be working on
background knowledge to help them access
the core curriculum and access and
actually wanting them to do the hands on
FOS kits as well. So we're this this
year we're really trying to emphasize
some of the hands-on activities to bring
FOST to life a little bit more into our
integrated enrollment. So our teachers,
third, fourth, fifth, fourth, and fifth
graders really were are to begin or
started the year with FOST this year.
Um, and we had some training at the
beginning of the year for that.
Moving into our next slide, we're now
we're starting to talk about our
supports. What supports do we have in
PRA in place for our students? So we
have our tier 2 supports um which really
are targeted interventions and for small
groups and looking at what do we need to
how do we identify them? We're really
trying to look at closing the gap. So,
we're assessing the students and
figuring out where are the struggles.
Um, we're using different curriculums
for and approaches for our students who
have phonics skills. We need to provide
different scaffolds for those who have
for reading in uh for reading
comprehension. And we're also looking at
different collaborative practices. Um,
and in math, we're also looking at what
do we need to do in our maths group. So
ma part of the math block um have center
time when students are working on
centers teachers should be pulling small
groups so that they are looking at how
to make sure they're cementing those
practice skills that students are
needing. Um so looking at for our
English learners actually teaching
academic vocabulary as well making sure
we're embedding all of that vocabulary
and making it real. And then we have our
tier three which are our most intensive
supports for our students who are really
struggling. Um again some of them have
academic uh we have to create an
academic intervention plans. Many times
that is with a smaller group instead of
a group of five maybe a group of two
that that need more support. Um and then
we also provide additional tutoring in
small groups as well for some of our
students in some of our sites have after
school tutoring as well.
So one of our biggest emphasis in the
last two years has really been moving
towards this grade level goal
collaboration. Um working together is
really important for us as we are moving
into our professional learning
communities. Um we continue to roll that
out and so this year our first uh PLC is
going to be September 29th where we're
rolling out that first uh cycle of um
cycle for the year. And so really we're
wanting to make sure that teachers
understand that we need to work together
to build the knowledge and um bounce
ideas off each other as we can support
each other when kids are struggling and
also looking at enrichment too. What do
we do for provider enrichment for the
students who already have the standard
already have met the goals. So really
trying to get them to really think about
that differentiation for at all levels.
Um, and then really really actually
wanting to actually make sure we're
strengthening what is happening in our
tier one instruction, our day-to-day.
What is ha what strategies are teachers
using so that they can support each
other? Um, what is it that they're doing
to come up with common planning
assessments and progress monitoring? So,
all of this is part of our PLC work that
we're really rolling out this year in a
different way than we did last year. We
started last year with data, getting
them grounded in data, and this year
we're working on the collaborative piece
with them. Um, so that starts on the
29th.
And so, let's not forget all our work
that we've been doing with our
designated ELD. Again, these are our
non-negotiables. It was really important
for us to really uh provide
non-negotiable things that for our
students. So, we want to be very clear
what we're using, what curriculum we're
using for designated that it has to be
done. you have to have the minutes in um
and that we our focus is how would does
really English work during this time. We
want to make sure that we're providing
supports
um different um language functions for
writing making sure students are
actually talking um how do we integrate
technology into this so really get
providing a lot of differentiation for
our students to access and we've done a
lot of work um Katherine goes around and
monitors a lot of our designated EL
consistently really making sure that um
we are doing we're we are providing ELD
for all of our students. And so it's
super important and we've seen the good
results when people do it from last
year.
So again, for ELD, these are not this is
a non-negotiable
um with really making sure that this is
in every schedule. So Katherine really
works on making sure every student in
our that is an identified English
learner has this block of time. Um this
year we and it should have been from the
it is start from day one. It we can't
wait till September 30th. It has to
start from day one for our students. Um
and again you guys are familiar with
language power and we're continuing with
our alpac practice. There are all these
kits that we have and this year we're
rolling out assessments now. So last
year we were still working on the
curriculum. This year we're working on
some assessments
and we're also looking into a new system
of assessments that Katherine's piloting
now. So we're looking into a whole new
system, but we're losing um using a
little bit of both. So we're hoping to
be able to have something more in play
that will be easier and faster for
teachers. Again, non-negotiable for
middle school. Exactly what we're
expecting. They're blocks of time what
they're doing. Um these are require
these are requirements that we have. Um
and so making sure that the one most
difficult issue that we have in middle
school is how do we do intervention in a
50 50-minute block or enrichment. So
principles are becoming we have some
principles who've been able to create
some intervention blocks at the same
time that they're doing other things. So
principles are becoming in the middle
school looking at how can we provide
this for smaller group kids and some
schools are are making it work. So it is
not an easy task in the middle school to
provide a separate period for especially
when you have a six a six block period
or seven. So they are being very
creative on how to help support our
students.
Again a non-negotiable is our PE
minutes. We are required. So we made
sure we made this front and center that
clear that everyone has to have it. Um
and then of course as you know our
district assessments as you can see
these are all the different assessments
we do over the period of the year. Um we
have really come into this year making
sure that uh teachers are using the math
unit test this year. Um and continue to
use all of other assessments that we've
been using in the past. Um and this year
what's new and I ready we now have a
Spanish language assessment. So we just
uh completed that assessment for all our
Spanish our Spanish classrooms that are
being uh taught in Spanish. So um Jenny
will have some data for us to compile
that data for our Spanish because we
haven't had that in the past.
And of course we have our learner
framework. This really is making sure
that all of our students have
opportunities
to be empowered to make sure they're
constructing knowledge and collaborating
and making sure they're able to
communicate effectively. This is one of
our goals. It's been there for a while.
We've had this goal for a long time. Um,
but we really want them to be able to
engage in all of these skills.
And so one of the things that we have
our staff development has and you guys
the link is on is our staff development
website. So this is where teachers can
access all of our curriculum as well and
any thing that is developed by staff
development is posted on this website
for teachers to have access to. So all
of our planning tools are on this
website.
As you know, we're in the midst, we're
in the middle, one more day of goal
setting conferences um as we're closing
out. It came a little bit earlier this
year. Um and so again, we continue to
focus on our students goals, having them
uh create them and share out with teach
with with uh with the parents and also
looking at the reflection cycles after
each trimester. So, it's important that
we continue the work as students um
continue to move towards creating those
goals. So, we had a lot of good work
last year. So, again, what it looks like
for TK2 through 68 is a little
different. Everyone's does them in the
fall, but there's always ongoing
opportunities through the through the
through the trime trimesters to actually
continue doing and reporting to
families. We just don't have conferences
at trimester 1 or only in trimester 3
sec uh two.
So we continue to need supports for
social emotional learning. Um this
continues to be a very um integral part
as we have come out of the pandemic. Um
so we have our schools who are adopted
our wayfinder this year. Not all the
schools we also have some schools who
continue with programs that are really
good that they have been working really
well. So they decided they wanted to
stay with theirs. So some of them are
second step kimois. There's a number of
them but they have been working at those
sites. sites that are doing wayfinder
are the ones that are noted up here and
they were literally seeking something
different. So that's a new roll out this
year.
So going into our MTSS work um we as you
know we have moved into our database
which is our power scale analytics. Well
now we're looking at our paris power
scope behavior. This really it goes
aligned with um our PBIS work. So it's
just an online portal similar to class
dojo where children are recognized for
positive behaviors you know caught. So
it's the same thing but this one is tied
to actually to our system our power
school system. So um we have some some
schools who've rolled it out already and
some that are others that are getting
ready to roll it out. Um and some that
have been doing one of something similar
to this that they like. So we let them
continue because they have that. But
this one's just nice because we track we
can track behaviors. They can put in a
behavior. We can actually track how many
time a student has had issues and they
can we they can have a conference. It
just is a tracking system that allows
us. But it really focuses on catching
students
doing PBIS catching them being good. So
I one of the school sites we were told
that the students were like what
happened to my points? So they're really
being cognizant if they can see their
points. You know, all kids want to do
well. So, this is just a different way
of rewarding them. And so, some of them
are tied to their student stores, right?
So, the more that they are positive, the
more they have points to use at the
store. So, again, on our professional
development this year, we continue with
our PLC meetings. Um, this year focusing
on our English honor strategies and ELA
and math. We continue to track their
progress in language arts and content.
We're using all of our data that we've
been using with teachers um in our PLC
work. Um and then we continue doing our
targeted sites with instructional
coaching and observation cycles. So this
year we have uh three sites that are
doing this observation uh cycles with
Dr. Saguilan. So what that looks like at
Hoover, Roosevelt and MIT and our cycle
begins next week. So teachers will be
planning a lesson and then with Dr. Dr.
and our coaches and then another day
they will be they will be teaching the
lesson and their peers are observing
them and they're giving each other
feedback and debriefs. So we're hoping
that well there will be three cycles
this year that the teachers were are
starting. So we're starting next week at
Roosevelt and Hoover. Um and so we're
excited to see that. We started a little
bit of that last year and it went really
well. So we wanted to continue that
work.
Um and let me just go back. We don't
have um I just realized I didn't put
Taft and Garfield on there because
they're still they're doing the new
benchmark and so their work is tied into
all the new benchmark materials and
planning around that.
So again for accountability we are
continuing with our smart goals through
our PLC cycles. We as the district
leadership continue with walkthroughs
and observation providing support for
our leaders and we continue with goal
setting and our data collection. So we
continue to monitor all of that.
So for RSD, just so you know, this is
our PLC timeline. So you can see we have
a lot happening um for our PLC work. Um
we the green areas are those are called
progress monitoring. So those are
checkpoints sort of in the middle that
we're going to see where we're at. But
the pink sections November 19th and
28th, that is sort of where we see our
closing our cycles. And so this year we
are part um solutions tree has been
working with us and so we're now
creating long-term goals versus
short-term goals. So there's a long-term
goal for the end of the year. What we
want students to accomplish and then we
have checkpoints. What do I want done by
November 19th? What do I want done by
January I think? So there's checkpoints
throughout the year shorter term. So
that's going to be part of the work
we're doing on the 29th and principles
are leading that work.
Um, so this is just some of the
professional development we had at the
beginning of the year. It was a quite a
bit for we had our dyslexia screener in
August. Our first screener is going to
occur in October. That's coming up. Um,
we had our reading comprehension for K2
35 and 68. History and social studies
also did reading comprehension with
Berkeley. Um, we did some writing in K2
with benchmark foss for 35. We had our
math centers and one of the new things
we're happening this year, we're
actually forming a bilingual committee
to look at our bilingual programs.
Um and and we started that already. And
then for middle school again, expository
reading and writing. Um we had that
happening. That was a 4-day training.
History and social studies I said with
CRLP and then we had our we have our new
math curriculum that will be ongoing. So
lot happening in terms of PD this year
at the beginning of the year.
For our administrators, we also have um
professional development occurring. So
we are continuing with our educational
rounds like we started last year. We are
giving them ongoing feedback and they're
giving teachers ongoing feedback as
well. Um they have now established
teachers are doing goal setting with
principles as well. Um and then we have
partnered with solutions tree training
who is deepening our understanding of
professional learning. So we have a
series of four cycles with them and then
we have Dr. Saguilan who's working with
our administrators on English learner
roadmap and the EL framework. So this is
all for our principles to help guide the
work we're doing in focus.
So any questions?
>> Thank you. Lots of information there
about what's I mean a lot going on at
school. Um Cecilia David do either of
you have questions or comments?
>> Um thank you. Definitely a lot of
information. Um I'm just curious to know
if um like how are teachers adapting to
like the new curriculum? I know that the
people that piloted were you know they
knew how it worked but the teachers that
were used to doing the old way math for
example. Um so I'll stop there so you
could answer.
>> Um
we're in are going into our this is our
third year with the math. So I think in
our third year we still have teachers
who are struggling and we have some
teachers who've already jumped on board
and really have been real consistent
with the math um uh challenges. So I
think it's across the board. Um we
haven't done a survey. We did a survey
the first year quite consistently along
the year as we were rolling it out to
find out what were the needs. Um but we
haven't done a survey for math this year
in regards about how they're feeling
about it. We do know um that principles
are also monitoring it more this year
about making sure the curriculum's being
done and that we're going do it with
fidelity. It is important. A math
program can only be as good as we do it,
right? As we build it and there are
learning areas that teachers need, but
we also need to be able to provide them
support. So, we have had um Anastasia
was really a lot in classrooms the last
couple of years um modeling lessons, you
know, planning with teachers. It does
take planning. Um, and so really we need
I think what we're at now, we need more
dedicated time for planning for it.
We're at the point now where they know
the curriculum. Now we just have to plan
to deepen the learning for the teachers
and to making sure that it's moving
along how it needs to be because we're
in our third year. We just don't have
enough math coaches is the problem.
>> And so Cecilia, when we started with
this, I don't know if you remember, um,
there was a lot of discussion and
concern about the math program. Do you
remember when principles were doing
their reports and they said this was
just too much they couldn't do it? Well,
it's come to a point now with the
trainings and then also with this this
cohesion model that you know this is to
be taught. This is district curriculum
is to be taught to fidelity. That means
you use nothing else. This is the
requirement. The principles are on the
same page with us. And so you may have
difficulties,
we will support you, but we're not going
backwards and picking up something else
that we were using previously. And
Anna's been very good about saying,
"Nope,
>> put that away. We cannot use that. We
have this material. This is what we're
using. We have these assessments. These
are the assessments we are going to use
and determine our next steps, but we're
not going back and using something else
or using some type of teacher created
material, you But during during COVID,
there was teacher created material that
that you could buy and all that. No, no,
no. This is what we're doing. It's to
fidelity for our math and our language
arts and our m for our multilingual
learners with language power. That is
what we're doing. You saw the schedules
here, which we had some difficulties
with the schedules,
>> but everybody's doing them.
>> I know. And we're checking when we go
out because we want to see the schedules
and we go into the classrooms. And if
it's not, then we ask the principal what
happened here.
>> Yeah. There was a lot of I think we're
monitoring a lot more. I think one of
the biggest things that I hear from
teachers is they want more fluency.
>> Yeah.
>> Fluency. Fluency. Fluency. Kids still
need to learn their basic facts, right?
Part of the in the math program, um, the
most important part are for the younger
kids is the centers. The centers is
where they build that fluency. So if
teachers aren't doing the centers,
they're missing the practice where
students need to practice the skills. Um
because the fluency is part of wrote
memorization, right? They need to
practice.
>> Sorry. When you say the centers, can you
>> So in kinder in kinder in kinder through
through fifth grade there are we the
program has centers where you provide um
an extra 30 minutes. Kindergarten is
built in. So they have 60 minutes. It's
the lesson and then they have the
centers where it's a game. It's like
gamified, right? they're practicing,
looking, counting, and so that's
embedded in K1. Second, third, fourth,
and fifth grade. You have to add a 30
minute. So, it's so it's an hour block
and then you have to add 30 minutes two
to three times a week so they can
practice the fluency skills. And on top
of that, we also have um the online
reflex and facts and count to actually
practice some of those skills. So, we do
have them and the centers because they
require a lot of prep work, right? We
want this year. That's why we started
with K12 making sure we started with
them prepping all the centers for the
beginning of the year. So there was no
excuse. We don't have them. We have we
gave it that gave them time to create
them and making sure they're ready to
go. So we really are trying to emphasize
in math you have to do the centers. We
know it takes time to prep them. So
we're giving them time during PDS to do
the work. Um because it we want them to
be able to collaborate with each other
as well and you know play the games. you
as teachers have to play the games. Um
so that that is embedded. So that builds
that fluency practice and the math um
also has extensions so you can have
students who are you know fluent they
can play some other games that are again
and challenge them and then we have some
that need supports that you can adapt to
the lower grade. So they're in this in
the mathematic um sequence they have
those things teachers need to be able to
go and look for the resources.
So that has been some of the challenges
we're still working on and still trying
to work with teachers on understanding
everything that the the package provides
because the first year you're you're
rolling it out and then we're trying to
embed what else is available to the
teachers. This year we're really trying
to get those math assessments because
there are assessments online and then
they're assessments that you can do on
paper and you have to score. So we're
really trying to have them move at least
third through up to the online systems
because it's scored for them. you just
have to do the writing portion so you
can automatically see what kids are
doing quick in an assessment than having
to sit there and correct one by one.
So that's one of our focuses this year
is those assessments.
>> Um thank you. Um, and I guess I I'd like
to say obviously thank you to all the
teachers for doing a great
>> um job and obviously whether it's
challenge challenging for some, I'm sure
they'll get through it and the
satisfaction of seeing the students um
thrive would you know make them feel
better. Um, and then my other question
is you mentioned there were some
afterchool tutoring. I'm wondering is
that an option or is that a mandatory
thing? So for our tutoring we have it at
specific sites. Our target sites have
all after school tutor. We have for
foundational skills we have air reading
and so those are students that we choose
or in the after school program and that
are two to three years behind. And then
we have math tutoring at CAP tutoring
for some of the sites too. So we have
math at the our target sites as well as
air reading
which are f which really works on
foundational skills. So, it's another
dosage for students who are struggling
in phonics. Um, but it's an online
tutoring we've been using and then we
last year we got really good results
with them of moving kids of kids moving
um levels with that phonics.
>> Now, is that necessarily after school
tutoring obviously different than like
the afterchool programs or is that
embedded with
>> it's embedded in the after school
programs. Okay. Yeah, we've worked with
the after school programs to for those
blocks of time to make sure we're hiring
them. Yeah, we wish one of our
challenges is we have students who
really need tutoring but are not in the
after school program and how do we
provide that with them when you have to
have an adult with them for some of
them. So that's been a challenge that we
do have kids who need tutoring that are
not in the after school program that
would qualify for some of these
supports. we just don't have a system in
place for how do we keep them there for
the 30 minutes because sometimes the
program may not start till 3:30 or you
know later. Um CAP tutoring actually
goes from you know all afternoon so they
pull kids out and for half an hour. How
do you keep a child there that gets out
at 2:30 and their session isn't until
4:00? So you have to have create a
system to have them there if they're not
in the after school program. That's been
one of our challenges.
>> David,
I
>> think this is great stuff. Um, I feel
like the the district's worked really
hard to source high quality pedagogy,
high quality materials uh and standards
for instruction and now needs to make
sure that they're rigorously applied,
right? that the students are actually
receiving the benefit of that curriculum
and of that pedagogy. Uh, and I I feel
like this is a a good step in that
direction of saying, "Hey, folks, th
this is what we're all going to be
doing." Um, you know, this is the this
is the game plan going forward. And
there's there's a lot in here that seems
very well researched. Um, you know, I I
think a focus on writing. You know,
there's increasing evidence that writing
itself is a critical part of thinking.
And so encouraging children to do more
writing is really good. Dr. Baker and I
have had conversations about, you know,
whole book reading assignments versus
assigning um summaries or excerpts uh
being really important. And then I think
the metaccognitive proc process of of
starting with kind of capturing the
confusion of having the students attempt
to solve it their own, figure out some
parts but realize that they haven't got
it all figured out and are going to need
a little bit of help. Um then then
they've got an itch to go and scratch
and the teacher helps them go and
scratch that itch is actually well
backed by um pedagogical studies.
Aldrich in tenonbomb 2011 uh had
invisible learning also calls out
scaffolded learning is outperforming
explicit teaching. So sometimes things
change uh about like how instruction
works and it's like it it feels like
just change for change's sake like oh
great another thing and sometimes it
changes like for concretely the better
and there's like solid science behind it
and this feels like it's in the latter
category um which I feel really good
about. Um, I'm also really happy to see
just the continued leaning into more
feedback, more observations happening
from administrators. Um, I'd you love to
continue pushing on like more uh peer
teaching observations and opportunities
there. Um, setting aside the time for
professional development for uh not just
teachers but also the administrators and
helping the administrators get better at
it, helping the teachers get better, you
know, percolating all the way down. So,
I know a lot of work has gone into
making that happen. A lot of work has
gone into helping make sure that the
principles actually have time to give
that feedback uh and to get them out of
the office from some of the other
administrative duties, you know, into
that um process of helping the teachers
be excellent because that is how our
students are going to achieve. So, yeah,
I think it's it's bold. There's a degree
to which, you know, I could see parts of
this being controversial that like we're
laying down the law. This is the way our
kids will be instructed. But I think
that kind of level of rigor is what our
our students deserve and we are going to
see positive educational outcomes from
applying highquality pedagogy
consistently across the district and
that's what I see in this plan.
>> Yeah, thanks for the presentation. I'm
going to use this just to ask a couple
questions to educate myself on some of
the practices that you mentioned. Um for
fluency practice, you said coral reading
and reader theater. I don't know what
those are. Could you tell me? So core
reading is it just like a lot of our
practice for English learners really. Um
so core reading is sometimes we do it
together instead of just a child doing
it by themselves. Um reader theater is
like it's just like a play but it's just
reading it and they're you know using
their voice intonation. So it's it's you
know there may be a script and children
have different parts and it's really
actually researchers have been shown to
prove really helpful for our English
learners and our students with
disabilities.
>> Oh great.
>> Um it's actually built into our uh
benchmark.
>> Okay.
>> It needs to be used a little bit more
but it really does help our students get
into those roles um of of understanding
and supporting. Um it's Yeah, it's great
practice.
>> Nice. Yeah, that sounds fun. Um and then
in the targeted interventions, there was
a collaborative practice um reciprocal
teaching. I mean, I'm guessing what that
is, but I just wasn't sure.
>> Yeah. It's just the practice of having,
you know, students work together, but
also teachers working together to have
that practice.
>> Yeah. Okay.
>> It's a whole needs and it really does
become when students become teachers
themselves. Okay.
>> And you really want to get to that
point.
>> Yeah. Yeah. That's that's great. Um you
Thanks for putting the spotlight on to
writing. Uh I think that was really
interesting to hear about your
perspective on it and sort of what we're
doing there. Uh it kind of made me think
that maybe we're a little bit not
looking at it at directly at the
academic indicators that the board is
looking at. Like I'm sure co shows up
indirectly through reading comprehension
and some of the other academic
indicators that we're looking at but
we're we're not right like we don't have
anything in our dashboards or anything
that we're coming.
>> No because writing is embedded in
through our the writing of the assess
you know the reading component of it.
Right.
>> It's justifying
citing your evidence and reading.
>> Okay. Yeah.
>> So it is it's really the reading
comprehension is part of the way that we
should see the input.
>> Are there other ways that we can and
should be measuring like writing
proficiency? It's a wonderful
>> Yeah. I was asking I just wasn't sure.
>> Well, I think I think that years ago
years years ago and I I'll include
myself. I was trained in a writing
readers and writers workshop where it
was a little bit more open-ended. Um,
and it we I mean I learned a lot of good
skills, a lot of how to coach students,
how to really um have an, you know, have
a one-on-one meeting. It wasn't about
correcting. It was about how to add
details, how to add ask questions,
probing questions to add in more
information. It did take a lot of
training. Um, it was using text as
models, lessons, and children mimicking
what was in the text. So you had what's
called mentor tax. Many of our teachers
that were trained in that era in that
era back in many many years ago really
continue those were good practices. You
try to find good literature practices,
good models for students and you
replicate that so students understand
the writing process, right? Um I think
with our new initi because back in then
we did we had narrative opinion and
opinion was a little different and
informational. there were different
texts that we used to use and now that
we're very specific with we must teach
narrative, we must teach opinion because
opinion becomes argumentative in the
middle schools and then informational.
So those genres are really what is our
driver to making sure that children know
how to explain. So like for example on
our all our testing even on our ALPAT
test for English learners children have
to state their opinion and they have to
justify it with three reasons. They have
to look at a sighting of a text and they
have to pull the text information, the
graphic organizer, and they have to put
it into full sentences. They're looking
at an animal and its description. Now,
you have to go put it into writing and
putting the piece together. The same
goes for um ourformational text when
we're, you know, trying to site evidence
from the text. Where am I citing it
from? You know, this paragraph here, you
know, you're citing evidence. you're
then providing your own um supporting
evidence as to why you think that,
right? So, all of that is part of the
new of what is in what they're being
tested on. Um narrative has been around
for years. I mean, I I narrative and I
think and narrative I think is one of
the harder ones for our kids because we
think narrative tell our own stories.
When you're going into a piece of
writing, they're actually giving you the
story starter and you got to continue
it. So, if you don't have background
knowledge on whatever they gave you,
it's going to be a harder take. But it's
again, it's all about fictional
narrative. Kids love fictional
narratives. They can, you know, they can
make those things up. I think it's so
there's a lot of variety of it. I think
we've lost the art of it a little bit in
in what we do and we got to go back. But
we are working towards making that in
kindergarten we're having more
interactive and shared writing
experiences so that they can then become
more collaborative as they move up the
grade levels and giving them that
experiment. Um they're writing daily is
important.
>> Yeah. And we pretty much consistently
see student writing up on the walls in
classrooms when we go and visit so we
know it's happening. I guess what I was
wondering was I don't think that the um
I don't think I ready has a metric on
writing nor does nor does CASP right and
those are kind of like the two major
>> does it
was the embedded writing is that yeah
CAS does have writing
>> um and I think that's been one of the
drivers of the fibs which are are CASS
like because it's showing us that
children can't explain their thinking
right
>> in a cohesive way.
>> Okay.
>> Yeah.
>> Yeah. Right. Um the the other one I was
wondering was um and this is no knock on
pulling in supplemental materials, but I
was just wondering what like what is
missing in IM that uh we felt the need
that we had to go out and get
supplemental programs.
>> We didn't know what was the need, but we
were trying to address the teachers who
wanted making sure that we had we were
addressing the need.
>> Okay, cool.
>> At the time when we got it, we knew we
didn't know what was needed.
>> Okay.
>> Um we knew heard from principles and we
heard from teachers. There's just not
enough of that. So we went and got two
apps that have that so that they can at
least practice.
>> Yeah. I think it's great like more
practice is good. I just wasn't sure if
it was like a gap in the curriculum that
we had adopted.
>> According to I am
>> okay.
>> If we if they teach the structure it's
supposed to be built into it.
>> I got it. Okay. Um then the last sort of
like mini question is uh just on the
designate ELD being non-negotiable time.
That's a district requirement. Like the
PE is state, right? Like it's like the
only thing that they mandate they do
mandate that actually state mandated.
>> Okay, great. Okay.
>> Were we following it? Probably not to
the tea. Okay. A couple of years ago,
but it is state mandated. It's always
been state.
>> Are those the only two time blocks that
the state mandates PE and designated
ELD?
>> Well, in different No, all of Yeah. That
that are state driven that we are
looking for. Yes, I think so. But we all
have our minutes of time by curriculum.
>> Yeah, for sure.
>> But yeah.
>> Yeah. Okay. And then I guess you already
kind of talked about this, but I just
want to make sure I understood it. Like
it's awesome to have this cohesive plan,
but is it being is it cohesive? Like are
people adopting it? It sounds like
there's a good foundation of adoption,
but there's still like a little bit of
like unevenness around it.
>> There is unevenness, but we are out
there. You this is something we are
going to follow. If we don't follow it
>> because we put a lot of time was spent
on looking at the research. A lot of
time was spent at having consultants
with us and then the time spent that
Anna and her team put together to make
this happen. So
I know I know it can be a lot but if we
don't go in this direction, we don't
expect it happening,
>> right?
>> It's not going to work,
>> right? Right.
>> And so we are
>> very adamant we're going to have it
work.
>> Yeah. and and our our really our our
goal is really to have professional
learning communities
>> which
>> the the things really happening
regularly in order for that to happen we
as teachers have to be on the same page
about what we're doing so if I'm using
this book and you're using that book
there is sometimes we're not me not me
and connect how are we make moving
forward so part of our goal really in
the MTSS and actually in MTSS it is
having things that are aligned mind so
that we can have deep conversations
about how do we move student work
forward in our conversations as a grade
level or in our content math area. How
are we looking at student work and how
are we moving the kids work forward? Um
not looking just at their deficiencies.
We need to look at the enrichment. We
need to strive to have all kids reach
the enrichment area. And so if we can't
have those conversations because we're
on the different pages, we're missing
the opportunities to collaborate. And so
I think our push really is to get
teachers on board. What what we have
found find what we have can't even talk
right now. What we have found is the
schools that we see a lot of
collaboration happening are schools that
are really moving the needle.
>> Yeah.
>> Right. So we want that in all of our
schools. We want all schools to see the
value of how we can support each other
that we are not just I don't have all
the answers nor do you but together we
can be a power team by sharing what
we're doing and really using tuning to
our benefit how do we address the kids'
needs right so and then and it it is a a
good practice to have and then having
them come in together and don't just
look at their data but highlight what is
working great in our classrooms and then
where do we need to work on together as
a team and So that's part of the work
work that we're doing with professional
learning communities is deepening that
work this year so that next year we're
hoping it's more of a cyclical from day
one they start with this mindset. We're
doing this collaborative. We're looking
at data. We're planning together so that
we can move the bar with the students
and help our all of our students meet
the need.
>> They learn from one another also. You
know
>> how did you get that child to do that
task? How did that work? how did what
did you do that I should do that I can
do that with my kids. So that
collaboration is very important or can I
come into your classroom and watch while
you know the guest teacher is in mine
you know and and see you do it.
>> So I think I I believe we I really
believe we are on the right track and we
cannot let this go. So we're very
adamant when we're at the school sites.
We're very adamant and principles and
yeah we know we know we know.
>> Yeah. I just want to say thank you for
the presentation and this tremendous
effort. I know that it is to bring this
coherence to like so many schools and so
many grade levels
>> and people are work people are working
hard. I I will say they are working very
hard to to get this off the ground and
moving and um as the principles have
told them you need I need to know what
support you need so that if I can't
provide it I can find who can in the
district provide it for us. So um
>> it I I'm thrilled that we have it and I
know it's going to work. We just need to
keep on keep on it. Yeah, it makes sense
because I think I would imagine that
this kind of alignment just really will
ensure that you know a students aren't
going to have wildly different
experiences based upon which school they
go to. Obviously there's different needs
at different schools and can be adapted
for that.
>> Right. Exactly.
>> Yeah.
>> And that and that's some of the things
that we have found. We do have students
who've moved around different sites and
then they they oh we already did that or
not. So we're really trying to make sure
that that system is in place.
>> Yeah. So yeah.
>> Well that's great. I mean, talk about
work that connects directly to our
mission, you know, like this is perfect.
So, uh, thanks. I don't know if you have
anything else you want to add.
>> No, I just want to thank Anna and the
team for really putting this together
and I know we went through a lot of PD
with the principles prior right when
school ended and then we started right
back up when they came and then did the
same with the teachers. So, um, great
job. I I'm really looking forward to
this just moving the needle really.
Awesome.
Thanks. Um, let's move on to
correspondence, uh, which is item, uh,
11. Anyone have correspondence? I got
one email today. It was from, uh, the
Sanonteo County Office of Education.
They reviewed our 2526 LCAP and our 2526
budget. They approved the LCAP.
Congratulations.
Um, and they confirmed that the budget
meets the requirements. So, uh, I think
that's good. Not surprisingly, they did
flag the deficit spending um being
short-term covered by the transfers in
uh long-term by unident unidentified
fiscal stabilization measures. But other
than that, it's all there.
>> Okay. Other business suggested items for
future agenda.
No. Uh board of trustees meeting
calendar
saw the closed session.
>> Yes. So, just confirming that there is a
close session on October 8th starting at
6:20. That way you guys have 30 minutes
in case you have any questions since
it's a new process.
>> Okay.
>> And then uh the 10:16 study session,
October 16th study session at 6.
>> Okay. And the one thing I kind of wanted
to ask was the um I know that the
October 8th meeting we're going to have
leadership associates there. They want
like a long twohour walk or so. I mean
is there a possibility to start earlier?
>> Yeah,
>> that's exactly where I was going.
>> Um I I don't I don't We can we can start
early. They uh find out with leadership
and associates how early they can get
here for the close session that they
want to have with you. And let's work
with that time frame and maybe we can
start at 6 as opposed to seven.
>> Yeah. Yeah. Or something. And I don't
know if we have to because it's a
regular scheduled meeting. Do we have to
do like an hour study session and then
recon? I don't know how it all works. Or
if you can just move this. No, I it can
be done during the regular meeting.
>> Yeah. Great.
>> Um Yeah. So, that would be the only
thing that's a good idea.
>> Yeah.
>> Yeah. I I know you're going to try and
keep the agenda focused on
we have the unodudited actuals, too.
>> Oh, yeah. Yeah. So,
>> so that's what I was concerned about.
>> Yeah. And it's keeping it kind of f I
definitely want very little on there
except we really need the actual
talked about that. Yeah. to confirm. You
want close session to start at 6 and
then move over to regular or close
session 5:30?
>> If 5:30 for if they can get here for
5:30, I would suggest a 5:30 close
session, six o'clock start,
>> that should put us, you know.
>> Yeah.
>> Yeah. I mean, three-hour meeting will
probably be done by 9.
>> Okay. Right. I I think the meta point
here is that anytime we've got an agenda
that looks like it's going to be at
least three hours to plow through, we
should at least have the conversation
should we have this earlier than normal
just to avoid getting into the we hours.
>> Yeah, makes sense. All right. Thanks. Um
adjournment. Uh can I get a motion to
adjurnn?
>> I move we adjourn.
>> Second.
>> All in favor? Hi. Hi.